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In order to develop students with professional skills and the key competence of being all-round graduates, academics can employ a variety of learning challenges in their teaching. In addition to conventional campus programmes, some programmes have a well-established structured practicum for students to start a professional apprenticeship during their years of university study. It is desirable to introduce such authentic learning challenges to other programmes that focus primarily on theoretical concepts and allow their participants to experience the dynamics of the ever-changing modern world. In addition, students can broaden the scope of their learning by experiencing social interactions in a real-life situation. There are a variety of methods to maintain support for students when they are ‘learning’ in such a placement. When they have their first placement, the use of an online forum can allow students to share anxieties encountered on their first day in the workplace. However, students need ongoing support with peers and their mentors when they encounter complex situations through the networked environment. The next stage, therefore, is to develop competence in working independently and interdependently once they have overcome the initial challenges. This paper aims to explore the use of weblogs and portfolios as learning tools to engage students in self-reflection and self-assessment of their professional performance during such placements.
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Enriching learning experiencein work-integrated education using weblog and e-portfolio
Dr Paula HodgsonEducational Development Centre
The Hong Kong Polytechnic University
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
Converting theories into practice
Lecture/tutorialPlacement
Reflection through forum
Web log
“A [we]blog is a frequently updated website, organized in a diary form with individual [reverse] chronologically ordered entries or posts.”
Tosh and Werdmuller 2004
Reflection through blogging community
Peer feedback through blogs
Blog experience
• Can share what we want, MORE FUN• Freedom is given when we create our own
entries• I like to share and express whatever I want via
different media, i.e. videos and pictures• Student-oriented — can do editing and updates
whenever the writer wants• I think it is a valuable experience to interact with
other weblog editors, and also share with them• It is such a valuable piece of memory for the
whole class to run a blog together
“The portfolio is intended to be a formative document which allows the student space to reflect on each week’s (or month’s) activities, personal and professional development (or lack thereof).”
Huntington et al. 1999
Learning through e-portfolio
Self-assessment
• Self-expression
• Documenting learning
• Reviewing values and assumptions
• Reviewing theories in practice
• Self-assessing areas for improvement
• Constructing knowledge through writing
Portfolio presentation
Reflection on key competences
Structured placement portfolio
Communication with supervisor
Quality learning through e-portfolio
“A quality portfolio evidences complex thinking and problem solving and invokes authentic applications that represent significant learning.”
Montgomery and Wiley 2004
“Students found that a personal portfolio, which reflected the work placement year, had an intrinsic value of its own.”
Morgan and Turner 2000
Personal/professional development through e-portfolio
Self-reflection/self-assessment
