• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Exemplar of use 7 - Wolverhampton

Page history last edited by Jacquie Kelly 12 years ago

 

An overview of use

Exemplar  7
Work-Based Learning 5 credit units for CPD

 

Institution: University of Wolverhampton

 

e-Portfolio context: 
The e-portfolio is used for both content delivery and activity interaction and recording. The tool has been adapted to work as a virtual learning environment that allows the learner to access learning materials as well as provided a range of contextualised spaces to record responses to activities, to reflect on workplace practice and to enter a dialogue with the academic tutor and other learners on the same cohort. The contexts in which this practice has been used are Environmental Management, Organisations and Contexts, Enhancing Communication Skills with Clients in Construction and Employment Law.

 

Dates of provision: 
2009 onwards

 

Reason for implementation:
Initially this practice was developed as part of a JISC funded project called ePPSME that was exploring how to do develop an eportfolio based pedagogy for Small to Medium Enterprises. Its aim was to look at how Higher Education could be made more accessible to work-based learners in SME’s.

 

Purpose/s:
To be able to study 5 credits worth of learning over a short period of time (10 weeks) at Higher Education at a distance in the work place.

Learning processes involved:
Prior to beginning the 5 credit units tutors would design an e-portfolio template which would contain all the learning materials needed for each of the 10 weeks of study. These would be done as e-portfolio pages and would contain tutor generated content, links to electronic resources etc. In addition to these content pages there would be a series of 3 embedded blogs which would be the spaces for reflection, interaction and evidencing learning. The blogs consisted of a weekly activity blog which ran alongside each of the weekly content pages. These blogs would be structured with a series of weekly activities in relation to the content requiring a selection of response types. This blog was only seen by student and tutor. The second blog was a personal blog. This was also only seen by student and tutor, but differed from the activity blog as it was a place for critical incident sharing or one-to-one dialogue with the tutor not directly connected to the weekly content. The final blog was a group blog that combined a series of tutor generated group discussions in addition to general social discussions by those in the group (usually 16 in a cohort) Tutors provided feedback on weekly activities.

 

Practice: Fully developed


Key staff involved:
ePPSME project team based in the Institute for Learning Enhancement, school based staff from the School of Technology, School of Law, Social Sciences and Communication, School of Applied Science and the Business school. Support departments such as IT Services, Learning Information Services, Registry. Also, i-CD, who were a CPD arm of the University in the initial days of the project.

 

Examples
A number of resources can be found at the ePPSME website
www.wlv.ac.uk/eppsme

A link to a case study at the Pebblebash 2010 conference http://www.pebblepad.co.uk/pp2010/cs01.pdf

 

Comments (0)

You don't have permission to comment on this page.