Sarah Copeland

How have you have supported others to develop their practice?

I have supported others in my School and Faculty to develop their practice by incorporating ePortfolio into their teaching, assessment and remote course delivery. We use ePortfolio extensively in my School: it has been embedded as a method for Practice Assessment Documentation for a while. Recently, both in my School and another, we have expanded on the pedagogical benefits of scaffolding reflective practice in formative assessment to develop a skill set for summative assessment; it is used at programme level to support a Self-Directed Learning theme, enabling staff to efficiently monitor engagement and identify targeted additional support requirements; it is used for School-wide undergraduate supplementary learning, to support asynchronous activity and reflective practice; it is used as a process for supporting theoretical learning materials in the form of an interactive resource; finally, I have upskilled another team to redesign their programme content for online-only delivery using ePortfolio as a product and process. I have also supported colleagues in expanding their repertoire of both narrative methods and digital tools for creatively enabling student activities and resources, and draw on my research of Digital Storytelling as a method for transformative experiences. Further, I work with colleagues to enhance understanding of designing inclusive learning resources and assessments, both as individual educators and across programmes, including advising designing Competence Standards as our University of Leeds initiative.

What are your current student education interests/new developments?

Digital Storytelling and narrative pedagogy; ePortfolio for authentic assessment and reflective practice; inclusive pedagogy and assessment