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Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digital Festival 2014
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Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digital Festival 2014


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Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key …

Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.

A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.

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  • So to start off our conversations today we would like you to just share with us your name, what’s happening in your institution with regard to e-portfolios,….
  • e-Portfolio use in the UK (and wider) has escalated over the past decade driven mainly by Personal Development Planning, employability, Life-Long and Life-Wide Learning agendas. From a survey of UK HE institutions - 167Biggest jump in use of tools was between 2005 and 2008. 2008 – 55% responded2010 – 44% responded.2014 survey now out – closing this month.
  • So since then, we’ve spent much time exploring what these learner-centred technologies are about. We recognise that they are important for a number of reasons.E-portfolios are at the centre of a range of challenges and drivers in the UK, common to many: around retention, wp, employability, enhancing and developing deep learning and reflective practice, and more recently graduate attributes. When I started to reflect on these it became increasingly apparent that we’re moving into an environment that it would be impossible to see how we can address these challenges without the notion of more tools that enable more learner-centred, personalised forms of learning - e-portfolios. is the powerful evidence we can see of their ability to transform our learners experiences of learning – supporting more profound forms of learning, adding value to personalised, collaborative and reflective models of learning, but also facilitating the transition between institutions and stages of education, supporting application to education and employment, staff appraisal and applications for professional accreditation, and supporting learners based in the workplace.
  • JISC funded activities have explored the use of e-portfolios in this range of contexts: drafting, reflection, redrafting etc. and more easily promoting collaborative working. People are arriving at e-portfolio practice from a wide range of areas – professional bodies, employers, PDP practitioners, and starting to see the benefits to all involved. e.g. application to university:One project (ELP) looked at use of eportfolios to support entry to University, with a mentor at the University feeding back. One student as a result didn’t apply for his previous chosen career of medicine. Two students got accepted for midwifery courses after completing their portfolio, when the year previous none had. Mentors and e-portfolios were positively received. PorthisHEad – looking at using an e-portfolio to provide a richer application to Higher Education Applying for jobs and Work placements:MyWorld looked at the use of eportfolio (moodle extension) as a discussion prompt with a range of non-traditional learners from a socially deprived area of Oxford helping them to create CV’s, helping them to think about what to put in it etc. Presentation of work for professional accreditationA project led by the University of Cumbria is looking at the use of e-portfolios to evidence professional standards and accreditation. They are also using the e-portolio tool to support appraisal and team building across institutions. Presentation of work for assessment: Plumpton College– use an e-portfolio system in a professional studies module on a BSC Viticulture – they gathered professional evidence for assessment. Employers tend to be overseas so provided evidence of work placements and could share this electronically. Found course useful but software wasn’t great. Many projects are looking to use e-portfolios to support work-based learning – particularly around reflecting on experiences and relating that to their formal learningOverwhelmingly projects have found that the process was found to be useful – even where the tool wasn’t. 
  • SO, by 2007-2008 we were seeing an increasing growth in practice, but there was little in terms of a shared language and understanding around e-portfolio practice. So we published an overview of the e-portfolio scene, which set the scene for how e-portfolio technologies could support a range of drivers and educational purposes including personal development planning, employability and reflective practice. Based around a series of case studies, the guide showcased a range of practice, both JISC and non JISC funded. The infoKit went further in synthesising the outcomes of a range of JISC funded projects. At that same time we also undertook an evaluation of all of the e-portfolio activity in from 2007-2009 , which evidenced some of the benefits of e-portfolio use, and resulted in a model which highlighted 5 ‘threshold concepts’ based on project experiences which needed to be addressed if successful implementation was to occur. During this period e-portfolio tools and technologies have continued to mature and benefits of use for both learner and practitioners have been well evidenced. But there was very little research found on examples and issues of e-portfolio implementation at scale – most case studies had captured small to medium examples, often in individual course level and revealed potential. So what lessons could we learn from those institutions that had rolled out e-portfolio use at scale? Were there practices around requirements gathering, stakeholder consultation, procurement and deployment that could be shared?  
