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Workshop 1: Introduction to the portfolio
Facilitators:
Aims and objectives of the workshop
Aim: To provide information and guidance on the structure and purpose of the portfolio
Objectives: To provide opportunity to explore and
discuss definitions and uses of portfolios To discuss and apply theories of reflection
and self-assessment to commencing work on a first learning contract
What is a portfolio?
Many definitions“portfolio” and “profile” used interchangeably (Hull et al
2005)
“collection of evidence” (Gallagher 2001)
“the collection of evidence of both the products and processes of learning” (McMullan et al 2003))
a tool for assessing practice in clinical areas (Scholes et al 2004))
Many purposes – used for personal and professional development and assessment
Common characteristics
• Built on assumption that adult learners are self motivated, self – directed, use past experiences for learning and are able to evaluate learning
• Require students to create and select evidence
• Require an element of reflective practice
Portfolio Skills
• Self assessment• Planning learning• Monitoring and reviewing learning• Evaluating learning achieved• Creating evidence to demonstrate learning The introductory workshops as well as
support, guidance and feedback throughout the course are designed to help you develop these skills
Purpose of the (**Title**)portfolio
• Learning: self directed learning – using critical reflection students identify individual learning needs, monitor their progress and evaluate learning outcomes. Promotes lifelong learning
• Assessment: Evidence of achievement of practice competencies through theory/practice synthesis; a record of progression; plan for CPD
Structure of the portfolio
• Stated competencies and learning outcomes
• Criteria for their assessment
• Development process through ‘learning contracts’
Key stages in portfolio development
• Learning journal
• Self assessment
• Reflection
• Identify learning needs
• Plan learning through learning contracts
• Select and create evidence for assessment
Learning Journals
• Somewhere to record your experiences
• A vehicle for reflection
• An opportunity to take time out and think
• Documents your progress
• Helps develop clarity of thought and make sense of things
• Underpins development of learning contracts
Types of journal writing
• Descriptive
• Analytical
• Reflective
• Introspective
• Retrospective
What is critical reflection?
Using reflection
• “reflection is a form of thinking that deals with more complex, unstructured issues in a considered manner” Moon 2004
• Encourages deep learning• Helps make sense of experience• A variety of models/frameworks can be used• Is used to identify learning as well as providing
evidence that learning has been achieved
Getting started: Self assessment
• What have I achieved so far? – reflection on previous personal and professional achievements and experience
• What am I trying to achieve? – course learning outcomes in context of practice
• What are the next steps? – setting priority objectives