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PDP / CPD and e-portfolios: Rising to the Challenge of Modelling Good Practice Lorraine Stefani

C P D. PDP / CPD and e-portfolios: Rising to the Challenge of Modelling Good Practice Lorraine Stefani Director Centre for Professional Development University of Auckland. PDP - Personal Development Planning CPD - Continuing Professional Development. C P D.

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PDP / CPD and e-portfolios: Rising to the Challenge of Modelling Good Practice Lorraine Stefani

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  1. C P D PDP / CPD and e-portfolios: Rising to the Challenge of Modelling Good Practice Lorraine Stefani DirectorCentre for Professional DevelopmentUniversity of Auckland

  2. PDP - Personal Development Planning CPD - Continuing Professional Development C P D PDP / CPD and e-portfolios

  3. Explore the links between PDP and CPD Explore the potential of the e-portfolio to support the processes of reflection for students and for staff Level of (non) engagement Modelling good practice e-skills C P D PDP / CPD and e-portfolios

  4. Activity 1 Work in pairs / threes / small groups: Define Personal Development Planning. Define Continuing Professional Development. What are the over-arching conceptual similarities? C P D PDP / CPD and e-portfolios

  5. PDP - A structured process undertaken by the individual to reflect upon their own learning performance and/or achievement to support personal, educational and career development. CPD - A coherent programme or range of activities that engage the individual in identifying and reflecting on learning needs and taking useful actions to enhance their current practice. C P D PDP / CPD - Lifelong Learning

  6. C P D Conceptualising PDP and CPD Experiencing Journaling (recording) Applying / Planning DEVELOPMENT Generalising Processing or Reflecting

  7. The time factor for staff involved in supporting PDP Understanding the concept of reflection Recording mechanisms ‘Reward’ PDP Do we have models of good practice to fall back on in terms of recording and reflecting on achievement, changing / enhancing practice based on reflection? C P D Promoting, embedding, evaluating PDP

  8. Notions of scholarship and reflection as applied to the facilitation of learning are assumed rather than explicit Academic staff find it problematic to articulate their teaching philosophy Structures and mechanisms for recording professional development relating to teaching, ill defined or poorly understood. Perception (if not reality) that teaching lacks the esteem of research Staff do not see the ‘reward’ for reflection on practice recording these reflections, and taking action. C P D CPD and the Teaching Portfolio

  9. “We seem to be beginning a new wave of technology development in higher education. Freeing student work from paper and making it organized, searchable and transportable opens enormous possibilities for re-thinking whole curricula: the evaluation of faculty; assessment of programmes; certification of student work; how accreditation works. e-portfolios have a greater potential to alter higher education at its very core than any other technology application we have known this far (Batson 2002).” C P D The e-portfolio as a Tool for Learning and Teaching

  10. e-learning as an integral aspect of the curriculum and the student learning experience as opposed to e-portfolios as an ‘add-on’. C P D Examples of a holistic approach to e-portfolios

  11. Stanford University http://sll.stanford.edu/consulting/tools/efolio/ Alverno College, Milwaukee http://www.ddp.alverno.edu/ htpp://eportfolios.ac.uk/ Indiana University (Powerpoint) ‘Managed Environments for Portfolio-based Reflective Learning’ (Sharon Hamilton) C P D Examples of a holistic approach to e-portfolios

  12. How do we change the mind-set within our Institutions to recognise that we need to reconceptualise the curriculum in such a way that e-learning and e-portfolios become an integral aspect of the student experience? C P D Difficult Questions!

  13. How do we change the mindset of teachers in Higher Education to manage assessment, both formative and summative, through the medium of the e-portfolio? C P D Difficult Questions!

  14. How do we design the curriculum to integrate e-portfolios? C P D Difficult Questions!

  15. How do we change the mind-set within our Institutions to recognise that we need to reconceptualise the curriculum in such a way that e-learning and e-portfolios become an integral aspect of the student experience? How do we change the mindset of teachers in Higher Education to manage assessment, both formative and summative, through the medium of the e-portfolio? How do we design the curriculum to integrate e-portfolios? C P D Difficult Questions!

  16. ‘What impact does my teaching have in terms of changing the ways in which learners understand or conceptualise the world around them with respect to ideas, hypotheses and theories characteristic of the field of learning in which they are studying?’ (Ramsden)2003 C P D The e-portfolio as a tool for Professional Development

  17. Who proposes the model for e-portfolios? Who has ownership? Who decides what is a portfolio? Who provides formative (or summative) feedback in the case of tenure, continuation, promotion applications? C P D Designing, Developing and Maintaining the e-Teaching Portfolio

  18. A well designed e-Teaching Portfolio may act as an effective tool to support a reflective and scholarly based approach to teaching in the same way a well designed portfolio for students’ Personal Development Planning could support reflection on learning C P D Recording, Reflecting, Generalising, Applying

  19. Proposing a ‘repository model’ based on 5 key aspects of teaching Roles, responsibilities, goals Evaluations of teaching Contributions to your institution or profession Activities to enhance instruction Honour or recognition for teaching related activities C P D University of Auckland e-Teaching Portfolio Initiative

  20. The reflective stage A statement on the linkage between the rationale for teaching goals, student learning activities, student learning outcomes Align reflection and enhancement of teaching C P D e-Teaching Portfolio Initiative

  21. C P D Portfolio Courses e-Teaching Portfolio

  22. C P D C P D e-Teaching Portfolio • “Drag-able” Repository • template setup • extant skill base • simple categorization • expandable Exam

  23. C P D e-Teaching Portfolio Full Detail

  24. Summary: E-Portfolios, technology in general are merely tools to support reflection The pedagogical principles of Personal Development Planning need to be better understood and reseaarched Continuing Professional Development should be an accepted component of a scholarly, reflective approach to teaching Academic staff modelling reflection and developing their e-protfolio might encourage students to engage more enthusiastically in PDP A holistic approach to e-learning is needed rather thane-learning being viewed as an add on. C P D PDP / CPD and e-portfolios

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