Abstract

Knowing me, knowing you�: tutor practices of encouraging student learning through ePortfolio

Author(s): Mr Christopher Murray,Miss Delia Muir

The tutor role is a pivotal aspect of ePortfolio learning, but there has been very little research centred on tutor usage in comparison with the output centred on student perceptions. The tutor role is the vital bridge between the student and both their use of ePortfolio and their learning. Without tutor input and the opportunity for critical reflection, how do students develop reflective skills and identify and develop the skills required for lifelong learning and personal development planning? In the initial stages of their professional learning, how do students begin to write, organise, extract and understand the learning, in and from their collected evidence and learning journals, and begin to develop their professional identity? A number of tutors teaching on the medical degree at the University of Leeds (UK) are using an ePortfolio (Progress File) with students in their tutor groups through the Personal and Professional Development module and another tutor is working with student ePortfolio entries across the curriculum. This paper will outline how the Progress File is being used across the course, the impact of the use of the ePortfolio on the relationship between student and tutor, and how this relationship can be used to facilitate learning. It will present the emerging issues and the changes to course management, pedagogy and feedback provision from a tutor’s perspective.