An exploration of third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology, Ireland Clare Gilsenan Marie English
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Clinical educators attitudes towards the technology. John McInerneyePortfolios Australia
"In healthcare there is ongoing flux in expectations for students and practitioners. In the undergraduate Radiography course at Monash University we implemented ePortfolios as an integrated system of monitoring and evidencing students’ professional development. This has required significant input from clinical educators as clinical educators play pivotal roles in students’ professional development. However implementing educational technologies poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users.
A mixed methods study examined clinical educators’ attitudes towards technology and explore the challenges faced when implementing teaching technologies in clinical environments. It found that even with positive attitudes to technology, clinical environments have specific challenges such as access to computers as well as an understanding of the role of technology for the purpose of clinical education.
"
Using badging to motivate and engage learners Mairead Fountain Emma CollinsePortfolios Australia
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners.
The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed.
"
Patsie Polly 2014 - ePortfolio use for development of professional skills in ...ePortfolios Australia
Explicit alignment of course assessment with learning outcomes encourages students to evidence their learning and consider how assessment develops their professional skills beyond their study program. ePortfolios were used to address professional skills building and career preparedness for Medical Science undergraduates at UNSW Australia. Processes in Disease (2nd yr foundational) and Molecular Basis of Inflammation and Inflammation (3rd yr specialist) Pathology courses used Mahara ePortfolio in Moodle, linked to assessment tasks that build authentic written research communication skills: an annotated bibliography (2nd yr) and a research laboratory report (3rd yr). We measured changes seen upon student engagement with an ePortfolio using: a) two sets of marking criteria assessing the writing and associated co-curricular reflection tasks and b) skills and career ability surveys capturing improved student confidence, acquired skills and perceptions of themselves as professionals. Student reflective practice and professional skills in research thinking and writing were observed with ePortfolio use.
24-hour Papers: The Open-Book Alternative to Exams for Online AssessmentDavid Hopkins
Common unit specifications covering delivery of subject-identical units across different courses, often with different delivery methods, are increasingly being implemented. The inclusion of a ‘coursework’ element of assessment allows for flexibility. This is different when an ‘exam’ is required; with students on a fully-online course, unable to attend an exam centre, due to differences in time zones and/or locations, the concept of an open-book exam is used. The exam paper is released to students through our VLE (Blackboard) at a time that is agreed and broadcast to students in advance. Submission of their work is required within a 24-hour window via an upload of their files to the VLE (using either the standard submission tool or Turnitin).
This presentation will draw upon the Bournemouth University’s substantial experience of presenting ‘Time-Constrained Papers’ to students studying at a distance and will consider the issues surrounding this approach. Particular consideration will be given to the importance of question design to limit scope for academic dishonesty and the University’s plans to modify this approach in the forthcoming academic year.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
Clinical educators attitudes towards the technology. John McInerneyePortfolios Australia
"In healthcare there is ongoing flux in expectations for students and practitioners. In the undergraduate Radiography course at Monash University we implemented ePortfolios as an integrated system of monitoring and evidencing students’ professional development. This has required significant input from clinical educators as clinical educators play pivotal roles in students’ professional development. However implementing educational technologies poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users.
A mixed methods study examined clinical educators’ attitudes towards technology and explore the challenges faced when implementing teaching technologies in clinical environments. It found that even with positive attitudes to technology, clinical environments have specific challenges such as access to computers as well as an understanding of the role of technology for the purpose of clinical education.
"
Using badging to motivate and engage learners Mairead Fountain Emma CollinsePortfolios Australia
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners.
The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed.
"
Patsie Polly 2014 - ePortfolio use for development of professional skills in ...ePortfolios Australia
Explicit alignment of course assessment with learning outcomes encourages students to evidence their learning and consider how assessment develops their professional skills beyond their study program. ePortfolios were used to address professional skills building and career preparedness for Medical Science undergraduates at UNSW Australia. Processes in Disease (2nd yr foundational) and Molecular Basis of Inflammation and Inflammation (3rd yr specialist) Pathology courses used Mahara ePortfolio in Moodle, linked to assessment tasks that build authentic written research communication skills: an annotated bibliography (2nd yr) and a research laboratory report (3rd yr). We measured changes seen upon student engagement with an ePortfolio using: a) two sets of marking criteria assessing the writing and associated co-curricular reflection tasks and b) skills and career ability surveys capturing improved student confidence, acquired skills and perceptions of themselves as professionals. Student reflective practice and professional skills in research thinking and writing were observed with ePortfolio use.
24-hour Papers: The Open-Book Alternative to Exams for Online AssessmentDavid Hopkins
Common unit specifications covering delivery of subject-identical units across different courses, often with different delivery methods, are increasingly being implemented. The inclusion of a ‘coursework’ element of assessment allows for flexibility. This is different when an ‘exam’ is required; with students on a fully-online course, unable to attend an exam centre, due to differences in time zones and/or locations, the concept of an open-book exam is used. The exam paper is released to students through our VLE (Blackboard) at a time that is agreed and broadcast to students in advance. Submission of their work is required within a 24-hour window via an upload of their files to the VLE (using either the standard submission tool or Turnitin).
This presentation will draw upon the Bournemouth University’s substantial experience of presenting ‘Time-Constrained Papers’ to students studying at a distance and will consider the issues surrounding this approach. Particular consideration will be given to the importance of question design to limit scope for academic dishonesty and the University’s plans to modify this approach in the forthcoming academic year.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Workshop on Taxonomy of Teaching Learning and AssessingDr. N. Asokan
Workshop on Taxonomy of Teaching Learning and Assessing, Bangladesh Psychometric Society (BPS)
, Revised Bloom Taxonomy, Instructional Objectives, Lower order thinking, higher order thinking, Dhaka University
Professor Julie Hall will be joining Solent as Deputy Vice-Chancellor (Academic) in August 2017. As a National Teaching Fellow Julie has won funding of over £1 million for pedagogic research and practice, and has written about student attainment gaps and student engagement. This lecture explored how HE institutions can value students and enhance their experience in an era influenced by metrics.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
ACC30205 New Course Outline - September 2015 Semester
Similar to An exploration of third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology, Ireland Clare Gilsenan Marie English
Workshop on Taxonomy of Teaching Learning and AssessingDr. N. Asokan
Workshop on Taxonomy of Teaching Learning and Assessing, Bangladesh Psychometric Society (BPS)
, Revised Bloom Taxonomy, Instructional Objectives, Lower order thinking, higher order thinking, Dhaka University
Professor Julie Hall will be joining Solent as Deputy Vice-Chancellor (Academic) in August 2017. As a National Teaching Fellow Julie has won funding of over £1 million for pedagogic research and practice, and has written about student attainment gaps and student engagement. This lecture explored how HE institutions can value students and enhance their experience in an era influenced by metrics.
In this talk we want to share with all of you the implementation of a course developed by the OportUnidad project, referred to as Principles and Strategies of Open Education for a Teaching Innovation (PREA, for its acronym in Spanish). This experience allowed assessing the proposal and resources created throughout the project, as well as their benefits for Latin American universities that might want to use open education.
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https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc
Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
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An exploration of third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology, Ireland Clare Gilsenan Marie English
1. An exploration of third-year BA Culinary and Gastronomic
Science student experiences of developing a reflective practice
eportfolio at Galway-Mayo Institute of Technology, Ireland
O C T O B E R 2 0 2 1
Gilsenan, C.1 and English, M.2
1Galway International Hotel School, Galway-Mayo Institute of Technology, Galway, Ireland.
2School of Business, Galway-Mayo Institute of Technology, Galway, Ireland.
2. Overview
Part One: Introduction
Part Two: Literature Review
Part Three: Research Methodology
Part Four: Results
Part Five: Conclusions
O C T O B E R 2 0 2 1
02
4. Context of the Study
• The skills and knowledge expected of Culinary
Arts graduates are generally acquired through
craft-based training.
• Developing the right skills that correspond to the
needs of industry is essential for helping graduates
secure their desired career in an increasingly
dynamic and competitive industry.
• Reflective Practice is one such skill. It aids
students to develop an ability to critically examine
and theorise their own and others work, through
collaborative, peer, and self-assessment processes.
• Holtzman, Kraft et al. (2021) recommend that higher
education providers embed eportfolio-based
learning in their curricula, so that graduates can
gain a competitive advantage over other applicants
in the job sector.
O C T O B E R 2 0 2 1
04
6. Research
Aim
To explore third year Culinary and Gastronomic
Science student experiences of developing a
reflective practice eportfolio.
O C T O B E R 2 0 2 1
05
7. Research
Objectives
To conduct a thorough literature review on reflective practice
and eportfolios based learning in higher education.
To design and implement the first phase of an action research
(AR) study, aimed at exploring participant experiences arising
from the development of a reflective practice eportfolio.
