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The Webfolio should contain:

• Introduction – generic information about university and ePPSME units
• Unit guide – Unit aims, learning outcomes, tutors, contact details, weekly topics, feedback expections-how often will webfolios and blogs be looked at by the tutor
• Learning materials / Activities - One page per week / topic
• Personal blog
• Group blog (must be created by unit support tutor and linked to group blog page. All students need be be given an additional individual share with collaborate permissions for the group blog)
• Activity blogs for weekly tasks
• Evaluation - at mid-unit and end of unit (using forms within PebblePad)
• End of unit reflective account - in week 10

Note:

A webfolio template for copy and adaptation is available on the ePPSME gateway for unit tutors

Access to example webfolios can be arranged, please contact the Institute for Learning Enhancement

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General principles:

• The webfolio is a “template” for learners to work through the content and activities during the 10 weeks of each five-credit unit.
• The webfolio should be downloaded into the learner's asset store and published to the correct gateway automatically (see separate instructions for setting up auto-publish in PebblePad.
• Learners input reflections to ‘blanks’ in a series of structured blogs that automatically create separate, reusable assets in their PebblePad asset store
• There is a standard template, with a standard banner, for all ePPSME units. All units should use this template.
• Units for all schools need to be accessed via the ePPSME Gateway which has been set up in PebblePad.

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Guidelines for weekly content:

1. Aim for a maximum 2 screens of text per web page, wherever possible.

2. Include a short paragraph to introduce the topic

3. State intended learning outcome for the week / topic

4. Start with opportunity for the learner’s personal reflection on the topic (if appropriate)

• Try to set reflection around learning in their workplace – have you experienced this in your workplace, does this apply to you, what would you do differently now etc
• Tutor to comment on / summarise / extend /probe regularly (at least once a week)

5. Dealing with the 'content' or subject knowledge. It is suggested that this process be used:

• Use e-books, e-journals, authoritative web pages as sources; you don't have to write your own material
• Set a reading task; get learners to read for a reason e.g. what 3 ideas are explained, what problem with X does the author describe?
• Use a model answer so that the task, when completed, can be compared

6. Include approx time to spend on each task and approximate word count on each activity.

7. Make use of LIS to source materials; especially motivating is likely to be the use of videos on sites such as YouTube.

8. All learning material must be available on-line from off campus

9. There is no need to recreate large amounts of text, diagrams etc. You should provide ‘scaffolding’ to support learner in accessing materials in e-books, e-journals, websites etc

10. Aim for a minimum of 3 group discussions via a collaborative blog in each ePPSME unit

• Tutor to manage and encourage meaningful discussions across learning set / cohort
• New tasks to be added to blog at appropriate points during the course

11. All materials, tasks etc must be proof read and tested / trialled

• NOTE: SQEC must validate all the on-line content

12. Use correct, and consistent, referencing throughout.

13. Feedback from tutor must be active and visible, especially in the early weeks, in webfolio feedback and blogs. Feedback expectations set at the start of the unit must be met.

14. Include mid-unit and end of unit evaluation, these are embedded on-line forms within PebblePad.

15. Week 1 to include ‘e-icebreaker’ via the collaborative (group) blog to allow learners to get to know each other.

• E.g. one interesting fact about me is...; my job is......
• Consider getting learners to upload their photo.

16. Consider “talking head” video of unit tutor to introduce self and the unit.

17. Clearly identify the “unit guide” within the web-folio.

18. Include links to additional reading / resources at the end of each section.

19. Week 10 to include a task that allows the learner to draw together and evidence the learning from the unit.

20. The summative assessment in each 20-credit module needs to assess the learning across all the associated five-credit units.

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Note:

At the end of the design and development phase use the webfolio completion checking tool to finalise completion.

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Academic Resource Librarians should be contacted as early as possible in the unit design to support sourcing of suitable on-line resources and to check access to on-line materials for the off-site learners.

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Once the webfolio is complete you will need to do the Gateway admin and preparation shown on the gateway admin page