  • So in 2012 a study reported, led by Gordon Joyes at the University of Nottingham, that had set out to identify, research and document examples of large-scale e-portfolio implementations, and to look to learn the lessons from that and develop advice and guidance for others looking to undertake a similar approach. The result was the toolkit, and additional video case studies and light publication were developed to supplement the toolkit.
  • The case studies form the backbone to the toolkit. Total of 18 case studies, 11 UK based, 4 from Australia and 3 from NZ. All differ in breadth and depth.It was a self driven process – with institutions providing authentic accounts of their stories. RED = VIDEO CASE STUDIESThe case studies provide authentic accounts of practice (described by those involved) from within the UK, Australia and New Zealand - ranging from 2 to 7 + yrs of experience. Case studies are available through the wiki as:1. summary overview providing details of numbers of users, distinctive features, drivers, tools, purposes.2. Or full case study. 3. Exemplarse.g. Finding examples from localised use, school/faculty use, cross institutional use, or the broader lifelong learning context across all institutions involved.
  • The study has picked up a range of practice, at different levels of scale, including examples at local course level, school-wide level, cross institutional level, and extra-curricular. All case studies identified where their practice fitted in to that scale.For example: X institutional use supporting PDP with research students at Newcastle – use of e-PETSchool wide use, e.g. At the University of Edinburgh use with MSC nursing students changing a dissertation assignment to e-portfolio-based. Extra-curricular use at Royal Melbourne Institute of Technology for RPL for competence based training qualificationsAnd.....Thanet College and University of Bradforduse of e-portfolios with staff, feeding in to their professional requirements with the professional body
  • Each case study provides examples where available, for example this is an example of a learner at Birmingham City who developed 4 eportfolio presentations – including one to employers, as part of a personal development module in the business school. A video of the student talking of her experiences is also available. e-Portfolio context: New first-year undergraduate students (level 4) taking business related degrees, study a compulsory (15 credit weighted) module called Personal Development.  This module covers all the business skills you would expect to find on course of this kind: what is learning, managing your time, presentation skills, working with others, IT skills, developing written skills, numeracy and action planning.  Students produce 4 views (electronic pages) using e-portfolio Mahara.  One view, a view for their tutor, is used as formative assessment; the other three views, one for a potential employer, a PDP (Personal Development Planning) view and a social view are summative assessment. Dates of provision: Since September 2009 Reason for implementation: First year business students have always taken a skills-based module and previously submitted a paper based portfolio.  Students were required to produce evidence of skill, reflect on their experience and produce a suitable plan for the future.  The outcome was often a very large folder, full with exercises covered in class, computer printouts, material from the internet interspersed with descriptive text.  This compilation was often a credit to the student but often failed to motivate the student to reflect on their experience to date, produce an effective summary of what they could do and evidence skills in a realistic way.  Academic staff would often comment that they would give lots of handouts just to have them returned without much thought or analysis. An e-portfolio provided an opportunity to ask students to think critically about materials covered in the workshops and evidence skills in a more realistic way (e.g. actually attach a PowerPoint or Excel file). Purpose/s: The use of the e-portfolio Mahara allows students to produce a number of views for different purposes.  If a Mahara view is to be produced for a potential employer, students need to think about what that person actually wants to see.  They have to be selective and evidence included in a way that is meaningful.    Learning processes involved: The e-portfolio Mahara provides an insightful process of collating information, much of it personal, and selectively presenting it to others.  The user needs to think carefully (and reflectively) about what they wish to include and how to present it.  This format has encouraged the use of multimedia with the views often including photos (a group way to evidence team working) and video files. Practice: (Developed)  Students attend weekly workshops in groups of about 30.  These workshops are intended to offer students an opportunity to actively develop their skills.    Mahara is introduced at an early stage and students are asked to submit a view for their tutor as formative assessment by week 5.  This view should provide background information for the tutor as well as proving evidence of some skills.  Students then submit 3 further views, as summative assessment by the end of term (week 12). 
