Sandboxes and Springboards crea%veanddigitalmarke%ng.net springboardcourses.ie
Two “digital” modules of six • “Introduc%on to digital marke%ng prac%ce” (how to do stuﬀ) • “Personal development competences” (what you can do) – Computer lab teaching, expert external speakers and workshops in semester 1 – Project work in semester 2 with op%onal weekly meet-‐up – Facebook group for links, references, social contact – 60% “building block” marks for weekly exercises during semester 1 plus par%cipa%on marks (in-‐class and facebook, for ac%vi%es like website design, video of speakers, peer teaching) – 40% marks for porMolio and project presenta%on in semester 2
Mixed ability, age, IT skills… • Age range early 20s to late 50s • IT skills on entry ranging from experience in content-‐managing websites down to barely able to cut and paste but… improved! • General literacy/wri%ng skills varied from professional to diﬃculty in composing a basic business leVer • Jobs market: almost all posts adver%sed from September 2011 to May 2012 requested 1-‐3 years experience – and Google Adwords – and many wanted a 2nd language too… • Approach: eporMolio evidence of skills star%ng with Blackboard as a private “sandbox”, moving to a curated, public eporMolio – from development to “showcase” – Videos, Google Ads text, LinkedIn Proﬁles, blog pos%ng, Google analy%cs reports, Slideshare presenta%ons, facebook business pages
Video: Margaret Smith • In a fast-‐moving subject like digital marke%ng you have to use expert prac%%oners… • Margaret Smith runs the Umnumnum Cookery school and came in to talk about using TwiVer for community management – For each speaker I encouraged a diﬀerent student to video their talk so they would learn basic ﬁlming, edi%ng, YouTube upload, tagging etc. and these type of ac%vi%es formed the basis for the porMolios. hVp://www.youtube.com/ watch?v=g4Ur_X3-‐tzs
What we wanted students to do… • Reﬂect upon their own learning, performance and achievement • Plan for their personal, educa%onal and career development, including extra-‐curricular ac%vi%es. • Collect purposefully the story of their eﬀorts, progress or achievement. • Make sense of the work and culminate in a curated or edited “story” that is publicly available to employers or clients, reﬂec%ng real tasks accomplished. • The level of guidance and support decreases during the PDP process as personal capabili%es develop, with the inten%on of the process becoming self-‐sustaining. • I do not think we achieved the last point – but is it realisEc?
Enterprise model of PDP October bank holiday: stressing trying to create a relevant rubric to explain to the students, I found Norman Jackson’s wiki: hVp://personaldevelopmentplanning.pbworks.com/w/page/ 2110913/FrontPage Hidden away here and never oﬃcially published… says Norman… It %ed in really well with work my former colleague Dr Catherine O’Mahony carried out for NAIRTL in 2009 surveying what employers, academics and students want as graduate competences.
• Pitching ideas and persuading others of their value • Communica%ng clearly and appropriately, demonstra%ng a sense of audience • Producing content that is literate, numerate and coherent in an appropriate medium. • Engaging in research or produc%ve enquiry to ﬁnd things out in order to do what is necessary • Managing informa%on eﬀec%vely in a range of media • Building partnerships and collabora%ons and networking • Being resourceful with exis%ng resources or crea%ng new assets • Brokering by bringing people, ideas and resources together and inspiring them with a vision • Working with others to achieve speciﬁc objec%ves • Designing, making and producing crea%ve and digital media content • Selling, or performing another specialist ac%vity closely related to crea%ve and digital marke%ng. • Demonstra%ng customer focus and service orienta%on • Ac%ng in an ethical manner demonstra%ng poli%cal, social and cultural awareness
Problems • Students found Blackboard Campus eporMolio pack hard, especially sharing journals with the tutor – next year we will use the main journal feature but set to private. Too many clicks, too confusing to get to (“add new entry” buVon). Facebook’s changed the game! • Excellent proprietary systems (eg Kent, Dundee) have the diﬃculty that they are not likely to be maintained ater the student leaves – so eﬀort is wasted. • Timing: other modules overran, porMolios got squeezed by exam deadlines
