Bridging the gap
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Bridging the Gap. By Dominic Gore Senior e-Learning officer University college Birmingham. Preparing Sports Therapy students for the health care profession through reflective practice. Presentation Contents. Project Background Innovative Solution Utilised Phase 1 Phase 2

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Bridging the Gap

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Bridging the Gap

By Dominic Gore

Senior e-Learning officer

University college Birmingham

Preparing Sports Therapy students for the health care profession through reflective practice

Presentation Contents

Project Background

Innovative Solution Utilised

  • Phase 1

  • Phase 2

    Results Obtained

    Impact on Learning

    Future Developments

Project Background…

Many professions in health care industry record and reflect CPD online

Forms a legal requirement for professional body membership


It was highlighted that Sports Therapy students should select appropriate material to act as evidence to meet the competencies of the ST profession

Project commenced October 2008


The e-portfolio was created to produce a flexible environment where students could document their clinical practice sessions with clients

Student experiences and critical events outside of College was encouraged to be documented

The record of clinical hours formed the assessment part for the module Professional Clinical Practice 2

Innovative Solution Utilised

Phase 1

Phase 1

Roll out initially to final year sports therapy students as initial pilot

Personal Learning Space tool provided by Learning Objects inc. (previously branded as ExpoLX)


Developed using the Wiki tool within PLS

Made available to students through a tab (community system) in the College’s VLE Blackboard

Secondary Institution Role setup to allow only final year ST students access


Students clicked on the links and edited the relevant wiki pages to add evidence

1gb of space per user allowed for upload of images, audio and text content

Sports Therapy staff highlighted that initial uptake was slow from students


In the academic year 2008/09 – 80 (100% of cohort) 3rd year students participated along side 9 members of staff marking, assessing and grading

Although workshop sessions were scheduled, access issues occurred

Students were unaware that this formed their assessment


Lecturers added as contacts and completion monitored throughout the year

Once complete, feedback was obtained from 60% of students on design, interface, ease of use etc.

Phase 1 – Sports Therapy e-portfolio initial design

Innovative Solution Utilised

Phase 2

Phase 2

Updated from feedback obtained from students and staff in sports therapy

2009/10 academic year – 92 (100% of cohort) 3rd year students participated with 9 members of staff

Students are directed to select their ‘experiences’ to fulfil the requirements for membership of Society of Sports Therapy

Easier structure for student entries and for lecturers to grade their work

Personal Learning Space tool allows students to export the portfolio and can be used as CPD

Links to appropriate websites are included that support CPD process and are themed around ST

Examples, templates and instructions are added to the portfolio for support and guidance (as per feedback from students)

From this.........

To this....Phase 2 – Sports Therapy e-portfolio re-design

Results Obtained

Results Obtained

Feedback was gained from student online questionnaire, but due to period of release only 40% of students took the time to complete.

It is intended that triangulation will be used to gain more feedback in the future i.e. use of focus groups

Positive feedback

“more user friendly layout and navigation”

“Enjoyed reflecting upon my experiences and being able to access online”

“it was quite straightforward how to set it up and add images, new blogs and people to view it”

“Everything is available to access, very good idea”

Completion of e-portfolio was made compulsory in order to pass the module

All 92 students were required to create their own portfolio and prove they had met as many SST competencies as possible

Positive feedback obtained from initial pilot in 2008/2009 and again in 2009/10 academic years

As a result…in September 2010 rolled out to 3 years of study with a total of 320 students participating

Impact on Learning

Impact on learning

70% of students stated that they enjoyed reflecting upon their own experiences

Availability of access to the portfolio (via Blackboard) was really useful and insightful

Having the ability to reflect upon and record their experiences forms the foundation for life-long learning and CPD for industry

Launch of the e-portfolio has formed the basis for research for members of the sports therapy team

Future Developments

Future Developments

Dependent on capacity of VLE and IT support

Bb9.1 and roll-out of new Campus Pack 4

New interface for students to access the portfolio via new designed Personal Learning Space

New academic (Sept 2010) year been rolled out to all 3 years

Usage of portfolio across other modules i.e. sports massage, advanced sports therapy etc.

Other subject areas looking to roll-out e-portfolio and reflective learning model e.g. Events Management

Thank You

Dominic Gore

University College Birmingham

[email protected]

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