Lisa Gray (JISC) ePorfolios (January 2012)

Tuesday 24th January, 2012 Netskills workshopEffective Practice with e-Portfolios:Supporting 21st Century LearningLisa GrayProgramme Manager, e-Learning Team, JISC

Overview of the day 10.20 – 11.20: e-Portfolios in context, definitions, purposes, resources and projects 11.20 – 11.40: Coffee break 11.40 – 12.15: Presentations from practitioners – Emma Purnell 12.15 – 12.50: Presentations from practitioners – Neil Currant 12.50 – 13.25: Presentations from practitioners – Alan Staley 13.25 – 14.15: Lunch 14.15 – 14.50: Practical hands on activity using e-portfolio tools 14.50 – 15.15: Issues discussion 15.15 – 15.40: Exploring the e-Portfolios infoKit 15.40 – 16.10: Current e-portfolio activities, resources, round up and summary of the day

Context Why are e-portfolios important? – Policy context (PDPs by 2005/6) – Institutional drivers (including retention, widening participation, employability, reflective learning , graduate attributes, student awards) – Pre-Higher Education initiatives 14-19 – Professional requirements But most importantly…..their potential to transform learning – “Emerging and often powerful evidence from practitioners and learners of the value of developing e-portfolios….adding value to personalised and reflective models of learning” – Supporting transition, assessment, application, professional development, personal development planning….. 3

Launched in September 2008 23/01/2012 | slide 4

Exercise: What are e-portfolios? 23/01/2012 | slide 5

Some definitions:„The research team worked from an understanding of e-portfolios that incorporates both process and product, andincludes a range of tools within a system that links with othersystems. Broadly, the product (e-portfolio) is a purposefulselection of items (evidence) chosen at a point in time froma repository or archive, with a particular audience in mind.The processes that are required to create e-portfolios forany purpose include capturing and ongoing storage ofmaterial, selection, reflection and presentation.‟ Hartnell-Young et al (2007): The Impact of e-Portfolios on Learning. Coventry. Becta http://partners.becta.org.uk/index.php?section=rh&catcode=_r e_rp_02&rid=14007 23/01/2012 | slide 6

Some definitions: „Definitions of an e-portfolio tend to include the following elements:• A collection of digital resources• That provide evidence of an individual‟s progress and achievements• Drawn from both formal and informal learning activities• That are personally managed and owned by the learner• That can be used for review, reflection and personal development planning• That can be selectively accessed by other interested parties e.g. teachers, peers, assessors, awarding bodies, prospective employers‟ Helen Beetham, 2005 http://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.dochttp://www.jisc.ac.uk /uploaded_documents/eportfolio_ped.doc 23/01/2012 | slide 7

e-Portfolio as process and product and owned by the learnerAn e-portfolio is the product, created bythe learner, a collection of digital artefactsarticulating experiences, achievements andlearning. Behind any product, orpresentation, lie rich and complexprocesses ofplanning, synthesising, sharing, discussing,reflecting, giving, receiving and respondingto feedback. (JISC, 2008) 8

23/01/2012 | slide 10

The confusion over e-portfolios “The problem is that portfolio is a learning approach not a technology……..the essential nature of an e-Portfolio for learning is not as a repository but as a place for reflection” Trent Batson, 7th Jan 2009, ‘The Portfolio Enigma in a Time of Ephemera’ “It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence‟ Geoff Rebbeck, e-Learning Co-ordinator , Thanet College“a genre, a set of practices supported by a set of technologies” Darren Cambridge, 2008 11

Perspectives  ‘…like a filing cabinet online, but it’s got a dialogue with it as well…’ „The fact you can put video and tell your story …‟  ‘It’s an addictive thing to use both academically and socially’ „The VLE are owned by the institution and the e-portfolio is owned by me‟  ‘It takes the CV into the modern era’ „e-Portfolio tools enable students to make the all-important connections between the curriculum and the other things they do‟ ‘An e-portfolio should be your opportunity to draw on everything you have already created to make your own story’  ‘a lifeline of communication’ 23/01/2012 | slide 12

Exercise: For what purposes might learners create e-portfolios? 23/01/2012 | slide 13

Using e-portfolios to support... Application to University Application to employment Employability Presentation of work for professional accreditation Coaching Providing evidence for appraisalEvidencing continuing professional development Presentation of work for assessment Showcasing work to employers APEL Work-based learningSupporting learning processes Flexible course delivery Non-traditional learners, women returning to higher educationInformation advice and guidance Digital storytelling Course approval and design and more........

Exercise: Why? 23/01/2012 | slide 15

Supporting reflection, collaboration, planning“The use of e-portfolios with this group has been effective in encouraging the development of student reflection. Learners feel that they have benefited from reflecting on issues such as their personal experiences, their behaviour, events in their lives, their thoughts and feelings, their writing, and their personal development in general.”“The use of e-portfolios with this learner group resulted in a greater appreciation of collaboration and collaborative learning.” File-Pass Final Report“…I find doing this quite useful because it made me think about a much more structured way whether I was going to long term be happy in a vineyard or would I be happy in a winery” MyWorld Final Report“We became reflective writers and practitioners without even thinking about it” PGCE student, University of Wolverhampton 23/01/2012 | slide 16

