WORKSHOP Finland/Portugal

Transcription

1 WORKSHOP Finland/Portugal Students perspective Employers perspective Teachers and organizational perspectives Leuven

2 Leuven

3 Students perspective Students need to be aware of the benefits for their professional and personal growth - find the engagement and meaningfulness Students emphasize that eportfolio creation need to be integrated into the curriculum (e.g. allocation of time, resources) Students need competences - reflection, collaboration, communication, organization and digital skills Leuven

4 Employers perspective Employers give value to concise and formulated personal evidence of competences Employers want to see the person behind the CV Employers emphasize the selection of evidence/materials (needs to match the specific work profile) Leuven

5 Why does employer perspective matter? 5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years: 1. Social networking use is skyrocketing while is plummeting 2. You can t find jobs traditionally anymore 3. People are managing their careers as entrepreneurs 4. The traditional resume is now virtual and easy to build 5. Job seeker passion has become the deciding factor in employment Your online presence communicates, or should communicate, what you re truly and genuinely passionate about I firmly believe that you won t be able to obtain and sustain a job without passion anymore. Dan Schawberl, Forbes personal Branding guru

6 Teachers and organizational perspectives Eportfolio creation need to be embedded in the curriculum Teachers need to be able to support the ownership of students Teachers need to understand the assessment as a continuous process, where students play the key role Teachers need to give space for students creativity, collaboration and networking with the world of work Teacher collaboration needed in the program-level Leuven

7 PERSPECTIVES OF TEACHERS AND HIGHER EDUCATION INSITUTION Eportfolio as an integrated guidance and assessment tool in competence development Students understand the meaning and have the ownership Students develop their skills in demonstrating their competences digitally Teachers have a shared and agreed idea how their collective work is organised to support eportfolios Learning space - process eportfolio Showcase eportfolio Teachers encourage students to demonstrate their competences in innovative ways utilizing multimedia Teachers facilitate peer working and collaboration Teachers give and organize feed forward Teacher reserve time for students to prepare their eportfolios Students demonstrate their competences in the world of work Students utilize eportfolios in building their professional identity and career Students utilize eportfolios in professional networking Empowerment for continuous reflection of professional development

8 eportfolio in Practice Bioeconomy-ICT students Johanna Salmia, HÄME University of Applied Sciences

9 Bioeconomy-ICT program 8 weeks modules 1 study year In modules students work in teams do work related projects = start working w / eportfolio = time to update eportfolio

10 eportfolio course Five phases 1. What s an eportfolio 2. Working portfolio 3. Professional profile 4. Showcase portfolio 5. Thesis as an eportfolio learning material examples

11 Needs and development ideas Students need guidance how to reflect team meetings together with the team and teachers -> discussion in the end of module Development to update eportfolio in teams to reflect each project properly

12 Examples eportfolio in Padlet: Personal internet pages: er=0 Common for Bioeconomy engineering students: Internet pages: vu Facebook: Instagram: