The document discusses strategies for fostering course-wide learning and student connections through various assessment methods, including portfolios, patchwork texts, and digital narratives. It emphasizes the importance of critical reflection, personal development, and a sense of belonging in shaping students' academic identities. Additionally, it raises questions for educators to consider in enhancing students' learning experiences and preparation for lifelong learning.

1. Course-wide course-long learning
supporting students to make connections from
assessment across their course
What, Why, How?
Teaching Essentials: https://blogs.shu.ac.uk/teaching/
Course-focused Practice: https://blogs.shu.ac.uk/cfp

2. Course-wide course-long learning: Key ideas
We can foster a strong sense
of belonging and becoming
by helping students to focus
on course connections.
Graduates can critically
connect ideas and apply
learning from one situation
to another - how do we
develop this?
Learning & Graduate Identity
Doing – what we do on our course and how we learn
Being – our culture, philosophy and identity
Becoming – our personal and social aspirations as our
learning identities grow into professional identities
Belonging – how we foster a sense of home
Connecting – how the D3Bs work together and how we
relate to the world beyond our course

3. 4 Key ideas - 1. Portfolios for assessment
A personal assemblage of
evidence, using a variety of
media, constructed from
activities that allow the
learner to reflect and
articulate meaning.
Portfolios for assessment
Support students to,
 demonstrate what they have learnt by reviewing
what they have done
 selecting examples of learning evidence - how they
have learnt over time
 construct a commentary or critical narrative to
connect their work in relation to assignment
specific criteriaValues the student’s
coursework and its
development over time

4. 4 Key ideas - 2. Patchwork texts
Patchwork texts
 consist of a variety of small sections,
each of which is complete in itself
 the student constructs their meaning by
'stitching' them together (Winter 2003)
 students use a range of forms and media
over a number of weeks
 emphasises critique and self-questioning

5. 4 Key ideas - 3. Portfolios for learning
Maintaining a PPDP portfolio,
 develops good academic
and professional habits
 involves critically
reviewing your learning
experience - in and out of
the classroom
Personal & Professional Development
a lifewide view
“By equipping [students] with tools that enhance their self-
awareness, by encouraging attitudes that view life
experiences as opportunities for learning and development
and by valuing and recognising learning and development
gained through life experience, universities and colleges can
greatly enhance individuals’ preparedness for learning
through the rest of their life.”
(Redecker et al., 2011)
Values everything a
student does while at
university

6. 4 Key ideas - 4. Digital narratives and digital
storytelling
The act of 'making' a story is
a constructive learning act
 Making brings purpose
 Learning comes from the
decisions you make as
you artfully construct
your narrative
- Papert & Harel (1991)
Technologies and media to consider
PebblePad - University system for PPDP
Blogs - serial posting tools available in Bb or through social
media
Video, audio, screencasting and photography - rich media for
capturing and producing representations of experience
Social media - widely accessible media and tools that can
support the capture of experience, and involve social
networks
BYOD4L - personal smart technologies and apps for capturing
and creating experience

7. Challenge - valuing experience
Adopting an active, authentic
and experiential approach
requires time is spent with
students talking about the
value of experience.

8. Review these questions – over to you
 How do students currently review their course experience?
 When do students reflect on their learning?
 What do your students make or produce - what is the lifespan of these artefacts?
 How can formative activities be designed to foster a sense of student belonging
and becoming?
Discussion

9. We’ve begun the conversation…
Personally
 What do you take from the discussion and what more would you like to find out or
think about?
Collectively
 How can your course team or subject group make use of these ideas
 What further development would be useful for you?
Your Action Plan