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E-portfolios, employability & Policing Studies - Helen Lynch - 170614
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E-portfolios, employability & Policing Studies - Helen Lynch - 170614

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Helen Lynch – Charles Sturt University – will share how a new scripted, scenario based, spiral curriculum is being rolled out for the first two trimesters of Associate Degree in Policing Practice …

Helen Lynch – Charles Sturt University – will share how a new scripted, scenario based, spiral curriculum is being rolled out for the first two trimesters of Associate Degree in Policing Practice (ADPP). One important feature of this new approach to teaching policing is technology supported classroom delivery with an emphasis on digital resources and curriculum materials. PebblePad e-portfolio is being used in the new curriculum as a learning and assessment platform.

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  • Employability not really an issues as students if pass the course are automatically employed as a probationary constable.

Transcript

  • 1. SCHOOL OF POLICING STUDIES E-portfolios, employability & Policing Studies Simulated Workplace Learning For Enhancing Employability hlynch@csu.edu.au Ed Designer, CSU Policing
  • 2. SCHOOL OF POLICING STUDIES What comes before A new scripted, scenario based, spiral curriculum for police recruit training Digital classroom delivery Students with computers in the classroom Students with a Study Guide in .epub which provides access to all digital resources used in each lesson PebblePad e-portfolio • Deliver learning content • Provide opportunities for the collection and aggregation of simulated work product • Initially for assessment, and reflection to benefit for future learning (post recruit training)
  • 3. SCHOOL OF POLICING STUDIES Why PebblePad? Opportunities for students to: • Gather evidence of achievement and progress • Keep that evidence for post recruit training • Get feedback that can be shared (or not) Opportunities for us to: Review and support student learning – simulated work environment Distribute learning content just using one link Easily updated - link endures beyond content changes Content easily exported and delivered via Equella as a website (an excellent backup system)
  • 4. SCHOOL OF POLICING STUDIES Challenges • Getting students to hit the ground running with e-portfolio use – gateways and webfolios • Getting teaching staff to do the same • Working with the large number of items that students had to upload and staff had to mark/provide feedback • Developing marking/feedback processes within PebblePad
  • 5. SCHOOL OF POLICING STUDIES Preparation – abiding by the 6 P’s Targeted PebblePad “How to Guide” pre attendance compulsory orientation Pre-made webfolio templates in the Gateway Staff PL opportunities – benefits for students, how to do what was required.
  • 6. SCHOOL OF POLICING STUDIES
  • 7. SCHOOL OF POLICING STUDIES Solutions Preparation – abiding by the 6 P’s Targeted PebblePad “How to Guide” pre attendance compulsory orientation Pre-made webfolio templates in the Gateway Staff PL opportunities – benefits for students, how to do what was required.
  • 8. SCHOOL OF POLICING STUDIES Successes Clear majority of students got moving quickly practicing creating and uploading products Pre-made webfolio templates in the Gateway very useful Academic staff mostly came to grips with basic functions
  • 9. SCHOOL OF POLICING STUDIES Big mistakes ? Too many items in too short a time with too short marking turnarounds Rubrics based marking system required a complicated process of generating and returning feedback to students With large numbers of students staff and products they system became very slow which was a real “turn off”
  • 10. SCHOOL OF POLICING STUDIES Just some of the contributions from just one student? Try 100 students ! Next stop 400 students One too, too busy gateway.
  • 11. SCHOOL OF POLICING STUDIES What we do now? Products still created but not marked in e- portfolio Products do not contribute to assessment now Products must be created but feedback on products is part of classroom time. Upload to e-portfolio not compulsory but strongly encouraged
  • 12. SCHOOL OF POLICING STUDIES Questions? Some prompts? Is this matching your experiences of e- portfolio? If so what aspects match up If not what differences are there? What impacts arise from how you ask students and academic staff to work with e-portfolios