The document discusses the use of e-portfolios at the University of Westminster. It provides examples of three different models used: embedded skills and extra tutorial support; embedded skills with a standalone PDP module and additional support; and skills embedded across the degree with a standalone e-portfolio module. Benefits identified include facilitating reflection, development of skills like time management, and making it easier for staff to provide feedback and track student progress. However, both students and staff require support to fully understand and utilize the potential of e-portfolios.

1. PDP and the role of an e-portfolio Federica Oradini Senior Learning Technologist Westminster Exchange

5. The Association of Graduate Recruiters Integrated across degree Employer Video Stand alone module Academic Tutoring educating for professional life

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9. Welcome 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 in relation to their chosen subject area Educational and Career Goals Reflection on education goals ; what a student wishes to achieve in terms of personal development and their chosen subject Action Plan Based on self-assessment, reflection and action points for personal development and subject specific interests Evidence Selected pieces of coursework to demonstrate competencies CV Electronic version of CV Contact Me Email info

10. Narrated video by a student Integrated across degree Student video Stand alone module Academic Tutoring educating for professional life

11. Embedded skills with multi-level PDP modules educating for professional life Figure : Model C—embedded skills with multi-level PDP modules. Integrated across degree Built Environment ePortfolio assessed Linked to curriculum Recognised and valued by staff

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15. ePortfolio examples in BB/Web

16. Flash based ePorfolio Integrated across degree Student Video Stand alone module Academic Tutoring educating for professional life

17. Student interview Integrated across degree Tutor Video Stand alone module Academic Tutoring educating for professional life

18. Embedded skills, PDP module and extra-modular support educating for professional life Figure : Model B—embedded skills, PDP module and extra-modular support. Stand alone module Law (WBL) ePortfolio assessed Disjointed tick box approach

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24. Embedded skills and extra-modular tutorial support educating for professional life Figure : Model A—embedded skills and extra-modular tutorial support. Academic tutoring Life Sciences ePortfolio non- assessed Extra curricular Time constraints

26. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then commented on by their personal tutor (6).

31. Variation in views across years In Year 1 30% cited value with regard to employment compared to 60% in year 3