Staff Generic

The Implementation of Student ePortfolio-based PDP at UWS : 

The Implementation of Student ePortfolio-based PDP at UWS Generic Seminar

Seminar Objectives : 

Seminar Objectives Section 1 – PDP at UWS and Why ePortfolios? Definition of PDP Benefits to students and staff Why ePortfolio and its key features Pedagogical model: Core Concepts Activity Section 2 – UWS Common ePortfolio Example of an ePortfolio UWS ePortfolio model and minumum content Activity Section 3 – Development & Support Support for students Relationship between PDP and Employability Skills development Activity

SECTION 1 : 

SECTION 1 PDP at UWS? WHY e-Portfolios?

Good Student : 

Good Student Activity On a post-it, take 3 minutes, to write down the skills and attributes that differentiates a good from a poor student?

Employers Reply : 

Employers Reply Typically employers look for: Willingness to learn Commitment Dependability/ reliability Self-motivation Teamwork/ Co-operation Communication skills (written and oral) Drive/ energy Self-management Desire to achieve/ Motivation Problem solving ability (Harvey and Green ,1995)

PDP : 

PDP PDP is designed to develop these attributes and skills

PDP Policy December 2007 (1) : 

PDP Policy December 2007 (1) The UWS Definition of Personal Development Planning is: ‘a structured and supported process undertaken by an individual to reflect upon their own learning and/or achievement and to plan for their personal education and career development’

PDP Policy December 2007 (2) : 

PDP Policy December 2007 (2) PDP is: an essential component of lifelong learning and continuing and professional development. a key tool to enable learners to map their own progress, set themselves realistic goals, and enhance their overall learning and employment achievements. fundamentally about empowering, building realistic aspirations and motivating learners towards enhanced achievement

Selling PDP to Students : 

Transformational Learning Benefit: Enable learners to take responsibility for: the planning and development of their own learning, acquiring and developing lifelong learning skills and approaches, and their career development. And therefore…to take a more positive attitude to learning, become more effective, independent and confident learners and understand how they are learning and relate their learning to a wider context SELLING POINT NUMBER 1 Selling PDP to Students

Selling PDP to Students : 

Selling PDP to Students Enhanced Employability improve their general and transferable skills for study and career management; articulate their personal goals and evaluate progress towards their achievement; SELLING POINT NUMBER 2

Selling PDP to Students : 

Selling PDP to Students Ability to Articulate Learning Not only will students be better learners by engaging with PDP, they will be able to ARTICULATE this both in writing (on-line analysis, reflection and evidence) and in communication during e.g. interviews/job applications SELLING POINT NUMBER 3

Selling PDP to Staff : 

Selling PDP to Staff WHY SHOULD STAFF BE INTERESTED? If students become more confident effective learners….will have a positive impact on student retention, performance, progression, etc…. so more resources to support staff and students, better reputation for UWS We will be able to have more effective monitoring of student progress…better informed earlier and can take more effective action The process will stimulate greater coherence between support and guidance systems…and form the basis of enhanced Personal Tutor-student discussions Majority of UK institutions now doing this with their students Many Primary and Secondary Schools in Scotland now doing this with their pupils

PDP Policy December 2007 : 

PDP Policy December 2007 The overall model combines a sophisticated, embedded model of individualised self-reflective learning with an ePortfolio delivery and archiving process Key Features

Minimum Student Entitlement : 

The Policy specifies a MINIMUM ENTITLEMENT for all students with respect to ePDP i.e. Entitlements Minimum Student Entitlement

Why an e-Portfolio Approach? : 

Why an e-Portfolio Approach? Consistency of approach for all students using a common set of templates Flexible model that can be adapted for school-specific purposes Variety of mechanisms to support students and staff (e.g. peer to peer, FAQ, live helpdesk, student to academic tutor) Tracking of student utilisation KEY QUOTES

Why an e-Portfolio Approach? : 

Why an e-Portfolio Approach? Media-richness - ability to include graphics, audio, video and so on Ease of repurposing - can create several versions of e-Portfolio for several different audiences Control of access by owner – control of who sees it, and for how long Resource management - organizing and storing a large amount of information in a single on-line repository

Slide 18: 

myLinC stands for “MY – because it is INDIVIDUALISED at the student level L-Learning in – in C- Context myLinc is an information resource containing a collection of articles and examples of PDP a conduit to ePortfolio tools. myLinC Core Concepts

Slide 19: 

Planning how to achieve objectives Doinglearning through experience of doing Recordingthoughts, ideas, experience, evidence of learning Reviewingreflect on what has happened Evaluatingjudging self, determine how to:- developimprovemove on PDP Core Concepts

myLinC Core Concepts : 

myLinC Core Concepts Focussed Learner Question’s Generic Questions

Slide 21: 

myLinC Core Concepts

Slide 22: 

What is our Mission/Vision? myLinC Core Concepts

Generic Questions : 

Generic Questions Generic Questions form the basis of a School defining itself, defining its subjects and therefore forms the basis for the prompt questions for students GQ Examples

Focused Learner Questions : 

Focused Learner Questions Focussed Learner Questions (FLQ’s) are the prompt questions that the student will respond to either as assignments in their modules or (and) in their ePortfolio FLQ Examples

myLinC Core Concepts : 

Academic Personal myLinC Core Concepts Personal Academic Career & Employability e-Portfolio Reflective Self Audit IDENTIFYING AND EVALUATING LEARNING FROM ALL AREAS OF LIFE PACE

myLINC Concept Model of ePortfolio supported PDP : 

myLINC Concept Model of ePortfolio supported PDP Year of entry Final year reflection diagnostic testing evaluation reviewing goal setting action plans Final year ………………

Activity 1 : 

Activity 1 Discuss the implications of the University PDP Policy for you Set out your reasons why PDP/e-Portfolios will be important to your programme and students

SECTION 2 : 

SECTION 2 The Common ePortfolio Approach

ePortfolio Example : 

ePortfolio Example Link to Example

UWS ePortfolio : 

UWS ePortfolio The model has been built around basic assumptions such as:  every portfolio will be different as it is an individual student process and we have a great diversity of student types across all four campuses portfolios will also be different due to the nature of the core programme studied.

