Using ePortfolio as a vehicle for patchwork learning in extra-

curricular contextsDavid Croot

Teaching FellowTeaching and Learning Directorate

Plymouth University

Outline

• ePortfolio• Patchwork learning• Extra-curricular context• Evaluation of pilot

ePortfolio• …is a purposeful collection of information and digital

artefacts that demonstrates development or evidences learning outcomes, skills or competencies. The process of producing an ePortfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits. Specific types of ePortfolios can be defined in part by their purpose (such as presentation, application, reflection, assessment and personal development planning), pedagogic design, level of structure (intrinsic or extrinsic), duration (episodic or life-long) and other factors."

What is “Patchwork text”?• Classic definition of Patchwork text is “a learning and assessment

process where students build up a final piece of written work through an iterative process of peer feedback and review”.

• However, it may also be more restricted to a developmental learning process owned and managed by a single learner (without the sharing/peer review element) who creates their own learning patches which are then “stitched together” to create a final reflective piece which can then be shared with others. ((Winter, Hungerford et al. 2004)

• The important common element is that these “patches” represent critical learning incidents that may be lost over time between occurrence and final reflection. Learning is revealed as appreciation of interrelationships/connections, not merely remembering and regurgitating information

Is patchwork text methodology worth it?

• “My reflective practice diary has been my lifesaver. When I first started writing I felt like Bridget Jones, and I really could not see how keeping this diary, putting my actions, thoughts and feelings down on paper was going to help me in the assignment or my development. However, six months on, my views have totally changed, agreeing with Hays (2005) who suggests that writing nourishes retrieval and creativity, visualises thoughts and extends the writer's observations into new ideas. She goes on to comment that idea sorting is one of the remarkable powers of written language, in that it doesn't just reflect or communicate your thinking, it actually leads it! Although some argue that the expectation to develop reflective practice diaries in your own time is an imposition on your private life, I can only say the rewards of keeping a diary far outweigh the imposition into my private time”.

• My reflective practice diary has been my lifesaver. When I first started writing I felt like Bridget Jones, and I really could not see how keeping this diary, putting my actions, thoughts and feelings down on paper was going to help me in the assignment or my development. However, six months on, my views have totally changed, agreeing with Hays (2005) who suggests that writing nourishes retrieval and creativity, visualises thoughts and extends the writer's observations into new ideas. She goes on to comment that idea sorting is one of the remarkable powers of written language, in that it doesn't just reflect or communicate your thinking, it actually leads it! Although some argue that the expectation to develop reflective practice diaries in your own time is an imposition on your private life, I can only say the rewards of keeping a diary far outweigh the imposition into my private time.

Extra-curricular context• Plymouth University uses a three-stranded

approach to the student experience:

Student Experience

Curricular

Co-Curricular

Extra-Curricular

Extra-Curricular

• Life-wide personal development• Recognised through the Plymouth Award

scheme• Activities• Reflection• Articulation of learning

Extra-Curricular

CategoriesCultural & Social Awareness Personal Health & Wellbeing Supporting the University

CommunityVolunteering Working Life

Committee member for a sports club or society with UPSU

Organising a social/cultural event with the University

Working in the Chaplaincy

Hall warden or resident assistant with UPP

Journalist or radio presenter at UPSU

Citizens Advice Bureau

Weight management programme with Recreation

Personal fitness programme

Exercise classes with Recreation

Participation with Health & Wellbeing week at the University

Regular participation in planned sporting activities through Recreation or UPSU

Welcome week assistant

Fresher Angel Course Representative Student parliament

with UPSU Student Ambassador

Scheme

All activities organised through the UPSU Volunteer Office

Charity fundraiser Duke of Edinburgh

Scheme University Officer

Training Mentor programmes

at the University or in schools

St John’s Ambulance Citizens Advice

Bureau School Governor

Part time work (paid or voluntary)

SU Sabbatical Officer Student internship Camp America,

BUNAC or CCUSA FLUX or XING Attendance at careers

fairs Business Ideas

Challenge Students in Free

Enterprise (SIFE) CV Clinics at gateway Student Associate

Scheme

Activity Tracker

Time

Reflective portfolio

From undertaking activities within the

categories I have learned...

Thoughts

Additional Documents

September February / March

Final reflection• Draws together the patches and ensures the

student draws learning from the activities.• Developed as an ePortfolio asset and shared

with peers or with evaluator.• Carried forward into later life/career; can be

integrated with other learning strands (curriculum, co-curriculum); can be shared with potential employers.

Evaluation• Over 30% of PU students are “active users” of

ePortfolio (a high proportion), but unevenly distributed.

• Not all students are “native” ePortfolio users.• Some staff are ambivalent (or even hostile) to

ePortfolio.• To date, 400 students registered for extra-curricular

Award (in second year of operation) with 200 completions. By national standards this is a remarkable achievement. Only 50% use ePortfolio. Rest use MS Word.