O C T O B E R 2 0 2 1
06
9. D I G I T A L
C O M P E T E N C Y
E P O R T F O L I O B A S E D
L E A R N I N G
R E F L E C T I V E
P R A C T I C E
Key Literature: Dominant Themes
O C T O B E R 2 0 2 1
• F a l l o n ( 2 0 2 0 )
• J I S C ( 2 0 2 1 )
• N a t i o n a l F o r u m
f o r T e a c h i n g a n d
L e a r n i n g ( 2 0 2 0 )
• K e n n e d y e t a l .
( 2 0 0 7 )
• D e J a g e r ( 2 0 1 9 )
• D o n a l d s o n ( 2 0 1 8 )
• Eynon, B., Gambino, L. (2017).
• F a r r e l l ( 2 0 1 9 )
• F a r r e l l ( 2 0 1 8 )
• R i n g e t a l . ( 2 0 1 7 )
• W a k e l i n g e t a l . ( 2 0 1 8 )
• G i b b s ( 1 9 8 8 )
• K o l b ( 1 9 8 4 )
• M o o n ( 2 0 0 5 )
• R a c e ( 2 0 0 6 )
• R o b e r t s e t a l .
( 2 0 1 6 )
08
11. Research Methodology
O C T O B E R 2 0 2 1
Philosophy
• Constructivism
• Interpretivism
Mixed Methods
• Qualitative
• Quantitative
Strategy
• Action Research
10
12. Research Participants
O C T O B E R 2 0 2 1
Program: BA Culinary and Gastronomic Science
Year: 3
Module: Introduction to Sensory and Consumer
Science
Sample Size: 13 students volunteered to take part
11
13. Ethical Considerations & Data Collection Methods
S T E P S A N D A C T I O N I T E M S
Ethical Considerations Interviews with Experts Questionnaire
O C T O B E R 2 0 2 1
S T E P 0 1 S T E P 0 2 S T E P 0 3
12
15. Emerging Themes
R E S E A R C H F I N D I N G S F R O M Q U A L I T A T I V E D A T A C O L L E C T I O N
04
03
05 06
O C T O B E R 2 0 2 1
D I G I T A L
C A P A B I L I T I E S
R E F L E C T I V E
P R A C T I C E
M O T I V A T I O N
P U R P O S E O F T H E
E P O R T F O L I O
S U P P O R T
B E N E F I T S A N D
B A R R I E R S
02
01
14
16. O C T O B E R 2 0 2 1
Purpose of the eportfolio
Q U A L I T A T I V E R E S E A R C H F I N D I N G S : I N T E R V I E W S W I T H T H E E X P E R T S
"‘I always explain the purpose for the eportfolio. You need to spend time explaining to the students, what it
is, what does it look like and why they are doing it.’
Expert Interviewee 1
"Eportfolios are an authentic form of assessment. They can act as a repository for coursework. They
allow students to reflect on their learning progress. Students can showcase work to prospective
employers"
Expert Interviewee 2
15
"The eportfolio has to be central to the assessment strategy...Assessment drives learning".
Expert Interviewee 3
17. O C T O B E R 2 0 2 1
Purpose of the eportfolio
Q U A N T I T A T I V E R E S E A R C H F I N D I N G S : Q U E S T I O N N A I R E
Figure1: How important are the following purposes of the e-Portfolio?
16
0 0 0 0 0 0 0 0
45.5
18.2
9.1
27.3
18.2
36.4
27.3
9.1
54.5
81.8
90.9
72.7
81.8
63.4
72.7
90.9
0
10
20
30
40
50
60
70
80
90
100
To document
evidence
To record work To understand
future steps for own
learning
To celebrate
success
To collaborate with
peers
To develop
reflective writing
skills
To develop
reflective thinking
To set goals
Response
Rate
%
Purposes of eportfolios
How important are the following purposes of eportfolios?
Not at all important Moderately important
18. O C T O B E R 2 0 2 1
Reflective Practice
Q U A L I T A T I V E R E S E A R C H F I N D I N G S : I N T E R V I E W W I T H T H E E X P E R T S
"Not all students, but a lot of students find that it really helps them to understand their process of learning,
and helps them to pinpoint areas to improve. It gives them control and agency over the real learning process.
By reflecting on how and why they're learning, they often identify strengths and weaknesses, and the students
that really benefit from it".
Expert Interviewee 2
"So you do have to give them some support there and show them an example of what reflective writing looks
like. Give them a model of reflection but remember it's about scaffolding, helping students through and, you
know, it's worth it in the end, and most of them are very satisfied with their work in the end, but it's not easy".
Expert Interviewee 4
18
19. O C T O B E R 2 0 2 1
Reflective Practice
Q U A N T I T I V E R E S E A R C H F I N D I N G S : Q U E S T I O N N A I R E
Figure 2: Embarking on reflective practice
17
0 0
9.1 9.1
0
27.3 27.3 27.3
100
72.7
63.6 63.6
0
10
20
30
40
50
60
70
80
90
100
Allowed me to identify areas I needed to
improve.
