eportfolios and transition

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EPortfolios and Transition Dr Helen Boulton, Learning and Teaching Co- ordinator, School of Education Steve Wheelhouse, Employability Co- ordinator, School of Education

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EPortfolios and Transition. Dr Helen Boulton, Learning and Teaching Co-ordinator, School of Education Steve Wheelhouse, Employability Co-ordinator, School of Education. ePortfolios Defined. - PowerPoint PPT Presentation

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Page 1: EPortfolios  and Transition

EPortfolios and Transition

Dr Helen Boulton, Learning and Teaching Co-ordinator, School of Education

Steve Wheelhouse, Employability Co-ordinator, School of Education

Page 2: EPortfolios  and Transition

ePortfolios Defined‘An e-portfolio is a purposeful aggregation of digital

items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.’

(JISC)

Page 3: EPortfolios  and Transition

SCOPE Project

Support, Context, Ownership, Purpose and Engagement

Development of ePortfolios in the School of Education

Page 4: EPortfolios  and Transition

ePortfolio in the Transition into Employment

• TDA Funded Research Grant• SCOPE Developments • Employability model links to Career EDGE,

HEAR• Pilot

Page 5: EPortfolios  and Transition

eportfolio and the CareerEDGE Model

Career Development LearningExperience (Work & Life)Degree Subject Knowledge, Understanding and SkillsGeneric SkillsEmotional Intelligence

Page 6: EPortfolios  and Transition

eportfolio pilotCareerEDGE Model• The model is not a checklist but broad areas for development• Important to record examples of engagement in employability activities in

order to show progress and achievement over time. • Start from the beginning of the courseWhy?• Experiences are easily forgotten• Difficulty if recalling examples over past years when trying to find examples of

‘progression’ when applying for jobs• Reflections are key from the outset. • Method of recording and reflecting on existing skills and experiences• tutors will signpost how the course supports employability• Vital to demonstrate progression for personal development

Page 7: EPortfolios  and Transition

eportfolio ‘collection’Suggested overview of ‘collection’ for a three year courseYear 1 – collect evidence – artefacts, items, images, video, reflections etc.Year 2 – continue to collect information but with greater emphasis on ‘reflection of/on progress’. Consideration should be given to particular career destinations. Identify key learning needs.Year 3 / Final Year – As above but focussing on selecting and presenting appropriate ‘collections’ for particular audiences. Many employers request examples of progression and key evidence through their recruitment processes

Page 8: EPortfolios  and Transition

Eportfolio and HEAR?

Page 9: EPortfolios  and Transition

Questions?

Contact: [email protected]@ntu.ac.uk

Twitter: DrHelenBoulton