Scaling API-first – The story of a global engineering organization
Social media e-portfolio for learning and assessment
1. Social media ePortfolios for
learning and assessment
Dr. Chris Smith Chrissi Nerantzi Craig Despard
2. intro to the Postgraduate Certificate in
Academic Practice (PGCAP)
• what is it
• structure
• assessment strategy
Chrissi
3. patchwork e-portfolio
• a personal and collaborative learning space
• ongoing conversations and exchanges
• among students on the same cohort, other modules and
the wider community
• capturing the learning process, experiences and the
journey as it unfolds
• develop reflective habits
• students in the driving seat and as creators
• “immediate” and ongoing feedback for learning
• enabled through social media
• modelling innovative practices
• mobile learning enabled and extended
Chris
4. How do our students feel at the
beginning?
Craig Despard
5. authentic assessment as the
driving force for learning
• assessment for learning
• assessment of learning (Barrett & Carney,
2004)
• assessment as learning (Earl, 2003)
Chris
6. combo approach
• Learning and Teaching in
Higher Education module:
Professional discussions
• Application of Learning
Technologies module: blended
conference
Chrissi
7. benefits
• opportunity to model diverse
practices
• develop reflective skills and habits
• media-rich and inclusive learning and
assessment
• be creative, innovative and
experiment
• learning conversations
• build personal learning networks and
connect with others
Chris
9. challenges
• lack of familiarity with technology
• ongoing support required
• setting-up portfolios and administration
• providing formative feedback on a regular
basis is time consuming especially in large
groups
• high-level of personalisation and variety of
artefacts also means inconsistency demands
additional time to access
Chris
10. Does the e-portfolio really work?
The experience at the end of a module
“It has really helped me to begin my
journey as a reflective practitioner and
really think and reflect on the impact my
teaching has on my students. It has
helped me think about why I am
teaching.” (academic)
Craig Despard
12. References
• Barrett, H & Carney, J (2004) Conflicting paradigms and competing
purposes in electronic portfolio development. Available at:
http://electronicportfolios.org/
portfolios/LEAJournal-BarrettCarney.pdf [accessed 23/02/12].
• Earl, L M (2003) Assessment as learning. Thousand Oaks: Corwin
Press.
• Smith, C and Nerantzi, C (accepted) ePortfolios: Assessment as
learning using social media, Waxmann publishers,
series ”Gesellschaft for Medien in der Wissenschaft” (Association
for Media in Science, www.gmw-online.de) (more details will
follow)
Chrissiblended programme, modules, teaching qualificationaccredited by HEA and NMCprogramme-wide portfolio for learning and assessmentgeneric assessment criteria demonstrating competence against module learning outcomesengagement with generic and subject specific literaturecritical reflectiongrades (pass, fail)
Chris
Craig: share your general feelings about the programme when you started and the use of eportfolios. Where your feelings unique? Do you have info that others felt similar? How do you know? Craig: used eportfolios with own studentsNot for own learning
IT support needed, but not availableif large groups providing feedback constantly challenging> solution more peer feedback and sampling work?
IT support needed, but not availableif large groups providing feedback constantly challenging> solution more peer feedback and sampling work?
Craig: share your views around this? Feel free to add some notes here which you could use during the webinarMaking and constructingSeeing it developing/growing – capturing the processPride in the finished productConnecting with peers and tutorRe-think own practice and use of eportfolios with own students