The first approach will show how an ePortfolio was used across a short level 1, four-week module for Marine Business students just as they began their programme. A Portfolio where there could be a balance of structured assessment activities and personalised PDP that could be aligned in the same space. An ‘About Me’ page fronted every portfolio, where students could provide a media rich picture of themselves before starting any of the more structured activities that followed. A thoughtful overall assessment design that interlinked and gave value to all activities in the portfolio.
The second will show a ‘Volunteering in a Policing or Criminal Justice Setting’ ePortfolio. The aim of which was to support students in their Personal Development through skills auditing, action planning and continuous and conscious reflection (Simatele, 2015) whilst doing voluntary placements. The portfolio provided a new electronic way of getting their volunteering activities/hours verified by the tutor remotely and to prepare for a summer job opportunity as call handlers where they would need to demonstrate skills, knowledge, experience and behaviours in accordance with the role-profile. The ePortfolio framework was developed collaboratively between the tutor leading the Module, a Learning Technologist, future Police Employers and course rep students. All were able to comment and shape the ePortfolio structure and content before it went live to students, continuing with the student’s providing ongoing feedback that shaped the approach for the following year.
Finally, a year-long Professional Development Planning and Employability module, where students have both an individual reflective portfolio and a collaborative group ePortfolio running simultaneously. The group ePortfolio is based around a consultancy project is by groups of students and their industry sponsors. Students record and evidence the decision making process and interactions with the external businesses involved in their real life projects supporting an authentic assessment opportunity.
In all the examples the ePortfolio provided an exciting opportunity to explore a new online space that brought together learning, assessment and PDP through collaboration in both design and delivery with a range of stakeholders. It was an innovative new learning design approach where structured ePortfolios developed by tutors were integrated and aligned with creative and flexible spaces for student designed showcases of self, which had not been tried previously in our institution’s approach to ePortfolio based learning.
Simatele, M. (2015). Enhancing the portability of employability skills using e-portfolios. Journal of Further and Higher Education, 39(6), 862–874.http://doi.org/10.1080/0309877X.2014.953461