ePortfolios at the IOE

e-Portfolios – Solutions for Particular Needs? London Blackboard User Group April 2009

ePortfolios Solutions for particular needs? Tim Neumann London Knowledge Lab

London Blackboard User Group

Date: 3 rd April 2009

Venue: The Women’s Library

London Metropolitan University

London Blackboard User Group April 2009

Contents

Introduction

Five Scenarios

Three Cases

One Evaluation (of three ePortfolio systems)

1 Introduction

ePortfolio Consultation Process

Needs Analysis Decision Making (Technology and Pedagogy) Piloting Implementation London Blackboard User Group April 2009

1 Introduction

ePortfolio History at the IOE

2003-2005: Level 10, custom project/group management tool

2006-2007: PebblePad pilot for Secondary PGCE

since 2006: individual, small-scale efforts and explorations

2008-2009: TQEF ePortfolio project

1 Introduction

Motivation

Multiple academic staff members had sought advice on ePortfolios

Two researchers started projects on ePortfolios in HE

Availability of tools at no further costs

1 Introduction

Approach

Discussion with participants (staff and students)

Review of previous ePortfolio trials, paper portfolios, electronic exchanges

Developing contextualised models of ePortfolio use

Implementation in five scenarios

Evaluation of tools in three cases (with student input)

2 Scenarios

Five Scenarios

The Doctoral School

MA in ICT in Education

Secondary PGCE ICT

Post-Compulsory PGCE (ESOL/Literacy)

MTeach

2 Scenarios

Scenario 1: The Doctoral School

2 Scenarios

Scenario 1: The Doctoral School

Portfolios co-owned by student and supervisor

Limited access for registry staff for tracking purposes

Record of supervisory meetings, progress reviews, assignments, attendance

Evidence of doctoral level competencies

Building a professional academic identity

2 Scenarios

Scenario 2: MA in ICT in Education

2 Scenarios

Scenario 2: MA in ICT in Education

Student-owned and generated portfolio

Repository for student-created teaching resources

Record reflections on personal/professional development (multi-media)

Identity space (profiles)

Bibliographic management system

Peer comments/reviews

Monitoring of tutor-generated portfolio tasks

2 Scenarios

Scenario 3: Secondary PGCE in ICT

2 Scenarios

Scenario 3: Secondary PGCE in ICT

Community of practice involving five stakeholder groups

Collaborative production

Monitoring of course requirements (tracking of deadlines)

Checklist for QTS standards

Mentoring log, lesson observations, assessment record file

Career entry and professional development profile

2 Scenarios

Scenario 4: Post-Compulsory PGCE (ESOL/Literacy)

2 Scenarios

Scenario 4: Post-Compulsory PGCE (ESOL/Literacy)

Student-owned portfolio

Tutors and mentors to contribute to selected portfolios

Record of teaching practice

Tracking progress over distances

2 Scenarios

Scenario 5: Master of Teaching

2 Scenarios

Scenario 5: Master of Teaching

Collaborative community beyond the course context

Portfolio as a starting point for post-graduation engagement

Communication and sharing tool

Politically skewed towards open source tools

2 Scenarios

Analysis: Multiple Themes

Model: What is an ePortfolio?

Ownership: Who controls what?

Access: How does collaboration work?

Use and purpose: Implications for learning, development and assessment

Issues: Training, support, portability

Questions asked

London Blackboard User Group April 2009 Theme Questions Model What is an ePortfolio? How can it be used to support learning, development, assessment? How can/should it be organised/structured/managed? Who would/should monitor development and progress? What are the benefits to the student, tutor, supervisor, mentor and/or Institution? Ownership Who is it for? Who has overall control/ownership of it? How, what, and with whom can it be shared? Accessibility How can it be accessed? Who can/should/needs to have access to it and at what level? Tool Can it be integrated or linked to other systems, e.g. Registry? What are the practical issues and implications of implementation? What costs are involved? Which system should be used and what are the alternatives? Support What training is needed and how could this be delivered?

2 Scenarios Tutor and Administrators’ perceptions of ePortfolios as learning models London Blackboard User Group April 2009 ePortfolio Model Course Assessment Tool Shared Content Management Tool Student Gen. Folio Tool (Repos./ Refl.) Professional Development Tool Doctoral School 2 ( 4 ) 1 (1) 4 ( 3 ) 3 ( 2 ) MA in ICT 2 ( 4 ) 1 (1) 3 ( 2 ) 4 ( 3 ) Sec PGCE ICT 2 (2) 1 (1) 4 (4) 3 (3) PC PGCE 2 ( 3 ) 3 ( 2 ) 1 (1) 4 (4) MTeach 4 (4) 2 (2) 1 (1) 3 (3)  Institution -------------------------------------------------------------- Student 

2 Scenarios Perceptions around ownership and control of the ePortfolio London Blackboard User Group April 2009 Course Students Supervisors or Course Tutors Institution Course/Dept Link Tutors School or Work-Based Mentors Registry Doc Sch. 1 1 2 N/A N/A 2 MA in ICT 1 2 1 N/A N/A N/A PGCE ICT 1 1 N/A 2 2 3 PC PGCE 1 2 1 3 3 2 MTeach 1 2 N/A 0 0 3

3 Case Studies

Overview

Three cases, focusing on

T he Institutional experience: Doctoral School

T he student experience: MA in ICT in Education

T he tutor experience: Secondary PGCE in ICT

To evaluate the potentials and limitations of four ePortfolio tools: Blackboard Basic, Blackboard Personal, Expo LX, Mahara

3 Case Studies

Screenshots

Download as PDF from: http://www.lkl.ac.uk/ltu/files/seminar/Bb_LondonBUG_ePortfolios.pdf

4 Evaluation

Case 1: Blackboard Personal Portfolio

Almost no collaborative features

Sharing is limited to ‘viewing’

Tracking difficult and time-consuming

Good as online repository and reflection tool

4 Evaluation

Case 2: Blackboard Personal Portfolio versus Mahara

Blackboard

Mahara

London BBUG

4 Evaluation

Case 3: LO Expo LX Wiki Tool

4 Evaluation

Comparison of Features

Download as PDF from: http://www.lkl.ac.uk/ltu/files/seminar/Bb_LondonBUG_ePortfolios.pdf

A full report is currently under review and will be published at: http://www.lkl.ac.uk/LTU

Contact

Tim Neumann [email_address] Learning Technologies Unit Institute of Education, University of London London Knowledge Lab 23-29 Emerald Street London, WC1N 3QS