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Exemplar of use 5 - Bradford

Page history last edited by Jacquie Kelly 10 years, 2 months ago

 

An overview of use

 

 

Exemplar 5:  Module – Communicating in an Information Age (LSS1001D)

 

Institution: University of Bradford, School of Lifelong Education and Development.

 

e-Portfolio context:  Communicating in an Information Age (LSS1001D) is a 1st year undergraduate core module on a Combined Studies degree, that develops students’ skills to enable them to work and communicate effectively in the 21st Century. With the rapid expansion of the Internet bringing communities previously separated by distance closer together, effective communication is becoming an increasingly important skill for study, work and life. This module focuses on developing group working and information, communication and technology (ICT) skills so that students can work with others more effectively and exploit technology for presenting and sharing information within a multi-cultural society. The majority of participants have been widening participation students (including BME and mature students) who are returning to higher education after a gap, and/or have non-standard entry qualifications. The module cohort included students at 2 different locations, including one academic collaborative partner institution (a regional FE college some distance away). The e-portfolio (PebblePad) allows students from these different locations to work collaboratively in groups.

 

Dates of provision: 2005 to 2011.

 

Reason for implementation: Using a webfolio template provides a consistent structure, which helps to keep track of progress, add formative feedback and makes marking easier. Using a PebblePad form for module evaluations provides an easy way of gathering data; this can be exported to Excel and manipulated as required, or viewed as pie charts within PebblePad.

 

For the students, the presentation portfolio template provides guidance notes on what is required and links to ‘help’ videos. Students create an action plan early in the module and can revisit this throughout the module. Also, a requirement for a regular blog posting helps students to reflect on their learning, and to "re-live" the moment and recapture some of their emotions when writing their summative reflection. It also supports student self-assessment and access to contextual and timely formative feedback.

 

This example also formed part of our research into e-portfolios and developing autonomous learners as part of Cohort IV of the Inter/national Coalition for Electronic Portfolio Research (http://ncepr.org/, cohort IV http://ncepr.org/cohort4.html).

 

Purpose/s: Personal Development Planning, Assessment, Lifelong Learning and Digital, Information and Communication Literacies.

 

Learning processes involved: Planning, Reflection, Feedback, Collaboration, Presentation.

 

Practice: fully developed.

 

Key staff involved: Ruth Whitfield.

 

Link to example: http://www.brad.ac.uk/lss/tqeg/pebblepad/cs/formresponse160581.html.

 

Cited as an example of good practice in the JISC LLiDA (Learning Literacies for a Digital Age) project:

http://www.caledonianacademy.net/spaces/LLiDA/index.php?n=Main.BradfordUniversity.

 

Research links -

Cohort IV of the Inter/national Coalition of Electronic Portfolio Implementation http://ncepr.org/cohort4.html.

 

See the coalition’s emergent findings at http://ncepr.org/emergent_findings.html and

the University of Bradford Report (2010) on our 3 year research programme (2007-2010) at http://ncepr.org/finalreports/cohort4/University%20of%20Bradford%20Final%20Report.pdf (2010).

 

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