E portfolios adapting_contextualising
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Transcript of E portfolios adapting_contextualising
Adapting and contextualising webfolio templates
Loretta Newman-Ford
The ENHANCE Project
The ENHANCE project was designed to:
• enhance the application of JISC outputs and outcomes.
• contribute to UWIC’s Technology-Enhanced Learning Plan by helping to meet its objectives, including: - improving staff skills for technology enhanced learning - encouraging more widespread use of new technologies - embedding the evaluation of technology in normal processes.
• Complement UWIC’s TEL WFD JISC project by implementing tools and technologies that can be used to support the wider objectives of WBL
The Building Capacity process
Identify a need:
Identify JISC-funded projects with the
potential to address the need
Contact relevant projects and work with teams to find
ways of adapting/adopting project outputs at
UWIC
Implement the new project at UWIC
Every undergraduate student enrolled within UWIC’s School of Management must complete the Experience Through Work module:
UWIC’s Cardiff School of Management work placements
• credit-bearing • work-based• most placed within local SMEs.• requires learners to maintain a reflective log of their work-based experiences and learning (10%), which is used to inform an end of placement report (90%)
The Work Placement Centre chose to use an e-portfolio tool called Expo in Campus Pack, an add-on tool within Blackboard.
Technology
Developed customised templates that structure the reflective process and prompt the learner to follow a plan-action-review cycle of learning e.g.: • What have I learnt today? • On reflection, would I do anything differently in the future (change or improve)?• What do I seek to achieve for my next work placement day?
Templates
Example Reflective Log
However…
1. Templates, although helpful in the beginning,
can become restrictive2. Visually unappealing, not always
intuitive3. Frustration moving between learning
content and blog 4. Isolation during placement period 5. Lack of scaffolded tasks/learning
content
Whilst there were some clear advantages to the approach adopted (e.g. familiarity with Blackboard, existing accounts) there were also a number of limitations:
Some students struggle with the assessment requirements of the module, specifically:
Reflective thinking/writing Experiential learning, relating theory to practice
The solution:
The ePPSME model was designed to take into account the particular conditions of SME employment.
Principles: context-sensitive learning content all-in-one service using a PebblePad webfolio (website) easy to use and intuitive supports formal and informal learning transferable and portable 3 types of blog: activity blog = scaffolds learning personal blog = critical reflection collaborative blog = learning community
ePPSME website – useful resources (e.g. demo webfolio, videos) , research evidence
Project team, Alison and Emma, provided advice and guidance whenever needed
Adapting and contextualising the model
The PebblePad team offered technical support
LTDU and School of Management worked together to produce learning content, activities and design
http://pebblepad.co.uk/uwic/viewasset.aspx?oid=672&type=webfolio
Feedback
Students:- attractive and appealing , increases engagement- all in one place, easy to use, can move between blog and module documents - the learning content and activities help to develop reflection skills - the tool offers more options to add additional evidence of work-based learning- collaborative tasks are fun, promote peer support during the transition into their work placement and could potentially help students to learn from one another's’ experiencesTutors:- module tutors and workplace mentors offer students regular feedback quickly and easily- well organised learning content guides students towards the learning outcomes- potential for improved attainment and retention
Conclusions
In conclusion: Although the model was initially developed to support existing employees of SMEs, by using the same principles, the template was transferable to other WBL contexts
the model enabled us to develop an e-portfolio template that fully combines a virtual learning environment and personal learning space
It is important to guide students by providing sufficient resources to help them learn and develop independently, particularly during transition phases between education and employment when students can feel ‘lost’/isolated.
Activities that direct students towards common learning goals, but also supports their unique needs, workplace activities and professional development are key
Developing the webfolio was useful for generating conversations with staff about how students learn and how they can be better supported whilst in the workplace