Power of the digital“As dietetic tutors viewing the digital stories we wereastounded by the quality of student work. We were able toexperience the reflective learning journey in a way we havenever done before just through text alone and we finallygained some insight into the intensity of the studentexperience in practice learning which helped us to engage in aa truly student-centred approach” Dietetic Tutor“Something happens in passing and when you start to choosethe pictures you realise that actually had an effect on me,that actually meant something....when you spend fiveminutes finding the pictures and looking back at whathappened in makes you think about it a lot more” First year medical student ‘Digital approaches to academic reflection‘ Reflect 2.0 project

Emerging from JISC work - tangible benefits Efficiencies Time savings in information retrieval Supporting reflection and feedback, Supporting presentation, Assessment AND administration Enhancements Improving quality of evidence, Reflection and feedback; Skills development; Student motivation and satisfaction Increases in recruitment and retention Use by staff for professional development increasing and informing use with students Transformation Through engaging practitioners and policy makers; Through institutional integration of e-portfolio use in a number of professional development activities Through providing a work placement quality management system 23/01/2012 | slide 18

23/01/2012 | slide 19

Emerging from JISC work Guidance – On legal issues, planning, implementation, embedding, .... Exemplars and case studies – Learner voices videos, case studies demonstrating tangible benefits, use of use of e-portfolios for assessment. – Animations • http://www.youtube.com/watch?v=TQerl75V_Tk&feature=player_embed ded&noredirect=1 and http://www.youtube.com/watch?v=6B3tujXlbdk – Templates, e.g. using the CogenT vocabulary tool for translated academic learning outcomes for negotiated learning Evidence – enhancements and efficiencies Leap 2a interoperability specification – www.leapspecs.org Tools and technologies – E.g. IAG tool, MyShowcase, ePet 23/01/2012 | slide 20 Community of Practice – e-portfolio pedagogies for WBL

Ongoing e-portfolio activity Study of large scale e-portfolio implementations – Wiki resource including 19 stories of large-scale e-portfolio implementations (UK, New Zealand, Australia) across HE, FE and one school • https://sites.google.com/site/epistudy/ • http://cloudworks.ac.uk/cloudscape/view/2201 – Video case studies – five implementation stories (due Spring 2012) – Briefing paper providing guidance on the lessons learnt (due June 2012) Leap2A review 23/01/2012 | slide 21

Emerging lessons - implementation Think about requirements – All stakeholders – Technical and pedagogic Training – not just technical Think about the context – Successful use depends on a careful analysis of the teaching and learning context Embed into the curriculum – activities need to be meaningful and purposeful, language should be appropriate Win hearts and minds – think about the benefits to all groups Staff engagement is key to learner engagement Timing – staff need time to think about how to best use the tools before learners are introduced to it Personalisation is key Reflection is hard – providing some structure helps (scaffolding) Listen to the learner and staff voices Longevity – learners won‟t be motivated to use their e-portfolios unless they know they have continued access “e-portfolios are as diverse and unique as the individuals that populate them…” 23/01/2012 | slide 22 ePistle Final Report

What are the features of a threshold concept?Threshold Concepts may be considered to be "akin to passing through a portal" or "conceptual gateway" that opens up "previously inaccessible way[s] of thinking about something" (Meyer and Land, 2003).They represent „troublesome‟knowledge,i.e. counter-intuitive(Perkins, 2006) 23/01/2012 | slide 23

Threshold Concepts associated with e-portfolio implementationThese relate to:1. Their PURPOSES:2. LEARNING ACTIVITY DESIGN:3. The PROCESSES involved:4. OWNERSHIP issues:5. Their transformative and DISRUPTIVE NATURE 23/01/2012 | slide 24

Further information JISC e-Portfolio main page, including information on policy context, key resources, JISC projects: www.jisc.ac.uk/eportfolio Effective Practice with e-Portfolios www.jisc.ac.uk/effectivepracticeeportfolios infoKit www.jiscinfonet.ac.uk/e-portfolios Paper on „Threshold Concept‟ model relating to e-portfolios: http://www.ascilite.org.au/conferences/auckland09/procs/joyes.pdf Stories from the regional pilot projects www.jisc.ac.uk/whatwedo/programmes/edistributed/regionalstories.aspx Leap2A: www.leapspecs.org e-Portfolio Community of Practice: http://cloudworks.ac.uk/cloudscape/view/2201 Study on the role of e-Portfolios in Formative and Summative Assessment Practices www.jisc.ac.uk/whatwedo/programmes/elearning/eportfolios/studyontheroleofeportfolios.as px Tangible Benefits of e-Learning www.jisc.ac.uk/publications/publications/bptangiblebenefitsv1.aspx Becta Impact Study on e-Portfolios on Learning: partners.becta.org.uk/upload- dir/downloads/page_documents/research/impact_study_eportfolios.doc Contact: l.gray@jisc.ac.uk 23/01/2012 | slide 25

The e-Portfolio Implementation Toolkit Centre for Recording Achievement-hosted event Led by Gordon Joyes and Lisa Gray Tuesday, 27 March 2012, 13:00 - 14:00 http://alturl.com/gyqhg

http://storify.com	348
http://mahara.mmu.ac.uk	82
http://www.netskills.ac.uk	39
http://netskills-serv01.ncl.ac.uk	1

Lisa Gray (JISC) ePorfolios (January 2012)

by JISC Netskills on Nov 22, 2010

Accessibility

Categories

Tags

Upload Details

Usage Rights

4 Embeds 470

Statistics

Lisa Gray (JISC) ePorfolios (January 2012) — Presentation Transcript