Using Technology to Enhance Students’ Reflections Nicola Bullivant, Placement Manager

1. Using Technology to Enhance Students’ Reflections Nicola Bullivant, Placement Manager Undergraduate Programme Aston Business School Aston University Professor Helen Higson Pro-Vice-Chancellor – External Relations, Prof. of Higher Education and Learning Management Aston University

2. Introduction and Context • Aston Business School: tradition of integrated compulsory placement year since 1974 • Large numbers of students on placements • “Your students have great skills and competences but they don’t think about them” (Employer quote) • How assessed? • Introduction of PDPs • Higson, H and Bullivant, N (2006), ‘Encouraging Aston Business School students to reflect on their employment experience’ in Becket, N and Kemp, P (eds) Enhancing Graduate Employability in Business and Management, hospitality, Leisure, Sport, Tourism. Berkshire, Threshold Press Ltd, p52-59. • Moon, J (1999) Learning Journals, London, Kogan Page.

3. Placement Year - Learning Outcomes • Integration of University study and work experience • Experience the responsibilities, tasks, and relationships involved in managerial work • Gain greater practical understanding of chosen specialism • Gain an understanding of the ways in which the placement organisation operates • Build a personal awareness of interests, competencies, values and potential • Develop the ability to share work experiences and evaluations • Make informed career choices.

4. Reflective Learning Journal and PebblePad • Coursework – reflective learning journal • Format - hard copy, no templates but a framework • The issue: • reflective practice is challenging – many students find it difficult • Pilot – 21 students - Business Computing and IT degree • Information session – practical • Facilitated by PebblePad staff and ABS Placement staff • Enabled access to PebblePad prior to placement commencing – familiarisation • Research – exploring practicalities • Students, Tutors and Supervisors views

5. Findings – students’ survey • “I find that it is a better way of recording my reflection rather than having to sit down and write it by hand - find PebblePad more interactive.” • “The PebblePad overall is a 'good' tool …I prefer for my thoughts to be free flowing. In Pebble Pad, you are forced to use their method of thinking … that setup is not for me. PebblePad has to be used on the internet, which, is not the best.”

6. Findings – tutors’ survey • Observations on the differences between hard copy and e-portfolio: • “PebblePad is better than ‘hard copy’. PebblePad is easy to use, structured and interactive.” • “The use of technology has slightly taken their focus off the purpose of the reflective journal.” • “All students find it difficult to get started with the journal. The ‘hard copy’ gives them more flexibility to approach it in my opinion.”

7. Findings – employers’ survey • Observations/comments on the differences between the hard copy journal and the e-portfolio: • “For them (student) better, for the supervisor, slightly more effort (another website, another log on etc).” • “I find PebblePad much, much easier to use than the hard copy format. It saves me time preparing documents, having meetings to go through the reflective learning process as the student can record their thoughts and the ‘meetings’ can be held online.”

8. Future work and wider context • Further survey at end of year – has the technology enhanced students’ ability to reflect? Has it been a useful tool? • Wider pilot for 2009/10 - all business students on work placements or study exchanges overseas may use PebblePad (c550 students) • Move to all on-line from 2010? • What are others doing? • Duffy, K. Anthony, D and Vickers, F (2008) Are e-portfolios an asset to learning and placement? Report commissioned by ASET. • Lee, B and Downs, D (1998), 'Electronic support for student placements: part 1 context', EDUCATION AND TRAINING, Vol.40 (3) pp.115-118.

9. Questions? Nicola Bullivant 0121 204 3247 n.s.bullivant@aston.ac.uk