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

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

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

  • 13/07/2009| slide 1
    Effective Practice with e-Portfolios: Supporting 21st Century Learning
    Lisa Gray
    Joint Information Systems Committee
    Supporting education and research
  • 13/07/2009| slide 2
    Context
    Why are e-portfolios important?
    Policy context
    Institutional drivers
    Pre-Higher Education initiatives
    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…..
  • 13/07/2009| slide 3
    Launched in September 2008
  • 13/07/2009| slide 4
    Some 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 5
    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
  • 13/07/2009| slide 6
    Working 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 purposes
    Tools to support processes
    Repository
    Space (local or remote) to store resources and an archive of evidence
    Purposes & Tools
    Celebrating learning
    Personal planning
    Transition/entry to courses
    Employment applications
    Professional registration
    Capturing & storing evidence
    Reflecting
    Giving feedback
    Collaborating
    Presenting to an audience
    From Elizabeth Hartnell-Young (2007), ‘Developing an ePortfolio culture from the early years’
  • 13/07/2009| slide 8
  • 13/07/2009| slide 9
    The 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 10
    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’
  • 13/07/2009| slide 11
    http://www.youtube.com/watch?v=6B3tujXlbdk
  • 13/07/2009| slide 12
    Overview of JISC work…and others
    Using e-portfolios to support:
    Application to University
    Application to employment Employability
    Presentation of work for professional accreditation
    Providing evidence for appraisal
    Evidencing continuing professional development
    Presentation of work for assessment
    Showcasing work in health and teaching
    Work-based learning
    Supporting learning processes
    Non-traditional learners, women returning to higher education
    Information advice and guidance
  • Benefits include
    Efficiency
    time savings in information retrieval supporting reflection and feedback, supporting presentation, assessment AND administration
    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
    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
    13/07/2009| slide 13
  • 13/07/2009| slide 14
    Supporting 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 15
    Emerging from the JISC work….
    Guidance for institutions on questions to ask when looking at e-portfolio systems
    Purpose: 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 guidance
    Governance Toolkit
    Helps to think through the main issues in planning, implementing and planning an e-portfolio project
    Guidance
    On embedding, entry to HE, storage and access, use and non-use of e-portfolios
    Case studies and stories:
    Learner voices videos, animations, stories from projects, and case studies demonstrating tangible benefits
  • 13/07/2009| slide 16
  • mms://stream.cumbria.ac.uk/CDLT/etan160608/Blossom/Engaged.wmv
    http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/learneroutcomes/learnervoices.aspx
    13/07/2009| slide 17
  • 13/07/2009| slide 18
    Ongoing e-portfolio activity
    Transforming Curriculum Delivery: October 2008 – Oct 2010
    How technology can support developing reflective learners, enhance provision of and engagement with feedback, support creative conversations and collaborative learning
    Institutional approaches to curriculum design: Sept 2008 – Sept 2012
    How technology can support the design of curricula
    Lifelong learning and workforce development: April 2009 – March 2011
    Using e-portfolio tools to support work-based learning, developing professional skills and competencies, developing reflective, lifelong learners
    Study on e-Portfolios and assessment
    Case studies and comparison of practice
    Draft final report under review
  • 13/07/2009| slide 19
    Interoperability
    '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 20
    Emerging lessons….
    Think about requirements
    All stakeholders
    Technical and pedagogic
    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
    Listen to the learner and staff voices
    Training – not just technical
    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…”
    ePistle Final Report
  • 13/07/2009| slide 21
    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
    Overview of JISC activities www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspx
    Stories from the regional pilot projects www.jisc.ac.uk/whatwedo/programmes/edistributed/regionalstories.aspx
    Tangible Benefits of e-Learning http://www.jisc.ac.uk/publications/publications/bptangiblebenefitsv1.aspx
    JISC-CETIS Portfolio SIG: wiki.cetis.ac.uk/Portfolio
    Becta Impact Study on e-Portfolios on Learning: http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/impact_study_eportfolios.doc
    Links to all additional resources: http://www.jisc.ac.uk/whatwedo/themes/elearning/eportfolios/resources.aspx
    Contact: l.gray@jisc.ac.uk