Transcript Slide 1

ePortfolios 2005
Implementing ePortfolios:
adapting technology to suit pedagogy and
not vice versa !
Simon Cotterill
Paul Horner
Geoff Hammond
School of Medical Education Development
University of Newcastle upon Tyne, UK
Acknowledgements:
Dr Jim Aiton
Dr Philip Bradley
Mr Paul Drummond
Mrs Lesley Heseltine
Dr Bruce Ingraham
Dr Trevor Jowet
Dr Tony McDonald
Dr Graham Orr
Dr Kathlean Scougall
http://www.eportfolios.ac.uk
ePortfolios 2005
Overview
1. Introduction – the need for flexible ePortfolios
2. The ePET portfolio
3. Case Summaries
4. Discussion
http://www.eportfolios.ac.uk
ePortfolios 2005
Introduction – the need for flexible ePortfolios
 ePortfolios may be used for a diverse range of
purposes (formative, summative, presentational etc.).
 Requirements vary greatly between different
contexts (e.g. subject areas within a single institution)
 Pedagogic and Policy requirements change over
time.
It is therefore important that software
is flexible and can be configured to
support these diverse requirements.
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ePortfolios 2005
Introduction – aims of this presentation
 Describe the experience of implementing and
embedding a component-based portfolio (ePET) in a
range of contexts
 Show 7 case summaries
 3 from undergraduate HE
 2 from postgraduate HE
 2 from CPD
http://www.eportfolios.ac.uk
ePortfolios 2005
Overview
1. Introduction – the need for flexible ePortfolios
2. The ePET portfolio
3. Case Summaries
4. Discussion
http://www.eportfolios.ac.uk
ePortfolios 2005
Managed Environments for
Portfolio-based Reflective Learning.
Integrated Support for Evidencing Outcomes.
An FDTL-4 project:
Newcastle University (lead site)
Leeds University
Sheffield University
Dundee University (for consultancy)
Developing Web based portfolios to
support reflective approaches for
evidencing the attainment of
programme outcomes in
undergraduate Medicine.
Closely integrated with on-line
curricula and study guides to
become an integral component of
managed learning environments
for Medicine.
Project funded by
http://www.eportfolios.ac.uk
ePortfolios 2005
A flexible component-based ePortfolio
(‘software to match your pedagogy’)
Select components
for your course
(eg. CV, learning diary,
SWOT, meetings etc)
Specify Skill-sets
/ Learning Outcomes
Design new components
for your course
-create proformas via simple
Web forms.
-or using Open Source software
Customise look-and
feel, terminology and
text
Build on core features, including:
• Content sharing – add formative comments
• Integrated action planning
• Uploading files
• Access policies to support assessment (if required)
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ePortfolios 2005
Selecting tools by course / year groups
Course Admin view
Student view
• install from a set of ‘generic’ tools
• create context-specific
tools via simple Web forms
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ePortfolios 2005
Configuring learning outcomes / skills sets
Course Admin view
Student view
http://www.eportfolios.ac.uk
ePortfolios 2005
Overview
1. Introduction – the need for flexible ePortfolios
2. The ePET portfolio
3. Case Summaries
4. Discussion
http://www.eportfolios.ac.uk
ePortfolios 2005
Case 1: Undergraduate Medicine (Newcastle)
http://www.eportfolios.ac.uk
ePortfolios 2005
PDP in context:
Year 4 SSC Portfolio
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ePortfolios 2005
Building the ePortfolio was a useful learning experience
Agree
n = 157
80% thought it was
a useful learning experience
Weakly Disagree
Strongly Disagree
0
10
20
30
40
50
% responses
83% felt they had recorded
good evidence
Having clearly defined intended learning outcomes influenced the
way in which I approached the option
Strongly Agree
72% felt that the LOs
influenced their approach
Agree
Weakly Agree
Weakly Disagree
Disagree
Strongly Disagree
0
10
20
30
% responses
40
50
93% reflected on their learning
after the option
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ePortfolios 2005
Evaluation - positive
(SSC portfolio)
Planning and approach to learning:
“It encouraged me to really give thought to what I
wanted to achieve during the option, which was
especially useful as this was my first option. As a
result of the portfolio I think I got much more out of
the option than I would have otherwise.”
“It made me concentrate on creating aims at the start
of the option and allowed me to plan the option with
my supervisor in a defined way. Overall it made my
learning for the option more organised and focused.”
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ePortfolios 2005
Case 2: Undergraduate Bioscience (Newcastle)
http://www.eportfolios.ac.uk
ePortfolios 2005
Case 3: Undergraduate Medicine (St Andrew’s University)
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ePortfolios 2005
Case 4: Vocational Dental training (Northern Deanery)
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Case 5: Postgraduate Researchers (Newcastle University)
http://www.eportfolios.ac.uk
ePortfolios 2005
Case 6: Contract Research Staff (Newcastle University)
:
http://www.eportfolios.ac.uk
ePortfolios 2005
Case 7: MSc Environmental Health (Teesside University)
:
http://www.eportfolios.ac.uk
ePortfolios 2005
Overview
1. Introduction – the need for flexible ePortfolios
2. The ePET portfolio
3. Case Summaries
4. Discussion
http://www.eportfolios.ac.uk
ePortfolios 2005
Software to match pedagogy
(and not vice-versa !)
