Presentation on theme: "The Stage 1 French e-Portfolio Project. Meeting students' linguistic needs/expectations whilst fostering employability awareness. Newcastle University,"— Presentation transcript:
The Stage 1 French e-Portfolio Project. Meeting students' linguistic needs/expectations whilst fostering employability awareness. Newcastle University, Ms Jos Harrison (Careers Service) Dr JC Penet (SML)
Background From Career Service perspective From SML perspective FRE 1071 (post A-Level, 114 students) = Encourage independent work / foster autonomy
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
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’)
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
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.”
Project evaluation 2 questionnaires - S1 questionnaire - 78% response rate; - S2 questionnaire - 70% response rate (7/10 questions similar to S1 questionnaire). Some surprising findings…
Technical issues Percentage Yes60% No38% No Answer2% S1 - 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’:
Technical issues Percentage Yes51% No44% Maybe5% S1 - Question 2 Would you benefit from a hands-on training session within a computer cluster?
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% S1 Question 3 + S2 Question 1 How do you feel about using the e-Portfolio as a place to upload the Independent Tasks required for FRE1071? NumberPercentage It worked well (easier + better organised) 28 42% Mixed feelings (OK but complicated) 14 21% It was not so good (Reason: Confusing / Difficult to use for 100%) 25 37%
Engagement with e-Portfolio? Percentage Yes16% Yes, a little8% No68% No but I intend to do so when I have time 6% Other2% S1 question 4 + S2 question 2 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? NumberPercentage Yes 2030% No 4354% No but I would if – I had time (x1); I used it in other modules (x2) 34% No reply 11%
Careers Talks and e-Portfolio Percentage Yes59% No21% No Answer17% Other3% S1 question 6 Did you find the 1 st Careers Talk interesting? What would you suggest to improve it? Percentage Yes75% No11% No Answer6% Other8% S1 question 7 Do you think such talks can motivate you to think – differently, maybe - about how you envisage your own career development NumberPercentage Yes 5075% Potentially… 1015% … Depends on speaker 57% No… 69% … As I aleady know what I want to do 34.5% No answer 11%
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% S1 question 8 + S2 question 5 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]: NumberPercentage Very useful 1218% Useful 4567% 85% “very useful or useful” Not very useful 46% A waste of time 23% Other (no answer) 46%
Linguistic Benefit? Percentage Very useful32.5% Useful64% Not very useful1.2% A waste of time0% Other (no answer)2.4% S1 question 9 + S2 question 6 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]: NumberPercentage Very useful 2537% Useful 3451% 88% “very useful or useful” Not very useful 46% A waste of time 00% Other (no answer) 46%
Generally positive? Percentage Positive78 Negative2 No answer10 Other10 S1 question 10 + S2 question 8 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. NumberPercentage Positive 5379% Indifferent 11% Negative… 913 … as I would prefer ‘more traditional’ exercises (grammar, voc. etc.) 46% No answer 46%
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.’
2 key words in feedback “Relevant” “Useful”
What have we learned? Students not entirely convinced about relevance of e-Portfolio itself; Objectives 1 and 3 have been partly achieved Reason: confusion between ‘autonomy’ and ‘independence’ in semester 2
Consequences Issues brought to the fore by S1 and S2 questionnaires: 1. Most students found it difficult to come to terms with the e-Portfolio and/or to see the point in using it at all; 2. Students found it easier to see the linguistic interest of tasks than their potential re careers awareness; 3. Some students lost motivation in S2
So what?! Looking ahead – e-Portfolio as social network? - 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!
Thanks for your attention! Any questions?
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