EPICS-2<br />North East regional collaboration for personalised, work-based, and life-long learning<br />October 2007 to F...
Background:  EPICS-1<br />EPICS - North East regional collaboration around ePortfolio progression pathways with illustrati...
EPICS-1 Highlights<br />Pedagogy<br />established a Regional Forum for PDP<br />Governance  <br />developed a toolkit for ...
EPICS-2: Themes<br />Work-Based<br />Learning<br />ePortfolios, Blogs & Social Networking<br />Life-Long <br />Learning<br...
EPICS-2: Overview of Activities<br />Regional PDP Forum<br />Large-scale pilots of ePortfolios, blogs & social publishing<...
Case Studies<br />
Case Study:  ePortfolio to support learning on an employability skills module<br />An action research project undertaken w...
ePET: Unstructured Blogbut with explicit links to skills/outcomes<br />
Case Study:  Combined Studies<br />Evaluating use of ePortfolio to support personalised learning pathways<br /><ul><li> Co...
 Modest engagement:   av. 28 logins per student in 18 months (range 1 -168)
 Minimal engagement prior to assessed assignment in Semester 2, Year 1
 Mostly used CV/skills (assessed),limited use of cross-module learning log  </li></ul> “It helped me see the skills I was...
Case Study:  Speech & Language Sciences <br />Evaluating use of ePortfolio/blog to support placement learning<br /><ul><li...
 Medium engagement:   av. 30 logins per student (range 2 -142)
 Steady use over time; recording clinical goals, placements and clinical skills
 Virtually no sharing of blog entries in the community areas</li></ul> “I find I do not have enough time to use the ePort...
Case Study:  PGCE (Secondary)<br />Evaluating use of ePortfolio/blog to support placement learning<br /><ul><li> Cohort: P...
 High engagement:   av. 41 logins per student (range 4 -178) in Semester 1,  1096 files uploaded
 Good use of blog:  av. 16 entries.  Many linked to Skills  av. 76 links to QTS standards
 Many blogs published to community areas:  825 entries, 262 comments</li></ul> “good for staying in touch whilst on teach...
Factors related to engagement with ePortfolio / blog<br />*Interim results*  n=163  (30% response rate so far)<br />
Use of Social Networking and perceptions of its use in learning<br />91% of respondents use social networking sites (58% o...
Case Study:  ePortfolio to support Overseas Nursing Programme<br /><ul><li> Students spend most time on placements
 Established paper-based portfolio for reflection and assessment
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North East regional collaboration for personalised, work-based, and life-long learning

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Simon Cotterill from Newcastle University dicsusses the use of the ePET e-portfolio system in the EPICS-2 project to provide North East regional collaboration for personalised, work-based, and life-long learning.

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North East regional collaboration for personalised, work-based, and life-long learning

  1. 1. EPICS-2<br />North East regional collaboration for personalised, work-based, and life-long learning<br />October 2007 to February 2009<br />Partners include: 5 HEIs<br /> FE colleges (Comport Project)<br /> CETL4HealthNE <br />Project Director: Prof. Geoff Hammond<br />Project Manager: Simon Cotterill<br />Project Officers: Paul Horner<br /> Martin Edney<br />http://www.epics.ac.uk<br />
  2. 2. Background: EPICS-1<br />EPICS - North East regional collaboration around ePortfolio progression pathways with illustrative studies<br />Part of the JISC Distributed e-Learning Programme.<br />2005- 2006<br />Partners included: 5 HEIs<br /> FE colleges<br /> JISC Regional Centre <br />Case studies<br />-demonstrate feasibility / scalability<br />-supporting life-long learning<br />http://www.epics.ac.uk<br />
  3. 3. EPICS-1 Highlights<br />Pedagogy<br />established a Regional Forum for PDP<br />Governance <br />developed a toolkit for those embarking on using ePortfolios to consider policy, practice etc.<br />Technical<br />5 case studies; interoperability FE / HE<br />Shibboleth (single sign-on)<br />
  4. 4. EPICS-2: Themes<br />Work-Based<br />Learning<br />ePortfolios, Blogs & Social Networking<br />Life-Long <br />Learning<br />Personalised<br />Learning<br />
