E portfolios adapting_contextualising

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E portfolios adapting_contextualising

  1. 1. Adapting and contextualising webfolio templates Loretta Newman-Ford<br />
  2. 2. The ENHANCE Project<br />The ENHANCE project was designed to:<br /><ul><li> enhance the application of JISC outputs and outcomes.
  3. 3. contribute to UWIC’s Technology-Enhanced Learning Planby helping to meet its objectives, including:</li></ul>- improving staff skillsfor technology enhanced learning<br /> - encouraging more widespread use of new technologies<br /> - embedding the evaluation of technology in normal processes.<br /><ul><li>ComplementUWIC’s TEL WFD JISC project by implementing tools and technologies that can be used to support the wider objectives of WBL</li></li></ul><li>The Building Capacity process<br />Contact relevant projects and work with teams to find ways of adapting/adopting project outputs at UWIC<br />Identify a need:<br />Implement the new project at UWIC<br />Identify JISC-funded projects with the potential to address the need<br />
  4. 4. UWIC’s Cardiff School of Management work placements<br />Every undergraduate student enrolled within UWIC’s School of Management must complete the Experience Through Work module:<br /><ul><li> credit-bearing
  5. 5. work-based
  6. 6. most placed within local SMEs.
  7. 7. requires learners to maintain a reflective log of their work-based experiences and learning (10%), which is used to inform an end of placement report (90%)</li></li></ul><li>Technology<br />The Work Placement Centre chose to use an e-portfolio tool called Expo in Campus Pack, an add-on tool within Blackboard. <br />Developed customised templates that structure the reflective process and prompt the learner to follow a plan-action-review cycle of learning <br />e.g.: <br /><ul><li> What have I learnt today?
  8. 8. On reflection, would I do anything differently in the future (change or improve)?
  9. 9. What do I seek to achieve for my next work placement day?</li></li></ul><li>
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  11. 11. However…<br />Whilst there were some clear advantages to the approach adopted (e.g. familiarity with Blackboard, existing accounts) there were also a number of limitations:<br />Templates, although helpful in the beginning, <br /> can become restrictive<br />Visually unappealing, not always intuitive<br />Frustration moving between learning content and blog<br />Isolation during placement period <br />Lack of scaffolded tasks/learning content<br />Some students struggle with the assessment requirements of the module, specifically:<br /><ul><li> Reflective thinking/writing
  12. 12. Experiential learning, relating theory to practice</li></li></ul><li>The solution:<br />The ePPSME model was designed to take into account the particular conditions of SME employment. <br />Principles:<br /><ul><li> context-sensitive learning content
  13. 13. all-in-one service using a PebblePadwebfolio (website)
  14. 14. easy to use and intuitive
  15. 15. supports formal and informal learning
  16. 16. transferable and portable
  17. 17. 3 types of blog:</li></ul> activity blog= scaffolds learning<br /> personal blog = critical reflection<br /> collaborative blog = learning community<br />
  18. 18. Adapting and contextualising the model<br />ePPSME website – useful resources (e.g. demo webfolio, videos) , research evidence<br />Project team, Alison and Emma, provided advice and guidance whenever needed<br />The PebblePad team offered technical support<br />LTDU and School of Management worked together to produce learning content, activities and design<br />
  19. 19. http://pebblepad.co.uk/uwic/viewasset.aspx?oid=672&type=webfolio<br />
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  21. 21.
  22. 22.
  23. 23. Feedback <br />Students:<br /><ul><li> attractive and appealing , increases engagement
  24. 24. all in one place, easy to use, can move between blog and module documents
  25. 25. the learning content and activities help to develop reflection skills
  26. 26. the tool offers more options to add additional evidence of work-based learning
  27. 27. collaborative tasks are fun, promote peer support during the transition into their work placement and could potentially help students to learn from one another's’ experiences</li></ul>Tutors:<br /><ul><li> module tutors and workplace mentors offer students regular feedback quickly and easily
  28. 28. well organised learning content guides students towards the learning outcomes
  29. 29. potential for improved attainment and retention</li></li></ul><li>Conclusions<br />In conclusion:<br /><ul><li> Although the model was initially developed to support existing employees of SMEs, by using the same principles, the template was transferable to other WBL contexts
  30. 30. the model enabled us to develop an e-portfolio template that fully combines a virtual learning environment and personal learning space
  31. 31. It is important to guide students by providing sufficient resources to help them learn and develop independently, particularly during transition phases between education and employment when students can feel ‘lost’/isolated.
  32. 32. Activities that direct students towards common learning goals, but also supports their unique needs, workplace activities and professional development are key
  33. 33. Developing the webfolio was useful for generating conversations with staff about how students learn and how they can be better supported whilst in the workplace</li>

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