his study explores the utility of employing a student-created experiential narrative ePortfolio as a multi-modal tool for reflective practice in WIL. It does so by examining a case study situated within the performing arts, where WIL discourses are rarely adopted, and few examples are present in the literature. This paper introduces a circular mentoring framework that extends Kolb’s experiential learning model, whereby learning is facilitated through the interchange of roles through rehearsal and reflection. In this study, participants prepared and performed an opera in a professional venue over a five-day period of intense creative studio work. The 2017 and 2018 Inclusion Project is an innovative teaching and learning opportunity that offered authentic industry-based experience to undergraduate music students in a closely monitored, non-placement WIL setting. Participants (n=18) undertaking a semester long elective, reported their experience through online journaling in an ePortfolio allowing them to create narrative responses. A qualitative analysis using narrative inquiry on the ePortfolio reflections indicated a direct benefit for student’s career readiness as creative artists.
Yeo, N., & Rowley, J. (2020). ‘Putting on a Show’ Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections. Journal of University Teaching & Learning Practice, 17(4). https://doi.org/10.53761/220.127.116.11