  5. 5. EPICS-2: Overview of Activities<br />Regional PDP Forum<br />Large-scale pilots of ePortfolios, blogs & social publishing<br />Supporting personalised learning pathways for Postgraduate Students in a regional context<br />Supporting life-long learning (interoperability)<br />Mobile technologies (JANET txt)<br />Updated version of the ePET portfolio<br />
  6. 6. Case Studies<br />
  7. 7. Case Study: ePortfolio to support learning on an employability skills module<br />An action research project undertaken with undergraduate students at levels 5. <br />Context: the module helps prepare students for the recruitment process for both year-long placements and permanent employment. <br />Aim: encourage students to adopt a deep, active approach to learning, and thus take responsibility for their own learning. <br />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.<br />
  8. 8. ePET: Unstructured Blogbut with explicit links to skills/outcomes<br />
  9. 9. Case Study: Combined Studies<br />Evaluating use of ePortfolio to support personalised learning pathways<br /><ul><li> Cohort: students commencing October 2007 (n=119)
  10. 10. Modest engagement: av. 28 logins per student in 18 months (range 1 -168)
  11. 11. Minimal engagement prior to assessed assignment in Semester 2, Year 1
  12. 12. Mostly used CV/skills (assessed),limited use of cross-module learning log </li></ul> “It helped me see the skills I was using that my modules shared and sort of helped me develop those further”. <br /> “too time consuming”<br /> “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”. <br /> “didn&apos;t really understand what I needed to put down as evidence” <br />
  13. 13. Case Study: Speech & Language Sciences <br />Evaluating use of ePortfolio/blog to support placement learning<br /><ul><li> Cohort: BSc & MSc students (all years) from October 2007
  14. 14. Medium engagement: av. 30 logins per student (range 2 -142)
  15. 15. Steady use over time; recording clinical goals, placements and clinical skills
  16. 16. Virtually no sharing of blog entries in the community areas</li></ul> “I find I do not have enough time to use the ePortfolio regularly.” <br /> “being able to put in my placement goals, and have a format to review my progress in these at each stage”. <br /> “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.”. <br /> “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”<br />
  17. 17. Case Study: PGCE (Secondary)<br />Evaluating use of ePortfolio/blog to support placement learning<br /><ul><li> Cohort: PGCE students (all subjects) from Sept 2008 (n=156)
  18. 18. High engagement: av. 41 logins per student (range 4 -178) in Semester 1, 1096 files uploaded
  19. 19. Good use of blog: av. 16 entries. Many linked to Skills av. 76 links to QTS standards
  20. 20. Many blogs published to community areas: 825 entries, 262 comments</li></ul> “good for staying in touch whilst on teaching practice”. <br /> “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.” <br /> “It&apos;s not very clear exactly what parts of it are mandatory and what parts are optional”<br /> “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”. <br /> “It is tedious having to fill in a weekly blog especially when I have many other things to do.”<br />
  21. 21. Factors related to engagement with ePortfolio / blog<br />*Interim results* n=163 (30% response rate so far)<br />
  22. 22. Use of Social Networking and perceptions of its use in learning<br />91% of respondents use social networking sites (58% on a daily basis). <br />Use of these sites was predominantly for social reasons, though:<br />62% sometimes used them to communicate with classmates about course-related topics <br /> 9% had used them to communicate with teaching staff about course-related topics<br />“…most people see Facebook etc. as an escape from work and it really should stay that way.”<br />“It must never be enforced. Emphasis on ‘social’ networking. Informality is key.”<br />BSc Speech & Language <br />Sciences student<br />Combined Studies student<br />“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&apos;s friends discussing a course. <br />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.”<br />PGCE student<br />Interim results n=163 (30% response rate so far)<br />
  23. 23. Case Study: ePortfolio to support Overseas Nursing Programme<br /><ul><li> Students spend most time on placements
