Assessment: Reflective ePortfolio

In this program, the Foundations of University Learning and Teaching, we encourage you to develop a reflective ePortfolio in a format of your choosing to record reflections on your learning during the program.

The assessment requires you to draw on your reflections to complete the specific ePortfolio activities in each course and submit the combined activities as one single document, using the submission template available under ‘See Also’ at the bottom of this page.

Purpose

The purpose of the ePortfolio is to:

  • help you develop connections between the program and your workplace
  • link theory to practice through discussion and analysis of key issues that interest you and your peers.

Collecting evidence of learning

In each of the 3 courses in this program there are specific ePortfolio activities that require you to draw on your learning in the program. As you go through each course it will be useful to collect evidence of your learning including:

  • quotes from your reflective writing, or from the posts that have been critical in prompting your thinking
  • references to readings and research that have influenced you
  • lesson plans you have developed
  • mini-evaluations your have undertaken and other forms such as images you have captured or created.

ePortfolio activities (Overall length: 2700 words)

In your completed ePortfolio you are required to submit 8 activities in total. Each of the activities are outlined in the table below and linked to the appropriate week in each of the courses.

Activity summary Course Week/Step
1(a) Reflection on deep learning (300 words) Introduction to Learning and Teaching in Higher Education Week 1 Step 1.18
1(b) Propose a teaching strategy (300 words) Introduction to Learning and Teaching in Higher Education Week 3 Step 3.10
2(a) Reflection on active blended learning (300 words) Introduction to Educational Design in Higher Education Week 2 Step 2.8
2(b) Lesson plan (300 words) Introduction to Educational Design in Higher Education Week 2 Step 2.9
2(c) Assessment review (300 words) Introduction to Educational Design in Higher Education Week 2 Step 2.16
3(a) Reflection on mini evaluation (300 words) Introduction to Enhancing Learning and Teaching in Higher Education Week 3 Step 3.22
3(b) Reflection on learnings and strategies (600 words) Introduction to Enhancing Learning and Teaching in Higher Education Week 3 Step 3.22
4 Meta reflection (300 words) An overall reflection (on your own reflections) for all three course See submission template

Reflecting in your ePortfolio activities

In completing the activities you can:

  • observe others and describe what you learn from them
  • listen to what your peers/colleagues have to say about issues that you raise for discussion and use the different perspectives to deepen your personal reflection
  • ask yourself ‘what’ ‘why’ and ‘how’ questions to discover why a situation you experienced or observed could be a valuable stimulus for reflection and learning.

ePortfolio setup

You can find advice on setting up your ePortfolio on this page, how to set up an ePortfolio and under ‘Downloads’ at the bottom of the page.

ePortfolio submission checklist and rubric

Please use the template for submitting your ePortfolio. This is also available under ‘Downloads’ at the bottom of the page.

This rubric will be used to assess your ePortfolio submissions and provide you with qualitative feedback. We encourage you to use the rubric to assess your own work as you develop your ePortfolio. It is also available under ‘Downloads’ at the bottom of this step.

ePortfolio submission

Submission due date 6 November

UNSW staff

UNSW staff are required to submit an ePortfolio in Moodle to successfully meet the requirements of the FULT program - details will be provided in the first face to face session.

Non-UNSW staff

To meet the requirements of the FutureLearn Program Award submit your ePortfolio for marking via the FutureLearn Assessment course once you have successfully completed all three program courses, upgraded and earned a certificate of achievement for each.

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This article is from the free online course:

Introduction to Learning and Teaching in Higher Education

UNSW Sydney