Use ePortfolios at The University Of Westminster

1,909 views

Published on

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,909
On SlideShare
0
From Embeds
0
Number of Embeds
11
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Use ePortfolios at The University Of Westminster

  1. 1. PDP and the role of an e-portfolio Federica Oradini Senior Learning Technologist Westminster Exchange
  2. 2. Overview <ul><li>University of Westminster's 3 PDP models </li></ul><ul><li>Examples of ePortfolios </li></ul><ul><li>Staff and Student perceptions </li></ul><ul><li>Lessons Learnt </li></ul>educating for professional life
  3. 3. Absolute Central Point <ul><li>PDP = process </li></ul><ul><li>ePortfolio = tool </li></ul><ul><li>Student = outcome </li></ul>educating for professional life
  4. 4. ePortfolio: a genuine need? <ul><li>Referring to both the Tomlinson and Schwartz group report, David Ford (2004) in ‘Integrating an ePortfolio within a university’ states: </li></ul><ul><li>Both of these reports stress the wider diversity of kinds of students and types of learning and achievement which need to be recognised in the 21st century; they emphasise the individualisation of learning and the importance of holistic assessment. </li></ul>educating for professional life
  5. 5. The Association of Graduate Recruiters Integrated across degree Employer Video Stand alone module Academic Tutoring educating for professional life
  6. 6. <ul><li>Learner centred </li></ul><ul><li>Constructivist pedagogical framework </li></ul><ul><li>Share and receive feedback </li></ul>ePortfolio to identify and manage learning educating for professional life
  7. 7. Purpose of e-portfolios <ul><li>Summative assessment </li></ul><ul><li>Learning and ‘learning to learn’ </li></ul><ul><li>Presentation </li></ul><ul><li>Personal and professional development planning </li></ul>educating for professional life
  8. 8. educating for professional life Student Support
  9. 9. Welcome Welcome statement Short paragraph – learning points About Me Personal introduction, career aspiration Self Assess Learning Style assessment, skills matrix, swot and swain, Career Management Skills Develop self-awareness in the context of career decision making in relation to their chosen subject area Educational and Career Goals Reflection on education goals ; what a student wishes to achieve in terms of personal development and their chosen subject Action Plan Based on self-assessment, reflection and action points for personal development and subject specific interests Evidence Selected pieces of coursework to demonstrate competencies CV Electronic version of CV Contact Me Email info
  10. 10. Narrated video by a student Integrated across degree Student video Stand alone module Academic Tutoring educating for professional life
  11. 11. Embedded skills with multi-level PDP modules educating for professional life Figure : Model C—embedded skills with multi-level PDP modules. Integrated across degree Built Environment ePortfolio assessed Linked to curriculum Recognised and valued by staff
  12. 12. Architecture and Built Environment <ul><li>All the courses have a policy on PDP both at UG and PG level </li></ul><ul><li>Overt skills policy, which enhances and focuses PDP and expressed in Learning Outcomes and Assessment at each level </li></ul><ul><li>Regulated through professional bodies </li></ul>Integrated across degree SABE Stand alone module Academic Tutoring
  13. 13. educating for professional life o              o               o              
  14. 15. ePortfolio examples in BB/Web
  15. 16. Flash based ePorfolio Integrated across degree Student Video Stand alone module Academic Tutoring educating for professional life
  16. 17. Student interview Integrated across degree Tutor Video Stand alone module Academic Tutoring educating for professional life
  17. 18. Embedded skills, PDP module and extra-modular support educating for professional life Figure : Model B—embedded skills, PDP module and extra-modular support. Stand alone module Law (WBL) ePortfolio assessed Disjointed tick box approach
  18. 19. Law <ul><li>Undergraduate module </li></ul><ul><li>15 credit </li></ul><ul><li>60 hours of work </li></ul><ul><li>Independent studying is supported by workshops and Blackboard </li></ul><ul><li>Assessment </li></ul><ul><li>The essay 30% on a subject of your choosing relating to your work experience </li></ul><ul><li>2 x portfolios 70% </li></ul>Integrated across degree Stand alone module Academic Tutoring educating for professional life
  19. 20. <ul><li>Portfolio 1 (20%) </li></ul><ul><li>Key Skills </li></ul><ul><li>SWOT Analysis </li></ul><ul><li>PDP (Placement) </li></ul>Portfolio 2 (50%) Employer forms/feedback Log Sheets (minimum 6) PDP (future) Application form Assignment Integrated across degree Stand alone module Academic Tutoring
  20. 21. educating for professional life
  21. 22. educating for professional life
  22. 23. educating for professional life
