E-portfolios: evaluating the benefits of a reflective pedagogy, Kirstie Coolin bett 2013

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As presented at the BETT Technology in Higher Education conference, 30th January 2013

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  • I want to emphasise the practical benefits of e-portfolio. I will touch on reflective learning, but want also to show examples from a range of e-portfolio use.I’m not going to talk about specific systems as there are many out there that call them selves ‘eportfolio’ but equally there are other technologies which may fulfil the aims of an ‘ePortfolio’-esque learning activity.
  • As this is a long session, I will divide it into 2 parts, with time for questions at each stage.The first part is a romp through an overview. Some people will be familiar with e-portfolios, some not.
  • In the second part, I want to show examples of e-portfolio use from the University of Nottingham.
  • The term e-portfolio with lots of baggage. It can be hard to unpack the term.
  • Emphasis on flexible SHARING
  • Lots of technologies can support this.
  • These represent the activity we are currently piloting at Nottingham.
  • To explore this further, I would like to reference the work of my colleague, Dr. Gordon Joyes.
  • In various versions of the tale, a group of blind men (or men in the dark) touch an elephant to learn what it is like. Each one feels a different part, but only one part, such as the side or the tusk. They then compare notes and learn that they are in complete disagreement.
  • In various versions of the tale, a group of blind men (or men in the dark) touch an elephant to learn what it is like. Each one feels a different part, but only one part, such as the side or the tusk. They then compare notes and learn that they are in complete disagreement.
  • E-portfolios have been around for a while now. There was a lot of hype a few years ago, and some institutions have now mainstreamed ‘having an e-portfolio’. Has the ‘hype’ passed? After all you can use all sorts of technologies to support the reflective and community processes.The EPI analysis asked whether institutions who have an e-portfolio are using them across the institution? Students like a tool hosted by the institution. Trust is important.
  • How many of you are using eportfolios at your institutions?How far has the activity reached?
  • E-portfoios provide a barrier between the institution and the external world.
  • As challenged by the HE White Paper – and the Wilson Review
  • These sorts of professional skills can be supported using ePortfolio tools and processes
  • Students increasing aware of importance in gaining work experience and access to employers
  • E-portfolios: evaluating the benefits of a reflective pedagogy, Kirstie Coolin bett 2013

    1. 1. E-portfolios: evaluating the benefits of areflective pedagogyKirstie CoolinBETT 2013 Technology in Higher Education, LearnLiveCentre for International ePortfolio Development, (CIePD)Libraries, Research & Learning Resourceswww.nottingham.ac.uk/ciepdOfficial @ciepd Wednesday, January 30, 2013 ALT-C 2012 1Personal @kirstie_c
    2. 2. Disclaimer!1/30/2013 Event Name and Venue 2
    3. 3. Part 1 Overview and Context • What are e-portfolios? • What learning do they support? • The E-portfolio Implementation project • Are they still relevant?1/30/2013 Event Name and Venue 3
    4. 4. Part 2 Practical implementations and examples A. Reflection B. Employability: work-based learning, placements C. Personal/Professional Development Planning (PDP) D. Skills development for researchers E: Community learning1/30/2013 Event Name and Venue 4
    5. 5. 1/30/2013 Event Name and Venue 5
    6. 6. What is an e-portfolio?1/30/2013 Event Name and Venue 6
    7. 7. 1/30/2013 Event Name and Venue 7http://www.passengerterminaltoday.com/viewnews.php?NewsID=38006
    8. 8. The Official definition “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.” Sutherland and Powell 20071/30/2013 Event Name and Venue 8
    9. 9. Digital items Select + contextualise Presentation for a purpose Feedback Assessment evidence Photos Evidence Work Placement Video report Achievements Blog/journal E.g. Qualifications Application to Evidence for assessment employment / Application to promotion employment/CV CV Action plan PDP Skills Work placement report Skills / APeL Reflection Progress review CPD overview Presentation / website Notes PDP
    10. 10. E-portfolio is about learning processeswhere the learner is at the centre and„owns‟ the content.1/30/2013 Event Name and Venue 10 Kirstie Coolin, Adele Cushing 2009
