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An introduction to the ePet e-portfolio

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Presentation delivered by Simon Cotterill to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010

Presentation delivered by Simon Cotterill to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010

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  • 1. An Introduction to the ePETe-Portfolio
    Simon Cotterill
    Senior Research Associate
    Newcastle University
    School of Medical Education Development
    http://www.eportfolios.ac.uk
  • 2. Design new components
    for your course
    -create proformas via simple Web forms.
    -or using Open Source software
    Select components
    for your course
    (eg. CV, blog,
    SWOT, meetings etc)
    Specify Skill-sets
    / Learning Outcomes
    Customise look-and feel, terminology and text
    Build on core features, including:
    • Content sharing – add formative comments
    • 3. Integrated action planning
    • 4. Uploading files
    ePET: A flexible component-based ePortfolio
    ‘software to match your pedagogy – not vice versa’
  • 5. EPICS-2
    North East regional collaboration for personalised, work-based, and life-long learning
    October 2007 to February 2009
    Partners include: 5 HEIs
    FE colleges (Comport Project)
    CETL4HealthNE
    Project Director: Prof. Geoff Hammond
    Project Manager: Simon Cotterill
    Project Officers: Paul Horner
    Martin Edney
    http://www.epics.ac.uk
  • 6. EPICS-2: Themes
    Work-Based
    Learning
    ePortfolios, Blogs & Social Networking
    Life-Long
    Learning
    Personalised
    Learning
  • 7. EPICS-2: Overview of Activities
    Regional PDP Forum
    Large-scale pilots of ePortfolios, blogs & social publishing
    Supporting personalised learning pathways for Postgraduate Students in a regional context
    Supporting life-long learning (interoperability)
    Mobile technologies (JANET txt)
    Updated version of the ePET portfolio
  • 8. Case Studies
  • 9. Case Study: ePortfolio to support learning on an employability skills module
    An action research project undertaken with undergraduate students at levels 5.
    Context: the module helps prepare students for the recruitment process for both year-long placements and permanent employment.
    Aim: encourage students to adopt a deep, active approach to learning, and thus take responsibility for their own learning.
    Outcomes: The use of the ePortfolio format encourages reflection and self-evaluation and facilitates formative feedback by peers and tutors, as well as providing a repository for evidence of skills and capabilities from which appropriate material can be selected to support specific job applications.
  • 10. ePET: Unstructured Blogbut with explicit links to skills/outcomes
  • 11. Case Study: Combined Studies
    Evaluating use of ePortfolio to support personalised learning pathways
    • Cohort: students commencing October 2007 (n=119)
    • 12. Modest engagement: av. 28 logins per student in 18 months (range 1 -168)
    • 13. Minimal engagement prior to assessed assignment in Semester 2, Year 1
    • 14. Mostly used CV/skills (assessed),limited use of cross-module learning log
     “It helped me see the skills I was using that my modules shared and sort of helped me develop those further”.
     “too time consuming”
     “I had to write a CV and it helped me think about what modules and what aspects of each module I enjoy, while writing about them”.
     “didn't really understand what I needed to put down as evidence”
  • 15. Case Study: Speech & Language Sciences
    Evaluating use of ePortfolio/blog to support placement learning
    • Cohort: BSc & MSc students (all years) from October 2007
    • 16. Medium engagement: av. 30 logins per student (range 2 -142)
    • 17. Steady use over time; recording clinical goals, placements and clinical skills
    • 18. Virtually no sharing of blog entries in the community areas
     “I find I do not have enough time to use the ePortfolio regularly.”
     “being able to put in my placement goals, and have a format to review my progress in these at each stage”.
     “Ability to put in different placements into the portfolio alongside your goals and whether you achieved them. Ability to make blogs private to evaluate yourself without others seeing.”.
     “You had to be careful to tick a load of boxes saying that your blog was private because it could get posted in the community blog otherwise”
  • 19. Case Study: PGCE (Secondary)
    Evaluating use of ePortfolio/blog to support placement learning
    • Cohort: PGCE students (all subjects) from Sept 2008 (n=156)
    • 20. High engagement: av. 41 logins per student (range 4 -178) in Semester 1, 1096 files uploaded
    • 21. Good use of blog: av. 16 entries. Many linked to Skills av. 76 links to QTS standards
    • 22. Many blogs published to community areas: 825 entries, 262 comments
     “good for staying in touch whilst on teaching practice”.
     “What I do like about the ePortfolio is that it is designed for the purpose of building a skills repertoire, and allows you to connect thoughts and experiences to the Key Skills.”