  • Are there any generic lessons we can learn from this body of knowledge? The case studies have been analysed, and a guidance provided relating to a series of models, some of which may make more sense to each of you in your different contexts. These different models relate to the way in which implementation was initiated, to a set of e-portfolio implementation principles, And also relating to the stages of the implementation journey. I’ll focus here on the implementation principles and stages, but an impt point came out looking at where the initiation of the implementation had arisen: Three models of initiation were identified in the toolkit. Top down: driven by senior managers (top down model), to support institutional goals (wolverhampton, Newham College, University of Edinburgh, Bradford)TEG the University of Bradford, who took a strategic, top down approach towards implementing national policy on Progress Files in response to the Dearing report (1997). A working group produced a framework approved by Senate and incorporated in their Learning and Teaching Strategy (2005-2009), which included an entitlement for every student to have a private online space for development. A small central team explored use, systems and practice and made recommendations on the choice of tool. It is now fully integrated with the VLE, all students and staff have access. Wide range of use including the Graduate School who are using it to implement a research development framework for all PhD students. Middle-out: by managers with responsibility for technology enhanced learning (Southampton Solent, Newcastle, Dumfries and Galloway College, Thanet College)Bottom-up: by learners and practitioner demand. (Birmingham City)Study found that this central co-ordinating role was key to success, although this role was undertaken by different people in different institutions. For eg. In HE it was often a central coordinating units outside of Information Services, although a ProVC (Curtin) and seconded lecturers were also key. If co-ordination and support are insufficient the initiative carries a higher level of risk. The toolkit outlines the advantages and disadvantages of each model, and presents examples from the case studies. For example, a top down initiative may mean that all students have the same entitlement, with central support provided from the start, but lecturers may lack a sense of ownership, and all course needs may not be addressed.In all cases the importance of aligning e-portfolio use with the institutions strategic aims is clearly signalled, no matter which model is adopted.
  • 5 key implementation principles, based on some previous work into Threshold Concepts:PURPOSES: The PURPOSE/S for the e-portfolio must be aligned to the particular context;LEARNING ACTIVITY DESIGN: There must be a conscious DESIGN & SUPPORT OF A LEARNING ACTIVITY/ ACTIVITIES suited to the purpose and the context; PROCESSES: The PROCESSES involved in the creation of the eportfolio in this context must be understood and both technical and pedagogic support needs to be provided; OWNERSHIP: eportfolio processes and outcomes need to be OWNED by the student - this leads to considering portability, choice of tool (use their own phone camera, audio recorder, Web 2.0 application etc, but also their engagement;DISRUPTIVE NATURE: e-portfolios are disruptive from a pedagogic, technological and an organisation perspective because they tends not to fit exactly within existing systems or processes.
  • Once you take these key principles, and discuss them in relation to each step of an implementation journey, you get something quite powerful, and that enables informed decisions to be made that are suited to the local context. These four broad stages of the implementation journey, plus Stage 0 – what went on before (as key to the success of the implementation)– were apparent in all case studies. Stage Description0. ContextDevelopments and conditions prior to implementation1. Planning and procurementThis involved reflection on and response to the current context - institutions tended to have some pre-existing use of portfolios/e-portfolios2. Facilitating adoptionThis involved piloting with volunteer practitioners who became champions3. Embedding effective practiceThis involved sharing practice and wider adoption4. Sustaining progressThis involved some institutional change and though features that support sustainability may be in place during previous stages this commitment to e-portfolios is something that can only be judged over timeTypically the activity comprising stages 1 to 3 takes three years, but for the institutions who pioneered the way, it took longer.NOT A LINEAR PROCESS, BUT A JOURNEY as continuing enhancement and improvement may lead to further instances of invention and early innovation. The toolkit outlines a set of key issues and statements of effective practice relating to each of these implementation principles – with a different focus for both managers and practitioners. For example for mangers around purpose – that the range of purposes are recognised up front, that teaching strategies relate to the drivers or e-portfolio use explicitly, and that the technology is able to support the range of purposes identified. For practitioners that there is a transparency of purpose and benefits for users, achieved for example through an institutional drive towards graduate attributes. Ownership is particularly interesting – whic
  • PlanningThe holistic student experience is addressed centrally – so full range of purposes are considered from a learner perspective, and personal driven use may sit alongside institutionally supported purposes. If they are to be owned by learners, learners will need to feel they can personalise their spaces, and tools selected need to reflect that. These spaces cannot be monitored. Consider the issues that arise from learners having control over their spaces, staff need to understand the implications of that’new’ practice. Facilitating adoption – think of learner engagement, and for example how to best use the student voice to support uptake for both staff and students. Think too about ensuring that to ensure that these tools are not seen as ‘add on spaces’ but an integral part of the journey, that learning activities are fully designed and embedded as part of the curriculum. e.g. Use of student focused animations at Cumbria and Southampton Solent to introduced concepts worked well.
