13/07/2009| slide 1Effective Practice with e-Portfolios: Supporting 21st Century Learning Lisa GrayJoint Information Systems CommitteeSupporting education and research

13/07/2009| slide 2ContextWhy are e-portfolios important?Policy contextInstitutional driversPre-Higher Education initiativesBut 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…..

13/07/2009| slide 3Launched in September 2008

13/07/2009| slide 4Some definitions: ‘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.’ 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

13/07/2009| slide 5Some definitions: ‘Definitions of an e-portfolio tend to include the following elements:A collection of digital resourcesThat provide evidence of an individual’s progress and achievementsDrawn from both formal and informal learning activitiesThat are personally managed and owned by the learnerThat can be used for review, reflection and personal development planningThat 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

13/07/2009| slide 6Working to a consensus…..an emerging consensus that the term essentially means the product ‘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’CETIS SIG mailing list discussions…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)

13/07/2009| slide 7 E-portfolios to present for different purposesTools to support processesRepository Space (local or remote) to store resources and an archive of evidencePurposes & ToolsCelebrating learningPersonal planning Transition/entry to coursesEmployment applicationsProfessional registrationCapturing & storing evidenceReflectingGiving feedbackCollaborating Presenting to an audienceFrom Elizabeth Hartnell-Young (2007), ‘Developing an ePortfolio culture from the early years’

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13/07/2009| slide 9The confusion over e-portfolios“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”Trent Batson, 7th Jan 09, ‘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

13/07/2009| slide 10Perspectives‘…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’

13/07/2009| slide 11http://www.youtube.com/watch?v=6B3tujXlbdk

13/07/2009| slide 12Overview of JISC work…and othersUsing e-portfolios to support:Application to University Application to employment EmployabilityPresentation of work for professional accreditation Providing evidence for appraisalEvidencing continuing professional development Presentation of work for assessmentShowcasing work in health and teachingWork-based learningSupporting learning processes Non-traditional learners, women returning to higher educationInformation advice and guidance

Benefits includeEfficiency time savings in information retrieval supporting reflection and feedback, supporting presentation, assessment AND administrationEnhancement 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 workplaceTransformation 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 system13/07/2009| slide 13

13/07/2009| slide 14Supporting learning processes“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

13/07/2009| slide 15Emerging from the JISC work….Guidance for institutions on questions to ask when looking at e-portfolio systemsPurpose: Who is it for? What is it for? What do we want it to do?Information managed, functionality, support and guidance, form and feel.Legal guidanceGovernance ToolkitHelps to think through the main issues in planning, implementing and planning an e-portfolio projectGuidance On embedding, entry to HE, storage and access, use and non-use of e-portfoliosCase studies and stories:Learner voices videos, animations, stories from projects, and case studies demonstrating tangible benefits

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mms://stream.cumbria.ac.uk/CDLT/etan160608/Blossom/Engaged.wmvhttp://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/learneroutcomes/learnervoices.aspx13/07/2009| slide 17

13/07/2009| slide 18Ongoing e-portfolio activityTransforming Curriculum Delivery: October 2008 – Oct 2010How technology can support developing reflective learners, enhance provision of and engagement with feedback, support creative conversations and collaborative learningInstitutional approaches to curriculum design: Sept 2008 – Sept 2012How technology can support the design of curriculaLifelong learning and workforce development: April 2009 – March 2011Using e-portfolio tools to support work-based learning, developing professional skills and competencies, developing reflective, lifelong learnersStudy on e-Portfolios and assessment Case studies and comparison of practiceDraft final report under review

13/07/2009| slide 19Interoperability 'Interoperability standards are obvious enablers to e-portfolio transition and progression, all the more so since there is wide acknowledgement that a 'one size fits all' approach to e-portfolios is inappropriate for the diversity of institutions in the school and FE College sector.' ePistle Guidelines

13/07/2009| slide 20Emerging lessons….Think about requirements All stakeholdersTechnical and pedagogicThink about the contextSuccessful use depends on a careful analysis of the teaching and learning contextEmbed into the curriculum – activities need to be meaningful and purposeful, language should be appropriateWin hearts and minds – think about the benefits to all groupsStaff engagement is key to learner engagementTiming – staff need time to think about how to best use the tools before learners are introduced to itPersonalisation is keyReflection is hard – providing some structure helpsListen to the learner and staff voicesTraining – not just technicalLongevity – 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…”ePistle Final Report

13/07/2009| slide 21Further informationJISC e-Portfolio main page, including information on policy context, key resources, JISC projects: www.jisc.ac.uk/eportfolioEffective Practice with e-Portfolios www.jisc.ac.uk/effectivepracticeeportfoliosinfoKit www.jiscinfonet.ac.uk/e-portfoliosOverview of JISC activities www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspxStories from the regional pilot projects www.jisc.ac.uk/whatwedo/programmes/edistributed/regionalstories.aspxTangible Benefits of e-Learning http://www.jisc.ac.uk/publications/publications/bptangiblebenefitsv1.aspxJISC-CETIS Portfolio SIG: wiki.cetis.ac.uk/PortfolioBecta Impact Study on e-Portfolios on Learning: http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/impact_study_eportfolios.docLinks to all additional resources: http://www.jisc.ac.uk/whatwedo/themes/elearning/eportfolios/resources.aspxContact: l.gray@jisc.ac.uk