Chrissi Nerantzi, Manchester Metropolitan University, nerantzi@mmu.ac.uk

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Portfolios Spaces for reflection, conversations and discovery

Do you capture your development

in a digital portfolio?

https://chrissinerantzi.wordpress.com/

http://www.slideshare.net/chrissi

@chrissinerantzi

Chrissi Nerantzi, Academic Developer, CELT, MMU

http://dtmw9u23bb9ya.cloudfront.net/uploads/image/file/4149/HERO_mmu_which.jpg

http://www.intohigher.com/media/1512530/mmu-campus-students-on-grass-pr.jpg

https://celtmmu.files.wordpress.com/2014/11/b2217-photo.jpg

CELT, our office

Glossop, where we live

my sweeties

The plan

• Explore the use of portfolios in the context of professional development

• Examples from practice

– Initial development

– Continuous development

– Open development

• Share ideas for use in own practice

The UK Professional Standards Framework 10

Areas of Activity (WHAT)

• Design and plan

• Teach/support

• Assess/give feedback

• Develop effective learning environments and approaches to student support/guidance

• Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• Subject

• Appropriate methods of teaching and learning

• How students learn

• Use and value appropriate learning technologies

• Methods for evaluating effectiveness of teaching

• Quality assurance and quality enhancement

Professional Values (WHY)

• Respect individual learners and learning communities

• Promote participation and equality of opportunities

• Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Acknowledge the wider context in which HE operates recognising implications for professional practice

http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf MMU PSF at http://www.celt.mmu.ac.uk/psf/index.php

• Dimensions of practice explicitly relate to CPD and academic development (UK PSF, 2011) – Engage in CPD incorporating research, scholarship and

evaluation of professional practices

– Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Requirement for new schemes accredited by HEA to incorporate mechanisms to demonstrate Good Standing

• MMU Scheme due for re-accreditation in 2016

11

http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf MMU PSF at http://www.celt.mmu.ac.uk/psf/index.php

The UK PSF

Institutional :

• Principle 1: We will provide an excellent learning environment and outstanding student experience

• Principle 2: MMU provides an innovative, flexible, enterprising and internationalised curriculum

• Principle 3: Assessment at MMU is an integrated and integral part of learning and teaching

• Principle 4: Student progression, confidence and success will be achieved through outstanding personalised and individual support

• Principle 5: Programmes are responsive to quality enhancement procedures throughout the student lifecycle

• Principle 6: Staff are lifelong learners, fully engaged with their own professional development

http://www.celt.mmu.ac.uk/ltastrategy/index.php

Institutional: MMU Learning, Teaching and Assessment Strategy

Challenges time, workload rapid changes less with more and better just-in-time, on-the job CPD needed, not all confident with tech

Work smart!

“If I want to teach well, it is essential that I explore my inner terrain. But I can get lost in there, practicing self-delusion and running in self-serving circles. So I need the guidance that a community of collegial discourse provides – to say nothing of the support such as a community can offer to sustain me in the trials of teaching and the cumulative and collective wisdom about this craft that can be found in every faculty worth its salt.” Palmer (2007, 146)

Academic portfolio • develop reflective skills and habits • a personal and collaborative development space for teaching and research activities • evidence academic CPD that is recognised as such

image by Nate Steiner, source https://www.flickr.com/photos/nate/412783683/sizes/z/

Go digital!

• as a process and product (Keegan, 2009)

• self-evaluation, active monitoring, interpretation of experiences, reflection and critique of practice (e.g. Klenowski, 2004; Donelly, 2003)

• identifying knowledge gaps, leading to new objective setting and further activity (Ellis & Goodyear, 2010)

• portfolio: use for developing the habit of mind that views collaborative learning as a way of coming to know in teaching (Grant & Huebner, 1998)

