Placement - developing professional and academic identity

Description

This session provides a concrete example of how an e-portfolio platform can be used to support workplace skills development and academic attainment for students on placement in industry. As well as providing access to timely support and centralised communication, the platform enables students to maintain a dialogue with their tutor and produce evidence of engagement and development whilst on the placement year.

Takeaway

Attendees will understand how we have technically and pedagogically designed, developed and implemented a solution to support students on placement. We will share the challenges and successes and present data from this first pilot year to understand the impact on student attainment and satisfaction.

Abstract

Undergraduate students in the School of Design and Technology at London College of Fashion have the opportunity to spend a year out ‘in industry’ and gain an additional qualification. The Diploma in Professional Studies allows students to gain valuable insights from the workplace and bring their new perspectives and skills back to their final year of study. Students who undertake a placement year typically achieve a higher degree classification in their final year of study, setting them up for success in their future careers.

There were however, weaknesses in the existing provision for the Diploma year. Students complained about the ‘value’ they received for the fees they continue to pay on placement and there were challenges ensuring the students addressed the academic requirements of the programme amidst the competing requirements of a hectic work environment.

In 2015, LCF piloted the development of an online platform to address these issues. The platform presents a series of ‘touch points’ which follow the timeline of the student’s placement, (from ‘visualising’ what might happen through to their return to College). Through each of these touch points, students undertake a series of contextualized, workplace-development, academic and PPD activities to ensure that they make the most out of their internships.

In each touch point, students are required to contribute to an ongoing online journal within the same platform, (which is based on Mahara, the open-source e-portfolio tool). The tutor has access to this journal which provides a window into the student’s development. This journal also forms the basis of their ‘Personal and Professional Development’ report which the student submits at the end of the placement for assessment.

The pilot project is a few weeks away from completion, (with 114 students finalising their PPD journal for assessment in May). At this presentation, we will share our story of the development and implementation of the project, along with the impact this project has had on attainment and student satisfaction.