UWS ePortfolio : 

UWS ePortfolio

UWS MINIMUM ePortfolio : 

UWS MINIMUM ePortfolio Across a programme of study, the PDP process should give the student opportunities for engagement with a minimum set of core activities, including a minimum core common ePortfolio for all students. ePortfolio Contents

Slide 33: 

ACTIVITY 2 Discuss the parameters of the suggested UWS approach to a ‘Common ePortfolio’ – its completeness and feasibility

SECTION 3 : 

SECTION 3 Development and Support

Sources of Student Support : 

Sources of Student Support support from academic tutors in Schools covering the “conventional” support available as in previous years through mechanisms such as Personal Tutors support from Student Handbooks support from ICT “conventional” support on a wide range of issues from Student Services support from academic tutors in Schools covering new areas such as that required for study skills and PDP through the extra curriculum hours support from Effective Learning Tutors on both study skills and PDP, subject to appointment to these posts by September2008 support from “Student Mentors” on PDP support from sources such as guidebooks and on-line

Extra Curriculum Hours : 

Extra Curriculum Hours Agreed by Senate in 2007 to allocate extra hours to core curriculum area for Study Skills and PDP support Levels of Support 24 hours at Level 7 12 Hours at Level 8 18 hours at Level 9 8 hours at Level10 Only “Extra” to Staff – students must see this as a normal part of their curriculum These hours have been allocated to Schools and should feature in your workload allocation ADDITIONAL to other forms of support

Extra Curriculum Hours : 

Extra Curriculum Hours Support for… transition into the learning and teaching styles of higher education; study skills provision tailored to the needs of their subject area/programme; information skills enabling students to make effective use of library and electronic resources; research skills to support progression to Honours; taking responsibility for their own learning and development at all stages through effective planning of their development through PDP/e-portfolio; career planning and preparation.

Extra Curriculum Hours : 

Extra Curriculum Hours all the time allocated at each level is used; a plan accounting for how the time is used at this level is developed by the course team and agreed by the LTC; only core modules are used to embed these activities students are informed of the class hours of the module(s) in which the skills/PDP/support activity is embedded in advance of the start of semester and this time is fixed; skills will be assessed only where they from part of the intended learning outcomes of a module; evaluation of the effectiveness of skills development is undertaken by the programme team and any action points arising from the evaluation are reported through the QSER on an annual basis.

Critical Incidents : 

Critical Incidents Ongoing development of learner and person

Induction/Early Studies : 

Induction/Early Studies what is an ePortfolio? what is PDP? how will PDP/ePortfolios help my learning what is my School/programme approach/needs in ePortfolios? what is the University minimum for an ePortfolio? what is reflective learning and writing? first steps in ePortfolios – a big area in itself having my PDP progress assessed

Over the Year : 

Over the Year First Assessment Results conducting your first mid-trimester evaluation developing your PDP reflections on first assessments reflections on progress in all current modules discussing your PDP and progress with staff End of Trimester analysing and reflecting on your first Trimester evaluating your overall performance and reflecting on feedback revising your PDP and preparing for Trimester 2 End of Year analysing and reflecting on your second trimester evaluating your overall performance and reflecting on feedback for the whole year revising your PDP and preparing for the next stage of your programme

Mapping PDP Support : 

Mapping PDP Support PDP Cyclical Process Gather Evidence - Reflections & Analysis - Plan & Set Goals Monitor PDP via Meetings & ePortfolios Entry - Mid-Trimester - End of Trimester - Transition PDP Activities Induction + Instruction Feedback

What are the Attributes and Skills? : 

What are the Attributes and Skills? UWS Graduate Attributes (Academic Regulations) Critical, analytical problem-based learning skills Enquiring, analytical and creative approach Independent judgement Critical self awareness Transferable skills for graduate employment Lifelong learning, study and enquiry Appreciation of the value of education to society Autonomous practitioner Team working 2988.pdf OTHER EXAMPLES

Already Identified the Opportunities? : 

Already Identified the Opportunities? Programme Specification Section 28/33 Employability Skills and Personal Development Planning Should set out the Programme’s approach to delivering employability skills and PDP Module Descriptor section 7 : Employability Skills and Personal Development Planning (PDP) Skills Describes the core skills which students will get opportunity to gain while taking the module – in relation to the 5 SCQF headings.

Already Identified the Opportunities? : 

Already Identified the Opportunities? New Programme and Module framework should clearly identify for students the opportunities available to them to attain employability attributes for PDP Students should be able to use this to plan, reflect on and collect evidence of the development of their own employability skills and attributes? Some Programme Teams have mapped coverage of CIHE or SEP competencies across modules – others need to follow their lead and develop this over time as new curricula “bed-in”

Emerging Skills Model for ePortfolio : 

Emerging Skills Model for ePortfolio SKILL 1 SKILL 2 SKILL 3 SKILL 4 SKILL 5 SKILL 6 SCQF SCQF Definition Indicator 1 Indicator 2 STUDENT Defines Evidence MOD DES ASSESSMENT TEACHING WORK OTHER STUDENT Analyses Evidence Input to Plan ePortfolio Output A B C D1 D2 PROG DES

Activity 3 : 

Activity 3 What are the specific skills and attributes required for your subject areas?