    11. 11. Currently supported in Nottingham1/30/2013 Event Name and Venue 11
    12. 12. “The Blind Men and the Elephant” These slides are from a presentation by Dr. Gordon Joyes, University of Nottingham1/30/2013 Event Name and Venue 12
    13. 13. ePI – ePortfolio Implementation Study• Led by Gordon Joyes and Angela Smallwood at the University of Nottingham• August 2010 – May 2011• Aim – to identify a range of large-scale e-portfolio implementations – Gather a range of case-studies – Develop models and guidance for the wider community (ePI Toolkit) epip.pbworks.com
    14. 14. e-Portfolio confusion Is there one definition?The blind men andthe elephant(wall relief inNortheast Thailand)source Wikipedia Dr. Gordon Joyes 2012
    15. 15. e-Portfolio confusion Is there one definition? It‟s forThe blind men and demonstratingthe elephant employability (CV etc. ) It‟s for(wall relief in workNortheast Thailand) based learning It‟s for It‟s for personal improving development planningsource Wikipedia (reflection and goal feedback setting) It‟s for professional It‟s for course development/ assessment accreditation Dr. Gordon Joyes 2012
    16. 16. Ask the questions What do you want to use e-Portfolio for? What is it solving? What learning activity can I design? Focus initially on one part of the elephant “start where you are at” but maintain an awareness of the „whole elephant‟ and the bigger picture1/30/2013 Event Name and Venue 16
    17. 17. Are e-portfolios still relevant?1/30/2013 Event Name and Venue 17
    18. 18. ePortfolios can help meet HE challenges • employability • student experience • efficiency • internationalisation • more flexibility in teaching and learning • need to provide an overarching place to capture develop and showcase transferable skills • continuing engagement with alumni and to provide a lifelong learning service.1/30/2013 Event Name and Venue 18
    19. 19. The JISC ePortfolio Infokit states: “Definitions of an e-portfolio tend to include the concepts of learners drawing from both informal and formal learning activities to create their e-portfolios, which are personally managed and owned by the learner, and where items can be selectively shared with other parties such as peers, teachers, assessors and employers.1/30/2013 Event Name and Venue 19
    20. 20. E-portfolio processes • Reflective practice • Demonstrating understanding through synthesis and narrative; engagement with the learning process, not just the product • Preparation and selection of evidence • Planning and goal setting • Holistic - cutting across subject/modules1/30/2013 Event Name and Venue 20
    21. 21. Learning Community Employers Academics Tutors Peers Careers Societies1/30/2013 Event Name and Venue 21
    22. 22. Interlude… Interlude...1/30/2013 Event Name and Venue 22 Happisburgh 2012 Kirstie Coolin
    23. 23. Questions? • How are you using e-portfolios in your institutions? • Where has the initiative come from? E.g. Careers, Teaching and Learning.. • How do you think e-portfolios fit within the wider e-learning tools? • How mainstream is e-portfolio use and learning in your institution?1/30/2013 Event Name and Venue 23
    24. 24. A. Reflection A model of e-portfolio-based learning, adapted from Kolb (1984)1/30/2013 Event Name and Venue 24
    25. 25. English – Contemporary Performance Module “What is emphasised here is the idea of the portfolio as a learning tool which enables you both to capture and store evidence from each of the practitioner sessions and to reflect on that evidence.. remember that you can put each critical reflection alongside the evidence (notes, images, etc) which can be cross-referenced to your reflection. In such a case you might want to create a rich individual page for each individual reflection.”1/30/2013 Event Name and Venue 25
    26. 26. 1/30/2013 Event Name and Venue 26
    27. 27. 1/30/2013 Event Name and Venue 27
    28. 28. 1/30/2013 Event Name and Venue 28
    29. 29. B. Employability: work-based learning, placements1/30/2013 Event Name and Venue 29
    30. 30. Example 1: Placement learning in Nottingham School of Biosciences1/30/2013 Event Name and Venue 30
    31. 31. Student-centred e-Portfolio: Placement lifecycle information and activity in one place Placement journey During Before Recording skills/ relation of placement to After Researching employers course, journal, Reflection, showcase, and sectors, feedback resume, career application, letters, (staff/employers), information support communication, support and encouragement Careers/employability learning embedded throughout the lifecycle1/30/2013 Event Name and Venue 31
