An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity

This paper describes research evaluating pedagogical strategies and processes that develop the reflective capacity of students. An Appreciative Inquiry framework was adopted to establish, from a student perspective, what works or 'gives life' in terms of supporting and encouraging a reflec...

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Autores principales:	Sarah Wilson-Medhurst, Andrew Turner
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	reflection PDP employability e-Portfolio assessment for learning Appreciative Inquiry Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/4d383fcb70ab4b37988681d5b8fd68ac
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id	oai:doaj.org-article:4d383fcb70ab4b37988681d5b8fd68ac
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spelling	oai:doaj.org-article:4d383fcb70ab4b37988681d5b8fd68ac2021-11-29T14:04:44ZAn evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity10.47408/jldhe.v0i0.1051759-667Xhttps://doaj.org/article/4d383fcb70ab4b37988681d5b8fd68ac2010-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/105https://doaj.org/toc/1759-667XThis paper describes research evaluating pedagogical strategies and processes that develop the reflective capacity of students. An Appreciative Inquiry framework was adopted to establish, from a student perspective, what works or 'gives life' in terms of supporting and encouraging a reflective capacity. The context was an undergraduate module with an explicit focus on employability and 'transition-out' of university. Students were drawn from a range of courses as diverse as Performing Arts, Business Management, Engineering and Computing Science. This presented both challenges and benefits. The module utilised an e-Portfolio tool (PebblePad) linked to formative and summative assessment to support students in their learning development, including reflection around personal and career development. Key elements of the module which developed the reflective capacity of students, evident in appreciative feedback, were a personal statement first assignment linked to interdisciplinary group work and activities which scaffold the reflective process. The paper discusses the pedagogical processes involved and highlights areas for further research.Sarah Wilson-MedhurstAndrew TurnerAssociation for Learning Development in Higher Education (ALDinHE)articlereflectionPDPemployabilitye-Portfolioassessment for learningAppreciative InquiryTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	reflection PDP employability e-Portfolio assessment for learning Appreciative Inquiry Theory and practice of education LB5-3640
spellingShingle	reflection PDP employability e-Portfolio assessment for learning Appreciative Inquiry Theory and practice of education LB5-3640 Sarah Wilson-Medhurst Andrew Turner An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
description	This paper describes research evaluating pedagogical strategies and processes that develop the reflective capacity of students. An Appreciative Inquiry framework was adopted to establish, from a student perspective, what works or 'gives life' in terms of supporting and encouraging a reflective capacity. The context was an undergraduate module with an explicit focus on employability and 'transition-out' of university. Students were drawn from a range of courses as diverse as Performing Arts, Business Management, Engineering and Computing Science. This presented both challenges and benefits. The module utilised an e-Portfolio tool (PebblePad) linked to formative and summative assessment to support students in their learning development, including reflection around personal and career development. Key elements of the module which developed the reflective capacity of students, evident in appreciative feedback, were a personal statement first assignment linked to interdisciplinary group work and activities which scaffold the reflective process. The paper discusses the pedagogical processes involved and highlights areas for further research.
format	article
author	Sarah Wilson-Medhurst Andrew Turner
author_facet	Sarah Wilson-Medhurst Andrew Turner
author_sort	Sarah Wilson-Medhurst
title	An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
title_short	An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
title_full	An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
title_fullStr	An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
title_full_unstemmed	An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
title_sort	evaluation of the impact of e-portfolio supported pedagogic processes on students' reflective capacity
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/4d383fcb70ab4b37988681d5b8fd68ac
work_keys_str_mv	AT sarahwilsonmedhurst anevaluationoftheimpactofeportfoliosupportedpedagogicprocessesonstudentsreflectivecapacity AT andrewturner anevaluationoftheimpactofeportfoliosupportedpedagogicprocessesonstudentsreflectivecapacity AT sarahwilsonmedhurst evaluationoftheimpactofeportfoliosupportedpedagogicprocessesonstudentsreflectivecapacity AT andrewturner evaluationoftheimpactofeportfoliosupportedpedagogicprocessesonstudentsreflectivecapacity
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An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity

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