- Collection: This stage is about the gathering of evidence of skills develop.
- Reflection: During this stage the student can reflect upon how their skills have developed and what they could do differently to improve.
- Progression: This is an extension of the Reflection stage, during which they can consider what they will do differently in the future to implement any improvements.
To show that I’m not just a theorising academic my blog post on the Social Enterprise Way Video is a personal example.
In SSDS we advocate the use blogs as an ePortfolio platform and have been implemented into the teaching of students, and this PDP model is the methodology we suggest as a writing approach. One cohort who are using blog ePortfolios are those on the Social Enterprise Way scheme. The co-ordinator of this scheme Rajinder Bhuhi came to me today as she has to present the scheme’s ePortfolio approach at a forthcoming conference. As this conference is targeted at fellow Enterprise practitioners she asked could the model be adapted to show the tutor role in the process. Here is the model we came up with:
The model is made of two rings: the inner ring is the student process and the outer ring is the tutor role. The tutor has a role at each of the key stages of the student model they are:
- Instructional: This can be; technical in terms of the process of setting-up and maintaining a blog, theoretical in terms of the teaching students on how to be reflective (PDP model) and critical in terms of teaching student to think and write critically. This stage is probably required quite early in the process and can feed in before Collection happens.
- Assessment: This is an optional part of the tutor process, but may be implemented if PDP is accredited. This will probably come at the Reflection stage.
- Feedback: This can be done formally if practice is accredited through assessment or informally. It is an essential part of the tutor and student relationship as this feedback will inform the Progression stage of the student model.
The diagram indicates each of the tutor roles happens at distinct stage of the student process. This is not necessarily the case as all the tutor roles are likely to be required at or will impact on all the stages.
The final noticeable detail of the model is Tutor is written three times and the Student is only written once. This is to demonstrate that the student process is very personal and only involves the individual. However the tutor roles can be carried out by more than one tutor. For example in the Social Enterprise model: I the SSDS Learning Technologist delivered the Instructional stage of creating a blog, Assessment maybe carried out by eModerators, the Feedback on the Enterprising activities would be given to them by Rajinder (Enterprise Coordinator).
This model is very much in it’s infancy and was created quite quickly this afternoon, so suggest amendments and/or comparisons to existing models would be more than welcome.