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MaharaUK 09 - Lisa Gray, JISC - Effective Practice with e-Portfolios

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Lisa Gray, JISC Programme Manager talks about the effective use of e-Portfolios and how they support 21st Centruy Learning

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  • Blossom project – interviewed key practitioners talking about their work using e-portfolios for CPD. Stimulus Transcripts: (Word) (pdf) Applications Transcripts: (Word) (pdf) Engagement Transcripts: (Word) (pdf) Training Transcripts: (Word) (pdf) Mainstreaming Transcripts: (Word) (pdf) Problems Transcripts: (Word) (pdf) Benefits Transcripts: (Word) (pdf) 
  • MaharaUK 09 - Lisa Gray, JISC - Effective Practice with e-Portfolios

    1. 1. 13/07/2009| slide 1<br />Effective Practice with e-Portfolios: Supporting 21st Century Learning <br />Lisa Gray<br />Joint Information Systems Committee<br />Supporting education and research<br />
    2. 2. 13/07/2009| slide 2<br />Context<br />Why are e-portfolios important?<br />Policy context<br />Institutional drivers<br />Pre-Higher Education initiatives<br />But most importantly…..their potential to transform learning<br />“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”<br />Supporting transition, assessment, application, professional development, personal development planning…..<br />
    3. 3. 13/07/2009| slide 3<br />Launched in September 2008<br />
    4. 4. 13/07/2009| slide 4<br />Some definitions:<br /> ‘The research team worked from an understanding of e-portfolios that incorporates both process and product, and includes a range of tools within a system that links with other systems. Broadly, the product (e-portfolio) is a purposeful selection of items (evidence) chosen at a point in time from a repository or archive, with a particular audience in mind. The processes that are required to create e-portfolios for any purpose include capturing and ongoing storage of material, selection, reflection and presentation.’ <br />Hartnell-Young et al (2007): The Impact of e-Portfolios on Learning. Coventry. Becta http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14007<br />
    5. 5. 13/07/2009| slide 5<br />Some definitions:<br /> ‘Definitions of an e-portfolio tend to include the following elements:<br />A collection of digital resources<br />That provide evidence of an individual’s progress and achievements<br />Drawn from both formal and informal learning activities<br />That are personally managed and owned by the learner<br />That can be used for review, reflection and personal development planning<br />That can be selectively accessed by other interested parties e.g. teachers, peers, assessors, awarding bodies, prospective employers’<br /> Helen Beetham, 2005 http://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.dochttp://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.doc<br />
    6. 6. 13/07/2009| slide 6<br />Working to a consensus…<br />..an emerging consensus that the term essentially means the product<br /> ‘An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc., which ‘presents’ a selected audience with evidence of a person’s learning and/or ability’<br />CETIS SIG mailing list discussions<br />…but, importantly, in the process of creating ‘presentational’ e-portfolios (through the use of tools or systems), learners can be inherently supported to develop the key skills of capturing evidence, reflecting, sharing, collaborating, annotating and presenting (e-portfolio related processes)<br />
    7. 7. 13/07/2009| slide 7<br /> E-portfolios to present for different purposes<br />Tools to support processes<br />Repository<br /> Space (local or remote) to store resources and an archive of evidence<br />Purposes & Tools<br />Celebrating learning<br />Personal planning <br />Transition/entry to courses<br />Employment applications<br />Professional registration<br />Capturing & storing evidence<br />Reflecting<br />Giving feedback<br />Collaborating <br />Presenting to an audience<br />From Elizabeth Hartnell-Young (2007), ‘Developing an ePortfolio culture from the early years’<br />
    8. 8. 13/07/2009| slide 8<br />
    9. 9. 13/07/2009| slide 9<br />The confusion over e-portfolios<br />“The problem is that portfolio is a learning approach not a technology……..the essential nature of an ePortfolio for learning is not as a repository but as a place for reflection”<br />Trent Batson, 7th Jan 09, ‘The Portfolio Enigma in a Time of Ephemera’ <br />“It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence’<br />Geoff Rebbeck, e-Learning Co-ordinator , Thanet College<br />
    10. 10. 13/07/2009| slide 10<br />Perspectives<br />‘…like a filing cabinet online, but it’s got a dialogue with it as well…’<br />‘The fact you can put video and tell your story …’<br />‘It’s an addictive thing to use both academically and socially’<br />‘The VLE are owned by the institution and the e-portfolio is owned by me’<br />‘It takes the CV into the modern era’<br />‘e-Portfolio tools enable students to make the all-important connections between the curriculum and the other things they do’<br />‘An e-portfolio should be your opportunity to draw on everything you have already created to make your own story’<br />‘a lifeline of communication’<br />
    11. 11. 13/07/2009| slide 11<br />http://www.youtube.com/watch?v=6B3tujXlbdk<br />
