1. Reflect, Connect and Plan: an Integrated Learning Portfolio
4th European Conference on the First Year Experience
13th- 15th May
University of Groningen, Netherlands
Paul Squires, Dr Amanda Tinker, Nicola Redmore
School of Art, Design and Architecture, University of Huddersfield
Integrated Learning Portfolio

2. The Integrated Learning Portfolio
….. is a module which acts as a spine which runs through the first year of a degree course to help students to understand their learning development.
…..it promotes a self awareness which encourages students to plan their future learning and eventually their career path
Integrated Learning Portfolio

3. • Students viewed each of their modules as discrete study elements
Reviews revealed two main issues with the first year student experience on several degree courses;-
• Students viewed each of their modules as discrete study elements
……”this fragment view of learning can be a generic danger of a modular
course system’ Hardy (2002)
• Academic study skills modules were viewed as a ‘bolt-on’ element to the curriculum
……… “non-embedded skills teaching tends to be perceived negatively by many students”
Wall (2006)
effectively students were not readily applying the knowledge and learning skills gained in one module to other modules
Integrated Learning Portfolio

4. Our Plan
To restructure the first year to encourage students to view their programme of study holistically
To embed academic skills development as a core element of the curriculum.
We decided:
A year long spine
Strong active links to ‘live’ assignments in other modules
reflective and critical thinking must be a very important element
Integrated Learning Portfolio

5. Existing First Year Textile Design Modules
First year Modules Generic Design Process
Concept Development
Research
Visual/ Inspirational
Contextual/historical
Commercial/technical   
Design Development
Studio/workshop
Design Solutions
Sampling production
Textile Product
Presentation
Oral/written
Retail environment
Existing First Year Textile Design Modules
Fabric Development & Design
Fibre to Product
Design Contextual Studies
for Textiles & Fashion
Visual Research
Integrated Learning Portfolio
Study Skills and IT 5

6. Integrated Learning Portfolio Module
Fabric Development & Design
Fibre to Product
Design Contextual Studies for Textiles & Fashion
Visual Research
From ‘Bolt-on’ to Integrated
Academic/Company/Market Research
Essay writing
Referencing
Teamwork
Technical Research
Report writing
Computer-aided Design (CAD)
Oral presentations

7. Expectations and Conceptualisation: Card Sort, Induction Week
“Everything Interlinked”
“Elements all entwined”
Integrated Learning Portfolio

8. ILP Assessment strategy: Reflecting on the Journey
Reflection and process are central
Formative
Progressive Learning Journal (Blog)
Four relevant journal entries in summative portfolio
Summative
2000 word reflective report
Cross-referenced to portfolio of relevant evidence, demonstrating specific areas
of learning
Integrated Learning Portfolio

10. Integrated Learning Portfolio

11. Integrated Learning Portfolio

12. Working with: Wordle.com

13. Learning Journal Themes
Self management/
organisation
Challenges
Transition
Motivation
Technology
Learning Journal Themes
Enjoyment
Achievements
Self awareness
Action planning
Pride
Integrated Learning Portfolio

14.  Card Sort, End of Term 2
Group 1
 What happens when you start a project you think about research and then as it goes down you start thinking about all your workshops and different techniques and then your concepts with your materials and technology and then you start to think about your design ideas and then obviously about you bring your research back into it, your market research, which links to your customers.
And then like everything on the right is ongoing so you’re constantly thinking about things and researching, independent learning and finding your own information out from the library and then design. Ongoing support if you need it, constant tutorials and your lectures …There’s no particular order; it’s just everything that you do. There you’ve got your assessment and all the different types of assessment like evaluating yourself at different stages of your project and then at the bottom we’ve got another kind assessment where you get your feedback and then you review and improve and the whole process starts again for the next project.
Integrated Learning Portfolio

15. Group 7
When you start a tree it’s at the bottom and when it grows everything sprouts out from it. It’s the research, there’s just so much that comes from research and so much when you start and then you sprout out and you go..it’s like you’re taking different directions, like if one of you is taking print, knit or weave you’re going to sprout off into that section and there’s so many other things that you can do it’s like with print you can do fashion and interiors … You just sprout out and grow and become beautiful.
Integrated Learning Portfolio

16. Differences between first and second term card sort
…you don’t realise how things link at the beginning; you don’t know what’s expected of you so you don’t know how to link things together so it has changed from the beginning in that sense
Easier to structure because you know what’s expected of you. You know how the week runs and you can fit all elements into, before you were just basing it on what you’d done at college, which was that you did a bit of research but everything was more, you were supported by it. And now it’s more on your own; you do think a lot on your own. You do all the design work and it’s all fitting in with an instruction, a brief.
Integrated Learning Portfolio

18. The Student Voice: Reflective Writing as a Transformative Learning Process
“…….understand what you have actually learnt…..helped me see that I have been learning and not noticed [it]”
“…… changed how I will record my learning in the future, ….additionally my formal writing technique has improved”
“Helped me understand my strengths and weaknesses in depth; useful in documenting my learning development which has had an impact on the way I work.”
“Interesting seeing how ideas/opinions changing space of year Useful - reminds me of things enjoyed/ didn’t enjoy. Can help to think up new ideas and see strengths/flaws/improvements needed. Essential to keep learning new things”
“Hard but interesting …..helped me to remember what I had done throughout the year and showed the progress and development made.”
“…..helped my thinking process which reflected on my design process, the two interlinking.”
“I now understand how I have developed …..and shows my achievements……thoughtful and gives direction”
“I’ve found that reflecting on your work allows you to see how and what you can improve and where your strengths lie. I also find it a form of self encouragement and it shows how you are gradually growing.”
Asked students to write 4 key statement/keywords about keeping the learning journal, reflecting, could be positive or negative
Understanding development and learning
Making changes
Improvements
Self awareness leading to change and development
Hard - a few students said this – challenging experience
Gives direction
Motivation
Integrated Learning Portfolio

19. Course Leader, Surface Design
“The ILP module has helped students recognise and record their core learning skills. There is a beginning appreciation for the transition and blend of each module during their first year. I feel that this is a vital module that should be incorporated within all years of degree courses”.
Course Leader, Surface Design
Integrated Learning Portfolio

20. Conclusion
Students are more self aware – strengths/weaknesses and their learning development
Greater appreciation of inter-relationship of all aspects of their first year study programme
Better prepared for the next level
Integrated Learning Portfolio

21. The Future
Continuation into year 2 with year long module focusing on professional practice, placement and career planning.
Integrated Learning Portfolio 21