• Use or develop flexible solutions aiming to meet:
• Institutional requirements
• Subject-specific requirements
• Learner’s needs (control access, unstructured areas,
attach files, links etc).
• Foster local expertise (pedagogic & technical)
requires resourcing !
• component-based systems such as the ePET ePortfolio:
• create structured tools using simple Web forms
• develop tools using Open Source products. Share and
contribute back to the ePortfolio community.
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ePortfolios 2005
Integration with the curriculum
• Build on existing good practice and tie into the
existing curricula:
eg. most curricula already include elements of reflective
learning / planning
eg. many curricula have already addressed the
employability agenda
• More meaningful than PDP as a separate / peripheral topic ?
• Support programme level learning outcomes
eg. Common set of Key skills across a modular programme
eg. Terminal learning outcomes in Medicine, Law etc.
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ePortfolios 2005
Structured vs. Unstructured Portfolios
Level of structured relates to purpose / pedagogical
requirements (at the course/programme level)
Benefits of structures approach:
1) providing a more direct relationship to the course / context,
2) the structure compliments – and indeed provides part of the
pedagogy,
3) easier monitoring and anonymised QA statistics.
But don’t forget Learner-centric features:
Learners should also have some control over structure
(in ePET users can create folders, add files, Web pages,
structure action plans etc.)
and also control over access to their portfolio content.
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ePortfolios 2005
Getting the right balance
Non-assessed
Necessary for open-honest
reflection
Assessed
Necessary for motivation /
engagement ?
“Either increase its importance or bin it - sitting on
the fence is utterly pointless”
First year Medical student talking about a newly introduced nonassessed paper log-book & portfolio (2004)
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ePortfolios 2005
Related projects
•
•
•
•
FDTL Transferability (ePortfolios @ St George’s)
Dental ePortfolios
Postgraduate & CRS (University-wide, Newcastle)
Speech Therapy (Newcastle)
JISC Projects
• ePortfolio Extensions Toolkit (ePET)
• Involvement in 3 Regional ePortfolio pilots (FE & HE):
• EPICS (North East)
• ‘Shibboleth’ single sign-on project
Centre for Excellence in Healthcare
Professional Education (CETL4HealthNE)
ePortfolio support for a number of strands
in a HEFCE funded CETL in Health (North East)
http://www.eportfolios.ac.uk
ePortfolios 2005
Further information:
http://www.eportfolios.ac.uk
[email protected]
Cotterill SJ., McDonald AM., Drummond P.,
Hammond GR. Design, implementation and
evaluation of a ‘generic’ e-portfolio: the
Newcastle experience (ePortfolios 2004,
La Rochelle)
Paper available at:
http://www.eportfolios.ac.uk/FDTL4/docs
Centre for Excellence in Healthcare
Professional Education (CETL4HealthNE)
http://www.cetl4healthne.ac.uk
Director: Prof. Geoff Hammond
[email protected]
http://www.eportfolios.ac.uk
ePortfolios 2005
Portfolio for
Assessment
Portfolios are defined by their purpose
(may be multiple)
Portfolio for
Accreditation/
Revalidation
Learner’s
‘repository’
Portfolio for
Presentation
Portfolio for
Application
(job / promotion)
Institutional
Data
Central data:
Transcript
MIS/ HR data
Programme data:
Granular assessment data
Outcomes / skills sets
Portfolio for
Appraisal
PPD
(shared)
PPD / Reflective
(private)
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ePortfolios 2005
Flexible component-based architecture
Integrated into the
common contents structure
Context-specific tools
‘Generic’ tools
ePortfolio
framework
Developed with Open Source
products: Zope, MySQL
• CV
• Outcomes / skills log
• PDP
• Reflective learning diary
• Meetings log
• SWOT
Common contents structure
• attach / upload artifacts
• sharing
• cross-referencing
• integrated action planning
Customisation
• select tools by course/year
• outcomes / skills sets
• nomenclature
• graphics / layout
• simple tool editor
http://www.eportfolios.ac.uk
ePortfolios 2005
Background:
Personal Development Planning (PDP)
SST (Student Support & Tutoring)
1st Newcastle-Nottingham PARs project, 1998-2000
Internet-PARs
• 2 DfES funded projects
• PDP focus
• Based on the
personal tutor model
ePortfolios
• FDTL-4 project
• Supports the tutor model
• PDP in curriculum context
• Evidencing outcomes
2nd Newcastle-Nottingham PARs project, 2000-02
http://www.eportfolios.ac.uk