Summary - PDP / CPD and ePortfolios (Stefani)

Portfolios in general
(basic) - standard folder w/ trigger questions (i.e. ZU - ABP teaching port)
(adv.) - eportfolio - modified / manipulated according to demands of subj. domain

great idea .. but poor execution / poor documented examples that illustrate success of the approach / intended purpose

if PDP is such a good idea why hasn't it succeeded?
There is a lack of examples to demonstrate success .. thus a need to re-examine

• chief purpose of pdp
• why learners do NOT engage in the concept
• support structures / portfolio format

.. to find improvement

if CPD is such a good idea (support for CPD for teachers) why has it been so poorly received?
equally poor uptake/ engagement w/ CPD by teachers
low level of meaningful implementation

.. same problems as PDP .. why is there the same need for review of ...

• chief purpose of CPD
• why learners do NOT engage in the concept
• support structures / porf format

.. to find improvement?

CPD is supported in principle

• need to reflect on / record / journal one's learning
• need to identify activities that support / encourage the indentification of learning needs to enhance practice

problem!

• not clear what activities help realize this
• little idea as to how to validate CPD by just reporting it

need identified!

• need evidence of actions that arose from development (evidence)

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CPD vs PDP
- Ss are recording in a meaningful way (directed to do so)
- Ss get some credit for their work
.. but CPD has almost none of this (little more than a cert of attendance)

issues identified in HE Scotland example
- time requirements
what is the cause?
absence of "real" models
absence of teacher understanding / experience of reflection as a learning activity .. therefore .. difficult to support Ss w/ example

- positive views towards PDP from Ss (once they understood reflection)
but again. .. teachers have little to no direct experience w/ reflection

- need to realize some sort of reward for Ss via assessment
common to have alignment of teaching / learning / assessment so PDP is expected to be included as part of curriculum / thus assessed

• student attitudes towards PDP process - produce reflections for assess / learning
• teacher attitudes towards CPD process - no reward for CPD therefore it does not succeed

- efficiency of task increases w/ use of technology (recording / reflecting on achievements)

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why does Batson think eports are revolutionizing HE?
eport can / makes the focus of learning on the whole person.. personalizes curriculum , invites more active learning from the student, contextualizes the learning for the student

how do we design curriculum to integrate eports?
- this is a major change in assessment
- it requires a major change in the mindset of faculty to manage assessment w/ eportfolios

how about CPD - relevance?
start with the question..
how do we measure teaching excellence?
- by assessing how well students are learning

• good teaching requires professional approach to teaching practice equal to the professional approach taken to do research

reflection

scholarly review

evidence

... by Ss to what they have learned / help them understand what they have learned
.. the same could apply to Ts

teaching portfolio needed to evaluate teaching
but needs

• generic guidelines
• use of technology to make / collect / assemble evidence
• review of PD support / resources so that they support reflection & produce evidence .. to support port development

supports evaluation of portfolio

model presented? Auckland example
generic yet focussed in 5 key areas

• roles, responsibilities, goals (to identify one's expertise in context of teaching)
• teaching evaluations
• contributions to your institution or profession
• activities to improve instruction
• honours or recognition

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process

list

• teaching goals
• learning activities that arise from teaching goals
• actual student outcomes that arise from learning activities

review / reflect on these three elements
produce a teaching philosophy
check for alignment of all 4 (goals / methods / outcomes / philosophy)

but what does an eportfolio contribute to this?

• more variety in how evidence can be assembled / presented
• improved flexibility / portability of the material
• effective modelling of technological competencies (increasingly in demand)

what does the University offer as result of assessment?

• offering faculty certification "Certificate in Academic Practice"

conclusion from Stefani
- eport / pdp / cpd is still a leap of faith that .....

• enhanced learning
• enhanced levels of attainment

.. .....will be achieved.