After my the second IP session with Glenn's group I had time to discuss portfolios with Glenn. We had an interesting discussion about the aim of ePoftfolios and difficulties I may encounter with teaching and learning aspect of reflection. The conversation addressed the priority of teaching and learning within a research led institution, and whether the current climate of economic uncertainty and reduction of research funding would lead to trend towards a focus teaching and learning.
One of interesting points made was that a lot academics have no formal teaching qualifications. This raises the question of formal teaching qualifications/training are required in order to teach a subject in HE; one could argue that being a specialist in a field is sufficient to teach it. Should academics be informed about teaching practises? Is the role of the academic in HE to teach or to deliver information and support the learning process?
I need to look at ways in reflective learning can be taught or supported. Essentially, this is what is required for ePortfolio use.
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Having been through five academic courses over a lifetime of teaching and scores of on-line courses I would suggest that there are two far more important roles - firstly that of the inspirer/challenger/motivator. If the leader of the course stirs me to greater endeavour, for sticking at the reading and the re-drafting of my ideas then we are half way there. Secondly, think of Rousseau's Emile. The principle of surrounding the learner with artefacts and experiences, or in the academic's case providing directions otherwise not thought of, of bibliographic references etc then the motivated student will have a feast-day.
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