Engaging students in Reflection: the role of ePortfolios across different subject areas Federica Oradini Online Learning Development

Our Westminster experience PDP/Progress files Models Employability Blackboard 20 UG modules (~3000 students)

Models of use Academic tutoring Stand alone module Integrated across degree Law English Literature Social Science Business School Built Environment Life Science ePortfolio non- assessed ePortfolio assessed Extra curricular Time constraints Disjointed tick box approach Linked to curriculum Recognised and valued by staff

Student Testimonials

Assessed ePortfolio content WelcomeWelcome statement Short paragraph – learning points About MePersonal introduction, career aspiration Self AssessLearning Style assessment, skills matrix, swot and swain Career Management Skills Develop self-awareness in the context of career decision making Educational and Career Goals Reflection on education goals Action PlanBased on self-assessment, reflection and action points EvidenceSelected pieces of coursework to demonstrate competencies CVElectronic version of CV Contact Me info

Supporting the students Lecture Workshop 1 (face to face 1hr, 20 students per lab) Workshop 2 (face to face 1hr, 20 students per lab) Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Workshop 4 (face to face 1hr, 20 students per lab) Workshop 3 (face to face 1hr, 20 students per lab) Online support: screenshots + instructions Narrated video guides

The students From 7 subject areas Majority IT literate - 75% said were confident with prior skills Most work at home 63%, at university 37% Generally positive about their e-portfolio. Opportunity to think more/reflect Recognise/understand their achievements Plan for future career or understand job opportunities/career path better Determining strengths and weaknesses

Variation in views across years In Year 1 30% cited value with regard to employment compared to 60% in year 3

Built Environment case study Integrated across degree Fully assessed Linked to professional standards (CIOB) Student mentoring scheme Designed with the students Flexible use of media

ePortfolio examples in BB/Web

Blackboard ePortfolio

The Association of Graduate Recruiters

Student interview

Overall conclusions Should be valued and rewarded, linked to curriculum assessment Reflective practices and skills should be built over time Linked to professional standards where possible Flexibility allows students to take ownership, motivation Both staff and students need more time to understand/appreciate all of the potential benefit

Contact us Federica Oradini Senior Learning Technologist and Teaching Fellow Westminster Exchange University of Westminster 115 New Cavendish Street London W1W 6UW United Kingdom