1. “Autonomous e-learning to improve careers awareness and employability in first year (post A- Level) language classes.” Newcastle University, School of Modern Languages Dr JC Penet

2. Background  FRE 1071 (post A-Level, 114 students) = Encourage independent work / foster autonomy  Motivation theory – Motivation as ‘identity-oriented analyses of personal motivational trajectories, (Ushioda, 2011)  ‘Portfolio’ = from 10% to 30% of module mark from 2012

3. Def. of ‘portfolio’: According to Lynch and Shaw (2005), a portfolio should include: “[…] students’ active participation, students’ reflection, students’ peer and self-assessment and students’ involvement in deciding on and selecting criteria for evaluation.”

4. FRE1071 Portfolio  All weekly written tasks completed;  6 mistakes analyses of work seen by tutor; +  Fortnightly e-Portfolio tasks – aim to raise careers awareness + employability

5. University’s e-Portfolio Brief overview herehere

6. FRE1071 e-Portfolio Tasks - Developed in collaboration with the University’s Careers Service and the Learning and Teaching Unit (QuILT); - Linked with module’s activities or School- wide events but always careers/employability related; - In French (encourage ‘code-switching’)

7. Examples of tasks  Task 1 – Summarise presentation given by Careers officer and e-Portfolio officer;  Task 2 – Presenting in a professional context  Task 3 – Linked to Careers Talk 1  Task 4 – Value Exercise

8. Aims and objectives of project “By the end of this projects, FRE1071 students will have: - Become aware of the need for them to engage with their learning of French in an autonomous and personal way (relevant to them); - Become familiar with the University’s e- Portfolio and with its Careers Service; - Increased their overall careers awareness.”

9. Mid-Point Questionnaire: Reality vs. “objectives”…  December 2012 - 78% response rate (89 students responded);  Still early days but gives an impression of how the project is going down with students;  Some surprising findings…

10. Technical issues Percentage Yes60% No38% No Answer2% Question 1 Have you encountered technical problems with the e-Portfolio? If so, could you please explain what it was (what happened / did not happen)? Percentage Sharing68% Uploading13% Other19% Technical problems mentioned by those who answered ‘yes’:

11. Technical issues Percentage Yes51% No44% Maybe5% Question 2 Would you benefit from a hands-on training session within a computer cluster?

12. e-Portfolio relevant? NumberPercentage It worked well (easier + better organised) 43 48% ReasonNumberPercentage It was not so good 44 49% Prefer paper hand-in3068% Not enough follow up49% Confusing716% Waste of time37% No answer22% Question 3 How do you feel about using the e-Portfolio as a place to upload the Independent Tasks required for FRE1071?

13. Engagement with e-Portfolio? Percentage Yes16% Yes, a little8% No68% No but I intend to do so when I have time 6% Other2% Question 4 Has using the e-Portfolio as part of a requirement for FRE1071 encouraged you to explore your e-Portfolio and what it has to offer you?

14. Careers Talks and e-Portfolio Percentage Yes59% No21% No Answer17% Other3% Question 6 Did you find the 1 st Careers Talk interesting? What would you suggest to improve it? Percentage Yes75% No11% No Answer6% Other8% Question 7 Do you think such talks can motivate you to think – differently, maybe - about how you envisage your own career development

15. e-Portfolio tasks and seminar content Percentage Very useful19.1% Useful70.2% Not very useful11.9% A waste of time1.2% Other (no answer)2.4% Question 8 Would you say that being asked to think of the link between the work done during your seminars (e.g. presentations for Dans l’oeil du Dragon) and what it means in terms of your own development (What’s a good professional presentation) is [circle the appropriate answer]:

16. Linguistic Benefit? Percentage Very useful32.5% Useful64% Not very useful1.2% A waste of time0% Other (no answer)2.4% Question 9 From a linguistic point of view, do you see the opportunity to ‘code switch’ (going from completely French input to completely French output) in some of those tasks (talks) as a skill which is [circle the appropriate answer]:

17. Generally positive? Percentage Positive78 Negative2 No answer10 Other10 Question 10 Globally, do you see the opportunity to write in French and think about careers-related issues (opportunities, soft skills etc.) as part of your independent work rather as a positive or a negative development for FRE1071. Please say why in a few words.

18. Why positive? ‘… the skills learned can be used in everyday life.’ ‘… pushes me out of my comfort zone [language-wise].’ ‘… it makes you think about the future while using your French.’ ‘It get us thinking about life beyond our degree from day one.’ ‘We explore proper issues rather than topics.’ ‘… because we are able to express our own news and opinions in French and we have plenty of scope to do so.’

19. 2 key words in feedback “Relevant” “Useful”

20. Issues (objectives not entirely met yet)  Not convinced about relevance of e- Portfolio itself;  Not enough student-input to date (e.g. ‘Careers Talk’) – Needed for it to be a proper portfolio (see def.);  Some students – still unsure about linguistic benefit.

21. Looking ahead… - Introduce element of peer-assessment by asking final-year students to review students’ e-Portfolio tasks - Benefits: 1. More feedback (linguistic and content- wise); 2. e-Portfolio as social network (becomes more ‘relevant’) First step towards introduction of ‘Employability Ambassadors in School of Modern Languages!

22. Thanks for your attention! Any questions?

23. References  Klenowski, V. ‘Portfolios for learning, assessment and professional development in higher education,’ Assessment and Evaluation in Higher Education, 31:3, 267-286  Lynch, B and Shaw, P. ‘Portfolios, power and ethics.’ TESOL Quaterly 39, 2, 263-297  Nereo, F. ‘Rethinking the employability Agenda through Technology.’ LLAS e-Learning Symposium 2012  Ushioda, E. ‘Why automomy? Insights from motivation theory and research.’ Innovation in Language Learning and Teaching, 5:2, 221-232