  24. 24. Established paper-based portfolio for reflection and assessment
  25. 25. ePET portfolio adapted to replicate parts of the paper portfolio
  26. 26. Low uptake – students had option to use either paper or electronic
  27. 27. Ongoing interest from programme leaders to work on an ePortfolio approach</li></ul>Case Study: ePortfolio/blog to support PGCE + interoperability<br /><ul><li> More on this later from the COMPORT project</li></li></ul><li>Personalised learning pathways for Postgraduate Students<br />
  28. 28. Personalised Learning Pathways<br />Aims: share and widen the range of training opportunities for postgraduates to choose from (including part-time and distance students).<br />Extensive consultation and user-needs analysis<br />We developed a working model for sharing training opportunities amongst the 5 universities in the NE. <br />Very applicable to other contexts (e.g. viewing learning opportunities from multiple providers in WBL). <br />
  29. 29. Workshop<br />Booking system<br />Workshop<br />Booking system<br />ePortfolio<br />XCRI<br />feed<br />XCRI<br />feed<br />Aggregator<br />Web Service<br />to import <br />attendance<br />records from<br />remote systems<br />
  30. 30. Life Long Learning(interoperability)<br />
  31. 31. Interoperability<br /><ul><li> Standards and specifications for transferring life-long learning records between systems
  32. 32. Worked with various standards; particularly
  33. 33. LEAP2a
  34. 34. EUROPASS
  35. 35. IMS ePortfolio
  36. 36. Extended the work in EPICS-2 into 2 JISC-CETIS projects:
  37. 37. PIOP (completed)
  38. 38. Leap2a (ongoing)</li></li></ul><li>Educational Benefits of Interoperability<br />Continuity in life-long learning (LLL)<br />School HE Continuing Development<br /><ul><li>Explicit recognition of prior learning
  39. 39. Focus on continuous development, not episodic learning</li></ul>Integration with other systems<br />Life-long ‘personal learning space’<br />Serial transfer of data <br />Aggregators of multiple portfolios / blogs<br />Alternative<br />models<br /><ul><li> Linking into the wider VLE
  40. 40. Integration with other systems</li></ul>e.g. Workshop admin portfolio/CV<br />e.g. CV recruitment services<br />
  41. 41. Mobile Technologies<br />
  42. 42. Mobile Technologies<br /><ul><li> Major change in the project:</li></ul>From: developing ‘asynchronous’ tools for PDAs using <br />proprietary form building software<br />To: Using mobile phones – texting into portfolios/blogs<br /><ul><li> Why?</li></ul>Rapid advances in connectivity and mobile data contracts<br />Widespread mobile phones / contracts by students<br />Learning from CETL4HealthNE mobile projects:<br /><ul><li> High support costs (local and central)
  43. 43. Issues with distribution of mobile devices on short-term basis
  44. 44. Issues related to changing curricula
  45. 45. Solution:
  46. 46. JANET txt
  47. 47. We developed Web Services to send incoming texts to portfolios/blogs
  48. 48. Focus groups: issues - personal cost, professionalism</li></li></ul><li>Summary<br /><ul><li> Case studies add to our knowledge of the use of ePortfolios/blogs to support LLL & WBL
  49. 49. New approach to link blogs to structured outcomes in ePET
  50. 50. Developed a working model for the regional sharing of learning opportunities for postgraduates
  51. 51. Work on interoperability standards for lifelong learning helped shape national standards.</li></ul>Further Information ► http://www.epics.ac.uk<br />
  52. 52. Learning Maps <br />This is an innovative 2 year project funded as part of theJISC“Transforming Curriculum Delivery Through Technology” programme, starting in November 2008. <br />The Learning Maps will provide a fusion of both formal curricula and personal learning information with the flexibility to view:<br /><ul><li> Formal curriculum maps (programme and modules)
  53. 53. Skills / learning outcomes (add evidence / view learning opportunities)
  54. 54. Personalised learning records
  55. 55. Related learning resources drawn in from multiple sources</li></ul>Web 2.0 approaches: participative – interactive – engaging<br />Web 3.0 approaches: adaptive – analogy with neural networks<br />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.<br />

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