AU Case Studies - Grade Centre for electronic learning portfolios

Last modified by AndyGreenway on 24/02/2011

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AU Case Studies - Grade Centre for electronic learning portfolios

 DepartmentInternational Politics
 LecturerAyla Göl
 Technology usedBlackboard Grade Centre

Please see the poster for this case study. Ayla Göl, lecturer in International Politics

The innovative use of ET was applied to ‘assessment tools’. An additional assessment method was introduced for the undergraduate module ‘Islam, Foreign Policy and the Developing World’. The Electronic Learning Portfolio (e-Portfolio) was allocated to each student on Blackboard, as demonstrated in the third teaching cycle (see Poster).  How to manage the e-Portfolio was explained in the first seminar and students were given clear instructions in the module handbook. The e-Portfolio was graded as part of seminar participation, and it was worth 10% of the final overall mark. In order to enhance student learning, all students were expected to participate in seminar discussions actively. As a part of the ‘interactive use of ET’, at least two or three of the assigned readings for each week must be read before the seminar, and two of seminar discussion questions have to be answered by the previous night via email. In each seminar, a number of students will be asked to present a summary and a critique of readings that will contribute to the outcomes of their Learning Portfolio for the module.

Students were instructed clearly how to complete this process that each entry in learning portfolio should contain the following:

  1. The seminar date, topic and student’s seminar group;
  2. The author and title of the books, chapters or articles student read as preparation;
  3. Student was advised to use succinct and coherent sentences to answer at least two or three of the seminar discussion questions. Student could choose which questions to answer depending on his/her readings.
  4. Student had to write what s/he found difficult or confusing and/or what s/he found most interesting or particularly informative in his/her readings.

A 500-word short essay was sufficient for each entry. The final portfolio entry should reflect on the module as a whole, as well as the final session.

After their submissions, students then were able to get feedback from their teachers the latest by the end of week. Interested and more seriously engaged students had the opportunity to contact the teacher if they still had question or they did not understand the feedback. Meanwhile, I constantly gathered feedback from students and peers through teaching observations to assess the impacts of the use of ET on student learning. I was delighted to have the following feedback from students: The main advantages of this method were the effective and fast feedback to students; immediate electronic communication between teacher and student; the evidence of progress for each student individually; and to have a summary of each week’s discussion questions ready for exam revision purposes.

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