Using Blackboard Journals for Reflective Practice and to

Using Blackboard Journals for Reflective Practice and to Improve Students’ Grades in the Law School Keith Puttick Christine Harrison Judith Tillson

FOCUS FOR THIS SESSION Our Presentation • We consider the structured use of journals re. the student experience, skills development, and as an assessment tool • Research, to date, and work-in-progress • Observations on work in: Employment Law and Equalities (L 6) Employment Relationship & Regulation of Workplace Change (L 7) Commercial Transactions (L 6)

EMPLOYMENT LAW & EQUALITIES (L 6) Over-structured and demanding (for 10% of the mark)? Given the work-load, was 10% enough?

EVALUATION OF EMPLOYMENT LAW & EQUALITY 2014 -2017 Despite only 10% mark for evidence of ‘attendance & contribution’ • Was effective in securing attendance • Helpful in encouraging contribution Not so clear that students were • Preparing as well as they could • Reflecting on their work without a mandatory journal element

INTRODUCTION OF JOURNAL REQUIREMENT 2014 To coincide with this we broadened the scope of the requirements to preparation, attendance, contribution, and post-session reflection • Welcomed by external examiners: added efficacy to the assessment process • Gave tutors better insight to what happens on either side of the session, and students’ management of their own learning • Very successful since 2016 -17 What about M level/L 7?

EXTENDED TO MASTERS LEVEL EMPLOYMENT MODULES Currently evaluating the role of journals in various Masters level modules: particularly focused on support for development and deployment of research, reflection, and communication skills • For some we have moved to 30% rather than 10% • In 2016 -17 over-structured and demanding in terms of work-load (as in early version of L 6: see slide 3). • In 2017 -18: we maintained 30%, but with a more relaxed format for journal entries; and allowing students to set their own priorities, as well as working on ‘core’ topics. We’ll track results and compare with previous years. So far it’s looking promising!

Commercial Transactions: Example of a Journal showing reflection on research

Results breakdown 2012 -2016/17* 1 st 2. 1 2. 2 3 Fail 2015/16* 2014/15* 2013/14 7 8 9 6 3 8 11 16 8 9 22 9 6 7 6 11 1 0 0 4 ___________________ 25 32 48 46 *Note: Use of reflective journals introduced

Comparison between use and non-use of journals for Portfolio Assessment for Consumer Protection law Year: 2014/15 Journals (31) 1 st 9 (18. 75%) 2. 1 7 (14. 4%) 2. 2 15 (31. 25%) 3 rd 0 Fails 0 No Journals (17) 0 4 (8. 33%) 7 (14. 4%) 6 (12. 5%)

Comparison between use and non-use of journals for Portfolio Assessment for Sem 2 Year: 2015/16 Journals (19) 1 st 8 (25%) 2. 1 8 (25%) 2. 2 2 (6. 25%) 3 rd 1 (3. 12%) No Journals (13 ) 7 (21. 8%) 6 (18. 7%)

Comparison between use and non-use of journals for Portfolio Assessment for sem 2 2016 -17 Journals (20) No Journals (5) 1 st 7 (35%) 0 2. 1 2 (10%) 1 (5%) 2. 2 4 (20%) 3 rd 6 (30%) Fails 1 (5%) 4 (20%) 0

FINDINGS Commercial Transactions • Keeping a reflective journal helps them focus on research experience, and has had some effect on the pass rate Employment • Journals have had a positive impact on the learning experience and skills, and improved efficacy of assessment Overall… Journals are helping our students become more confident, self-managing learners

Going Forward • Journal reflection carried out within all workshops. • Journal reflection exercise to be made a mandatory part of the summative assessments with a grade weighting attached to see if this improves the grading standard.

References & Information • JISC 2012 Developing Digital Literacies • http: //phoebe-guidance. conted. ox. ac. uk/ • http: //mivanova. blogspot. co. uk/2008/06/start-pages-as-environments -for-self. html • www. raceonline. 2012. org • http: //www. susskind. com • Ri. T Project: https: //blogs. staffs. ac. uk/euap/ • Meet the Team: https: //blogs. staffs. ac. uk/euap/project-aims-andobjectives/meet-the-team/ • Enquiring Minds: http: //www. staffs. ac. uk/research/iils/minds/