Developing the reflective learner - University of Birmingham 4 March 2016 Developing the reflective learner - using e-portfolios for employability Jeff Waldock Department of Engineering and Mathematics, Sheffield Hallam University

Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Background… National Committee of Inquiry in Higher Education (Dearing and Garrick Reports, 1997) recommended ...that institutions of higher education, over the medium term, develop a Progress File. The file should consist of two elements: a transcript recording student achievement which should follow a common format devised by institutions collectively through their representative bodies; structured and supported processes to develop the capacity of learners to reflect upon their own learning and achievement, and to plan for their own personal, educational and career development

Re-emphasised by QAA (2009) Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Re-emphasised by QAA (2009) Students engaging with this process are better able to plan and organise value and evidence learning evaluate, recognise and address strengths and weaknesses develop an identity prepare for future career(s) communicate + other less tangible benefits

Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock http://hbswk.hbs.edu/item/learning-by-thinking-how-reflection-improves-performance

Bulman and Schultz (2013) p232 Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Bulman and Schultz (2013) p232

Part of a wider picture … Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Part of a wider picture … Building a staff-student community Peer-Assisted Learning Gaining a better understanding of students Disciplinary hub - home space within University

Part of a wider picture … Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Part of a wider picture … Building a staff-student community Peer-Assisted Learning Gaining a better understanding of students Disciplinary hub - home space within University Employability 'pathway', career development Practical uses of disciplinary skills

Part of a wider picture … Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Part of a wider picture … Building a staff-student community Peer-Assisted Learning Gaining a better understanding of students Disciplinary hub - home space within University Employability 'pathway', career development Practical uses of disciplinary skills Subject benchmark statements Government white papers ...

e-Progress Files at SHU: Key Features Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock e-Progress Files at SHU: Key Features Uses a web-based framework Students enter comments at least weekly Sections provided for each module, plus a 'general' section Staff can view comments, but not other students Entries receive marks Staff can reply to comments made via direct email links Students can publish PDFs of their logbooks Year 1 students asked to review entries at the end of the year System adapted annually following student feedback

e-Progress Files at SHU - student view Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock e-Progress Files at SHU - student view

e-Progress Files at SHU - staff view Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock e-Progress Files at SHU - staff view

e-Progress Files at SHU - stats Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock e-Progress Files at SHU - stats

Perceived benefits … 1. Record/Diary Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Perceived benefits … 1. Record/Diary “Writing down my experiences and new knowledge and skills enlightening as reinforcing these skills makes me more likely to remember them.”” “It has also helped me to talk about what I have studied which in turn helped me further my understanding of that particular topic”

2. Reflection, Planning, Organisation Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Perceived benefits … 2. Reflection, Planning, Organisation “When you think about the deadlines more, you are able to assess your workload better, and plan ahead which is excellent for time management” “Sometimes it is only when I am writing my progress file I realise what I have found difficult” “I found it beneficial to summarise the work I had done over the week, to help me recognise what I had understood and what I needed to read over” “Helped me keep up to date with everything and make sure all work was completed on time.”

3. Review and recognise development Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Perceived benefits … 3. Review and recognise development “It enables [me] to see how I’ve developed over the year and to document areas I need to improve upon “It’s a great way to track my personal development and to reflect on how I feel I am doing throughout the course” “I have also found it useful to look back over and read past comments so that I can see how far I have come.” “Gain a better understanding of my accomplishments and progression throughout the year” “Makes revision much more efficient”

4. Help from - and communication with - staff Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Perceived benefits … 4. Help from - and communication with - staff “You know your views and problems are being taken in to account and can be dealt with efficiently” “[the system] benefits the course and improves the student-tutor relations” “It allows me to communicate with the lecturers and let them get an insight to how I am feeling the course is going and allow them to get to know me better” “Lecturers can receive feedback on their lectures which will mean that they improve, benefitting us” “Communication between the staff and students is vital and this facility allows this”

Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Perceived benefits … “I have found the logbook a really good place to occasionally blow off steam. When I have had lots of assignments to do or I am not really happy with something I have had a bit of a rant on here and made me feel better” “While I was writing something that I was afraid of, I was becoming stronger and with more courage to face all my problems.”

Student perceptions … n=115 Benefits: Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Student perceptions … Benefits: Planning and meeting deadlines, being organised 59 51% Assessing understanding and reflecting on it 55 48% Receiving replies from and communicating with lecturers 48 42% Recording work done 31 27% Gaining a view of progression over the year 28 24% Express feelings 25 22% Problems: Every week is too much - may be nothing to write 53 46% Lack of feedback, all tutors should read the comments 30 26% Too time consuming, tedious 24 21% Forget to fill it in 21 18% Not relevant for me, unnecessary 13 11% Shouldn't be compulsory 8 7% n=115

Other evidence – NSS Q19-21 (Personal development) Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Other evidence – NSS Q19-21 (Personal development) Year Q19 Q20 Q21 Q22 Unis 2015 85% (11) 87% (12) 97% (2) 99% 72 2014 92% (2) 93% (1) 93% (5) 96% 71 2013 87% (7) 88% (8) 91% (7) 67 2012 93% (4) 89% (5) 98% (2) 95% 2011 92% (3) 92% (4) 93% 63 2010 88% (7) 88% (6) 100% 2009 95% (1) 2008 91% (1) 94% (1) 89% 52 Q19: The course has helped me present myself with confidence. Q20: My communication skills have improved. Q21: As a result of the course, I feel confident in tackling unfamiliar problems Q22: Overall, I am satisfied with the quality of my course

Barriers, for students … Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Barriers, for students … "It's unrelated to the course" - but very much related to becoming a better student!    "I don't understand its purpose" - clear explanation & exemplars  - evidence that it can work Engagement/participation - award marks!

Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Barriers, for staff … "I don't have the time to read (and assess) logbooks" - saving of time elsewhere; rapid resolution of problems - it doesn't actually take long!   "What is its purpose?" "I'm here to teach my subject - it's nothing to do with me" "It's not academic" - clear explanation & exemplars  - evidence that it can work - evidence that it can improve academic achievement - internal/external drivers - retention, satisfaction

To be successful, reflective practice should Developing the reflective learner University of Birmingham - 4 March 2016 Jeff Waldock Recommendations … To be successful, reflective practice should be clearly explained be embedded as a core part of an academic activity, and as part of a broader set of goals be carried out regularly have a staff champion, but all staff must be engaged receive marks It's the activity rather than the process that matters!