Using e portfolios for professional development

Using e portfolios for professional development

• 1.
  E-Portfolios for Professional Development (UsingPebblepad) Wendy Fowles-Sweet & Oliver Haslam November 2019
• 2.
  Professional Portfolios Engineer Work Experience Societal Awareness Academic Learning Ethical Conduct Equality & Diversity Professionalism
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  Recording Skills andEvidence A live and growing profile: A life long testimony Demonstrable Development Sustainability of knowledge and learning Professional and personal recognition
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  Reflection • D Importance of Regular review of Responsibility to •Critical Thinking • Reflection • Activities • Resulting Learning and Impact • Self • Family • Employer • Society
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  Assessment Structured Unstructured Personal ProfileStart point: Skills Matrix Specific Lessons/Tasks End point: Career Plan Skills Matrix Open choice on other elements Activity Logs Gap Analysis Action Plans Career Plan Assess personal insight, commitment, action planning, career plan: reflective report
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  Portfolio Use (EDM) CurrentUnder Development Modules L6: Industrial Placements L6: Professionalism for Engineers L6: Engineering and Society L4: Engineering Practice L7/M: Professional Development Appraisal & Continuing Development L5: Engineering Practice Structured Records Degree Apprenticeship – Audit Trail APT: Academic, Personal & Professional Development
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  What students doin PebblePad • Add evidence of learning • Attach presentation files and reports • Log experiences and events • Reflect on learning, evidence and experiences • Respond to staff feedback • Skills Matrices • Career Plans
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  Portfolio or workbook? PortfolioWorkbook Structure created by student Structure created by staff More freeform Highly scaffolded ‘Assessor only’ sections can be included Suitable for higher levels Suitable for lower levels Manual submission only ‘Auto-submit’ or manual submission 100% student generated content Can be used to ‘deliver’ information as well as receive student generated content
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  Feedback & grades •Once submitted, staff see changes as they are made by the student. • Feedback is added (via the side panel) at any time by staff. Students can reply to feedback at any time. Iterative feedback conversations are possible! • External assessors (e.g. workplace mentors) can provide feedback too. • Staff and external assessors can give grades. A single grade is fed back to Blackboard’s grade centre.
• 10.
  Feedback from participants Hereis an example of a completed ‘Industrial Placement’ workbook (the Latin text is where the student generated content would be). http://go.uwe.ac.uk/seda1 1.What are the pros and cons of this approach? 2.What should be added/removed/changed? 3.Might you use this approach in your institution? Click the comment icon at the top right of the workbook and write your ideas as a comment in the sidebar of the workbook.
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  Thank you Wendy Fowles-Sweet& Oliver Haslam