Reflective practice encouraged me to
take more responsibility for my learning.
I was able to reflect deeply about
experiences outside college too.
I needed guidance with reflective
practice.
Response
Rate
(%)
Statements
Embarking on reflective practice
Disagree Neutral Agree
21. O C T O B E R 2 0 2 1
Conclusions
This research study aimed to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective
practice eportfolio.
• Providing an area for learners to record work, understand future steps for their own learning and set goals were deemed to be very
important purposes of the reflective practice eportfolio for almost all participants (>80%). Furthermore, most participants deemed
reflective practice to be useful, confirming that it enabled them to identify areas they needed to improve and encouraged them to take
more responsibility for their learning.
• Finally, in considering such an approach it is imperative that the purpose of the reflective practice eportfolio is clearly defined,
requirements are communicated, digital capabilities measured, and training is delivered, rubrics are created, exemplars are shared, and
support is provided, in order for it to be successfully adopted.
20
23. References
De Jager, T. (2019). Impact of e-Portfolios on science student teachers reflective metacognitive learning and the development of higher order thinking skills. Journal of University
Teaching and Learning Practice, 16(3), 1-15.
Farrell, O. (2019). Developing critical thinking through eportfolio based learning: an exploration of the experiences of non-traditional online distance learners. (Doctoral dissertation,
Trinity College Dublin, Ireland). Retrieved from: http://www.tara.tcd.ie/bitstream/handle/2262/85988/Orna%20Farrell%20Phd%20full%20final%20post-via%2024-1-
2019.pdf?sequence=1&isAllowed=y [Accessed 25 May 2020].
Farrell, O. (2018). Failure to launch: the unfulfilled promise of eportfolios in Irish higher education: an opinion piece. ResearchGate. Retrieved From (PDF) Failure to Launch: The
Unfulfilled Promise of Eportfolios in Irish higher education: An Opinion Piece (researchgate.net) [Accessed 25 May 2020].
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit Oxford Polytechnic.
GMIT (2020). GMIT courses in Culinary Arts. GMIT. Retrieved from https://www.gmit.ie/culinary-arts/bachelor-arts-honours-culinary-and-gastronomic-sciences[Accessed 25 May
2020].
Hegarty, J. A. (2011). Achieving excellence by means of critical reflection and cultural imagination in culinary arts and gastronomy education, Journal of Culinary Science & Technology,
9(2), 55–65.
Holtzman, D.M., Kraft, E.M. & Small, E. (2021). Use of eportfolios for making hiring decisions: a comparison of results from representatives of large and small businesses. Emerald
Insight. Retrieved from Use of ePortfolios for making hiring decisions: a comparison of the results from representatives of large and small businesses | Emerald Insight [Accessed 1
July 2021].
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Moon, J. A. (2005). A new perspective on the elusive activity of critical thinking: Discussions in Education Series. The Higher Education Academy Subject Centre for Education
ESCalate. Retrieved from: www.ESCalate.ac.uk/index [accessed 25 May 2020].
National Forum for Teaching and Learning (2020). INDEx Irish National Digital Experience Survey. Retrieved from: https://hea.ie/assets/uploads/2020/05/NF-2020-INDEx-Report.pdf
[Accessed 25 May 2020].
Picardo, K. and Sabourin K. (2018). Measuring student learning gains in independent research experiences in sciences through reflective practice portfolios. Bioscene, 44(2), 29-36.
Race, P. (2006). Evidencing reflection: Putting the “w” into reflection. The Higher Education Academy Subject Centre for Education ESCalate. Retrieved from:
http://escalate.ac.uk/resources/reflection/ [Accessed 25 May 2020].
Wakeling, L., Aldred, P. and Hains-Wesson, R. (2018). e-Portfolios and reflective practice for Food Science students. Journal of Food Science Education, 17, 52-59.
Except where otherwise stated, images in this presentation were obtained from www.canva.com, and are licenced under Free Media Licence Agreement.
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24. Contact Details
O C T O B E R 2 0 2 1
Email: Clare.Gilsenan@gmit.ie
Phone No.: +353 91742542
Twitter: @drgilsenan
Website: www.drgilsenan.weebly.com
23
Editor's Notes
17. 11. 2021
17. 11. 2021
Lets move on to the Introduction…
17. 11. 2021
17. 11. 2021
17. 11. 2021
17. 11. 2021
Lets have a look at the literature review
17. 11. 2021
Moving on to the research methodology section.