  • You can see here , as in the toolkit, how these implementation stages worked for a number of the case studies. This example here is from Southampton Solent.The context of the implementation, Stage 0, involved the institution having Moodle, and online careers guidance materials in place. They wanted to look to replace their paper based PDP systems with online opportunities, with a focus on supporting the institutions employability agenda. Vision led by Reader in Teaching and Learning.In the planning phases a cross-departmental research team chose to work with Mahara, and a video was developed for internal use. Careers were a key stakeholder from early on, co-ordinating support around employability. Early adoption 2009 – Evidence gathered through pilots were presented to senior managers. Promotional video produced to support student engagement.In the embedding phase, they created 2 year part-time Teaching Fellow posts in each faculty to lead the embedding. Sustaining the development – courses and modules can’t be validated unless e-portfolio practice has been included. In Oct 2010 a Development Group was implemented to continue to oversee developments. Nottingham took this model but moved this to an earlier phase. Now being used across the institution, with formal use in academic modules, and by individuals for personal use, staff for formal working groups. Almost half the institution (staff and students) now active users (9000 of 19,000)
  • Identify at least one senior manager who has responsibility for making executive decisions and who will engage in developing the vision for e-portfolio use across the institution. Identify/establish the e-portfolio implementation central unit and its manager – their roles are critical to the success of the implementation strategy and they need to be in place for all the implementation stages. SEE NORA MOGEY QUOTE Decide upon the key stakeholder representatives, eg students, lecturers, employment and careers, volunteering, alumni, administrators, Graduate School, Information Services and engage them in developing and supporting the implementation strategy over all the implementation stages. This process needs to be led by the e-portfolio implementation manager using ‘expert’ advice and will need to consider the key drivers, such as employability, retention etc as well as potential contexts for use across the insitution and the time line. Use by staff on the new lecturer course and for performance review/promotion should be considered.Establish an approach to both pedagogic and technical support that is able to suit the range of contexts of use – technical support and some pedagogic support through online resources will need to be centrally provided.Identify existing effective use of e-portfolio and potential champions/mentors and gather case studies of use. CAN BE KEY IN EARLY STAGES OF PLANNING and at all other stages. FOR EG Curtin University, Australia appointed students with experience of the e-portfolio as student support officers – providing front line advice for new users, email requests and supporting practitioners. Develop an approach for evaluation and dissemination of the implementation that provides case studies of use across a range of contexts that include students explaining the benefits as well as providing cost benefits data to provide a basis for sustaining the initiatives. SEE SOUTHAMPTON QUOTEEstablish and evaluate pilot projects supported by the champions and central unit – these need to be informed by the intended institutional uses for the e-portfolio and how these are to be rolled out/ developed. They can provide essential in demonstrating benefits, addressing misconceptions and establishing levels of support requiredProvide easy access to the e-portfolio tool and support resources to all staff and students, and integrate with other relevant systems. Been shown to increase learners perceptions of the value of the tool. SEE SOUTHAMPTON QUOTE
  • This is an example, from Thanet College, one of the case study participants, of the role staff professional development can take in an e-portfolio implementation. Others pick up themes of employability , work-based learning, the challenges of implementing one tool across divergent schools. Changes to system...