• active experimentation with technologies, consider for own practice

• develop a scholarly approach to learning and teaching

• social media portfolios: inclusivity, shareability and portability

• IMPORTANT: tech support and understand value for development and practice

• Modelling the use of portfolios can make a difference

Use of e-portfolio for development

overview

Portfolios process product Development initial continuous open Assessment (as learning) academic credits feedback conversations open badges

formal

informal

non-formal

Initial development

Academic Development

Postgraduate Certificate in Academic Practice

Postgraduate Certificate in Academic Practice (PGCAP)

• the programme

• social media portfolios

• assessment as learning (Earl, 2003), also authentic

• Blending formal and informal learning

• openly shared formative feedback among tutors and peers via a social media portfolio

Personalisation

Link to sample portfolio by Neil Currie https://asboallstar.wordpress.com/

• Developing reflective habits and enhance practice

• Developing a scholarly approach to learning and teaching

• Active experimenting • Opportunities for distributed professional

conversations

current LTHE openly shared formative feedback approach

• By tutor – Initially: student asks for feedback (Mark 1: Boud) to

encourage dialogue – From week 5: student asks for specific feedback Mark 2

(Boud) – Commenting: regularly, encouraging reflection

• By peers – ongoing (feedback buddies, action learning sets)

• self-assessment: about week 5 • where: in portfolio as a comment • nature: recognising strengths, also challenging and

stretching to develop critical thinking

Why openly shared? Tutor’s perspective

• Formative feedback for learning!

– Learning for the individual – Learning for the group/cohort – Wider stimulation

• Transparency, openness, fairness • More opportunities for wider feedback dialogues • Ongoing peer feedback to increase engagement with feedback and

learning • Wider use of formative feedback> helping others to reflect and self-assess

using David Boud’s feedback generations (moving from Mark 0 to Mark 1 & 2)

• Reduce amount of formative feedback by tutor. A more sustainable solution?

• Model openly shared formative feedback practice

43%

34%

21%

3%

feedback pie LTHEJan13

tutor

peers

self

externals

Openly shared feedback: Students’ perspective > benefits

It

motivated

me to keep going, and to

consider work as ongoing rather than complete

when I had finished doing it.

Everyone could see it and therefore it

was useful for anyone reading

the post

It meant you received a range

of feedback from a

variety of people

It encouraged

me to read the

work that

others were doing

which must have

enriched my own work.

It contributed to a

more inclusive and open

community

within the cohort.

Openly shared feedback: Students’ perspective > challenges

Trying to make it natural rather than forced. Because the feedback was

open I felt under some pressure initially to write well thought out

and structured comments and this

then inhibited a more free flowing feedback

conversation.

Things could be read by anyone and

some comments could be taken out of context.

Feeling comfortable with sharing

the work and asking others to

provide the feedback.

“It [The portfolio] has really helped me to begin my journey as a reflective practitioner and really think and reflect on the impact my teaching has on my students. It has also helped me think about why I am teaching.” PGCAP participant, University of Salford

Practitioner’s voice

Continues development

What is it? • practice-based academic CPD for teaching tailored to priorities

and aspirations • activities linked to current/past CPD, subject-specific or generic • pick ‘n’ mix academic CPD activities per academic year • capture CPD in academic portfolio • get recognition for CPD • combine with academic credits

Types of FLEX activities

observation of teaching/ microteach

presenting at a/an conference/event

participating in a webinar

participating in an open course

carry out evaluation of teaching activity

participating in an internal workshop

attending a conference/event

leading a webinar leading an open course

co-facilitating an open course

co-facilitating workshop

pedagogical research participating in an external workshop

using self-study resources

networking

mentoring coaching creating resources for students

professional discussion with colleagues

(funded) project

participating in a project

leading a project participating in a short course

leading a short course creating resources for staff development

curriculum development activity

curriculum enhancement activity

reflection on practice team-teaching evaluating a student survey

discipline specific pedagogic activity

generic pedagogic research

peer review listening event creating/adapting open educational resources

What can I get for it?

Successful completion of FLEX can be used to: • Support the submission of a PSF

Fellowship application • Submitted for an academic award

(15 or 30 academic M level credits) • Annual FLEX award • Evidence of CPD for PDR purposes

“I have enjoyed the process, I feel I have learned a lot and have read a lot in doing so. In reflecting on my own practice, I have realised ways in which I can improve and why I should so by looking at theory.

