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Developing Professional Practice in Partnership Fiona Milne

Developing and Supporting the Curriculum (DSC) HEA Enhancement Themes Funding Professional Practice: the process of transition through CCI that encompasses elements of Learning, Teaching and Assessment such as Employability, PDP, Graduate Attributes and Work Related Learning Design and Development

ePortfolio : ‘purposeful collections of information and digital artefacts that demonstrate development or evidence learning outcomes, skills or competencies, including synthesis of ideas, reflection on achievements, self-awareness and forward planning’ (Cotterill, 2007) Why?: Increased competition in the workplace requires a strong evidence base of skills, abilities to meet employer and industry expectations and clear articulation of them ePortfolio Approach

Aim of Project: In consultation with staff, students and industry practitioners, create step by step instructions and learning materials to enhance engagement with Mahara, including building exemplar ePortfolios and provision of examples of how to use Mahara’s built in social networking tools to develop communities of practice Aim of Mahara Project

ePortfolio and Personal Tutoring Introduction to, and ongoing online support for, Mahara; online presence; PDP; WRL; Employability Self assessment; reflection on experiences; SMART development targets; support on Moodle site Engagement with WRL opps; reflection; recording to help meet targets; preparation for PT meetings Discussion with Personal Tutor, including reflections, goals, opportunities Assessment and credit where appropriate (it is not feasible or appropriate for all Professional Practice to be assessed/credit rated)

Ladder of Student Participation in Curriculum Design Students control decision-making and have substantial influence Students in control Partnership - a negotiated curriculum Students have some choice and influence Student control of some areas of choice Students control of prescribed areas Tutors control decision-making informed by student feedback Wide choice from prescribed choices Limited choice from prescribed choices Tutors control decision-making Participation claimed, tutor in control Dictated curriculum – no interaction (Bovill and Bulley 2011) Students increasingly active in participation

Implementation of Mahara Lack of engagement with reflection and PDP Recruitment of designers Finding the ‘right’ Alumni Content and Use of language Relevance of examples of evidence Access after Graduation Challenges

Peter Stewart Video and Production Editing: instructions Acting Clare Kelly Collections Successes? Judge for Yourself

Increased feedback Testing with students Engagement with staff and students Curriculum design with colleagues Continuous enhancement and updating Next Steps

Bovill, C Cook‐Sather, A and Felten, P (2011) Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers, International Journal for Academic Development, vol 16, no 2, pp Bovill, C and Bulley, C (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp Cotterill, S (2007) What is an ePortfolio?, available at: [Last accessed 1 April 2013] Fotheringham, J Strickland, K and Aitchison, K (2012) Curriculum: Directions, decisions and debate, Glasgow: QAA, available at: [Last accessed 28 April 2013] McCulloch, A (2009) The student as co-producer: learning from public administration about the student–university relationship, Studies in Higher Education, vol. 34, no 2, March 2009, pp 171–183 Neary, M and Winn, J (2009) The student as producer: reinventing the student experience in higher education, in Neary, M, Stevenson, H and Bell, L (ed) The future of higher education: Pedagogy, policy and the student experience, pp , London: Continuum Neary, M and Winn, J (2009) The student as producer: reinventing the student experience in higher education, in Neary, M, Stevenson, H and Bell, L (ed) The future of higher education: Pedagogy, policy and the student experience, pp , London: Continuum References