  • There are evident commonalities in the purposes within the 11 pilots, see table 2, with Personal Development Planning being a part of many of the pilots as is some form of assessment. 4 of the pilots, i.e., the Graduate School, Pharmacy, Medicine and Social Work, are concerned with gathering evidence related to competences and 4 others, i.e., the 2 English Studies courses, the Advantage Award module and Biosciences are involved with developing and evidencing employability skills through placements.
  • THEMES COVERED: Strategies for implementation, handing over the baton, Engaging all stakeholders (JW on the difficulties within individual schools), Supporting our champions to be Change Agents.Part of the strategy of implementation is to hand over knowledge and practice to other areas, as it’s not possible for the core team to run every instance of ePortfolio use. The core team work with others in each area who are too ‘change agents’ – willing to work as champions, experiment and share their good practice.The core implementation team hand out ‘starters’ to other key groups. These in turn take the ePortolio and do something different with it, spreading their new practice around their areas – handing ‘starters’ to others in their area, including students as well as staff.The Community of Practice is (hopefully) the ‘bakery’ for good practice to prove and be developed into ‘new starters’. THE RIGHT CONDITIONS as referred to in the previous slides are the elements of the Implementation Model: purpose, learning activities designed to suit purpose, supported processes (technically and pedagogically), ownership and planned transformation.
  • University conference standsBloggingPresentations at meetings (Senior Tutors, Moodle Board, TLB) and events Community of Practice – forming a Mahara GroupLearning from the outside community (e.g. taking their dough)Training sessions for staff and students1-to-1 meetingsMaterials development
  • Before we start with looking at the challenges identified through our research I wanted to start with exploring some of the assessment and feedback challenges you are facing within your contexts. We’ll return to these at the end of the presentation to reflect on how the findings relate to your contexts, and to identify where there is work still to be done. Explain H diagram and how it will be used.
  • Transcript

    • 1. 12/03/2014 Crossing theThreshold Moving e-portfolios into the mainstream
    • 2. Aims of the session »Where are we now in relation to e-portfolio practice – a point of reflection › What do we know? › What supporting resources do we have? › What needs to happen next? 2 A conversation….. Crossing the threshold 12/03/2014
    • 3. Overview »Discussion – where are you now? »Background and context »e-Portfolio implementation toolkit › Background and rationale › Case studies › Guidance »The toolkit in practice, an example from the University of Nottingham »Discussion – benefits, challenges, priorities for moving forward Crossing the threshold 12/03/2014 3
    • 4. Over to you….. What is happening with e-portfolio practice in your context? »Where are you now? (purposes of use, breadth of use) »Where are you hoping to get to? Crossing the threshold 07/02/2014 4
    • 5. UK context »The use of centrally supported e-portfolio tools rose from 27% in 2005 to 76% in 2012 › PebblePad 33% › Mahara 27% › Blackboard 20% »The use of non-centrally supported e-portfolio tools rose from 11% in 2008 to 23% in 2012 › PebblePad 43% › Mahara 22% › In house tools 14% JISC/UCISA Surveys Crossing the threshold 12/03/2014 5
    • 6. Why are e-portfolios important? › Policy context › Institutional drivers › Pre-HE initiatives › Professional requirements Crossing the threshold 12/03/2014 6 »But…most importantly their potential to transform learning › Powerful evidence of the value of developing e- portfolios – adding value to personalised and reflective models of learning
    • 7. Title of presentation 00/00/2013 7
    • 8. Application to University Application to employment Evidencing and showcasing employability skills Presentation of work for professional accreditation Coaching Providing evidence for appraisal Evidencing continuing professional development Presentation of work for assessment Showcasing work to employers APEL Work-based learning Flexible course delivery Portability – Leap2a Non-traditional learners Information advice and guidance Digital storytelling Course approval and design and more........
