Portfolios

Thoughts from a recent GW4 meeting at University of Bath

Posted by

 

On Friday 23rd March, Mike, Naomi, Robyn, Han and I headed over to Bath for the latest GW4 meeting of minds. As decided in the previous meeting, the main topics for discussion were e-assessment and portfolios, but we also discussed MOOC development and learning analytics. Unfortunately, no one from Exeter could make it up this time, so it was us from Bristol, along with colleagues from Bath and Cardiff. As before, we used Padlets to pool ideas and discussion points as we discussed in smaller groups.

Portfolios 

Portfolios seem to be a common focus (dare I even say, headache). Bath and Cardiff have been using Mahara, and have been trying to overcome some of its limitations in-house. There was a strong feeling that none of us have found a portfolio which delivers what we need, and that if we ganged up on the providers they might be able to find a solution. The next step is to try to define what it is we do need from a portfolio, which tools we use (or have already investigated), and what we can do to find a common solution. Some immediate themes were e-portfolios as assessment tools (and how they integrate with current systems), GDPR implications, students being able to share parts of portfolios externally and internally, and how long students can have access to their portfolio.

MOOCS

As something we all have experience of, to a greater or lesser degree, there was inevitably quite a bit of discussion around MOOCs. We talked about the processes we follow to develop MOOCs, and the different support we provide to academics. For example, Gavin from Bath showed us how he uses Camtasia to produce videos in house; in fact, he was able to knock up an example of such a video in 20 minutes during the session, with mini interviews and shots from the day. We also discussed the data we get from FutureLearn, and how we all find it difficult to do anything with that data. With so much information, and not much time, it tends to become something we’d all like to do more with but never quite find the time for.

The discussion also retuned to an idea we’ve been kicking around GQ4 for a while, that of a collaborative MOOC. We discussed the idea of perhaps making courses for pre-entry undergrads, or students embarking on PhDs, or perhaps staff development and CPD courses for new academics (which Cardiff are already building a bank of in FutureLearn). The idea of creating small modular courses or MOOCS, where each of us could provide a section which is based on our own expertise and interests, was also popular…let’s see how this develops!

E-assessment

Tools and systems around e-assessment was also a common theme. As well as thinking about Blackboard assignments, use of Turnitin and QMP, there was also talk about peer assessment tools and practice and adopting a BYOD approach. It seemed that we all had experiences of e-assessment being very mixed, with huge disparity in adoption and approach within our institutions. We’re all working on e-assessment, it seems, for example our EMA project, which is quite similar to that of Bath. However, other trials are also going ahead, such as Cardiff’s trial of ‘Inspera‘. I think we’re all keen to see what their experiences of that project are, as the Scandinavian approach to e-exams has often been heralded as the future!

What next?

For the future, we discussed more of a ‘show and tell’ approach, where we could get a closer look at some of the things we’re up to. There was also talk of upping our use of communication channels in between meeting in person, particularly using the Yammer group more frequently, and perhaps having smaller virtual meetings for specific topics.

It wasn’t decided who would host the next session, particularly as Exeter weren’t represented, although we did tentatively offer to host here at Bristol. But, seeing as Bath really did set the bar high for lunch expectations – with special mention to the excellent pies and homemade cake – if we do host I think we’d better start planning the food already…!

 

 

Teaching at scale: engagement, assessment and feedback – notes from reading group

Posted by

Chris read #53ideas 27 – Making feedback work involves more than giving feedback – Part 1 the assessment context. A great little paper full of epithets that perfectly describe the situation I find myself in. ‘You can write perfect feedback and it still be an almost complete waste of time’. ‘University policies to ensure all feedback is provided within three weeks seem feeble’.’On many courses no thought has been given to the purpose of the learning other than that there is some subject matter that the teacher knows about’. ‘Part time teachers are seldom briefed properly about the course and its aims and rationale, and often ignore criteria’. The take home message, for me, was that the OU is an exemplar in the area of giving good, useful, consistent feedback even when the marking load is spread over a number of people: ‘If a course is going to hire part-time markers then it had better adopt some of the Open University’s practices or suffer the consequences.’

Jane recommended: Sea monsters& whirlpools: Navigating between examination and reflection in medical education. Hodges, D. (2015). Medical Teacher 37: 3, 261-266. Interesting paper around how diverse forms of reflective practice employed by medical educators are compatible with assessment. She also mentioned “They liked it if you said you cried”: how medical students perceive the teaching of professionalism

Suzi read E-portfolios enhancing students’ self-directed learning: a systematic review of influencing factors

This 2016 paper is based on a systematic literature review of the use of online portfolios, with most of the studies taking place in an HE context. They looked at what was required for portfolio use to foster self-directed learning. Their conclusions were that students need the time and motivation to use them, and also that portfolios must:

  • Be seamlessly-integrated into teaching
  • Use appropriate technology
  • Be supported by coaching from staff (this is “important if not essential”)

Useful classification: purpose (selection vs learning) and volition (voluntary vs mandated) from Smith and Tillema (2003). Useful “Practical implications” section towards the end.

Suzi read How & Why to Use Social Media to Create Meaningful Learning Assignments

A nice example of a hypothetical (but well thought-through) Instagram assignment for a history of art course, using hashtags and light gamification. Included good instructions and motivation for students.

Has some provocative claims about the use of social media:
“It’s inevitable if we want to make learning relevant, practical and effective.”
“social media, by the behaviours it generates, lends itself to involving students in learning”
Also an interesting further reading section.

Suzi read #53ideas 40 – Self assessment is central to intrinsic motivation

Feeling a sense of control over learning leads to higher levels of engagement and persistence. If possible this would be the what, how, where and when. But “taking responsibility for judgements about their own learning” – so good self & peer assessment – may be enough. Goes through an example of self & peer assessment at Oxford Polytechnic. Challenging to our context, as this was highly scaffolded, with the students practicing structured self-assessment for a year before engaging in peer assessment. Draws on Carl Rogers principles for significant learning. Interesting wrt the need to create a nurturing, emotionally supportive space for learning.

Suggested reading

Engagement and motivation

Social media and online communities

Assessment and feedback

More general, learning at scale