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Tuesday, November 20, 2012 1 ALT-C 2012
Practical ePortfolios: Embedding
placement reflection and personal
development processes
Kirstie Coolin
Centre for International ePortfolio Development, (CIePD)
Libraries, Research & Learning Resources
www.nottingham.ac.uk/eportfolio
@ciepd
@kirstie_c
Overview
• Employability skills plus professional learning
• Opportunities for learning about work
• Employer involvement
• Combining career learning and PDP – an
example from Nottingham
• Interaction with employers
• Another example from Nottingham (Researchers)
• What do you think?
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Lets start with a video…
The Academy of Irving, Texas
Relationships – employer/HEI/student
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Challenge space
“The relationship between universities and
colleges, students and employers is crucial to
ensuring that students experience the higher
education they want while studying and leave
their course equipped to embark on a rewarding
career”(HE White Paper, Students at the Heart of
the System, BIS, 2011, p45).
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Relationship
What are professional skills?
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University of Kent www.kent.ac.uk/careers
What else?
• Awareness of the employment marketplace
• Understanding of the sector
• Pathways and module choice
• Work/employment opportunities
• Different types of employers (SMEs/Social
Enterprise/self employment etc.)
• Changing work patterns
• Connecting gaps, action planning
• Feedback from employers 11/20/2012 Event Name and Venue 7
Opportunities to learn about work – how
can students be supported in joining the
dots?
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• Synthesising Career learning and the Course?
• “What are my options?”
• “How do I want to make a living?”
• Skills recognition and showcasing skills
• How can relationships between
student/employer/university be improved to
support this?
Supporting students to find (out about)
work • Access to placements, internships, work
experience
• Access to employers? Milk round? SMEs,
microbusinesses, social enterprises, 3rd sector?
Self employment?
“More than half of graduates are interested in jobs
that will 'make a difference', despite increasing
difficulty in finding work” Article in the Guardian
22nd August 2012 http://www.guardian.co.uk/money/2012/aug/22/graduates-principles-tough-jobs-market?newsfeed=true
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What do employers want?
What do students want?
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How can these be reconciled with mutual
benefit to improve employability learning
for students?
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Central place to find placements
Access to employer lists, tagged and
searchable by sector and organisational
information
Previous placements information
Careers fairs with wider range of employers
Up to date links to the company application
procedures. Up to date links to the company
application procedures.
Information about company project opportunities
Students Employers
Filtered based on interest
A ‘front door’ to the University
Access to research and innovation headlines,
University events
Find student skills for projects
More university engagement with social media
for easier personal networking and identifying
key contacts
Knowledge transfer and research partnerships
From recent interviews (SHED Project 2012)
How can learners be motivated?
“Employability can be enhanced through personal
development planning, but success will depend
upon the extent to which students see a ‘pay-off’
for the effort that they put in.” (Embedding
employability into the curriculum, HEA) http://www.heacademy.ac.uk/assets/documents/employability/id460_embedding_em
ployability_into_the_curriculum_338.pdf
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Course and career learning as well as the practicalities of
finding placements, internships and work do not exist in
isolation.
Construction Foundation Degree, Derby
College “For Derby College, SHED saw the first use of Mahara within the College and in
particular, enabled the College to innovate in their management of student’s
professional learning, using it as a platform for peer development, career
reflection and learning from employer input.
Students gather information that is related to employer requirements and from that
learn how their knowledge appears for an employer. This is not only learning for
them, but for their peers and the College in understanding what sort of
information is of interest to their employer contacts and how students should be
advised to fine tune their employability information to improve their career
prospects. “
For students, the ‘pay off’ may constitute short term interaction with employers for
seeking work or work-experience which also provides real-world learning about
the sectors they are interested in.”
SHED Project Report www.nottingham.ac.uk/eportfolio/shed/documents 11/20/2012 Event Name and Venue 13
Using ePortfolio processes for:-
• Personal Development Planning (PDP) alongside
practical employability concerns for students.
