Transcript Slide 1

Effective Practice with e-Portfolios:
Supporting 21st Century Learning
Lisa Gray & Helen Richardson
Joint Information Systems Committee
Supporting education
and research
21/07/2015
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Context
 Why are e-portfolios important?
– Policy context
– Institutional drivers
– Pre-Higher Education initiatives
 But most importantly…..their potential to transform learning
– “Emerging and often powerful evidence from practitioners and
learners of the value of developing e-portfolios….adding value to
personalised and reflective models of learning”
– Supporting transition, assessment, application, professional
development, personal development planning…..
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Launched in September 2008
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Concepts and definitions
Exercise:
What is an e-portfolio for?
- When might learners develop e-portfolios,
and why?
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Some definitions:
‘The research team worked from an understanding of e-portfolios that
incorporates both process and product, and includes a range of tools
within a system that links with other systems. Broadly, the product (eportfolio) is a purposeful selection of items (evidence) chosen at a point
in time from a repository or archive, with a particular audience in mind.
The processes that are required to create e-portfolios for any purpose
include capturing and ongoing storage of material, selection, reflection
and presentation.’
Hartnell-Young et al (2007): The Impact of e-Portfolios on Learning.
Coventry. Becta
http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14007
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Some definitions:
‘Definitions of an e-portfolio tend to include the following elements:
• A collection of digital resources
• That provide evidence of an individual’s progress and achievements
• Drawn from both formal and informal learning activities
• That are personally managed and owned by the learner
• That can be used for review, reflection and personal development
planning
• That can be selectively accessed by other interested parties e.g.
teachers, peers, assessors, awarding bodies, prospective employers’
Helen Beetham, 2005
http://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.dochttp://www.jisc.ac.uk
/uploaded_documents/eportfolio_ped.doc
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Working to a consensus…
 ..an emerging consensus that the term essentially means the product
‘An e-portfolio is a purposeful aggregation of digital items –
ideas, evidence, reflections, feedback etc., which ‘presents’
a selected audience with evidence of a person’s learning
and/or ability’
CETIS SIG mailing list discussions
 …but, importantly, in the process of creating ‘presentational’ e-portfolios
(through the use of tools or systems), learners can be inherently
supported to develop the key skills of capturing evidence, reflecting,
sharing, collaborating, annotating and presenting (e-portfolio related
processes)
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Purposes & Tools
E-portfolios to
present for different
purposes
Tools to support
processes
Celebrating learning
Personal planning
Transition/entry to courses
Employment applications
Professional registration
Capturing & storing
evidence
Reflecting
Giving feedback
Collaborating
Presenting to an audience
Space (local or remote) to store
resources and an archive of evidence
From Elizabeth Hartnell-Young
(2007), ‘Developing an ePortfolio
culture from the early years’
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The confusion over e-portfolios
“The problem is that portfolio is a learning approach not a
technology……..the essential nature of an ePortfolio for
learning is not as a repository but as a place for reflection”
Trent Batson, 7th Jan 09, ‘The Portfolio Enigma in a Time of Ephemera’
“It is a reflection of the student as a person undergoing
continuous personal development, not just a store of
evidence’
Geoff Rebbeck, e-Learning Co-ordinator , Thanet College
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Perspectives
 ‘…like a filing cabinet online, but it’s got a dialogue with it as well…’
 ‘The fact you can put video and tell your story …’
 ‘It’s an addictive thing to use both academically and socially’
 ‘The VLE are owned by the institution and the e-portfolio is owned by me’
 ‘It takes the CV into the modern era’
 ‘e-Portfolio tools enable students to make the all-important connections
between the curriculum and the other things they do’
 ‘An e-portfolio should be your opportunity to draw on everything you have
already created to make your own story’
 ‘a lifeline of communication’
 http://www.youtube.com/watch?v=6B3tujXlbdk
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Overview of JISC work…and others
 Using e-portfolios to support:
Application to University
Application to employment
Employability
Presentation of work for professional accreditation
Providing evidence for appraisal
Evidencing continuing professional development
Presentation of work for assessment
Showcasing work in health and teaching
Work-based learning
Supporting learning processes
Non-traditional learners, women returning to higher education
Information advice and guidance
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Benefits
Exercise:
What are potential benefits of ‘e’ in e-portfolio?
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Supporting learning processes
“The use of e-portfolios with this group has been effective in encouraging
the development of student reflection. Learners feel that they have
benefited from reflecting on issues such as their personal experiences,
their behaviour, events in their lives, their thoughts and feelings, their
writing, and their personal development in general.”
“The use of e-portfolios with this learner group resulted in a greater
appreciation of collaboration and collaborative learning.”
File-Pass Final Report
“…I find doing this quite useful because it made me think about a much
more structured way whether I was going to long term be happy in a
vineyard or would I be happy in a winery”
MyWorld Final Report
“We became reflective writers and practitioners without even thinking about
it”
PGCE student, University of Wolverhampton
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Tangible benefits include
 Efficiency
time savings in information retrieval
supporting reflection and feedback,
supporting presentation,
assessment AND administration
 Enhancement
improving quality of evidence,
reflection and feedback;
skills development;
Student motivation and satisfaction to inform Teaching Quality Enhancement
Increases in recruitment and retention
use by staff for professional development Increasing and informing use with students
supporting women returners to the workplace
 Transformation
through engaging practitioners and policy makers;
through institutional integration of eportfolio use in a number of professional
development activities
Through providing a work placement quality management system
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Joint Information Systems Committee
Implementation: success or failure?
Exercise:
What would you do to ensure e-portfolio
implementation failure ?
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Emerging lessons….
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Think about requirements
–
All stakeholders
–
Technical and pedagogic
Think about the context
–
Successful use depends on a careful analysis of the teaching and learning context

