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Sandboxes	  and	  Springboards	                    crea%veanddigitalmarke%ng.net	                             springboardc...
Two	  “digital”	  modules	  of	  six	  •  “Introduc%on	  to	  digital	  marke%ng	  prac%ce”	  (how	  to	  do	  stuff)	  •  ...
Mixed	  ability,	  age,	  IT	  skills…	  •  Age	  range	  early	  20s	  to	  late	  50s	  •  IT	  skills	  on	  entry	  ra...
Video:	  Margaret	  Smith	  •  In	  a	  fast-­‐moving	  subject	  like	  digital	  marke%ng	  you	  have	  to	  use	     e...
What	  we	  wanted	  students	  to	  do…	  •  Reflect	  upon	  their	  own	  learning,	  performance	  and	     achievement...
Enterprise	  model	  of	  PDP	  October	  bank	  holiday:	  stressing	  trying	  to	  create	  a	  relevant	  rubric	    t...
•  Pitching	  ideas	  and	  persuading	  others	  of	  their	  value	  •  Communica%ng	  clearly	  and	  appropriately,	  ...
Problems	  •  Students	  found	  Blackboard	  Campus	  eporMolio	  pack	  hard,	  especially	     sharing	  journals	  wit...
Assessment	  Rubric	  •  Combined	  elements	  from	  a	  number	  of	  the	  referenced	     publica%ons	  and	  websites...
Developments	  for	  next	  year	  •  Wordpress	  mul%user	  student	  “microsites”	  under	  course	     website	  umbrel...
What	  did	  I	  learn?	  	  •  Most	  only	  did	  what	  the	  assessment	  demanded	  •  Those	  with	  poor	  IT	  and...
Denis	  O’Mahoney	  example	  If	  Denis	  doesn’t	  get	  a	  good	  job	  out	  of	  this	  course	  in	  the	  end,	  I...
References	  Arter	  JA,	  Spandel	  V,	  1992.	  NCME	  Instruc%onal	  Module:	  Using	  PorMolios	  of	  Student	  Work	...
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Sandboxes and springboards - using eportfolios

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  1. 1. Sandboxes  and  Springboards   crea%veanddigitalmarke%ng.net   springboardcourses.ie  
  2. 2. 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  
  3. 3. 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  
  4. 4. 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      
  5. 5. 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?    
  6. 6. 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.  
  7. 7. •  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  
  8. 8. 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  
  9. 9. 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…  
  10. 10. 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  
  11. 11. 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.      
  12. 12. 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…  
  13. 13. 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          
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