Open AccessAn evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity
Author(s) -
Sarah Wilson-Medhurst,
Andrew P. Turner
Publication year - 1969
Publication title -
journal of learning development in higher education
Language(s) - English
Resource type - Journals
ISSN - 1759-667X
DOI - 10.47408/jldhe.v0i0.105
Subject(s) - formative assessment , portfolio , employability , summative assessment , context (archaeology) , reflection (computer programming) , appreciative inquiry , pedagogy , reflective practice , process (computing) , reflective writing , mathematics education , psychology , engineering ethics , computer science , engineering , business , paleontology , finance , biology , programming language , operating system
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.