ePortfolio and clarification on the communication lines with their tutors and with guidance on using
reflection in their ePortfolio environment. Some students encountered accessibility issues as
PROFILE was an external tool not linked to Bucks VLE, stating that the URL was not easy to
remember either.
PDP for ODPs using Google Sites
The students using this ePortfolio were proud owners of an institution independent, free, online 10
MB space which they themselves take responsibility for maintaining and controlling access.
Different permission levels can be granted to selected audiences who can either view or leave
comments enabling a discussion as a way of learning.
However, since they are required to evidence growth through the completion of curriculum-related
academic and clinical assignments, the ePortfolio template comprises
structured pages to facilitate recording of achievements, reflection on them based on
assignment feedback
page named Action Plans to enable them to identify areas for development
The students enjoyed the 1-hour timetabled ePortfolio sessions with an ePortfolio facilitator as they
could sort out the technical issues and write their reflections. They also perceived these sessions
as a time to reflect on their practice “linking theory and practice”. Some viewed it as “hand-holding”
preparing them for the future when they would be on their own to populate their ePortfolio.
Outside of these sessions, students felt that they struggled to engage with their PDP ePortfolio
especially when writing reflections which helped them to learn by linking theory and practice as
opposed to writing about their feelings and emotions. They knew their ePortfolio would be assessed
but unsure if it contributed to the final mark for graduation. They felt that not being coerced into
populating their ePortoflio to meet deadlines but rather regular reminders to document experiences
and their learning was how it should be. Most students felt that if it was marked this would be rather
stifling and would change the motivation and enthusiasm for building up their ePortfolio. However,
some students wanted their ePortfolio to be “viral” so they could be prompted by reminders of tasks
due dates which will require them to take timely action as one of the learning outcomes in each
module is “to demonstrate regular engagement with their PDP ePortfolio”. They also thought the
key reason is for the HCPC to know that they were competent and to see their continuing
professional development. The students expected to see their tutors’ foot prints in their ePortfolios
commenting regularly on their reflections and helping them to be more critical thinkers and
reflective practitioners. A weakness that the course team acknowledged was the lack of a facility
to show progress as the students developed and grew during their learning journey.
PDP for sports management using Job Savvy Grad (JSG)
The PDP tool JSG is a collection of web based tools specifically developed to seamlessly form a
comprehensive online solution to assist students and graduates increase their employability and
maximise their graduate prospects. Sports students have a module for PDP and the assignments
are all linked to skills assessment, identifying strengths and weaknesses and strategies for
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