Assessment Rubric • Combined elements from a number of the referenced publica%ons and websites • Presented to students and discussed middle of term 1 • Added “bonus points” for evidence of use of mul%media • Based around a “signpost document” for each student linked to all the pieces of evidence • PlaMorm independent – students could choose where to do their “showcase” as long as it was easily accessible for prospec%ve employers or clients. But most used the course microsites • I can send the rubric to anyone interested…
Developments for next year • Wordpress mul%user student “microsites” under course website umbrella (idea from hVp://edc.educa%on.ed.ac.uk/ ) • A useful skill they could see employers valued (content management with Wordpress) while crea%ng their external porMolio • Microsites will be in place from the start next year for those brave enough to move on from the Blackboard sandbox • More DePTA / peer porMolio assessment and peer teaching • More bonus points for using mul%media
What did I learn? • Most only did what the assessment demanded • Those with poor IT and wri%ng skills found it harder: course entry requirements require revision. • They nearly got more out of crea%ng good about.me pages that linked their social media presences than the eporMolio • Rewri%ng and peer-‐reviewing their cvs, crea%ng LinkedIn proﬁles and visualise.me graphic resumes, all worked well. • Without the ﬁrst-‐week Skype talk from industry recruiter Roseanne Smith, the eporMolio exercise would have been irrelevant to the students. • The course “worked” overall – 8 in jobs (one emigrants), 2 star%ng businesses, 3 interning out of a cohort of 17 (4 dropouts) • EporMolio marking is %me-‐consuming – have a clear rubric.
Denis O’Mahoney example If Denis doesn’t get a good job out of this course in the end, I’ll eat my hat… Applica%ons for this, (and 5 other digital marke%ng courses from other ins%tu%ons), now being taken on the Springboard website…
References Arter JA, Spandel V, 1992. NCME Instruc%onal Module: Using PorMolios of Student Work in Instruc%on and Assessment. Available from: www.ncme.org/pubs/items/18.pdf Eraut M. (2009). Learning to be Professional through Higher Educa%on. Available at: hVp:// learningtobeprofessional.pbworks.com/w/page/15914947/FrontPage Gordon J, “Assessing students’ personal and professional development using porMolios and interviews”, 2003. Medical Educa%on volume 37, pp335-‐340 Blackwell Publishing Ltd. Jackson N, Ward R. “A fresh perspec%ve on progress ﬁles—a way of represen%ng complex learning and achievement in higher educa%on” in Assessment and Evalua%on in Higher Educa%on, Volume 29, No. 4 August 2004. Available from: hVp://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/ id361_fresh_perspec%ve_on_progress_ﬁles.pdf O’Mahony C, 2009. Inves%ga%ng graduate competences, NAIRTL. Available at hVp://www.nairtl.ie Personal development planning: guidance for ins%tu%onal policy and prac%ce in higher educa%on, 2009, The Quality Assurance Agency for Higher Educa%on, Scotland. Available at hVp://www.qaa.ac.uk Qualiﬁca%ons and Curriculum Authority, 2007. E-‐Assessment Guide to Eﬀec%ve Prac%ce. Available from: hVp:// www.sqa.org.uk/ﬁles_ccc/guide_to_best_prac%ce.pdf Strivens J. et al, 2009. The Role of e-‐PorMolios in Forma%ve and Summa%ve Assessment: Report of the JISC-‐funded Study. Centre for Recording Achievement. Available from: hVp://www.jisc.ac.uk/whatwedo/programmes/ elearningcapital/studyontheroleofeporMolios.aspx#downloads University of Plymouth Study Guide Number 11 “Reﬂec%on”. Available from hVp://www.plymouth.ac.uk/learn. Zimmerman B. J. (2000). AVaining self-‐regula%on: A social cogni%ve perspec%ve. In M.Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-‐regula%on (pp. 13-‐39).San Diego: Academic Press. Websites hVp://www.recordingachievement.org/higher-‐educa%on/depta-‐project.html hVp://www.jiscinfonet.ac.uk/infokits/e-‐porMolios/emerging-‐lessons hVp://donaldclarkplanb.blogspot.com/2011/03/e-‐porMolios-‐7-‐reasons-‐why-‐i-‐dont-‐want.html