I have enjoyed the feedback process which I think works really well and I feel this method of reflecting on a blog is quite apt for a modern day student. I would like to use this a little going forward with my students on a smaller scale as a reflective log book maybe. In some of my units we get the groups of students to hand in a written log of the groups contributions and attendance etc. each week, so this would work great digitally.

I have realised the importance of reflecting

and the importance of theory. I only wish

I had more time to do it.” FLEX, MMU

Developing reflective practice

Public FLEX portfolio Dr Sam Illingworth: http://classroombeing.tumblr.com/post/92718631419/flex-1-exploring-the-role-of-the-expert

https://youtu.be/RWOwzPGBY8E

Project Summary

• HEA Pilot Project “Remaining in Good Standing” “Strategic Enhancement Programme Career Progression and Staff Transitions” Strand – currently running with 10 institutions

• Use of e-portfolio (Wordpress) as a tool for demonstrating HEA Fellowship good standing

• Participants: 5 / 3 PGCAP graduates (3 FHEA + 2 SFHEA and FSEDA)

• Use of FLEX (Flexible CPD) – Also a mechanism for Good Standing

• Use of peer support & feedback

Remaining in Good Standing for Associate Fellow/Fellows/Senior Fellows/Principal

Fellows 1 FLEX activity

academic portfolio

piloted

Structure of the Good Standing account 1. What I did? 2. Why I did it? 3. What I learnt? 4. What my future plans for development will be? Case study, critical incident or CPD activities 1000 – 1500 words or equivalent (1 inherent Flex Award or overall summary of Flex portfolio activities)

What next?

• MMU PSF Scheme (Kath Botham, lead)

• FLEX CPD Scheme (Chrissi Nerantzi, lead)

• PGCAP (Dr Peter Gossman, lead)

• FLEX to become portfolio-based developmental route for gaining Professional Recognition for Associate Fellow and Fellow of the HEA

Open development

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Potential benefits challenges

• Boud, D. (no date) Do we want to overcome the failoure of feedback? New analysis for new times, presentation available at http://www.srhe.ac.uk/downloads/events/69_Boud.pdf

• Donnelly, R (2003) Integrating the use of teaching portfolios with experiential learning in a postgraduate certificate in third level learning and teaching. Teacher Development 7 (2), 245-264.

• Ellis, R & Goodyear, P (2010) Students’ experiences of e-learning in higher education: the ecology of sustainable innovation. New York: Routledge.

• Earl, L. M. (2003) Assessment as learning. Thousand Oaks: Corwin Press.

• Keegan, H. (2009). Formal to Informal - Education to Industry; easing the transition through Social Media. Online Educa Berlin. December 2009.

• Klenowski, V (2002)Developing portfolios for learning and assessment: processes and principles. London: RoutledgeFalmer.

• Nerantzi, C. & Currant, N. (2011) Using e-portfolios for learning and assessment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Centre for Recording Achievement, available at www.recordingachievement.org

• Nerantzi, C., Currant, N., Avramenko, A. & Harvey, V. (2011) Feedback conversations in a blended classroom, TEAN STOREHOUSE, athttp://www.cumbria.ac.uk/AboutUs/Subjects/Education/Research/TEAN/TeacherEducatorsStorehouse/Assessment/Assessment.aspx

•

• Smith, C. & Nerantzi, C. (2013) ePortfolios: Assessment as learning using social media, in: Miller, D & Volk, B, E-Portfolio an der Schnittstelle von Studium und Beruf, Muenster: Waxmann, pp. 147-166.

References

Chrissi Nerantzi, Academic Developer @chrissinerantzi, c.nerantzi@mmu.ac.uk

image by Nate Steiner, source https://www.flickr.com/photos/nate/412783683/sizes/z/

Portfolios: Spaces for reflection, connection and discovery

CAMEI Summer School, Thessaloniki, Greece