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ePortfolio iPhone WBL Medical
- 3. e-Portfolio Private - then shared Supports-passport assessments and personal tutorial Used every week by Year 1 Personal blog area as well as structured exercises Competencies which are marked off
- 7. Work Place Learning Context Years 4 and 5 now out from Year 1 250 students a year Hospitals, clinics and GP’s Entire West Yorkshire area 5 rotations per year Assessment=completion of 5 formative assessments to a satisfactory level
Hinweis der Redaktion
- Hello! This afternoon I’d like to present to you some of the developments from the university of leeds e-portfolio project in particulr the work we have been carrying out with tutors and how we are using the e-portfolio with our students in Yrs 4 and 5 who have all been given an iPhone
- Just to give you a bit of context-we’ve used an e-portfolio, the Progress File since 2005. At the time the main drivers for the implementation of the tool were focussed around the QAA guidance on supplying students with Progress Files and the forthcoming introduction of the foundation year e-portfolio which all our graduating students would be using in Post graduate training. The e-portfolio was implemented ontop of the curriculum across all areas of the course. Students were encouraged to reflect, make notes, comment on their progress at key summative and formative points of the course. This evidence was then to be used to discuss their overall development at their annual appraisals.
- There are 3 layers of competencies in the e-portfolio top level Tomorrow’s Doctors-which will theoretically take the student 5 years to go green!
- The curriulum outcomes for each year
- And the assessment activities which link to the pieces of evidence-all of these should be green at the end of the year
- At the time we evaluated the usage and developed a typology of usage and found that when students did not see the relevance of what they were doing and when there was no feedback received usage was low! The use of the e-portfolio was seen as extra work in an all ready busy and demanding course, students weren’t sure what it was for, they received no feedback in it and were not attracted to it because it wasn’t assessed in any way! The usage figures reflect this and year on year engagement with the process declined!
- All of our 4 th and 5 th year students who are out on practice have been loaned a free iphone. The concept of using mobile devices in workplacements was introduced-the phones provide a way for students to collect evidence and send this directly to their progress file.
- This implementation into the curriculum could not have happened without an increase in tutor understanding of e-portfolio and more importantly e-porttfolio learning so
- In 2009 we were awarded TQEF funds to find out more about what tutors understood about e-portfolios and how they used e-portfolio in their teaching. We recurited some volunteers who agreed to use the e-portfolio with students on one part of the course and from a focus group we developed a handbook and will soon be launching some mateirlas on line to support tutors in using the e-portfolio in their teaching and to try and broadcast a clear message about e-portfolio learning and why it is relevant.
- From this piece of work we were able to identify areas of good practice and start to embed the use of the e-portfolio across the course. We witnessed tutors acknoledging the use of the e-portfolio with students and negotiating when they would receive feedback-some looked once a week others looked once a month! They brought the e-portfolio in the classroom by asking students to complete work for the next session and upload to their e-portfolio areas and were able to integrate the use of the e-portfolio in to the classroom tasks. What was interesting was how the use of the e-portfolio enabled tutors to find out more about their students-students recorded their interests, hobbies and experiences as part of a year 1 induction and by contuing to create entries about their non-academic interests tutors were provided with a wider view of their students, tutors also found that they could identify those that needed extra help with english, partc the international students and one tutor was able to offer extra support to a student with dyslexia. Tutors were also able to find out more about other areas of the course and even though they couldn’t see the work/entries that students had recorded they could from using the frameworks see dates of other assesments and the titles of activities-where there was overlap of subject they were able to bring this into their teaching. And the use of the progress file brought about some changes to feedback provision the students mentioned above were able to negotiate feedback linked to their use of english
- But there are issues with this in relation to e-portfolio learning-