    32. 32. Support and information pages1/30/2013 Event Name and Venue 32
    33. 33. 1/30/2013 Event Name and Venue 33
    34. 34. Student placement page. She has also created a page about the social side of studentlife with other interns in the company.1/30/2013 Event Name and Venue 34
    35. 35. Placement page – about – used to communication with learning community aboutplacement and research1/30/2013 Event Name and Venue 35
    36. 36. During placement – weekly reports shared with supervisor, placements coordinator andin some cases, employer1/30/2013 Event Name and Venue 36
    37. 37. Threaded feedback on student ‘placement ‘page’ 1/30/2013 Event Name and Venue 37
    38. 38. Removing barriers Relationships – employer/HEI/student1/30/2013 Event Name and Venue 38
    39. 39. Challenge space “The relationship between universities and Relationship colleges, students and employers is crucial to ensuring that students experience the higher education they want while studying and leave their course equipped to embark on a rewarding career”(HE White Paper, Students at the Heart of the System, BIS, 2011, p45).1/30/2013 ALT-C 2012 39
    40. 40. What are professional skills?1/30/2013 Event Name and Venue 40 University of Kent www.kent.ac.uk/careers
    41. 41. Using ePortfolio processes for:- • Personal Development Planning (PDP) alongside practical employability concerns for students. • „Marketing‟ for students to match their skills to employer interest • Communication and networking for career learning • Differentiation in the job market Self-motivation1/30/2013 Event Name and Venue 41
    42. 42. “We come to University and “(ePortfolios) a tool for assume that employability marketing to differentiate is getting the degree but ourselves to employers” are starting to learn that it‟s (Construction students at Derby College) the degree plus other stuff” (student participant in “Students would be SHED project workshop) motivated to use their e- Portfolio if they could have it when they leave to help them find a job” (Student, Nottingham)1/30/2013 Event Name and Venue 42
    43. 43. C. Personal/Professional Development Planning (PDP)1/30/2013 Event Name and Venue 43
    44. 44. Collecting PDP and CPD • <pharmacy examples>1/30/2013 Event Name and Venue 44
    45. 45. C. Skills Development for Researchers1/30/2013 Event Name and Venue 45 VITAE‟s Researcher Development Framework
    46. 46. Example 2: Doctoral Training Programme (BBSRC)1/30/2013 Event Name and Venue 46
    47. 47. Analysing Research competences • “The Researcher Development Framework (RDF) is a major new approach to researcher development, to enhance our capacity to build the UK workforce, develop world-class researchers and build our research base.” (Vitae 2010)”1/30/2013 Event Name and Venue 47
    48. 48. Using e-Portfolio to: • Integrate core researcher skill development into the self-directed/professional development aims of the programme – Analysis and action planning • Placement journal • Student-centred supervisor groups • Plus - technical developments to pull in relevant University training courses linked to RDF competences for dynamic presentation into student portfolios according to their self- assessed skills gaps.1/30/2013 Event Name and Venue 48
    49. 49. Example of student DTP page. We are seeking feedback from students on theirsuggestions for analysing and reflecting on their skills needs • <screen shots – student page, supervisor group etc.> 1/30/2013 Event Name and Venue 49
    50. 50. E. Community Learning1/30/2013 Event Name and Venue 50 http://info.p2pu.org/about/how-we-learn/
    51. 51. 1/30/2013 Event Name and Venue 51
    52. 52. #edcmooc e-portfolio supporting a distributive and rhizomic learning process1/30/2013 Event Name and Venue 52
    53. 53. I‟d like to leave you with...1/30/2013 Event Name and Venue 53
    54. 54. E-portfolio implementation model– a management focus
    55. 55. Other stuff • E-portfolios for MOOCs • E-Portfolios to display open badges • Skills matching repositories for employers • Learning Journals and Logs - by Jennifer Moon (PDF) • Critical Reflections in ePortfolio - an aggregation from Lee Ballantyne (web) • Lots of good ePortfolio folks to follow – Helen Barrett, Simon Grant, Alison Miller... • EPIC 2013 8/9/10 July, London – e-Portfolio and Identity International Conference1/30/2013 Event Name and Venue 55
    56. 56. Thank youKirstie.Coolin @ nottingham.ac.uk@kirstie_cUniversity of Nottinghamwww.nottingham.ac.uk/ciepd

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