1. 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

2. 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

3. 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

4. Developing the reflective learner
University of Birmingham - 4 March 2016
Jeff Waldock

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

6. 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

7. 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

8. 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 ...

9. 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 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

10. 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

11. 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

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

13. 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”

14. 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.”

15. 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”

16. 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”

17. 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.”

18. 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

19. 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

20. 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!

21. 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

22. 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!