E-portfolios: evaluating the benefits of a reflective pedagogy, Kirstie Coolin bett 2013
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Transcript of E-portfolios: evaluating the benefits of a reflective pedagogy, Kirstie Coolin bett 2013
Saturday, April 8, 2023 1ALT-C 2012
E-portfolios: evaluating the benefits of a reflective pedagogy
Kirstie CoolinBETT 2013 Technology in Higher Education, Learn Live
Centre for International ePortfolio Development, (CIePD) Libraries, Research & Learning Resources
www.nottingham.ac.uk/ciepd Official @ciepdPersonal @kirstie_c
Disclaimer!
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Part 1 Overview and Context
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• What are e-portfolios?
• What learning do they support?
• The E-portfolio Implementation project
• Are they still relevant?
Part 2Practical implementations and examples
A. Reflection
B. Employability: work-based learning, placements
C. Personal/Professional Development Planning (PDP)
D. Skills development for researchers
E: Community learning
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What is an e-portfolio?
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http://www.passengerterminaltoday.com/viewnews.php?NewsID=38006
The Official definition
“An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.”Sutherland and Powell 2007
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Photos
Evidence
Work
Achievements
Qualifications
Video
CV
Blog/journal
Reflection
Notes
Skills
E.g.
Evidence for assessment
Application to
employment/CV
Action plan
PDP
Work placement report
Skills / APeL
Progress review
CPD overview
Presentation / website
E.g.
Evidence for assessment
Application to
employment/CV
Action plan
PDP
Work placement report
Skills / APeL
Progress review
CPD overview
Presentation / website
Select + contextualise Presentation for a purposeDigital items
Feedback Assessment
evidence
Placement
report
Application to
employment /
promotion
PDP
E-portfolio is about learning processes where the learner is at the centre and ‘owns’ the content.
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ePortfolio
Assessment
Reflective exercise
Professional/ Personal
Development Planning
Individual Learning Plan
Skills audit
APEL
Action planning
Showcasing (employers)
Kirstie Coolin, Adele Cushing 2009
Currently supported in Nottingham
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“The Blind Men and the Elephant”
These slides are from a presentation by Dr. Gordon Joyes, University of Nottingham
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• Led by Gordon Joyes and Angela Smallwood at the University of Nottingham
• August 2010 – May 2011• Aim
– to identify a range of large-scale
e-portfolio implementations– Gather a range of case-studies– Develop models and guidance for
the wider community (ePI Toolkit)
ePI – ePortfolio Implementation Study
epip.pbworks.com
The blind men and the
elephant
(wall relief in Northeast
Thailand)
source Wikipedia
Is there one definition? e-Portfolio confusion
Dr. Gordon Joyes 2012
The blind men and the
elephant
(wall relief in Northeast
Thailand)
source Wikipedia
Is there one definition? e-Portfolio confusion
It’s for personal
development planning
(reflection and goal
setting)
It’s for
professional
development/
accreditation
It’s for course
assessment
It’s for improving
feedback
It’s for
work
based
learning
It’s for
demonstrating
employability (CV
etc. )
Dr. Gordon Joyes 2012
Ask the questions
What do you want to use e-Portfolio for?
What is it solving?
What learning activity can I design?
Focus initially on one part of the elephant “start where you are at” but maintain an awareness of the ‘whole elephant’ and the bigger picture
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Are e-portfolios still relevant?
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ePortfolios can help meet HE challenges
• employability • student experience • efficiency • internationalisation • more flexibility in teaching and learning • need to provide an overarching place to capture
develop and showcase transferable skills • continuing engagement with alumni and to
provide a lifelong learning service.04/08/2023 Event Name and Venue 18
The JISC ePortfolio Infokit states: “Definitions of an e-portfolio tend to include the concepts of learners drawing from both informal and formal learning activities to create their e-portfolios, which are personally managed and owned by the learner, and where items can be selectively shared with other parties such as peers, teachers, assessors and employers.
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E-portfolio processes
• Reflective practice• Demonstrating understanding through
synthesis and narrative; engagement with the learning process, not just the product
• Preparation and selection of evidence• Planning and goal setting • Holistic - cutting across subject/modules
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Peers
Employers
Careers
Tutors
Academics
Societies
Learning Community
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Happisburgh 2012 Kirstie Coolin
Interlude…
Interlude...
Questions?