Embed into the curriculum – activities need to be meaningful and purposeful, language should be
appropriate

Win hearts and minds – think about the benefits to all groups

Staff engagement is key to learner engagement

Timing – staff need time to think about how to best use the tools before learners are introduced to it

Personalisation is key
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Reflection is hard – providing some structure helps

Listen to the learner and staff voices

Training – not just technical

Longevity – learners won’t be motivated to use their e-portfolios unless they know they have continued
access
“e-portfolios are as diverse and unique as the individuals that populate them…”
ePistle Final Report
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Emerging from the JISC work….
 Guidance for institutions on questions to ask when looking at e-portfolio systems
– Purpose: Who is it for? What is it for? What do we want it to do?
– Information managed, functionality, support and guidance, form and feel.
 Legal guidance
 Governance Toolkit
– Helps to think through the main issues in planning, implementing and
planning an e-portfolio project
 Guidance
– On embedding, entry to HE, storage and access, use and non-use of eportfolios
 Case studies and stories:
– Learner voices videos, animations, stories from projects, and case studies
demonstrating tangible benefits
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Ongoing e-portfolio activity
 Transforming Curriculum Delivery: October 2008 – Oct 2010
• How technology can support developing reflective learners, enhance
provision of and engagement with feedback, support creative
conversations and collaborative learning
 Institutional approaches to curriculum design: Sept 2008 – Sept 2012
• How technology can support the design of curricula
 Lifelong learning and workforce development - April 2009 – March 2011
• Using e-portfolio tools to support work-based learning, developing
professional skills and competencies, developing reflective, lifelong
learners
 Study on e-Portfolios and assessment
• Case studies and comparison of practice
• Draft final report under review
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Interoperability
'Interoperability standards are obvious enablers
to e-portfolio transition and progression, all the
more so since there is wide acknowledgement
that a 'one size fits all' approach to e-portfolios
is inappropriate for the diversity of institutions in
the school and FE College sector.'
ePistle Guidelines
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Launched in September 2008
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Further information
 JISC e-Portfolio main page, including information on policy context, key resources, JISC
projects: www.jisc.ac.uk/eportfolio
 Effective Practice with e-Portfolios www.jisc.ac.uk/effectivepracticeeportfolios
 infoKit www.jiscinfonet.ac.uk/e-portfolios
 Overview of JISC activities
www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspx
 Stories from the regional pilot projects
www.jisc.ac.uk/whatwedo/programmes/edistributed/regionalstories.aspx
 Tangible Benefits of e-Learning
http://www.jisc.ac.uk/publications/publications/bptangiblebenefitsv1.aspx
 JISC-CETIS Portfolio SIG: wiki.cetis.ac.uk/Portfolio
 Becta Impact Study on e-Portfolios on Learning: http://partners.becta.org.uk/uploaddir/downloads/page_documents/research/impact_study_eportfolios.doc
 Links to all additional resources:
http://www.jisc.ac.uk/whatwedo/themes/elearning/eportfolios/resources.aspx
 Contact: [email protected]
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Any issues / questions
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