Presentation of Julie Hughes (University of Wolverhampton) at the "Europortfolio: the first Open Seminar" Read more about Europortfolio at www.europortfolio.org

1. Supporting teachers’Supporting teachers’
CPD throughCPD through
e-portfolio basede-portfolio based
learning inlearning in
REfLECT+REfLECT+
Julie HughesJulie Hughes
University ofUniversity of
WolverhamptonWolverhampton

2. Introduction
This session will explore how a group of UK
teachers were supported to engage in master’s
level Continuous Professional Development (CPD)
study through the use of REfLECT+.
REfLECT+ is the personal learning system offered
to all members of the Institute for Learning (IfL).

3. Background and context
University of Wolverhampton
•Head of Department
•10 years working with e-p
•Teacher Education and CPD
•Partnership with IfL
CRADLE
Centre for Research &
Development in Lifelong Education

4. Critical reflection
Collaborative learning
• We do not 'store' experience as data, like a computer:
we 'story' it (Winter 1989, p.213).
• "What is the use of a book," thought Alice, "without
pictures or conversation?" (Carroll (1865), p.1).
• Barrett (2005, p.19) suggests that reflection and “the
metaphor of portfolio as story” offer, “a powerful
environment in which students can collect and organize
the artifacts that result from engaging in these
challenging, real-life tasks, and write reflections through
which students draw meaning” (Barrett 2005, p.21).

5. Blended approach
The PCE Teacher: Sustaining Criticality
Beyond ITE
Geographically dispersed group;
Half the group did not have undergraduate degrees;
Level 7 study – master’s module.
One day face to face;
Nine online sessions – ‘bloginars’ run by students.
All students had an e-p template with a blog.

6. Role of collaboration and
conversation to support
reflective thinking and writing

7. Modelling and creating the
conditions
The teaching e-portfolio

8. Engaging with theory and
sharing with peers
Need to address fears
about academic writing;
Need to encourage critical
reflection and engagement
with readings;
Need to support level 7
Thinking and writing.
Need to think about TIME
available!

9. Iterative and collaborative
The e-p scaffolded the
conversations but the
participants led the
discussions.
All of the conversations
were building into the
summative assignment.

10. Individual activity - Phil

11. Role of private reflections
and feedback on a blog

12. Evidencing
personal
and
profession
al
developme
nt over
time.

13. What the participants said
I am really enjoying the conversations and like the fact that
I have to read regular articles etc as with previous study I
would just bulk read and not necessarily allow myself time
to reflect. This way sort of forces me to manage the
readings a little better.
I am enjoying the blogging interaction, I have taken support
from the comments, it is a treat for me to be in the
company of so many vocational teachers. The texts are
thought provoking, interesting and relevant to today's 16+
and FE. I have not read other texts, due to time. I am
pleased the texts are sourced as I would not have the
time needed to trawl through libraries and web-sites.

14. What the participants said
I am loving this course, the flexibility that it offers for
me to work and learn is fabulous. I would love to have
the opportunity to take more units with you delivered
in this way, hopefully one day the Uni and IFL will offer
a full masters in this way :)
I thought my next phase in life was retirement,
however, following my blogging experience and
reading I now feel there is another stepping stone.

15. What the participants said
I'm currently exploring the route of a 'virtual tutor'- a kind on
on-line learning mentor. It may mean developing my own
business! Will keep you posted!
Firstly this module is not how I first imagined it to be, it is
better! I have undertaken a few blended learning modules
on my "educational journey" towards my MA ED, but this
collaborative involvement and participation by
professional teachers and the sharing of best practice
and being supportive of each other words cannot
describe how good it feels! Thank you to the facilitators
(Julie H and W) and all the members of the community for
making this pilot a great success!

16. What the External Examiner
said
I have read most of the Conversations on the site as well as the
submissions. The resources and structure of the module are to
be congratulated; the module is structured to provide support
and guidance (via reading and guidance from the tutor) yet
requires the student/practitioner to lead on certain themes.
The prompts from tutors to discuss career and qualification
progression – identifying a pathway to the full Masters - are to be
commended. This not only continues the students’ personal
trajectory but maintains (as identified in the module title) criticality
in their practice.
I enjoyed reading the scripts; such incite and professional
commitment to values and standards was uplifting!

17. What next?
A feature on the programme in a
forthcoming IfL Update and versions of three
articles will be in the next edition of CPD
Matters in InTuition
(July 2014).
Half the group continuing study

18. Barrett, H. (2005) White Paper: Researching Electronic Portfolios and Learner
Engagement. The Reflect Initiative. (accessed 15 August 2005). Available from: <
http://www.taskstream.com/reflect/whitepaper.pdf>.
Winter, R. (1989) Learning from Experience: Principles and Practise in Action Research.
Lewes: Falmer Press.