Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

E portfolios depta


Published on

Published in: Business, Technology
  • Be the first to comment

  • Be the first to like this

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’ </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:
  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: