In both an educational and technical context, ESL is exploring whether the portfolio management tool Portfolium could bring added value to our education.
A choice was made to emphasise the following criteria in this pilot.
- Providing insight into the learning process If legal skills education is approached as an ongoing process for the duration of the bachelor programme, instead of approaching it as separate modules or assignments, the path of the learning process becomes more clear for both the programme and the student. This way, students are not bound to a specific year of their programme but to the process as a whole. Based on this overview, targeted interventions (feedback, extra help, etc) can be implemented to further help the student. Lecturers can see at a glance what improvement areas were conveyed to a student from earlier assignments and anticipate these issues.
- More substantive feedback from lecturers With a better overview and rapid access to previous assignments, lecturers can provide better feedback and feed-forward throughout the entire learning process. Moreover, targeted feedback can bring about a greater learning effect on the learning objectives the students have set for themselves.
- Allowing students to actively incorporate feedback Actively getting to work using the feedback received and converting it into learning objectives for the next assignment. This allows for self-reflection, and you create engaged students who are aware of their role in their learning process.
- Reducing the grading workload Keeping in mind that the number of students is increasing and lecturers are pressed for time, a more user-friendly and simplified process for providing feedback is needed. An especially effective way to save time is enabling the lecturer to conveniently view feedback given earlier for previous assignments. This allows for more targeted grading by the lecturer.
To sum up, the purpose of the current pilot is to provide more clarity – for both the student and the programme – into how the learning process is progressing. Based on this insight, interventions can be planned to help the student in eliminating deficiencies and to further excel. What’s more, by creating more transparency in the learning pathway, feedback is better aligned with the learning objectives set by the students themselves. This results in students who are engaged and more aware of their role in their learning process.