I'm sharing some meeting notes I made at a recent program meeting. The staff pioneering the use of portfolios in the program revealed to me how portfolios could very much strengthen a teaching team and link staff in unexpected ways. The staff in the Faculty of Education have demonstrated to me how portfolios allow them to see student work from units other than their own. Shared portfolios add a level of transparency to student work not possible in situations where the audience for student work, especially that which intended for summative assessment, is limited to the teacher and tutors of the unit. Shared portfolios, even when used summatively, can easily enable ongoing development and feedback from the whole teaching team and also peers, or even the public. The student portfolios act as a unique catalyst for staff to connect with each other in the context of their discipline, student work, teaching and learning, and/or research.
"Handwriting Text E-Learning Loading. Concept meaning Forecasting the future event" by focusonmore.com is licensed under CC BY 2.0 This year we have a unique opportunity to capitalise on what was 2020 and all the impacts it had on learning and teaching. Staff ICT literacy levels and confidence increased because they had to use digital tools for teaching, there was no choice. This situation was complicated, academics of all levels of ICT literacy had to adapt. Some staff had zero experience with digital tools and were using online tools for the first time, while others are always pushing boundaries and looking for alternative tools available from central support areas. As with staff, some students have very low ICT literacy, while others blaze ahead of the curve, using the tools like pros and needing much instruction. They just work it out. Shifting this cohort of students and staff to fully online was a massive undertaking and a huge shock for everyone. Going into 2020