Using e portfolio as a vehicle for patchwork learning

Using ePortfolio as a vehicle for patchwork learning in extra- curricular contexts David Croot Teaching Fellow Teaching and Learning Directorate Plymouth University

Outline• ePortfolio• Patchwork learning• Extra-curricular context• Evaluation of pilot

ePortfolio• …is a purposeful collection of information and digital artefacts that demonstrates development or evidences learning outcomes, skills or competencies. The process of producing an ePortfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits. Specific types of ePortfolios can be defined in part by their purpose (such as presentation, application, reflection, assessment and personal development planning), pedagogic design, level of structure (intrinsic or extrinsic), duration (episodic or life-long) and other factors."

What is “Patchwork text”?• Classic definition of Patchwork text is “a learning and assessment process where students build up a final piece of written work through an iterative process of peer feedback and review”.• However, it may also be more restricted to a developmental learning process owned and managed by a single learner (without the sharing/peer review element) who creates their own learning patches which are then “stitched together” to create a final reflective piece which can then be shared with others. ((Winter, Hungerford et al. 2004)• The important common element is that these “patches” represent critical learning incidents that may be lost over time between occurrence and final reflection. Learning is revealed as appreciation of interrelationships/connections, not merely remembering and regurgitating information

Is patchwork text methodology worth it?• “My reflective practice diary has been my lifesaver. When I first started writing I felt like Bridget Jones, and I really could not see how keeping this diary, putting my actions, thoughts and feelings down on paper was going to help me in the assignment or my development. However, six months on, my views have totally changed, agreeing with Hays (2005) who suggests that writing nourishes retrieval and creativity, visualises thoughts and extends the writers observations into new ideas. She goes on to comment that idea sorting is one of the remarkable powers of written language, in that it doesnt just reflect or communicate your thinking, it actually leads it! Although some argue that the expectation to develop reflective practice diaries in your own time is an imposition on your private life, I can only say the rewards of keeping a diary far outweigh the imposition into my private time”.

• My reflective practice diary has been my lifesaver. When I first started writing I felt like Bridget Jones, and I really could not see how keeping this diary, putting my actions, thoughts and feelings down on paper was going to help me in the assignment or my development. However, six months on, my views have totally changed, agreeing with Hays (2005) who suggests that writing nourishes retrieval and creativity, visualises thoughts and extends the writers observations into new ideas. She goes on to comment that idea sorting is one of the remarkable powers of written language, in that it doesnt just reflect or communicate your thinking, it actually leads it! Although some argue that the expectation to develop reflective practice diaries in your own time is an imposition on your private life, I can only say the rewards of keeping a diary far outweigh the imposition into my private time.

Extra-curricular context• Plymouth University uses a three-stranded approach to the student experience:

Student Experience Curricular Co-Curricular Extra-Curricular

Extra-Curricular Extra-Curricular• Life-wide personal development• Recognised through the Plymouth Award scheme • Activities • Reflection • Articulation of learning

CategoriesCultural & Social Awareness Personal Health & Supporting the University Volunteering Working Life Wellbeing Community Committee member Weight management Welcome week All activities organised Part time work (paid for a sports club or programme with assistant through the UPSU or voluntary) society with UPSU Recreation Fresher Angel Volunteer Office SU Sabbatical Officer Organising a Personal fitness Course Charity fundraiser Student internship social/cultural event programme Representative Duke of Edinburgh Camp America, with the University Exercise classes with Student parliament Scheme BUNAC or CCUSA Working in the Recreation with UPSU University Officer FLUX or XING Chaplaincy Participation with Student Ambassador Training Attendance at careers Hall warden or Health & Wellbeing Scheme Mentor programmes fairs resident assistant week at the at the University or in Business Ideas with UPP University schools Challenge Journalist or radio Regular participation St John’s Ambulance Students in Free presenter at UPSU in planned sporting Citizens Advice Enterprise (SIFE) Citizens Advice activities through Bureau CV Clinics at gateway Bureau Recreation or UPSU School Governor Student Associate Scheme

Activity Tracker

September February / March Time Additional Documents Thoughts Reflective portfolio From undertaking activities within the categories I have learned...

Final reflection• Draws together the patches and ensures the student draws learning from the activities.• Developed as an ePortfolio asset and shared with peers or with evaluator.• Carried forward into later life/career; can be integrated with other learning strands (curriculum, co-curriculum); can be shared with potential employers.

Evaluation• Over 30% of PU students are “active users” of ePortfolio (a high proportion), but unevenly distributed.• Not all students are “native” ePortfolio users.• Some staff are ambivalent (or even hostile) to ePortfolio.• To date, 400 students registered for extra- curricular Award (in second year of operation) with 200 completions. By national standards this is a remarkable achievement. Only 50% use ePortfolio. Rest use MS Word.

Using e portfolio as a vehicle for patchwork learning

by RSC South West on Jun 21, 2012

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