RAPPORT
Volume 3 Issue 1 (2018)
Part B), and as e-portfolio pages are not
the same as text-based pages an
indicative word count was provided.
2. Templates to guide students in using
the e-portfolios
Lisa adapted the current assignments
into templates for students to adapt. A
journal page template was developed
which students could copy several times
for their weekly reflective journal
exercises. Five of these could then be
added to a journal collection, for which
Lisa developed two further templates:
Part A where students were required to
reflect on three things they had learnt
from completing each of the five
reflective exercises, as well as reflecting
on additional core learning that
demonstrated they had achieved at least
three of the five course learning
outcomes; and Part B to reflect on what
they had learnt about being creative,
creative problem-solving, and coming up
with solutions to challenges in their daily
lives. The latter included three text-based
reflections and two video reflections.
Therefore, the final reflective journal
collection was to comprise five reflective
journal pages and two further pages (A
and B). Students had the option of
sticking to the templates or devising their
own versions once they fulfilled the
assignment briefs.
3. Activating Loop Reflect and introducing
students to e-portfolios and
assessments
The plan was to include all the
assignment details in the course
overview document on Loop Reflect and
explain these during the first class of the
semester, as well as giving an overview
of the e-portfolio element of the
assignment. Students were asked to
activate their Loop Reflect accounts by
the end of the first week so Lisa could
add them to a group where on-line
resources could be accessed, including
the templates. At the start of the second
week Lisa would come into the class to
explain the benefits of using e-portfolios,
how to get started and use the templates,
and what supports were available on-line
for them to develop these.
4. Encourage students’ early engagement
with e-portfolios
In addition to the above, as students
hadn’t used e-portfolios or Loop Reflect
before, it was important to get them to
engage with them early in the semester.
Deadlines for submission were revised to
allow time for students to practise using
e-portfolios prior to submitting the full e-
portfolio reflective journal collection.
Originally, the reflective journals were
submitted as one assignment in Week 10
and accounted for 70% of the course
grade. This was revised so that
students submitted an e-portfolio page
each week, starting in Week 3. The first
exercise, a trial one requiring students to
research definitions of creativity and
reflect on these, was compulsory. The
rationale for this was to test that the Loop
Reflect submission facility was working
and that students engaged with e-
portfolios and reflective practice early in
the semester.
Following this, students had to submit
five out of seven possible reflective
journal exercises. These submissions
constituted the formative element and
accounted for 20% of overall
assessment. Each student had the
opportunity to have feedback on at least
one assignment prior to final submission.
All the assignments were set up on Loop
Reflect prior to the start of the semester
so students would see the deadlines for
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