The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.

1. Welcome
ePortfolios - A Space to Make Connections
ePortfolios in Professional Development
15th February 2017
Andrew Middleton, SFHEA, NTF
Head of Academic Practice & Learning Innovation, Sheffield Hallam University
@andrewmid
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2. @andrewmid
Portfolio as connected learning space
 Introduce you to SCALE-UP – a ‘built pedagogy’
 Connecting this space to ‘portfolio space’
 Example of a CPD MOOC
 Qualities of a portfolio space for professional development

3. SCALE-UP – a ‘built pedagogy’
Student-Centred Active Learning Environment for Upside-down Pedagogy
Built pedagogy - the relationship of space to teaching and its affect on learning
So, how does this room affect your role and mine in it?
 Tables and groups: 100… 9… 3… 1
 Addressing problems (PBL): Gather, Organise, Analyse, Learn (GOAL)
 Integrated technology: to find, make and share
 Engagement: listening, talking, and whiteboarding
 Flipped learning: time together to establish, interrogate, develop and reflect
on knowledge
SCALE-UP: Beichner, R. (2011). Video explaining SCALE-UP: https://goo.gl/Rh6zJB

4. @andrewmid
SCALE-UP – Active space
An environment and a pedagogy
 Valuing pre-engagement with core knowledge and self/peer evaluation
 Promoting active learning
 In a social context
 Each person has a role e.g. manager, scribe, questioner
 Feeding into further action
Built pedagogy – the structured space explicitly frames pedagogy

5. @andrewmid
SCALE-UP – Flexible?
 Scalability – expansion and contraction of space to meet changing needs;
 Fluidity - flow of individuals, sight, sound, and air;
 Versatility – multiple uses and high functionality;
 Convertibility – spaces for alternative uses;
 Modifiability – space can be reconfigured infrastructurally.
Highly structured and flexible
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Monahan, T. (2000). Built pedagogies and technology practices: designing for participatory learning. In: T.
Cherkasky, J. Greenbaum, P. Mambrey, & J.K. Pors (eds.) Proceedings of the Participatory Design Conference
2000, Palo Alto, CA: CPSR.

6. “Generating
evidence of
engagement in
CPD”
@andrewmid
Example: David Eddy - Enhancing
Prostate Cancer Care MOOC
5 weeks in PebblePad and other places
CPD as: “engaging professionals in conversations about, and generating
recommendations for, enhancing the care of prostate cancer patients.”
 Real world PBL – i.e. a co-constructed situated learning environment;
 Connective CPD, creating,
 knowledge, network and interactivity
 sustainable Personal Learning Networks
 flexibility underpinned by structure, e.g.PebblePad workbooks, social
media tools
 Problem-based design: integrated personal, sharable portfolio

7. ‘Portfolio space’ for professional development
 Space - structured flexibility (e.g. workbooks, tables)
 Connective CPD - the ePortfolio as a social learning hub (e.g. co-operation)
 CPD - an inductive experience devised in the context of sustainability (e.g. common interest)
 Time together – learning space for reflecting and going on to develop ourselves
@andrewmid
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ePortfolio = exploring Potential