    • 9. Context › 2008 - Effective Practice with e-Portfolios and online infoKit › By 2010, the benefits well evidenced › Tools maturing › Escalation of use, but not universal › The issues of implementing e-portfolios at scale were as yet unresearched Crossing the threshold 12/03/2014 9
    • 10. e-Portfolio ImplementationToolkit »Background »Implementation guidance »Implementation case studies »Exemplars of use »Video case studies Crossing the threshold 12/03/2014 10 Overview
    • 11. e-Portfolio ImplementationToolkit »UK HE › Birmingham City University › University of Bradford › University of Edinburgh › University of Newcastle › University of Northumbria › Southampton Solent University › University of Wolverhampton Crossing the threshold 12/03/2014 11 Case studies »UK FE › University of Northumbria › Southampton Solent University › Dumfries and Galloway College › Newham College › Thanet College Plus Australia and New Zealand examples I
    • 12. Breadth of practice »School-wide use to support assessment of nurses »School- wide use to support personal development in business studies »Cross-institutional use of e-portfolios with research students »Extra-curricular use for supporting transition into the institution through recognition of prior learning »Extra-curricular use for supporting staff professional development on an IT qualification Crossing the threshold 12/03/2014 12
    • 13. Crossing the threshold 12/03/2014 13
    • 14. Guidance and models »Relating to the initiation of the implementation »Relating to key e-portfolio implementation principles (threshold concepts) »Relating to the stages of the implementation journey Crossing the threshold 12/03/2014 14 What did we learn about implementation? »i.e. top down, bottom up, or middle –out
    • 15. Implementation principles »Their PURPOSES »LEARNING ACTIVITY DESIGN »The PROCESSES involved »OWNERSHIP ISSUES »Their transformative and DISRUPTIVE NATURE Crossing the threshold 12/03/2014 15 These relate to:
    • 16. Crossing the threshold 12/03/2014 16
    • 17. What this means in practice »Stage 1: Planning and procurement › The holistic student experience is addressed centrally in planning › Tools are selected that enable personalisation and portability › Control of the space is in the hands of the learner, although purpose may be defined by the lecturer Crossing the threshold 12/03/2014 17 e.g. addressing ownership…. »Stage 2: facilitating adoption › Student voice used to effective use › E.g. student focused animations at the University of Cumbria and Southampton Solent ‘To get the student to take ownership we required a system that they could influence.’ Dumfries and Galloway College
    • 18. Southampton Solent University journey Crossing the threshold 12/03/2014 18 Stage 0: Prior developments Stage 1: Planning Stage 2: Early adoption Stage 3: Embedding Stage 4: Sustaining Moodle VLE and online careers guidance package in place Perception that paper- based PDP process may need replacing with an online system 2008-09 Research project chose Mahara for a study carried out by a collaborative, cross-departmental team: Fostering Student Personal Development and Employability July 2009 Promotional video for internal use Summer 2009 Server and system funded. Mahara given Solent theme, customized and links to Career Box embedded 2009-2010 Implementation project Sept 2009 Staff and students recruited for four pilots Student induction pages and staff help pages developed Careers service promoted independent use by students through CV support work Summer 2010 University created 2- yr p-t Teaching Fellow posts in each faculty to lead embedding From summer 2010, validation of academic units (course/modules) requires inclusion of e-portfolio Faculty plans include increasing adoption Targets are provided for increasing numbers of students accessing the e- portfolio October 2010 Mahara Development Group launched to oversee ongoing developments
    • 19. Guidance – some snippets From challenge to change 17/10/2013 19 Identify and establish a central unit and manager…. ‘We enthuse staff by letting them see what they can do with it. Having conversations is important. Depending on what they want, we work with staff to explore the opportunities’ Nora Mogey, University of Edinburgh Provide easy access to the e-portfolio tool and supporting resources…. ‘We need an institutionally based e-portfolio that we can integrate into Moodle and so close the loop on assessment. Students can submit aspects of the e-portfolios through Gradebook in Moodle…you cannot do this on Facebook.’ ProfessorAlan Staley, BirminghamCity University Develop an approach for evaluation and dissemination…. ‘The more evidence you have of successful adoption the more use you will get.The support you put in place for students can also be picked up by staff. Most people learn by doing.’ Dr. Barbara Lee, Southampton Solent
    • 20. Video case studies –Thanet College Stories of e-portfolio implementation –Thanet College Title of presentation 00/00/2013 20
    • 21. Title of presentation 00/00/2013 21
    • 22. Jisc Digifest 2014 The University of Nottingham implementation case study Dr Gordon Joyes, Kirstie Coolin University of Nottingham
    • 23. The implementation journey The UoN is here. But we are going to focus on Stage 2 of our journey 2012 -13
    • 24. Overview The key features of the strategy are the carefully staged ‘middle through’ community of practice approach endorsement by senior management uses further development of the open e- portfolio implementation Toolkit to showcase and share practice.
