Magic porridge pots, jelly baby trees and learning journey collages: exploring the creative potential of e-portfolio-based learning and ePDP in a Foundation Degree Jennie Chambers, Julie Hughes, Catherine Lamond, Jenny Worsley, Caroline Bastow and Sue Beck.

Jennie’s story (read by Julie) – growing from the inside – the magic porridge pot Jelly baby tree

Overview to Julie’s bit Introduction to the wider teaching and research team – Jenny, Catherine, Sue & Caroline; The context(s) - Foundation Degrees in the School of Education at the UoW; The intervention – e-portfolio-based learning; The pedagogic framework

Foundation Degrees ‘Earn and learn’ qualifications – high on the DIUS agenda – target of 100 000 enrolments by 2010; Collaboration and partnership between HEIs and FECs; School of Education FDs in Early Years Services and Supporting Inclusive Practice – 110 students in Year 1, 100 in Year 2. Collaboration with TCAT, City of Wolverhampton, Sandwell and Solihull (09-10)colleges.

UoW School of Education Profile of a ‘typical’ FD student at UoW Mature; In employment in an early years or educational setting in the region; Level 3 qualification; Returner to education usually with dependents; Large percentage of women (99%); Spiky profiles. School of Education UoW School of Education Image adapted fromhttp://home.amaonline.com/teacherstuff/schoolhouse.gif

Widening participation context 36% of UoW students study part-time; 60% are aged 21 or above; 67% are drawn from the local region. (University of Wolverhampton Strategic Plan 2006-2012) HEA funded CETL – CIEL (Critical Interventions for Enhanced Learning) – cross University 5 year project researching the First Year Experience (FYE). Regional Lifelong Learning Networks (LLN) funded project.

Curriculum context – The story so far – thoughtful fusion (Garrison & Vaughan, 2008) Revalidation 2008; The need to blend – but with pedagogy not economy as the driver; An excitement about the possibilities for learning enhanced by the use of technology; FD students are not ‘more of the same’ and that ‘(t)here is no first-year experience; there is a multiplicity of first-year experiences.’ (Harvey et al., 2006, p.iv); Spiky skill and confidence profiles of teachers and learners.

Why this study, and why now? The FYE of FD students is under-examined; The FYE of students enrolled on foundation degrees can often be one characterised by insecurity and uncertainty about HEness; The development of confidence and self esteem are linked to belonging and becoming; Specifically, we were concerned to challenge deficit models and discourses of Personal Development Planning (PDP) which positioned the student as ‘lacking’ the skills required for successful HE study; We adopted an approach to ePDP which builds ‘on their strengths, rather than do things to students on the basis of a deficit model that emphasises inadequacies’ (Harvey et al. 2006, p.viii).

How our FD students felt at the start of their HE study – a tag cloud.

The intervention Introduced e-portfolio-based learning from pre-induction – dialogic learning; Emphasis upon blogging as reflective critical thinking (ePDP)– exploration of self as learner/as practitioner/as group member – reflexive and situated learning; Modelled ‘netiquette’; Aligned the learning outcomes, learning and teaching methods and assessment to our commitment to integrative learning (Cambridge 2008) and to exploring the interface between the delivered, experienced and lived curriculum (Yancey 1998); Supported colleagues and students in the development of the technical skills and in the culture shift to an iterative and dialogic learning and teaching model.

(e)portfolio ways of being When teachers began developing portfolios over a decade ago, we knew what we were about – with process writing and collaborative pedagogies and, not least, portfolios – was pretty ambitious; it was, in fact, nothing short of changing the face of American education. (Yancey & Weiser, 1997, p.1) Baume (1999, 2003 p.4) conceptualised the developmental portfolio as, “a compost heap…something refined over time, enriched by addition, reduction and turning over.“ Messy, non-linear – getting your hands dirty!

E-portfolio-based learning (JISC 2008) Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback. These processes – referred to here as ‘e-portfolio-based learning’ – are the focus of increasing attention, since the process of learning can be as important as the end product.

How did the blogging make a difference?

How did the blogging make a difference? 85% of the cohort responded to the anonymous online survey – when asked to rank and compare their development they responded:

Which specific pedagogic interventions were valued? The feedback on blogs from tutors was important to my PPD 98.58% agreed or strongly agreed Having the opportunity to reflect ongoing on my PPD was important 92.4% A/SA The feedback on blogs from peers was important to my PPD 87.37% A/SA Having blog contact with my tutors supported my transition into university 95.03 % A/SA Having blog contact with my peers supported my transition into university 88.35% A/SA The online blogging activities have contributed to my achievements in semester 1 82.53% A/SA

How our FD students feel at the end of their first year of HE study – a tag cloud.

What we have learnt from engaging in reflective, evaluative dialogue with our FDs One size does not fit all and differentiated support is required when moving to a blended curriculum; Some students (and colleagues) may feel out of their depth initially (and not just with the technology) – this is a culture shift to a dialogic learning and teaching approach; The rapid, personalised feedback from tutors is highly important to students’ transitions and to their perceptions of their development and achievement; The ePDP activities support the becoming and belonging needs of year 1 FDs; Being able to share experiences with others in the cohort and receive feedback and support from peers – similarities and differences - is key to FD’s development as HE students; The collaborative enquiry-based learning model supports integrative learning and there is substantial evidence of transferability to work-based learning.