    12. 12. 13/07/2009| slide 12<br />Overview of JISC work…and others<br />Using e-portfolios to support:<br />Application to University<br /> Application to employment Employability<br />Presentation of work for professional accreditation<br /> Providing evidence for appraisal<br />Evidencing continuing professional development<br /> Presentation of work for assessment<br />Showcasing work in health and teaching<br />Work-based learning<br />Supporting learning processes<br /> Non-traditional learners, women returning to higher education<br />Information advice and guidance<br />
    13. 13. Benefits include<br />Efficiency<br /> time savings in information retrieval supporting reflection and feedback, supporting presentation, assessment AND administration<br />Enhancement improving quality of evidence, reflection and feedback; skills development; student motivation and satisfaction to inform Teaching Quality Enhancement increases in recruitment and retention use by staff for professional development Increasing and informing use with students supporting women returners to the workplace<br />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<br />13/07/2009| slide 13<br />
    14. 14. 13/07/2009| slide 14<br />Supporting learning processes<br />“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.”<br />“The use of e-portfolios with this learner group resulted in a greater appreciation of collaboration and collaborative learning.”<br />File-Pass Final Report<br />“…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”<br />MyWorld Final Report<br />“We became reflective writers and practitioners without even thinking about it” <br />PGCE student, University of Wolverhampton<br />
    15. 15. 13/07/2009| slide 15<br />Emerging from the JISC work….<br />Guidance for institutions on questions to ask when looking at e-portfolio systems<br />Purpose: Who is it for? What is it for? What do we want it to do?<br />Information managed, functionality, support and guidance, form and feel.<br />Legal guidance<br />Governance Toolkit<br />Helps to think through the main issues in planning, implementing and planning an e-portfolio project<br />Guidance<br /> On embedding, entry to HE, storage and access, use and non-use of e-portfolios<br />Case studies and stories:<br />Learner voices videos, animations, stories from projects, and case studies demonstrating tangible benefits<br />
    16. 16. 13/07/2009| slide 16<br />
    17. 17. mms://stream.cumbria.ac.uk/CDLT/etan160608/Blossom/Engaged.wmv<br />http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/learneroutcomes/learnervoices.aspx<br />13/07/2009| slide 17<br />
    18. 18. 13/07/2009| slide 18<br />Ongoing e-portfolio activity<br />Transforming Curriculum Delivery: October 2008 – Oct 2010<br />How technology can support developing reflective learners, enhance provision of and engagement with feedback, support creative conversations and collaborative learning<br />Institutional approaches to curriculum design: Sept 2008 – Sept 2012<br />How technology can support the design of curricula<br />Lifelong learning and workforce development: April 2009 – March 2011<br />Using e-portfolio tools to support work-based learning, developing professional skills and competencies, developing reflective, lifelong learners<br />Study on e-Portfolios and assessment <br />Case studies and comparison of practice<br />Draft final report under review<br />
    19. 19. 13/07/2009| slide 19<br />Interoperability<br /> &apos;Interoperability standards are obvious enablers to e-portfolio transition and progression, all the more so since there is wide acknowledgement that a &apos;one size fits all&apos; approach to e-portfolios is inappropriate for the diversity of institutions in the school and FE College sector.&apos;<br /> ePistle Guidelines<br />
    20. 20. 13/07/2009| slide 20<br />Emerging lessons….<br />Think about requirements <br />All stakeholders<br />Technical and pedagogic<br />Think about the context<br />Successful use depends on a careful analysis of the teaching and learning context<br />Embed into the curriculum – activities need to be meaningful and purposeful, language should be appropriate<br />Win hearts and minds – think about the benefits to all groups<br />Staff engagement is key to learner engagement<br />Timing – staff need time to think about how to best use the tools before learners are introduced to it<br />Personalisation is key<br />Reflection is hard – providing some structure helps<br />Listen to the learner and staff voices<br />Training – not just technical<br />Longevity – learners won’t be motivated to use their e-portfolios unless they know they have continued access<br />“e-portfolios are as diverse and unique as the individuals that populate them…”<br />ePistle Final Report<br />
    21. 21. 13/07/2009| slide 21<br />Further information<br />JISC e-Portfolio main page, including information on policy context, key resources, JISC projects: www.jisc.ac.uk/eportfolio<br />Effective Practice with e-Portfolios www.jisc.ac.uk/effectivepracticeeportfolios<br />infoKit www.jiscinfonet.ac.uk/e-portfolios<br />Overview of JISC activities www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspx<br />Stories from the regional pilot projects www.jisc.ac.uk/whatwedo/programmes/edistributed/regionalstories.aspx<br />Tangible Benefits of e-Learning http://www.jisc.ac.uk/publications/publications/bptangiblebenefitsv1.aspx<br />JISC-CETIS Portfolio SIG: wiki.cetis.ac.uk/Portfolio<br />Becta Impact Study on e-Portfolios on Learning: http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/impact_study_eportfolios.doc<br />Links to all additional resources: http://www.jisc.ac.uk/whatwedo/themes/elearning/eportfolios/resources.aspx<br />Contact: l.gray@jisc.ac.uk<br />

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