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Reflections on e-Portfolio Learning: Insights and Action Plans

This reflection explores the importance of e-portfolios in educational contexts, emphasizing insights gained from clinical encounters and professional conversations. Utilizing the SOLO taxonomy and experiential learning cycles, it highlights the significance of reflecting on learning experiences to enhance professional knowledge and skills. Key themes include the importance of self-directed learning, the role of feedback, and strategies for fostering insightful practices in both learners and educators. Ultimately, it advocates for a continuous dialogue between teachers and students to promote effective learning.

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Reflections on e-Portfolio Learning: Insights and Action Plans

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  1. Reflections on e-Portfolio Log Sue Crane Programme Organiser Portsmouth & Isle of Wight

  2. Reflections……………… If I keep on doing….What I always do, I’ll keep on getting…What I always get….. • Outcomes……………….. • What do we want from the e-portfolio log? • Do differently………………………….. • Insight……

  3. SOLO Taxonomy:Structure of Observed Learning Outcomes (Biggs) Level X no evidence of learning Level I evidence of only one aspect Level IIII evidence of several aspects, no meaningful learning Level IIII evidence of meaningful learning, can explain to others; insight; analysis Level IIII teaches the teacher

  4. Private Speech Baby babbling…. • Piaget egocentric activity • Vygotsky innate problem solving significant & functional occurs 2x difficult task self-guide & self-direct • Private Speech internalised as silent, inner speech guides behaviour in everyday situations further studies support Vygotsky

  5. Experiential Learning Cycle (Kolb) action plan next action (foresight) describe reflect(hindsight) analyse generalise (insight)

  6. e-Portfolio Logs Clinical Encounter Professional Conversation Tutorial Reading Course/Certificate Lecture/Seminar Out of-Hours Session Audit/Project E-learning session

  7. Professional Conversation Circumstances Why this conversation? What did you learn? What will you do differently? Learning Needs & Learning Plan Learning Cycle Action Reflection Analysis Action Planning Clinical Encounter What Happened? What subse- quently happened? What did you learn? What will you do differently? Learning Needs & Learning Plan Tutorial Subject & Aims Why did you chose this subject? What did you learn? What will you do differently? Learning Needs & Learning Plan

  8. Reflections…… • Learning Styles • some people will find this easy – some won’t • Evidence • some people work through all boxes – some don’t • Education Supervisors • comments illuminate learning • comments support insight

  9. Analysis….. • Learning • increased clinical knowledge • increased procedural knowledge • ‘Do Differently’ • use increased knowledge • insightful statements………(a few)

  10. Action Plan/Learning Needs • Use the above…… • Discuss with clinicians… • Learning needs identified…… Challenge for us • How to encourage insight? • How to help develop ‘thinking’ alongside ‘doing’………

  11. Why Reflective Practice? Key to professional learning ismaking implicit explicit (Eraut: General Theory of Practice) Knowledge base is same for experienced and new specialist Experience brings better organised and more accessible knowledge (Boreham p 128 Eraut)

  12. Final Reflection…. learning is a dialogue between teacher & learner, both of whom are learners Paulo Freire Education for Critical Consciousness

  13. E-Portfolio What works well for you? What is not so good for you? How can we help?

  14. Coffee

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