throwing a pebble into the pond: e-portfolios and student engagement hazel willis phil gravestock...
TRANSCRIPT
Throwing a pebble into the pond: e-portfolios and student engagement
Hazel Willis
Phil Gravestock
Martin JenkinsUniversity of Gloucestershire, UK
Overview Introduce Personal Development
Planning and PebblePad The pilot study Lessons learned and building on the
pilot study
The starting point Personal Development Planning
Encourage reflective practice and critical thinking
Government requirement Introduction embedded into Learning and
Personal Development ‘module’ (unit) Need to engage students in the process
PebblePad Encouraged reflection Appropriate use for different audiences Flexibility Support ‘embedding’ the process Why PebblePad?
The Pilot First Year students for PDP
Small sample Students interviewed by 2nd year students Monitored usage
Final year dissertation students Small sample
Record of dissertation meetings Monitored usage Interviewed by academic staff
Encouraging engagement Greater engagement with final year
students Final year students good initial
engagement then a decline But no completed ‘e’ portfolios …
Reflections ‘Use vulnerable to external pressures’ (Pearson and
Hayward, 2004)
Resort to tools that are familiar Revert to automatic rather than controlled
processes Not sufficiently ‘embedded’
Need for clearer justification Process not product
Learning support Timing of training Closer link between support and learning task
Moving forward? Psychology - not being used this academic
year Staff flexibility
Environment - process focus PebblePad used as delivery tool
‘institutionalise’ use so taken for granted (O’Keefe & Zehender, 2004)
Requirement for 120 students
Contact detailsHazel Willis
Department of Natural and Social [email protected]
Phil GravestockCentre for Learning and [email protected]
Martin JenkinsCentre for Active [email protected]
