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Engaging students in Reflection:the role of ePortfolios across different subject areas
Federica Oradini
Online Learning Development
Our Westminster experience
• PDP/Progress files
• Models
• Employability
• Blackboard
• 20 UG modules (~3000 students)
Models of use
Academic tutoring
Stand alone module
Integrated across degree
Law
English Literature
Social Science
Business School
Built Environment
Life Science
ePortfolio
non- assessed
ePortfolio assessed ePortfolio assessed
•Extra curricular•Time constraints
•Disjointed tick box approach
•Linked to curriculum•Recognised and valued by staff
Student Testimonials
Assessed ePortfolio contentWelcome Welcome statement
Short paragraph – learning points
About Me Personal introduction, career aspiration
Self Assess Learning Style assessment, skills matrix, swot and swain
Career Management Skills
Develop self-awareness in the context of career decision making
Educational and Career Goals
Reflection on education goals
Action Plan Based on self-assessment, reflection and action points
Evidence Selected pieces of coursework to demonstrate competencies
CV Electronic version of CV
Contact Me Email info
Supporting the students
Lecture
Workshop 1 (face to face 1hr, 20 students per lab)
Workshop 2 (face to face 1hr, 20 students per lab)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Workshop 4 (face to face 1hr, 20 students per lab)
Workshop 3 (face to face 1hr, 20 students per lab)
Online support:
screenshots +
instructions
Narrated video
guides
The students
• From 7 subject areas
• Majority IT literate - 75% said were confident with prior skills
• Most work at home 63%, at university 37%
• Generally positive about their e-portfolio.
Opportunity to think more/reflect
Recognise/understand their achievements
Plan for future career or understand job opportunities/career path better
Determining strengths and weaknesses
0
10
20
30
40
50
60
70
80
1 2 3
Year of study
% Y
es
Interesting?
waste of time?
Used more widely?
Variation in views across years
In Year 1 30% cited value with regard to employment compared to 60% in year 3
Built Environment case study
• Integrated across degree
• Fully assessed
• Linked to professional standards (CIOB)
• Student mentoring scheme
• Designed with the students
• Flexible use of media
ePortfolio examples in BB/Web
Blackboard ePortfolio
The Association of Graduate Recruiters
Student interview
Overall conclusions
• Should be valued and rewarded, linked to curriculum assessment
• Reflective practices and skills should be built over time
• Linked to professional standards where possible• Flexibility allows students to take ownership,
motivation• Both staff and students need more time to
understand/appreciate all of the potential benefit
Contact us
Federica [email protected] Learning Technologist and Teaching FellowWestminster Exchange
University of Westminster115 New Cavendish StreetLondon W1W 6UWUnited Kingdom
