E portfolios depta


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  • Welcome Introductions
  • Clarifying terms as we define them Patchwork Text Assessment (and how it differs from portfolio) The concept of the PTA - a ‘cumulative, multi-voiced text [resulting] in a structurally unified reflective synthesis’ derives from a project run between the universities of Anglia Polytechnic, Nottingham Trent and Cambridge ending in 2003. PTAs represent diverse evidence for the learning that has taken place, articulated through a synoptic, reflective overview. Typically students select ‘patches’ from the various learning tasks they have undertaken, choosing those which best evidence the skills, knowledge and understanding gained. Peer and formative feedback, and the learner’s response to such feedback, is an integral part of each patch. PTA potentially promises the facility to capture and demonstrate processes of learning central to graduate attributes and employer requirements such as co-construction of knowledge, the ability to accurately self-assess performance, and the articulation of achievement. capacity to enhance and evidence student learning – ‘module’ can vary in length and size, s can number of patches. Original PTA Project 1999-2002: led by Richard Winter at Anglia Polytechnic (now Anglia Ruskin) with partners at Universities of Cambridge & Nottingham Trent Included a range of discipline areas such as Science Education, Greek tragedy, family therapy, dance, teaching, social work and business and management assessed different academic levels. This work was captured in a special edition of IETI 2003 Vol.40 No. 2
  • Continuous flow is particularly helpful in ‘long modules’ as it keeps momentum and activity Different styles and ways of working enable experimentation without the threat of a ‘whole assignment’ being sacrificed if the experiment doesn’t work out. Also reflective commentary will enable the students to evaluate the effectiveness of learning from each patch, including their use of formative and peer feedback
  • Digital Enhancement Practitioners recognise that PTA can be facilitated and enhanced through using a digital medium (Chesney & Marcangelo, 2010; Arnold, Williams & Thompson, 2009). Technologies that facilitate ongoing peer and tutor comment on developing work, the selection of artefacts in diverse media to evidence learning, and the linking of these to a synoptic reflective commentary lend themselves to this approach. However, institutions vary in the extent to which they have tools available and integrated which afford these functions. in terms of its practicability (both in terms of staff workload and institutional technological resources);
  • Professional courses/programmes have workplace learning embedded within them, and reflection on this practice is an essential part of the learning process. Pg Cert is a WBL programme within the UoC and all los and activities are designed to take full advantage of the work that staff are undertaking whilst on this P/T programme. Indeed it is a requirement that all participants have at least 30 hours of teaching whilst they are studying on the programme New academic staff – hopefully entering the institution with few or no preconceived ideas This gives us an opportunity to influence them positively on this technology Builds on previous work within action learning sets of giving face-to-face peer feedback + student-requested formative feedback on drafts Models practice for the future – reflective, developmental, keeping an evidence trail within a portfolio Likewise the HEA-accredited CPD scheme uses an e-portfolio for staff to capture their practice and use it to demonstrate how they meet the professional standards with an accompanying narrative.
  • In a piece of research undertaken by myself and Sarah Chesney, PTA was generally viewed favourably by the respondents. In the most recent evaluation this continues to be the case.
  • New version of the PgC and MA – commenced January 2011. All assessment is through webfolios, and PA used throughout. Range of multi-media shows an increasing confidence in technologies, and e-portfolios now being used more extensively with their own students: eg. for QTS, nursing, Allied Health Professionals (occ and physio therapists) This use with students prompts the later adopters to develop their own skills in using e-portfolios
  • The DePTA project is a one-year project that commenced in June 2010. Managed by Caroline in the UoC, 5 partners, and evaluation being undertaken by Rob Ward in the Centre for Recording Achievement ( CRA). Traditional Disciplines chosen for the study as most recorded PTA following the original project and prior to this one has taken place on professional programmes. There is a recognition that it is often a challenge for students to demonstrate graduate capabilities and subject-specific skills in traditional forms of assessment generally used by these discipline areas (usually essays and examinations), and DePTA could be a means of addressing this challenge
  • We have a range of subjects and types of HEI participating They are also using a range of different technologies – including pebble pad, Blackboard VLE, blogs and ‘low-key’ sharing through e-mail
  • There is an evaluation programme using different data sets including Student survey; Individual structured interviews with programme leaders Evidence produced by partners as part of the project process Case studies
  • E portfolios depta

    1. 1. cmarcangelo/ePCoP/May'11 Caroline Marcangelo Centre for the Development and Enhancement of Professional Practice Patchwork Text Assessment in e-portfolios: a means to capture and value workplace learning
    2. 2. cmarcangelo/ePCoP/May'11 <ul><li>Clarify terminology - PTA </li></ul><ul><li>Harnessing technologies within the e-portfolio to enhance learning </li></ul><ul><li>Using work/practice for learning in our Pg Cert HE & CPD programmes </li></ul><ul><li>the JISC-funded DePTA project </li></ul>This session:
    3. 3. cmarcangelo/ePCoP/May'11 Individual students carry out regular short writing tasks known as “patches” throughout the ‘learning module’ Each patch shared is with a small peer group for discussion and formative feedback Tutor might feedback on a sample of these ‘patches’ Typically the patches embody different genres of writing, and different elements of a broader topic – number varies Concluding and summative activity is to produce a reflective, synoptic, ‘stitching together’ of the patches Original work undertaken by Winter et al in early 2000s Clarifying terminology: Patchwork Text Assessment
    4. 4. cmarcangelo/ePCoP/May'11 Continuous workflow in module Opportunity to try different forms of presenting work Cummulative assessment enabling rapid formative feedback Opportunity to see peer responses to the task – aid to self-assessment and understanding of learning outcomes Integration of learning through reflection Fostering self-management of learning through m eta-cognitive self-reflection on the learning journey What advantages are there to PTA?
