Welcome
Fiona Milne
Developing Professional Practice in Partnership
Design and Development
• Developing and Supporting the Curriculum (DSC) HEA
Enhancement Themes Funding
• Professional Practice: the process of transition through CCI
that encompasses elements of Learning, Teaching and
Assessment such as Employability, PDP, Graduate Attributes
and Work Related Learning
ePortfolio Approach
• ePortfolio: ‘purposeful collections of information and digital
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artefacts that demonstrate development or evidence learning
outcomes, skills or competencies, including synthesis of ideas,
reflection on achievements, self-awareness and forward
planning’ (Cotterill, 2007)
Why?: Increased competition in the workplace requires a
strong evidence base of skills, abilities to meet employer and
industry expectations and clear articulation of them
Aim of Mahara Project
• Aim of Project: In consultation with staff, students and
industry practitioners, create step by step instructions and
learning materials to enhance engagement with Mahara,
including building exemplar ePortfolios and provision of
examples of how to use Mahara’s built in social networking
tools to develop communities of practice
ePortfolio and Personal Tutoring
Introduction to, and
ongoing online
support for, Mahara;
online presence;
PDP; WRL;
Employability
Assessment and credit
where appropriate
(it is not feasible or
appropriate for all
Professional Practice
to be assessed/credit
rated)
Discussion with
Personal Tutor,
including reflections,
goals, opportunities
Self assessment;
reflection on
experiences; SMART
development targets;
support on Moodle
site
Engagement with
WRL opps;
reflection; recording
to help meet targets;
preparation for PT
meetings
• Students control decision-making and have substantial influence
• Students in control
• Partnership - a negotiated curriculum
• Students have some choice and influence
• Student control of some areas of choice
• Students control of prescribed areas
• Tutors control decision-making informed by student feedback
• Wide choice from prescribed choices
• Limited choice from prescribed choices
• Tutors control decision-making
• Participation claimed, tutor in control
• Dictated curriculum – no interaction
(Bovill and Bulley 2011)
Students increasingly active in
participation
Ladder of Student Participation in Curriculum Design
Challenges
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Implementation of Mahara
Lack of engagement with reflection and PDP
Recruitment of designers
Finding the ‘right’ Alumni
Content and Use of language
Relevance of examples of evidence
Access after Graduation
Successes? Judge for Yourself
• Peter Stewart
• Video and Production
• Editing: instructions
• Acting
• Clare Kelly
• Collections
Next Steps
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Increased feedback
Testing with students
Engagement with staff and students
Curriculum design with colleagues
Continuous enhancement and updating
References
Bovill, C Cook‐Sather, A and Felten, P (2011) Students as co‐creators of teaching approaches, course design, and curricula: implications
for academic developers, International Journal for Academic Development, vol 16, no 2, pp 133-145
Bovill, C and Bulley, C (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust,
C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The
Oxford Centre for Staff and Educational Development, pp 176-188
Cotterill, S (2007) What is an ePortfolio?, available at: www.eportfolios.ac.uk/definition [Last accessed 1 April 2013]
Fotheringham, J Strickland, K and Aitchison, K (2012) Curriculum: Directions, decisions and debate, Glasgow: QAA, available at:
www.enhancementthemes.ac.uk/pages/searchresultdetails/docs/publications/curriculum-directions-decisions-and-debate [Last
accessed 28 April 2013]
McCulloch, A (2009) The student as co-producer: learning from public administration about the student–university relationship,
Studies in Higher Education, vol. 34, no 2, March 2009, pp 171–183
Neary, M and Winn, J (2009) The student as producer: reinventing the student experience in
higher education, in Neary, M, Stevenson, H and Bell, L (ed) The future of higher education:
Pedagogy, policy and the student experience, pp 126-38, London: Continuum
Neary, M and Winn, J (2009) The student as producer: reinventing the student experience in
higher education, in Neary, M, Stevenson, H and Bell, L (ed) The future of higher education:
Pedagogy, policy and the student experience, pp 192-210, London: Continuum