    • 25. The blind men and the elephant (wall relief in Northeast Thailand) source wikipedia The multiple purposes across the 11 pilots It’s for personal development planning (reflection and goal setting) (5) It’s for professional development and/or accreditation (5) It’s for course assessment (10) It’s for improving feedback (10) It’s for work based learning (7) It’s for developing/ evidencing employability skills (7)
    • 26. 3/12/2014 Event Name and Venue 26 The contexts
    • 27. Who were our champions? Senior Librarian Placements Administrator Co-ordinator of Teaching and Learning (Associate Professor) Director of the Centre (Professor) + Senior Tutor +Placement administrator DTC Administrator Professor Teacher tutor
    • 28. Core team/CIEPD - Researcher - Project lead - Champion - Learning technologist Teaching & Learning Directorate Central Learning Technologies Students Academic Schools Careers & Employabiity Community of Practice
    • 29. The implementation process Supporting change within the early adoption stage and onto embedding practice • Through the CIePD • Sharing and understanding practice - the blog, the implementation toolkit, the CoP, the survey • Disseminating practice more widely – UoN Talking of teaching blog, the implementation toolkit, conferences
    • 30. Talking of Teaching
    • 31. Three cases The Doctoral Training Centre - Susanna Ison (Doctoral Training Programme project officer) A key feature is the new plug-in to record evidence against the Researcher Development Framework Biosciences - Judith Wayte (Placements administrator) Key features are support for placements and tutorials Social Work - Kathryn Moss (Administrator), Kate Morris (Director of the Centre for Social Work), Pauline McCoy (Senior Tutor) Key features are placement portfolio assessment involving Practice Educators in the workplace
    • 32. ‘The DTP needed a tool through which we could administer the evaluation and progression of students and Mahara provided the platform for this. I heard about Mahara from ClePD and attending a Jisc conference. Engagement with it has been greater with the second cohort of students than the first; this is due in part to my increasing confidence in using and promoting the system. I have recently demonstrated how the DTP use Mahara to all Graduate School staff and as a result been asked to give the same demonstration to a group in the Engineering Faculty and to the DTC Managers network.’ Susanna Ison, November 2013 12/03/2014 33
    • 33. The RDF plugin 12/03/2014 35
    • 34. 3/12/2014 36Event Name and Venue Student placement page. She has also created a page about the social side of student life with other interns in the company.
    • 35. 3/12/2014 Event Name and Venue 37
    • 36. Key issues -Champions are not necessarily academics (placements and employability) -Champions can lack confidence in sharing developing practice -Champions may not recognise themselves as ‘champions’ -Practice is situated -Stakeholder engagement is a complex and an ongoing process (Both staff and student) Careers? Alumni? -The central unit may be vulnerable (often project funded)
    • 37. 3/12/2014 Event Name and Venue 39 Peaks and Troughs
    • 38. 3/12/2014 Event Name and Venue 40 Present situation Baton handed to Central Learning Technologies
    • 39. 3/12/2014 Event Name and Venue 41 Practice and use growing also in schools not using a centrally supported system PebblePad School of Health Sciences  - Elective Placement Portfolio - Nursing portfolios School of Veterinary Science and Medicine
    • 40. Questions Open practice in support of wide-scale institutional e-Portfolio adoption
    • 41. Over to you….. What is happening with e-portfolio practice in your context? »Where are you hoping to get to? »What are your main challenges / pain points? »How can Jisc / partners continue to support your practice? Crossing the threshold 07/02/2014 43