17. 11. 2021
17. 11. 2021
17. 11. 2021
Now to the results section!
17. 11. 2021
One clear message emerging from the interviews with the experts is that students need to be fully briefed on the purposes of the reflective practice e-portfolios, in order for the students to buy into themand for them to be successfully implemented
Expert Interviewee 1 stated I always explain the purpose for the eportfolio. You need to spend time explaining to the students, what it is, what does it look like and why they are doing it.’
Well planned eportfolios are designed to support, measure and document critically self-reflective lifelong learning for the student, and they are perceived to be a valuable pedagogical tool for higher education institutions. This is echoed by Expert Interviewee 2 who mentioned, Eportfolios are an authentic form of assessment. They can act as a repository for coursework. They allow students to reflect on their learning progress. Students can showcase work to prospective employers"
Expert Interviewee 3 stress the importance of assessment by saying "The eportfolio has to be central to the assessment strategy...Assessment drives learning". ePortfolios require a significant investment of time and energy from students, it is important that they be planned carefully, and that the assessment contributes in a substantial way to a student’s final grade in a course. If the assessment strategy is not correctly balanced and explained, students may view the eportfolio task as a lesser or greater priority and will tend to allocate less or more time to the project.
Ensuring learners understand the purpose of the reflective practice eportfolio is critical for it to be successfully adopted. The results showed that all participants indicated all purposes of the eportfolio were significant.
It is clear to see from the graph the participants believed understanding future steps for own learning (91%) was very important. Furthermore, 64% and 73% of participants respectively considered reflective writing skills and thinking to be very important to them.
Similarly, Setting goals (91%) and a place to collaborate with peers (82%) were also deemed very important to the participants.
Success and sustainability may be possible, but will require extensive planning and preparation, and a substantial commitment from all stakeholders involved. If this is not the case, the experience is in danger of failing in the long run.
Another message emerging from the interviews with the experts is that simply requiring students to create and use reflective practice e-portfolios will not necessarily foster the desired outcomes. As with explaining the purposes of the eportfolios, The benefits of reflective practice need to be communicated with students in order for them to buy in to the process.
Expert interviewee 2 explains "Not all students, but a lot of students find that it really helps them to understand their process of learning and helps them to pinpoint areas to improve. It gives them control and agency over the real learning process. By reflecting on how and why they're learning, they often identify strengths and weaknesses, and the students that really benefit from it".
e-Portfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by advocates and executed by users. Expert interviewee 4 emphasising supporting students and taking a scaffolded approach to reflective practice by stating “So you do have to give them some support there and show them an example of what reflective writing looks like. Give them a model of reflection but remember it's about scaffolding, helping students through and, you know, it's worth it in the end, and most of them are very satisfied with their work in the end, but it's not easy".
All participants indicated that by embarking on reflective practice it allowed them identify areas of improvement. While 73% of participants claimed reflective practice encouraged them to take more responsibility for their own learning. Almost, 2/3 of participants admitted to be able to reflect deeply about experiences outside college. That said, almost 2/3rds of participants stated they needed guidance with reflective practice. Just to reiterate Successful outcomes depend on effective implementation.
It takes time for students to start reflecting. Not every student which is open to the idea of being reflective. Being reflective takes a certain level of self-insight which can be uncomfortable for some students especially if they are not used to it. Assessment-driven nature of students – fear of being penalised fore being honest. It is vital that support needs to be provided to the students.
Finally, lets conclude…
This research study aimed to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio.
The research has highlighted how important participants deemed the purposes of the reflective practice eportfolio to be. Providing an area for learners to record work, understand future steps for their own learning and set goals were deemed to be very important purposes of the reflective practice eportfolio for almost all participants (>80%). Furthermore, most participants deemed reflective practice to be useful, confirming that it enabled them to identify areas they needed to improve and encouraged them to take more responsibility for their learning. The research also highlighted the importance of providing guidance and support to the learner throughout the process. A well-executed reflective practice eportfolio is an incredible tool to provide learners with an authentic student-centred assessment that promotes deeper learning.
Much time and effort goes into the development of the e-Portfolio by students, it is imperative that the purpose of the reflective practice e-Portfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted.
Finally, lecturers considering such an approach will be required to be involved in the process by fully understanding and experiencing the different aspects of reflective practice e-Portfolio development as well as being committed to participate actively in the online learning experience of students.
Although that concludes our presentation, remember learning never ends. Go raibh mile maith agat as éisteacht, Slan agus beannacht libh. Thank you for listening. Good bye and god bless! Any Questions?
Here are my contact details, should anyone wish to learn more about our study….