• How are you using e-portfolios in your institutions?
• Where has the initiative come from? E.g. Careers, Teaching and Learning..
• How do you think e-portfolios fit within the wider e-learning tools?
• How mainstream is e-portfolio use and learning in your institution?
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A. Reflection
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A model of e-portfolio-based learning, adapted from Kolb (1984)
English – Contemporary Performance Module
“What is emphasised here is the idea of the portfolio as a learning tool which enables you both to capture and store evidence from each of the practitioner sessions and to reflect on that evidence.. remember that you can put each critical reflection alongside the evidence (notes, images, etc) which can be cross-referenced to your reflection. In such a case you might want to create a rich individual page for each individual reflection.”
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B. Employability: work-based learning, placements
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Example 1: Placement learning in Nottingham
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School of Biosciences
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Placement journey
Before
Researching employers and sectors,
application, letters, support
During
Recording skills/ relation of placement to
course, journal, feedback
(staff/employers), communication,
support and encouragement
After
Reflection, showcase, resume, career
information
Student-centred e-Portfolio: Placement lifecycle information and activity in one place
Careers/employability learning embedded throughout the lifecycle
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Support and information pages
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Student placement page. She has also created a page about the social side of student life with other
interns in the company.
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Placement page – about – used to communication with learning community about placement and
research
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During placement – weekly reports shared with supervisor, placements coordinator and in some
cases, employer
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Threaded feedback on student ‘placement ‘page’
Removing barriersRelationships – employer/HEI/student
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Placement administrator
Supervisor
Careers
Employer HR
Empl
oyer
men
tor
Challenge space
“The relationship between universities and colleges, students and employers is crucial to ensuring that students experience the higher education they want while studying and leave their course equipped to embark on a rewarding career”(HE White Paper, Students at the Heart of the System, BIS, 2011, p45).
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Relationship
What are professional skills?
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University of Kent www.kent.ac.uk/careers
Using ePortfolio processes for:-• Personal Development Planning (PDP) alongside
practical employability concerns for students.• ‘Marketing’ for students to match their skills to
employer interest• Communication and networking for career
learning• Differentiation in the job market
Self-motivation04/08/2023 Event Name and Venue 41
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“We come to University and
assume that employability is
getting the degree but are starting
to learn that it’s the degree plus
other stuff” (student participant in
SHED project workshop)
“Students would be motivated
to use their e-Portfolio if they
could have it when they leave
to help them find a job”
(Student, Nottingham)
“(ePortfolios) a tool for marketing to
differentiate ourselves to employers”
(Construction students at Derby
College)
C. Personal/Professional Development Planning (PDP)
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Collecting PDP and CPD
• <pharmacy examples>
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C. Skills Development for Researchers
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VITAE’s Researcher Development Framework
Example 2: Doctoral Training Programme (BBSRC)
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Analysing Research competences
• “The Researcher Development Framework (RDF) is a major new approach to researcher development, to enhance our capacity to build the UK workforce, develop world-class researchers and build our research base.” (Vitae 2010)”
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Using e-Portfolio to:• Integrate core researcher skill development into
the self-directed/professional development aims of the programme – Analysis and action planning
• Placement journal• Student-centred supervisor groups• Plus - technical developments to pull in relevant
University training courses linked to RDF competences for dynamic presentation into student portfolios according to their self-assessed skills gaps.
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• <screen shots – student page, supervisor group etc.>
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Example of student DTP page. We are seeking feedback from students on their suggestions for
analysing and reflecting on their skills needs
E. Community Learning
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http://info.p2pu.org/about/how-we-learn/
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#edcmooc e-portfolio supporting a distributive and rhizomic learning process
I’d like to leave you with...
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E-portfolio implementation model – a management focus
Other stuff• E-portfolios for MOOCs• E-Portfolios to display open badges• Skills matching repositories for employers• Learning Journals and Logs - by Jennifer Moon
(PDF)• Critical Reflections in ePortfolio - an aggregation
from Lee Ballantyne (web)• Lots of good ePortfolio folks to follow – Helen
Barrett, Simon Grant, Alison Miller...• EPIC 2013 8/9/10 July, London – e-Portfolio and
Identity International Conference 04/08/2023 Event Name and Venue 55
Thank you
Kirstie.Coolin @ nottingham.ac.uk@kirstie_c
University of Nottingham
www.nottingham.ac.uk/ciepd