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Starting out – the highs and lows of implementing an e- portfolio system

Starting out – the highs and lows of implementing an e- portfolio system. Alan Howe University of Gloucestershire. In the beginning…. Personal Development Planning is:

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Starting out – the highs and lows of implementing an e- portfolio system

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  1. Starting out – the highs and lows of implementing an e- portfolio system Alan Howe University of Gloucestershire

  2. In the beginning… • Personal Development Planning is: • “ A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development” (QAA 2001) • University PDP policy: • Personal Development Planning is an integral and a required element of all undergraduate and postgraduate programmes:  • Reality was that: • Introduced in year one first semester usually in a study skills module Then if they were lucky some students given a ring binder and told to keep their ‘PDP’ in that. Then …..???

  3. The Brave New World of PDP • SW Degree was re-validated June 2007 • Decision taken to adopt pebblePAD as vehicle to record PDP throughout the degree. • pebblePAD was seen as the key to unlock the door to successful, meaningful PDP activity • JISC/RSC West Midlands workshop on e- portfolios was significant in shaping our thinking May 2007

  4. E-portfolios - the vision “A radical shift towards learners owning their lifelong learning” “A personal online space for students to access services and store their work” A portable portfolio to take with you between learning experiences A key element of the move towards greater flexibility and personalisation in learning Ben Williams ILT Adviser JISC RSC East Midlands 2007

  5. Principles we adopted • One tutor needed to lead development and take over modules where pebblePAD and PDP could be developed and integrated • If we wanted students to take PDP seriously we had to integrate it into the curriculum and assess it • Needed ‘buy in’ from managers and SW tutors • Needed development time • Needed lots of support

  6. What we did • I took over modules at levels 1.2 and 3 where pebblePAD and PDP could be developed • Made contact with Emma Purnell University of Wolverhampton, who offered lots of guidance and support • Developed pebblePAD Learning and Personal Developemt (LPD) module and Introduced level 1 students to pebblepad and PDP

  7. What else did we do? • Ran training session for tutors and offered continuing guidance and support throughout LPD module • Kept managers and SW tutors informed of developments at various meetings to keep then ‘on side’. • Made links with colleagues at University of Kent and Wolverhampton to develop pebblePAD module to assess SW practice • Pushed for pebblePAD support group within University • Secured hours on BoD to do this work

  8. PDP on the SW degree • Level 1 LDP plus overall reflection on year one – assessed by personal tutor (2007-2008) • Level 2 Practice Placement pebblePAD webfolio- assessed by tutors and practice assessors. Overall reflection on learning in year 2- assessed by personal tutor (2008-2009) • Level 3 Professional Identities module assessed by tutors using pebblePAD webfolio. Practice placement webfolio assessed by tutors and practice assessors (2009-2010)

  9. If starting again… • Ensure all university computers being used have latest version of ‘Flash ’- avoids embarrassing moments… • Set up a ‘dummy’ student account so you can see and experience what students see and experience • Get as much training before you start as possible so you can deal with queries and sort out problems • Know where to get help • At beginning of year 1, book more hands on time for students to learn the intricacies of pebblePAD • Do not set deadlines for assessment gateway if you want students to continue to post assets to it throughout year • Respond to student queries and postings promptly and encourage personal tutors to do likewise • Think about piloting modules first

  10. Conclusion • This has been one of the most exciting journeys I have been on in SW education for many years. • Opportunities for creative and meaningful development, which majority of students value • Opportunities to become part of a collaborative ‘community’ with SW colleagues in other institutions. • http://pebblepad.glos.ac.uk/

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