School of Sport, Performing Arts and
Leisure ePDP case study
University of Wolverhampton
Pathfinder project
eportfolio context for University of Wolverhampton ePDP case studies.
It is important to clarify for the purposes of the following case study that ePDP is referring to eportfolio
facilitated Personal Development Planning. There may be interchangeable reference between PDP and
ePDP, whilst PDP may be discussing the broader concept of Personal Development Planning and ePDP will
possibly focus on the enhancement and delivery through the eportfolio system, PebblePAD. It is
important to contextualise that the tool, PebblePAD has in built functionality suited to PDP (that other
eportfolio systems may or may not have). There are tools that allow staff to use criteria and evidence
based audits in a range of skill areas and the ability to adapt these generic templates to create tailored
audits. There are also in built tools and templates that support scaffolded activities such as action
planning and the recording of experiences, abilities, activities etc. There may be reference to these types
of activity within the case study.
For more information go to www.wlv.ac.uk/pathfinder or contact Dr Paul Brett: p.brett@wlv.ac.uk
Megan Lawton: m.j.lawton@wlv.ac.uk Emma Purnell: e.purnell@wlv.ac.uk
Embedding eportfolio at level 1
University of Wolverhampton Pathfinder project: Case study 3
School of Sport, Performing Arts and Leisure
Discipline context
School of Sport Performing Arts and Leisure: Drama
30 students
Students had to…
Submit pieces of writing through an eportfolio and blog entries that analysed and reflected upon
their own, and their peers, academic writing skills in relation to the analysis of performances
sourced and viewed through YouTube.
e-PDP as defined in the discipline context
An electronic means of identifying and enhancing transferrable skills and recording resultant
progress.
Barriers and enablers experienced at an institutional, school, module or individual level
The greatest barrier to this project was the difficulty in finding suitable accommodation for the
taught sessions. Rooms with sufficient computers were really hard to find.
The content of the module was very well suited to this project enabling students to receive
formative tutorial session in formal session times and in on-line tutorials. Many of the positive
comments from students were cantered around the sped at which tutors could respond to
students submission of draft essays.
The school e-learning coordinator was an invaluable asset in the initial stages of development
of the project and I doubt it would have succeeded without his input. Specialist support
therefore is always going to be key to development of e-PDP work.
Learning resources - what learning resources did you make available to your students?
Were they given a template to work to?
Students were given video clips from YouTube that were streamed into their eportfolio and
these were used as the basis to improve academic vocabulary and to practice academic
referencing and academic conventions.
Learning activities – were there any scaffolded learning activities included in your
session
The learning activities were designed to improve student’s ability to critically analyse
performance using appropriate vocabulary.
The students were tasked to analyse a short extract from a performance which was streamed
onto their assets. The first written piece was designed to be a personal approach and evaluation
of the performance, the second piece submitted had the beginnings of formal vocabulary and a
greater academic approach tote analysis whilst the third piece had to conform to the acceptable
academic format including references and quotes.
Feedback - what expectations of feedback did you set for your learners? Were your
learners encouraged to respond to their feedback?
The students were expected to submit their pieces of work and then comment on the work of
two other students thus enabling per feedback to take place. For the third submission students
were give a designated time slot to submit their work online and the tutor would comment and
return the work within the timed online session.
Sustainability - what is needed for you to be able to continue and move your work with
e-PDP forward?
Better access to computers for initial teaching session. There is a real possibility
of e-PDP being embedded more at programme level and in tutorials but this can
only happen if access to computers for large classes is available.
Support - what support systems did you have in place for your students?
Students were given a series of taught sessions to introduce them to PebblePad and to the
project. These were reinforced during the formal teaching sessions for the Investigations
modules. Added to this students were given specific times when tutors would be available online
for tutorial.
Lessons learnt - how would you sum up the key lessons learned from the project?
Not all students are comfortable with technology supported learning
e-PDP allows for rapid formative feedback
Student’s essay writing improved as a result of this teaching methodology
It is time-consuming for the tutor both in the initial setting –up and the operation.
Not all students appreciate the flexible approach and some prefer the more structured,
classroom-based sessions
Advice to those starting out - what advice would you give to a colleague who was new
to e-PDP, but wanted to make it part of their teaching
Tutorials with experts in the field are essential. The tutor has to be confident and competent at
using PebblePad and exploiting it.
Be aware that not all students will engage with this process.
Learn to be a very rapid typist!
With thanks to Paul Brownbill, School of Sport, Performing Arts and Leisure for submitting this
case study to the project.
For more information go to www.wlv.ac.uk/pathfinder or contact Dr Paul Brett: p.brett@wlv.ac.uk
Megan Lawton: m.j.lawton@wlv.ac.uk Emma Purnell: e.purnell@wlv.ac.uk