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Exemplar of use 5 - RMIT

Page history last edited by Janette Hillicks 12 years ago

  

An overview of use

 

Exemplar  5  e-Portfolios in Textile Design

Critical thinking, reflection and assessment of personal creative practice using e-portfolios focused on the need for textile designers to develop a philosophical approach to their professional practice, and be able to communicate this to others. Many textile design students however, rely on visual forms of expression, having difficulty in aligning the academic imperative for critical thinking and engagement with their assumptions about the ‘real world’ of design practice.

 

One of the challenges in creative disciplines is for students to develop the necessary skills to be able to professionally expound on their practice in order to attain recognition and experience, as well as capitalise on opportunities. Within Textile Design – Bachelor of Arts (BP 121), second and third year students were exposed to a specific series of online and analogue curriculum materials focused on developing reflective writing, analysis and creativity for Textile Design practice. This included incorporating the use of e-learning tools, particularly e-portfolios.

 

PebblePad was implemented in second and third year curricula, specifically the use of blogs and webfolios, to enhance students’ reflective practice and as a way for them to develop and communicate their creative practice. This also allowed students to demonstrate key graduate attributes as they apply to the Textile Design discipline. The use of these tools/activities provided students with opportunities to develop an understanding of the forms of writing required for professional practice, and allowed for a scaffolding effect in which the learning was acquired in a cumulative manner. Given the self-reflective and highly personal nature of this form of writing and creative practice, it was important to provide a supportive, flexible and instructive series of materials where students could develop drafts, refine and polish, and finally complete at least one professional piece of writing for public dissemination.

 

The key outcomes from this project have been the enhanced engagement with online learning tools as part of a whole of curriculum approach, directly relevant to the professional practices within the discipline specific context. Students were able to engage with the process and see it as a meaningful activity linked to their professional development which was evidenced through increased student engagement and confidence with reflective and creative writing processes, via the use of blogs and webfolios. Pedagogically it allowed a transition from teacher-centred instruction to student-centred learning through creative, imaginative and inventive solutions to curriculum development. Ultimately this saw a continued improvement in Course Evaluation Survey (CES) results and student feedback.  

 

e-Portfolio context: The use of e-portfolios in Textile Design

 

Dates of provision: 2010

 

Reason for implementation: The implementation of e-portfolios to develop to enhance students' creative, reflective and professional practices.

 

Purpose/s: Transition to/from the institution, Work integrated learning, Employability/Graduate attributes, Assessment

 

Learning processes involved: Information capture, Information retrieval, Planning, Reflection, Feedback, Collaboration, Presentation

 

Practice: fully developed

 

Key staff involved: 

Claire Beale: Associate lecturer, Fashion & Textiles

Meaghan Botterill - Senior coordinator: Educational technology integration, Educational Technology Advancement Group

 

Creative Commons Licence

 

 

 

 

 

 

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