Here is the link to my Blended Learning Strategy on ePortfolio with the Bachelor of Midwifery programme.
My second strategy is on Creative Reflection.
Please feel free to comment on these!
Deb these are really sound strategies and closely connected. I will add my comments and questions about each. 1. Creative reflection - is the feedback given to students by the lecturer in written form only or is there an opportunity for synchronous dialogue so that the lecturer can prompt the student to reflect deeper and more critically. What exactly do you mean by creative reflection - is it the fact that students can use a variety of media to record their reflections or something else? Are they going to be expected to engage in critical reflection?
Is it necessary to provide the ePortfolio platform or can you give them some options to choose from? If the platform is provided by the institution, this removes autonomy from the student somewhat, and unless the institution enables them to continue using it after graduation, they cannot take their eportfolio with them into their professional environment.
Even if students don't want other students to read all their reflections, they could use another method to share snippets of their reflections, e.g., facebook or twitter - any thoughts on this form of communicating?
ePortfolio The headings you suggest - are these already being used? Do they link closely to the graduate profile or midwifery practice standards? Is there room for a heading called Reflective Practice?
I think it is excellent to have the students building a portfolio over the three years of their degree. Perhaps make it clearer which courses will be assessed by portfolio - is it practice papers only or all papers? It could be done with all the papers but will require some clever re-organisation of existing assessments so that they are better integrated across each year of the programme. What do you think?
Now you can take these strategies and build on them for Assessment 1. That is, rationalise them in relation to the diversity of your learners, barriers they may encounter, and the appropriate dimensions of flexibility that they are going to address to enhance the learning environment.
Deb these are really sound strategies and closely connected. I will add my comments and questions about each. 1. Creative reflection - is the feedback given to students by the lecturer in written form only or is there an opportunity for synchronous dialogue so that the lecturer can prompt the student to reflect deeper and more critically. What exactly do you mean by creative reflection - is it the fact that students can use a variety of media to record their reflections or something else? Are they going to be expected to engage in critical reflection?
ReplyDeleteIs it necessary to provide the ePortfolio platform or can you give them some options to choose from? If the platform is provided by the institution, this removes autonomy from the student somewhat, and unless the institution enables them to continue using it after graduation, they cannot take their eportfolio with them into their professional environment.
Even if students don't want other students to read all their reflections, they could use another method to share snippets of their reflections, e.g., facebook or twitter - any thoughts on this form of communicating?
ePortfolio
The headings you suggest - are these already being used? Do they link closely to the graduate profile or midwifery practice standards? Is there room for a heading called Reflective Practice?
I think it is excellent to have the students building a portfolio over the three years of their degree. Perhaps make it clearer which courses will be assessed by portfolio - is it practice papers only or all papers? It could be done with all the papers but will require some clever re-organisation of existing assessments so that they are better integrated across each year of the programme. What do you think?
Now you can take these strategies and build on them for Assessment 1. That is, rationalise them in relation to the diversity of your learners, barriers they may encounter, and the appropriate dimensions of flexibility that they are going to address to enhance the learning environment.