Embedding e-PDP within a psychology curriculum as a means of supporting learner development Alfredo Gaitán (Division of Psychology) Averil Robertson (Learning Resources) This is part of a joint project with Isabella McMurray and Pat Roberts from the Psychology Division of Psychology.

HEA conference Introduction Learning and Personal Development Planning (PDP): seen as separate entities (low engagement, etc.). Embedding PDP in the curriculum  staff and students’ meaningful engagement. Introduction of e-portfolios offers many opportunities to achieve integration. Starting point: Pilot study (Gaitán, Manton & Jankowska, 2007). revealed that the success of an e-portfolio depended upon: a robust and easy-to-use system; clear pedagogy; integration in the curriculum

HEA conference The research project. Context: Curriculum review 2008 (CRe8) and its 5 strands: Personalised learning. Curriculum. Realistic learning. Employability. Assessment. Methodology: Approach: Action research. Sample: 89 psychology level 2 students on the unit. Sub-sample (19 students): 16 submitted e-portfolios, 12 completed micro-task). Data collection and content analysis.

HEA conference Project stages 1.Identification of key learning processes in several units of the new Psychology curriculum (starting in Sept/Oct 08); 2.Design and implementation of micro-tasks involving e-PDP to support key learning processes; 3.Evaluation: a)assessment of student engagement with the micro-tasks, b)assessment of learning and development from the learners’ perspective. c)Challenges and ways forward.

HEA conference Key learning processes: who can e-PDP support them? Choice

HEA conference Information Literacy: what does it mean and why is it important? CILIP definition: ‘knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner’ (CILIP, 2003). + 8 competencies now recognised internationally as being 'central to the mission of higher education institutions' (ACRL, 2000). one of the core components of the University's Curriculum Review 2008 (CRe8) includes the development of information literacy skills. a survey of its alumni undertaken by Glasgow Caledonian University found that the 'link to the employability agenda was notable' (Crawford, 2005).

HEA conference Micro-task (sequence of activities in-class or otherwise) timeline: Week 2: practical tutorials on searching for information directly relevant to their first assignment (‘arousal’), with the librarian present. Homework: plan and carry out own search in small groups, on their choice of an aspect of the topic; evaluate and select 3 items of information. Week 3: present their findings back to the tutorial group/tutor/librarian. Week 6: PebblePad submissions - search strategy task and short reflective piece.

2. Micro-task e-PDP using PebblePad. Templates for micro-task (four parts). Feedback on micro-task. Guidelines for creating e-portfolios. Criteria for assessing e-portfolios. PebblePad support for students and staff: Handouts; Sessions.

HEA conference Attendance. Week 2: 72 (81%). Week 3 : 57 (66%). Use of Blackboard. Week 1: 200 hits in the unit site (2.2 per student). Week 2: 774 hits in the unit site (8.7 per student). Week 3: 1006 hits in the unit site (11 per student). Week 4: 644 hits in the unit site (7.2 per student). Submission using PebblePad. Search strategy: 29 (32.6%). Reflective piece: 31 (34.8%). 3. Evaluation. a) assessment of student engagement with the micro- tasks (some stats).

HEA conference Evaluation of the microtask: “I believe this exercise has helped me, in terms of searching for the right materials and that I am confident in searching myself.” “I learnt about search parameters (e.g. NOT) and will use again. The task served as a good refresher course.” Outcomes: Specific information regarding the searches: Processes Keywords, combinations, databases, themes, evaluative tools.

HEA conference Evaluation. b) Assessment of learning and development from the learners ’ perspective in the reflective piece (an example).

HEA conference Evaluation. b) Assessment of learning and development from the learners ’ perspective. Coding scheme of reflective part of micro-task included: Success measured by: a) Quantity of materials found; “I found 4 articles and from the references I found 2 more full text journals but couldn’t find full text on 3 other interesting articles.” b) Quality of materials found. Too basic - “To write a sophisticated report I would need to find some additional information on some of the aspects of the theory.”

HEA conference Alternative search strategy used. “My search was not as successful as I expected, I have found a rather small amount of information. But I have managed to find more when I started to look through references.” What they would do differently. “ I need to narrow down my search area and use more specific keywords to find more relevant information.” “I need to keep a note of where I found the information.” Confidence (self perception) “I feel confident that I can use good key words to find information when I conduct more in-depth searches.” continued…

HEA conference b) Assessment of learning and development from the learners ’ perspective in e-portfolios.

HEA conference b) Assessment of learning and development from the learners ’ perspective in the e-portfolios. Coding scheme for e-portfolios included: Gains in Information Literacy from task. “In this unit (Bio and Cog) I gained valuable knowledge of information use, researching and experimentation.” Gains in Information Literacy from other units/experiences. “Starting my second year at university, I felt a lot more prepared and knew what was expected of me. I had also become familiar with the main resources to be used to obtain information for assignments. For example the university's library and electronic library.”

HEA conference Continued… Awareness of where to go for help. “I found it hard to get information about it but the psychology librarian helped me get information from books and journals. Once she helped me I found it easier to get the work done and I got a good grade for it.” Implicit learning of Information Literacy. “[I will] keep these articles in a folder, clearly organised and structured.” Information Literacy included in current action plan. “Action point 4: To improve knowledge on database searching.”

HEA conference Challenges of micro-task and ways forward. Technical issues (implications in terms of time). Enrolment on PebblePad (not automatic). Logging in (e.g. losing password, going to wrong site). Conflicting submission instructions. In order to increase attendance and submission; Give weight at level 2; Link to assignment! (impact).

HEA conference Challenges with research project data collection & the next cycle. Ethical clearance timing affecting sample size. Further data collection/analysis (cycle 1): Interviews. Analysis of levels 1. Cycle 2: Design tasks; Level 1: peer reviewing. Level 3: Project management (dissertation), recording supervision sessions, systematic searches.

HEA conference References. Association of College and Research Libraries (2000) Information literacy competency standards for higher education. Chicago: American Library Association. CILIP (2003) Information literacy: a definition [Online]. Available at: (Accessed: 18 April 2008). Crawford, J. (2005) 'Glasgow Caledonian University: impact of developing students' information literacy', Library & Information Research, 29 (91) pp [Online]. Available at: al/archive/lir91/91_crawford.htm (Accessed: 25 April 2008). al/archive/lir91/91_crawford.htm Gaitan, A., Manton, R., & Jankowska, M. (2007). Piloting eportfolios at the University of Bedfordshire: final report. Luton: University of Bedfordshire.