    5. 5. cmarcangelo/ePCoP/May'11 Technology to enhance learning <ul><li>The PTA process can be enhanced – even ‘enabled’ – through technology that has developed significantly since the initial work undertaken by Winter et al (2003) </li></ul><ul><ul><li>Facilitates more opportunity for the style and genre of patches </li></ul></ul><ul><ul><li>Can include patches that are non-text </li></ul></ul><ul><ul><li>Enables easier sharing and feedback with peers and tutors – and records different versions </li></ul></ul>
    6. 6. cmarcangelo/ePCoP/May'11 <ul><li>PgC for academic staff new to HE </li></ul><ul><li>e-portfolios* as a personal learning system </li></ul><ul><li>PTA to enable recognition of the range of workplace activities where learning occurs </li></ul><ul><li>Peer- collaboration and formative feedback </li></ul><ul><li>Modelling and developing good practice </li></ul><ul><li>CPD scheme uses e-portfolios for UKPSF recognition process </li></ul><ul><li>* 3 year JISC-funded project – ‘Flourish’ www.flourishproject.org </li></ul>Using work practice for learning
    7. 7. cmarcangelo/ePCoP/May'11 Patchwork Text Assessment Predominantly viewed as a positive method of assessment – flexible, reflective, covered a broad range of interests, logistically possible, demonstrated metacognition A very small number viewed doing small pieces of work more difficult than one straight essay Acknowledgement that frequent sharing and feedback encouraged deeper self-assessment and critical thinking Chesney, S. & Marcangelo, M. 2010 'There was a lot of learning going on' Using an e-portfolio to support learning activities in a professional course for new HE lecturers Computers & Education 54 (2010), pp. 701-708
    8. 8. cmarcangelo/ePCoP/May'11 Where we are going ….. Latest iteration uses “patchwork assessment” – encouraging the use of non-text patches and reflexive commentary Current participants using audio, video, verbal reflective commentary, and conceptual mapping software Using e-portfolios with staff continues to ‘normalise’ and there is evidence that they cascade their use with students
    9. 9. cmarcangelo/ePCoP/May'11 Aims of DePTA … This one-year project is funded through the JISC Learning and Teaching Innovation Grant (5) programme with the aim of evaluating the use and effectiveness of digitally supported patchwork text assessments in traditional subject disciplines DePTA project webpage: http://dpta.wordpress.com/
    10. 10. cmarcangelo/ePCoP/May'11 JISC DePTA project <ul><li>5 participating universities in different disciplines </li></ul><ul><ul><li>Psychology (Derby, Wolverhampton) </li></ul></ul><ul><ul><li>Law (Bedford) </li></ul></ul><ul><ul><li>Photography (Cumbria) </li></ul></ul><ul><ul><li>Physics (Liverpool) </li></ul></ul><ul><ul><li>Archaeology (Liverpool) </li></ul></ul><ul><li>Final year modules giving the students an opportunity to produce artefacts that showcase graduate capabilities and employability skills </li></ul><ul><li>using ‘regular’ technology for that HEI/discipline </li></ul>
    11. 11. <ul><li>Evaluation will focus on a range of areas including: </li></ul><ul><li>the extent of metacognitive learning through self and peer assessment </li></ul><ul><li>the development of graduate capabilities such as personal communication, confidence-building and collaborative work </li></ul><ul><li>The development of subject specific skills for employment </li></ul><ul><li>Using a digital medium that facilitates sharing of patches and that is easily customised for specific discipline requirements </li></ul>cmarcangelo/ePCoP/May'11 Project evaluation focus: