Using PebblePad e-portfolios to support PDP, career planning and reflective learning within the law curriculum: a case study
Upcoming SlideShare
Loading in...5
×
 

Using PebblePad e-portfolios to support PDP, career planning and reflective learning within the law curriculum: a case study

on

  • 2,377 views

Slides for the presentation by Sefton Bloxham and Fiona Boyle (University of Cumbria) at LILAC10.

Slides for the presentation by Sefton Bloxham and Fiona Boyle (University of Cumbria) at LILAC10.

Statistics

Views

Total Views
2,377
Views on SlideShare
2,271
Embed Views
106

Actions

Likes
0
Downloads
11
Comments
0

2 Embeds 106

http://www.ukcle.ac.uk 97
http://www.slideshare.net 9

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Using PebblePad e-portfolios to support PDP, career planning and reflective learning within the law curriculum: a case study Using PebblePad e-portfolios to support PDP, career planning and reflective learning within the law curriculum: a case study Presentation Transcript

  • Using PebblePad e-portfolios to support PDP, career planning and reflective learning within the law curriculum – a case study Learning In Law 2010 Annual Conference, Warwick 29-30 th January 2010 Sefton Bloxham & Fiona Boyle University of Cumbria
  • Institutional Context
    • UoC priorities
    • Widening Access
    • Employability
    • Flexible & Distributed Learning Strategy
    • New Law Degree
    • Blending PDP with E-learning
  • E-portfolios in law Project
    • CDLT & UKCLE funded
    • Aims:
    • Pilot the implementation of e-portfolios to support PDP within the law programme.
    • Develop expertise in personal academic tutoring to support this innovation.
    • Evaluate the student experience of e-portfolios (PebblePad).
    • Disseminate research findings, which will be linked to current UoC and national initiatives.
    View slide
  • Personal Development and Learning Portfolio (PDLP)
    • Record of academic achievement (Progress File)
    • Record of learning skills (Progress File)
    • Record of career management skills
    • Opportunity for reflection (on above)
    • Curriculum Vitae
    • Opportunity for “action planning”
    • Sources:
    • National Committee of Enquiry into Higher Education – The
    • Dearing Report (1997), QAA (2000), Clegg (2004), East (2006)
    View slide
  • PDP and Reflective Learning
    • The “how” and “why” of learning (“notwhats”)
    • Making sense of knowledge
    • Supporting skills development
    • Developing careers awareness
    • Sources:
    • Gibbs (1995), Moon (1999), Race (2002), Hinett (2002),
    • Knight & Yorke (2003), Bloxham & Cerevkova (2007)
  • Why add the “E” to Portfolios?
    • Student expectations of use of ICT
    • Link with institutional VLE
    • Student “ownership” (contrast with VLEs)
    • Personal (private) space for reflection
    • Develops ICT skills
    • Communications tool
    • Portability (through HE  LPC/BVC  Training Contract  CPD)
    • Sources:
    • Butler (2006), Maiden & Kinsey (2006), McKellar et al. (2007),
    • Strivens (2007)
  • Typology of e-portfolios
    • Greenberg (types)
    • Showcase (presentational)
    • Structured (assessing achievement)
    • Learning (reflective)
    • Ward & Grant (uses)
    • Presentation
    • Assessment
    • Supporting Learning
    • Personal / Professional / Career Development
  • What is PebblePad?
    • Private record – activities, skills, experiences, reflections
    • Store - in one place
    • Import - any file format
    • Export - entire portfolio or an individual asset
    • Share – with an individual, group
    • Collaborate – with other users
    • 12 types of asset
      • Activity (e.g. court visit)
      • Ability (e.g. writing skills)
      • Experience (e.g. work experience)
      • Proforma (year one progress file)
      • Webfolio (submitted for assessment)
  • PepplePad in action
  • PepplePad in action
  • PepplePad in action
  • PepplePad in action
  • Embedding PDP & PebblePad
    • Within Legal Skills & Method module (20 out of 40 credits)
    • Linked to VLE
    • Timetabled PAT meetings
    • Communications tool for pre PAT meeting tutor-tutee dialogue
    • Recording of academic progress, skills development and assessment outcomes
    • Development of CV
  • Assessed Webfolio
    • Worth 10 credits
    • Assessed online
    • Evidence of skills development & career management
    • Link to formative feedback on all modules
    • Reflection on learning in all modules
    • Reflection on specific extra-curricular activities (Court Visit, Mooting, Law Centre casework)
    • “ Action Planning” drawn from evidence of and reflection on learning (strengths & weaknesses)
  • Evaluation 1. PDP Portfolios
    • Positives
      • Facilitated reflection on skills development (92%)
      • Facilitated reflection on academic progress (92%)
      • Provided a useful record of achievements (83%)
      • Was well supported by meetings with PAT (75%)
      • Right number of tasks (67%) which were clearly explained (75%)
      • Useful in future for learning about self / recording achievements (83%)
    • Negatives
      • Perceived as extra work (25%)
      • “ I signed up for a degree not an NVQ and I resent the fact I am being made to participate in a pointless exercise.”
  • Evaluation 2. e-portfolios
    • Positives
      • E-portfolio preferable to paper (100%)
      • Not hard to use (100%)
      • Assisted communication with PATs (92%)
      • Online nature more practical (83%)
      • Saves time (75%)
      • Evidence can be linked e.g. coursework, reflections, marks, seminar work, CV (67%)
      • Convenient to update (50%)
      • Easy to access (34%)
      • Multi-media elements make it more interesting / enjoyable (25%)
      • Multi-media allows for personalisation (25%)
  • Evaluation 3. e-portfolios
    • Negatives
        • Difficulties adapting to completely new software which could be ‘confusing’ (33%)
        • Login problems (17%)
        • Personal data on an unknown server (8%)
        • Desire for more training (right amount (50%) more (50%) )
        • Desire for more supervised class time (8%)
  • Evaluation 4. e-portfolios
    • Advice for next year’s students:
    • “ Start to use Pebblepad as soon as you can and update your portfolio regularly.”
    • What did you enjoy:
    • “ I enjoyed the reflection aspect. It helped my confidence a lot to be able to see improvements over time. I also liked the fact that you could share comments with lecturers, this was useful to let them know how you were feeling about their feedback and the course in general.”
    • “ You can basically attach anything you want such as photo’s etc. Makes it more interesting than just written documents.”
  • Evaluation 5. e-portfolios
    • What did you not enjoy:
    • “ I am not interested in it and find it a pointless, time-consuming exercise. I am not very good with computers and I have no interest in ‘reflection’ or self analysis.”
  • Evaluation 6. e-portfolios
    • Focus Groups
    • “ You don’t realise how far – how much you’ve achieved until you kind of start writing it all up because that’s what I was doing last night. We have to submit our final thing on Friday. We had to do an overall reflective part of the whole year and like if you hadn’t already had it written it down I think it would have been quite hard to pick up on all the things we had done so it’s quite good just to have it as an ongoing file really.”
  • Evaluation 7. e-portfolios
    • Focus Groups
    • “ I didn’t think it was hard or it takes masses of time or anything it’s just I think due to the fact that we’ve got no deadlines for anything we’ve done so I lacked a lot of motivation towards it because you’ve got deadlines for everything you do. It’s the only thing you haven’t and you just think oh I’ll do it next week.”
    • “ Like we did with the CVs. We were all chatting away and saying oh what are you putting in you know and it worked really well whereas if the lecturer wasn’t there we wouldn’t have done it.”
  • Tutor Reflection
    • Extra training sessions at start of year
    • More guidance for specific tasks
    • More “hands on” class sessions
    • Adjust timing of some sessions/tasks
  • The Future….. is there one???
    • Progress File (cont….)
    • Career Development Portfolio (cont….)
    • Reflective Learning Logs
      • Lawyer Skills (Yr 2) – advocacy & negotiation skills development.
      • Dissertation (Yr 3) - research skills development, linked to scheduled supervision sessions.
      • Law Clinic (Yr 3) - work-based learning skills.
  • Reflective Practice???
    • “ I think that the only reflection most of us had time for was when we happened to pass a mirror”
  • The Full Monty….
    • For a more detailed discussion of the issues raised by this presentation, see the full article in the
    • Journal of Information Law & Technology.
    • http://www2.warwick.ac.uk/fac/soc/law/elj/jilt/2009_3/bloxham