Implementing successful e-portfolio-based learning


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A presentation from Julie Hughes, University of Wolverhampton and an ESCalate Academic Consultant for ESCalate's e-Learning 2009: A Hands-on Workshop.

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Implementing successful e-portfolio-based learning

  1. 1. Implementing successful e-portfolio-based learning Julie Hughes The University of Wolverhampton ESCalate
  2. 2. E-portfolio teacher – FD, PGCE and M level with teaching mentors 2004 to now. Started with 15 students now working across teams, partners, stakeholders and professional bodies. Approx 500 students and 50 staff this year. E-portfolio mentor – supporting individuals and teams at local, regional and national levels - across disciplines. E-portfolio learner – used ep for appraisal and CPD – applied for professional formation through IfL. E-portfolio embedding. Curriculum development – revalidation and pedagogy shift. E-portfolio researcher – using e-portfolio to mentor and data-gather- using ep as a writing tool/companion with both students and colleagues. INCEPR III E-portfolio consultant JISC & ESCalate
  3. 3. But first....framing statements – positioning Old wine in a new bottle? In teaching and learning currently, we tend to use technology to support traditional modes of teaching... We scarcely have the infrastructure, the training, the habits, or the access to new technology to be optimising its use just yet. (Laurillard, 2007) We must acknowledge that pedagogy needs to be ‘re-done’ at the same time as it needs to be ‘re-thought.’ (Beetham and Sharpe, 2007)
  4. 4. E-learning is often talked about as a ‘trojan mouse’, which teachers let into their practice without realizing that it will require them to rethink not just how they use the particular hardware or software, but all of what they do (Sharpe and Oliver, 2007). We are witnessing ‘a new model of education, rather than a new model of learning’ as ‘our understanding of e-learning matures, so our appreciation of the importance of theory deepens…we see how learning can be socially situated in a way never previously possible’ (Mayes and de Freitas, 2007, p.13).
  5. 5. What is an e-portfolio? <ul><li>A systematic and organized collection of evidence used by the teacher and the student to monitor the growth of the student's knowledge, skills, and attitudes. (Cole et al., 2000) </li></ul><ul><li>What is produced when persons collect, select, reflectively interpret, and/or present their own evidence to support their assertions about what they have learned, know, and can or should do. (Cambridge, 2003) </li></ul><ul><li>Emerging consensus (JISC, 2008 p.6) </li></ul><ul><li>process and product – digital ringbinder and learning landscape - inherent contradiction? </li></ul>
  6. 6. <ul><li>E-portfolio-based learning (JISC 2008) </li></ul><ul><li>Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback. These processes – referred to here as ‘e-portfolio-based learning’ – are the focus of increasing attention, since the process of learning can be as important as the end product. </li></ul><ul><li>The use of ...e-portfolios... can promote more profound forms of learning which can improve understanding of the self and the curriculum, engage and motivate learners – individually and as part of a community of practice, personalise learning and promote reflective practice (JISC 2008, p5). </li></ul>
  7. 7. Our e-portfolio system, pebblePAD. What does it feel/look like? E-portfolio-based learning is a set of practices and processes that may occur in other spaces – this presentation is about process not product.
  8. 8. Personalising – making it mine Being able to personalise the appearance has a huge impact on student ownership and engagement.
  9. 9. Not just an eportfolio? This is where the debate about what an e-portfolio is gets interesting - this system supports a set of practices which are very much about process, review and reflection .
  10. 10. Being an eportfolio teacher . Using technology for teaching – but information push – still old wine in a new bottle? It’s vital to model and value the practices. I’m not asking students to engage in something that I don’t do myself.
  11. 11. PGCE - Blogging from induction using prompts and writing frames – individual blogs – supporting talkback and dialogic addressivity (Lillis, 2001). Blog writing as warm up/rehearsal, writing patches , cumulative and developmental. This approach to writing as ‘everyday’ and habitual hasbeen received very positively – but you will need to examine your own teaching and feedback practices .
  12. 12. FD first writing/ PDP activity in week 1 – a structured blog entry with prompts. Encouraging reflections on the personal and the professional. It’s vital to provide prompts and scaffolding for these PDP activities – reflection is hard to do and it needs nurturing and support to be meaningful and developmental.
  13. 13. Action planning as assumption hunting (Brookfield) – Nadia PGCE 2006 New technologies opening up spaces for criticality and reflexivity – praxis (Freire)
  14. 14. Amy January 2009 Preparation for dissertation. E-portfolio as notebook, as study, as writing and organisation aid. Independent Study assignment
  15. 15. Encouraging personalisation of basic structure and storying
  16. 16. Amy webfolio image Amy as learner, as beginning teacher, as part of an artist collective – ongoing into her CPD as part of her professional formation.