• ‘Marketing’ for students to match their skills to
employer interest
• Communication and networking for career
learning
• Differentiation in the job market
Self-motivation 11/20/2012 Event Name and Venue 14
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“We come to University and
assume that employability is
getting the degree but are
starting to learn that it’s the
degree plus other stuff”
(student participant in SHED
project workshop)
“Students would be
motivated to use their e-
Portfolio if they could have
it when they leave to help
them find a job” (Student,
Nottingham)
“(ePortfolios) a tool for marketing
to differentiate ourselves to
employers” (Construction students
at Derby College)
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Happisburgh 2012 Kirstie Coolin
Interlude…
Example 1: Placement learning in
Nottingham
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School of Biosciences
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Placement journey
Before
Researching employers and sectors,
application, letters, support
During
Recording skills/ relation of placement to
course, journal, feedback
(staff/employers), communication, support
and encouragement
After
Reflection, showcase, resume, career
information
Student-centred e-Portfolio: Placement lifecycle information and activity in one place
Careers/employability learning embedded throughout the lifecycle
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Support and information pages
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Student placement page. She has also created a page about the social side of student
life with other interns in the company.
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Placement page – about – used to communication with learning community about
placement and research
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During placement – weekly reports shared with supervisor, placements coordinator and
in some cases, employer
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Threaded feedback on student ‘placement ‘page’
Example 2: Doctoral Training Programme (BBSRC)
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Analysing Research competences
• “The Researcher Development Framework
(RDF) is a major new approach to researcher
development, to enhance our capacity to build
the UK workforce, develop world-class
researchers and build our research base.”
(Vitae 2010)”
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Using e-Portfolio to:
• Integrate core researcher skill development into
the self-directed/professional development aims
of the programme – Analysis and action planning
• Placement journal
• Student-centred supervisor groups
• Plus - technical developments to pull in relevant
University training courses linked to RDF
competences for dynamic presentation into
student portfolios according to their self-
assessed skills gaps. 11/20/2012 Event Name and Venue 27
• <screen shots – student page, supervisor group
etc.>
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Example of student DTP page. We are seeking feedback from students on their
suggestions for analysing and reflecting on their skills needs
A U D I T
Courses
Research
Student searches employer profiles
Student opts-in, ‘releasing’ contact information and showcase
d
i
s
c
o
v
e
r
y
Institutional
Resource
Student
Events
Equipment
Expertise
Placements
Evidence,
skills,
showcase
RAISE AWARENESS – EASIER ACCESS
CRM
ePortfolio
Employers
Employer
profile
student profile
Details, sector,
projects
Institution employer network
Employer searches student profiles
Professional Learning: • About employment market
• Employment sectors • What employers are interested in • How to organise and present their
skills • Finding placement or work
opportunities • Learning to network (and integrate
other social tools)
Business engagement: • More reasons to engage • Easier to find University
resources • Access to students for work
experience • Wider range of employers
(e.g. 3rd
sector, social
enterprise, SME)
Kirstie Coolin, CIePD, University of Nottingham September 2012
Personal
Administration
Careers and work
Learning + teaching
Over to you...
• How can students and employers be motivated to
use new tools for employability?
• Where do student, employer and institutional
requirements meet, and what would this look like in
terms of processes and tools?
• How can existing institutional learning technology be
used to promote student-led
professional/employability learning?
• How can students be encouraged to reflect on their
personal development autonomously?
• How can relationships between student
/employer/university be nurtured to support this?
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Relevant CIePD Projects
Sharing HE Data (SHED)
ESCAPES (..)
Ingenuity KnowledgeHub
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Thank you
Kirstie.Coolin @ nottingham.ac.uk
@kirstie_c
University of Nottingham
www.nottingham.ac.uk/eportfolio
Designed by Gideon Coolin
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