  23. 24. Embedded skills and extra-modular tutorial support educating for professional life Figure : Model A—embedded skills and extra-modular tutorial support. Academic tutoring Life Sciences ePortfolio non- assessed Extra curricular Time constraints
  24. 25. Life Sciences <ul><li>PDP type activities spread across the entire degree </li></ul><ul><li>Strong focus on reflection on the subject linked to skills development </li></ul><ul><li>Use a process called eReflect </li></ul>Integrated across degree Stand alone module Academic Tutoring educating for professional life
  25. 26. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then commented on by their personal tutor (6).
  26. 27. Early Evaluation of eReflect <ul><li>Over 300 students have participated </li></ul><ul><li>Over 1200 reports sent out </li></ul><ul><li>35 personal tutors involved </li></ul><ul><li>Initial interviews with 40 student participants </li></ul><ul><ul><li>Majority presently see e-Reflect as helpful </li></ul></ul>educating for professional life
  27. 28. Some important themes emerging <ul><li>The ‘time’ spent on the work seem useful </li></ul><ul><li>Overall view of performance (progressive graph) </li></ul><ul><li>Perception that it supports ‘improvement’ </li></ul><ul><li>And the Learning Journal </li></ul><ul><li>Majority saw the value of this </li></ul><ul><li>The e-Reflect report made writing easier </li></ul>educating for professional life
  28. 29. The eReflect – Student’s comments <ul><li>By e-reflect feedback I can easily decide what should be my next step towards progress. </li></ul><ul><li>The reports not only gave feedback for the specific piece of coursework but gave an overall look at all the coursework completed so far. I found the feedback topics very broad which was useful and there was always something I could work on no matter what the mark was. </li></ul>educating for professional life
  29. 30. ePortfolio Survey: Student’s views <ul><li>Opportunity to think more/reflect </li></ul><ul><li>Recognise/understand their achievements </li></ul><ul><li>Plan for future career or understand job opportunities/career path better </li></ul><ul><li>Determining strengths and weaknesses </li></ul>educating for professional life
  30. 31. Variation in views across years In Year 1 30% cited value with regard to employment compared to 60% in year 3
  31. 32. ePortfolio survey: Tutor’s views <ul><li>Made it easier to identify struggling students </li></ul><ul><li>Easier for students to submit their work </li></ul><ul><li>Easier for the tutor to view work quickly </li></ul><ul><li>Developed student IT skills </li></ul><ul><li>Helped in the monitoring of student progress </li></ul><ul><li>Provided templates to enable scaffolding of student progress </li></ul><ul><li>No large paper e-portfolios to carry </li></ul><ul><li>Facilitated provision of both formative and summative feedback </li></ul><ul><li>Allowed students to be more creative </li></ul><ul><li>Saved time when collecting work </li></ul><ul><li>Accessible anywhere </li></ul><ul><li>Students found e-portfolio interesting and motivating </li></ul>educating for professional life
  32. 33. Assessment <ul><li>How where the e-portfolio received for marking?  </li></ul><ul><li>  </li></ul><ul><li>On a CD  30% </li></ul><ul><li>Assignments function  60% </li></ul><ul><li>Shared in Blackboard  10% </li></ul><ul><li>   </li></ul><ul><li>91% Marked on screen  9% on paper </li></ul><ul><li>40% found on screen was challenging, tiring and time consuming </li></ul><ul><li>Feedback </li></ul><ul><li>40% via email </li></ul><ul><li>10% through BB </li></ul><ul><li>10% handwritten on sheets </li></ul><ul><li>20% face to face  </li></ul><ul><li>20% did not say </li></ul>educating for professional life
  33. 34. Our reflections: lessons learned so far.. <ul><li>Portfolio specification needs to be clear and simple </li></ul><ul><li>Collection of evidence can be problematic </li></ul><ul><li>Give guidance and examples </li></ul><ul><li>Use and train mentors </li></ul><ul><li>Support conversation and peer support </li></ul><ul><li>Use forms and checklists to help avoid ‘empty box syndrome’ </li></ul><ul><li>Regular reviews and feedback are essential </li></ul><ul><li>1 size does not easily fit all </li></ul><ul><li>Some staff and students need a lot of support </li></ul>
  34. 35. ePortfolio Good Practice <ul><li>Be flexible </li></ul><ul><li>Be prepared </li></ul><ul><li>Be committed </li></ul><ul><li>Continuous Feedback </li></ul><ul><li>Students supporting students ( La Guardia NY ) </li></ul><ul><li>Scholar Project ( La Guardia NY ) </li></ul><ul><li>An idea for the brave </li></ul>educating for professional life
  35. 36. Overall conclusions <ul><li>Should be valued and rewarded, linked to curriculum assessment </li></ul><ul><li>Reflective practices and skills should be built over time </li></ul><ul><li>Linked to professional standards where possible </li></ul><ul><li>Flexibility allows students to take ownership, motivation </li></ul><ul><li>Both staff and students need more time to understand/appreciate all of the potential benefit </li></ul>educating for professional life

×