     “It's not very clear exactly what parts of it are mandatory and what parts are optional”
     “the ePortfolio is well set-out with regards to being able to link blogs to the skills pages. The ePortfolio in a sense guides you through the necessaries”.
     “It is tedious having to fill in a weekly blog especially when I have many other things to do.”
  • 23. Factors related to engagement with ePortfolio / blog
    *Interim results* n=163 (30% response rate so far)
  • 24. Engagement and Effective Use of ePortfolios
    • Clarity of purpose
    • 25. Students
    • 26. Staff
    • 27. Perceived value – what’s in it for me?
    • 28. Assessment? Careers / employability?
    • 29. Embed in and relate to the curriculum – not a ‘bolt on’
    • 30. Training
    • 31. A brief mention at induction is unlikely to be enough
    • 32. Set a specific task early on
    • 33. Plan in a check-point - don’t leave it all to the end of the year!
  • Use of Social Networking and perceptions of its use in learning
    91% of respondents use social networking sites (58% on a daily basis).
    Use of these sites was predominantly for social reasons, though:
    62% sometimes used them to communicate with classmates about course-related topics
    9% had used them to communicate with teaching staff about course-related topics
    “…most people see Facebook etc. as an escape from work and it really should stay that way.”
    “It must never be enforced. Emphasis on ‘social’ networking. Informality is key.”
    BSc Speech & Language
    Sciences student
    Combined Studies student
    “I prefer to keep social networking sites for personal use and for engaging in general conversation about essays etc in a non-official/non-university domain where it's friends discussing a course.
    Professional dialogue, opinions on educational matters, lesson plans, theory discussions I prefer to engage in face to face or via the official, nominated online spaces.”
    PGCE student
    Interim results n=163 (30% response rate)
  • 34. Personalised learning pathways for Postgraduate Students
  • 35. Personalised Learning Pathways
    Aims: share and widen the range of training opportunities for postgraduates to choose from (including part-time and distance students).
    Extensive consultation and user-needs analysis
    We developed a working model for sharing training opportunities amongst the 5 universities in the NE.
    Very applicable to other contexts (e.g. viewing learning opportunities from multiple providers in WBL).
  • 36. Workshop
    Booking system
    Workshop
    Booking system
    ePortfolio
    XCRI
    feed
    XCRI
    feed
    Aggregator
    Web Service
    to import
    attendance
    records from
    remote systems
  • 37. Life Long Learning(interoperability)
  • 38. Interoperability
    • Standards and specifications for transferring life-long learning records between systems
    • 39. Worked with various standards; particularly
    • 40. LEAP2a
    • 41. EUROPASS
    • 42. IMS ePortfolio
    • 43. Extended the work in EPICS-2 into 2 JISC-CETIS projects:
    • 44. PIOP2 (completed)
    • 45. PIOP3 (ongoing)
    • 46. XCRI mini project (ongoing)
  • Educational Benefits of Interoperability
    Continuity in life-long learning (LLL)
    School HE Continuing Development
    • Explicit recognition of prior learning
    • 47. Focus on continuous development, not episodic learning
    Integration with other systems
    Life-long ‘personal learning space’
    Serial transfer of data
    Aggregators of multiple portfolios / blogs
    Alternative
    models
    • Linking into the wider VLE
    • 48. Integration with other systems
    e.g. Workshop admin portfolio/CV
    e.g. CV recruitment services
  • 49. Summary
    • Case studies add to our knowledge of the use of ePortfolios/blogs to support LLL & WBL
    • 50. New approach to link blogs to structured outcomes in ePET
    • 51. Developed a working model for the regional sharing of learning opportunities for postgraduates
    • 52. Work on interoperability standards for lifelong learning helped shape national standards.
    Further Information ► http://www.epics.ac.uk
  • 53. Dynamic Learning Maps
    http://learning-maps.ncl.ac.uk
    Add notes and reflections in
    any topic in a curriculum map
    -Linked with ePortfolio using latest standards
  • 54. Learning Maps
    This is an innovative 2 year project funded as part of theJISC“Transforming Curriculum Delivery Through Technology” programme, starting in November 2008.
    The Learning Maps will provide a fusion of both formal curricula and personal learning information with the flexibility to view:
    • Formal curriculum maps (programme and modules)
    • 55. Skills / learning outcomes (add evidence / view learning opportunities)
    • 56. Personalised learning records
    • 57. Related learning resources drawn in from multiple sources
    Web 2.0 approaches: participative – interactive – engaging
    Web 3.0 approaches: adaptive – analogy with neural networks
    Scenario: A student views their personalised learning map which draws in their specific modules, programme level outcomes and personal learning records. They add an external resource linked to a particular topic which they opt to share with others on their course, who can rate and review it.