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Co-owning personal tutoring

Sarah Baker, Edge Hill University

Sarah Baker, Digital Learning Technology Officer from Edge Hill University on ‘Co-owning personal tutoring.’ This recording is from our 2023 MiniBash community event which was hosted in Birmingham, England. Videos are for educational personnel only and require a live educational email to watch. You can read a small snippet of the video transcript below.

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So at EdgeHill University, we use ePortfolio workbooks across both our undergraduate and postgraduate programs to scaffold students towards evidence in their learning outcomes, clinical competencies, and record engagement with both their clinical and academic supervisors.

We decided to use PebblePad to digitalise the academic project registration process by creating a workbook that requires multiple points of engagement.

We provided bespoke training sessions to academic supervisors, clinical supervisors, and administrators, those are both face to face and online tutorials.

Firstly, the first step in the process is that the student has to access the auto submit workbook to complete the project registration form which is a series of multi-line text fields.

We use the monetary field property setting and encourage students to use a progress tracking tool to ensure they meet all the requirements.

We use the workbook page reports to see which students have completed the forms and for the tutor the ability to check the responses regularly enabled her to provide general formative feedback to the class as a whole, rather than having to spend a lot of time reviewing individual submissions while still being able to highlight any students that are yet to engage.

Once the project registration is completed, the module tutor will allocate an academic supervisor which is recorded on the workbook page.

This provides the contact details of the supervisor to each student and also informs the administrators which supervisor is allocated to which student, and this is information they needed to be able to create the set membership.

Following this, the academic supervisor will access the project registration form to review. And once any formative feedback has been actioned, they confirmed that they’ve met with the student to discuss the project and approve through the use of a radio button.

The next step in the process is for the academic supervisor. Following the academic supervisor is the clinical supervisor. They’re invited to review the project and leave any formative comments of their own in a multi-line text field that’s set as an assessor field.

The clinical tutor then approves the project declaring it’s technically and clinically accurate and represents safe practice. The project is then subject to internal moderation by an independent academic, so not the module tutor and not the academic supervisor. And once reviewed, the project can go through to the final registration.

PebblePad enables transparency with the student so they can see where the project registration is up to at every step of the process.

And lastly, the administrative team registered the project details in the workbook. The admin team have found PebblePad much clearer as all the information is typed and paperwork has been reduced as there’s now no need to scan and store forms securely.

This approach has significantly reduced email traffic between academics and administrators and students. It eliminated emails being sent with multiple versions of the same document between the student and both their academic and clinical supervisors.

On the whole, the process has become much more intuitive.

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