Staff reflections
Developing a program level innovation which would impact and influence each and every student was both exciting and terrifying in equal measure. This two year development and implementation of a program level portfolio challenged both myself and the student in many ways and made me rethink curriculum design and purpose and the had the students step outside what they expected and were comfortable with. To see the output of the first portfolios was enlightening and inspiring, to see them develop them over three years of study into a creative, personalised record of their true learning will be inspirational.
Associate Professor Shona Leitch
Director Undergraduate Programs - RMIT (previously Course Director BCom/BMgt - Deakin University)
Faculty of Business and Law (Deakin University) Staff Reflections
- Faculty buy in is crucial for the success of any new innovation, none more so than for this type of activity that is not just implementing a new technology but also a new learning technique for both Faculty and students;
- Faculty skills in reflective practice and assessing this type of work is harder to develop and takes longer with more support required than use of the technology
- Faculty need time to learn the portfolio tool as well as to develop their understanding of student-centred teaching and learning
- Support for students needs to be contextualised
- Provide avenues where students can ask questions – if they are unable to ask in class, they need to have alternates in the online space, such as dedicated Discussion Forums that are moderated by an experienced Faculty member
- Strong management required to oversee implementation and must have a united front
- Faculty should not accept work submitted that is in the wrong format – make students submit in the correct format.
- Portfolio do provide an opportunity for Faculty to get a better feel for the cohort and so can adapt the next offering to better support students and their goals as well as their gaps