Exemplar 6: Completing a City & Guilds ITQ in Participative Technologies using a reflective portfolio
Institution: Thanet College
e-Portfolio context: We wanted to test the use of an e-portfolio to support a course that runs beyond the VLE. The course chosen was an ITQ in participative technology, completed by 7 College staff. The qualification is designed by JISC TechDis and offered by City & Guilds. The thinking is that if we are able to demonstrate a design that works solely in Pebble, then any of the 100,000 IfL members would be able to do something similar by improving on our design.
Dates of provision: Started April 2010 and completes at December 31st. 2010. EV completes on 31st. January 2011. It was presented at an LSIS/IfL Learning Fair on January 17th. in London.
Reason for implementation:
Our other aims were to:
- explore the learning journey in using a portfolio beyond the reach of a VLE
- run a Mapping qualification through a Reflective Portfolio
- instill ownership through personalisation of approach
- capture learning journeys as unique as the learner
Our objectives were to explore the following:
- We wanted to move the emphasis from 'tick box of competence' to qualification through narrative
- We wanted staff to validate their work to themselves first rather than rely on the validation of someone else first.
- We wanted to prepare teachers for the conceptual challenge of using portfolios with their learners.
Purpose/s: In suggesting that genuine improvement in teaching effectiveness comes from individual motivation to explore and change practice, I wanted to see if a recognised course, with evidence based outcomes could be embedded into a reflective portfolio and be driven from the narrative. I rejected all other technology as a means of providing a vehicle for the course although at least 30 pieces of software were used as part of the learning. Each was able to demonstrate an idiosyncratic learning journey and evidence of outcomes in a different way. Each is able to present their own work and account for their practice changes.
Learning processes involved: Reflection, personal working in time outside of College commitments
Practice: (fully developed) completed.
Key staff involved:
Geoff Rebbeck as Portfolio designer and Assessor.
Kirsty Bryant as Internal Verifier.
Externally verified by City & Guilds.
Di Dawson, JISC TechDis.
7 College staff, two of whom are managers and the remainder are teachers.
Links to examples
This paper describes the implementation and some evaluation of use
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