ePCoP Assembly Report

Exploring and evaluating eportfolio based pedagogies for work-based learners: A workshop forpractitioners.11 May at the University of WolverhamptonThis was the first of the benefits realisation assemblies and provided an excellent start to the series. Theworkshop was attended by over 30 people with presentations from 10 projects. All the sessions werevideo recorded and along with the sides are available on the Cloudworks site athttp://cloudworks.ac.uk/cloud/view/5432.The introductions included overview of context from Glynis Cousin (Director, Institute for Learningenhancement at the University of Wolverhampton) who highlighted this area of portfolios for workbased learning was at the cutting edge and involved some huge experimentation, development andmoving forward boundaries in the use of eportfolios. Lisa Gray (JISC Programme Manager) highlightedthe Study on Large-Scale e-Portfolio Implementations(http://www.jisc.ac.uk/fundingopportunities/funding_calls/2010/04/eportfolio.aspx) and Paul Bailey(Support project) provided an overview of key lessons from the synthesis of the Lifelong Learning andWorkforce Development programme (http://inin.jisc-ssbr.net/).The first set of presentations looked at the pedagogies of eportfolios for work based learning.Alison Felce (University of Wolverhampton) presented how they have used eportfolio basedpedagogies to provide short course units for work-based learners in SMEs. These webfolios are designedto deliver structured learning activities through a series of blogs and shared activities to engage learnersnew to higher education and entice them into further study. Project website:http://www.wlv.ac.uk/eppsmeCaroline Marcangelo (University of Cumbria) showed how they have used patchwork text assessmentsto support professional develop of staff at the university. The key principle is the learner produces short(1000 words) writing tasks (patches) which are shared with peers on the course. Portfolio tools supportthis sharing, allow feedback and encourage reflection. They are looking at using technology to allowpatches in different media to (e.g. audio, video, pictures, concept maps). The JISC DePTA Project(http://dpta.wordpress.com/) is looking at the effectiveness of this approach with more traditionalsubject disciplines in 5 institutions.Loretta Newman-Ford (University of Wales Institute Cardiff ) explained how they have adapted theapproach used by the University of Wolverhampton (above) to support work placement students in thebusiness school. The previous scheme using Expo (a Blackboard tool) had been successful but studentfeedback suggested they needed less restrictive templates and more support and guidance onreflection. The PebblePad based course provided more scaffolding of activities and supported reflectionusing blogs. A series of online resources have also been added that were developed at UCLAN. Feedbackhas been good from students and the eportfolio approach seems to be addressing the original issues.The PebblePad tool also allows students to upload other evidence. Tutors felt it was a useful tool and

would lead to better retention and attainment. So using this model has shown it can be applicable toplacement students as well as work-based learners.Liz Salem and Karen Reed (The Society of Chiropodists and Podiatrists) demonstrated how they haveused eportfolios for professional practice with Chiropodists and Podiatrists. They received funding fromUnion Learn to recruit Union Learn Representatives and work with Huddersfield University to pilot theuse of PebblePad. The e-portfolio was used to record CPD, reflect, cascade CPD resources to members,deliver Podiatry Assistant training, self assessment professional competencies (personal learning) andimprove communication. Despite some technical support issues, the need for IT training and the culturechange that has been required the project has had positive outcomes and added benefits such asembedding IT skills across profession; a better understanding of the HPC audit (for CPD); and recruitingmore learning representatives and members to the society.Gwyn Owen (Chartered Society of Physiotherapists) presented how they have been using eportfoliosfor professional practice with Physiotherapists. The society has 50,000 members and requirements forCPD were paper based and inconsistent. In 2008 a PebblePad pilot was started and promoted tomembers, using a bespoke version of the software. Members liked the interface but hated the step wisepresentation of forms and other limitations of the system. A survey in April 2011 showed 34% take-upby members, but majority still using paper systems. So there was a need to engage members with amore flexible system. They have moved to the “vanilla version” of PebblePad and increased user spacelimit to 250Mb. They have better support and are looking at how to improve access and to link up andembed other information. There is still much culture change to be addressed but this projectdemonstrates the huge potential use of eportfolios with professional bodies.Christopher Murray (Leeds Institute of Medical Education (LIME), University of Leeds) reflected onhow they have been using eportfolios and i-phones to support medical students providing a self-criticalview of this cutting edge use of technologies. They have been using eportfolios since 2005 to supportfoundation training with medics to encourage reflection on performance. This was originally notassessed, but in 2009 they developed a weekly passports assessment approach aimed at identifying “atrisk” learners and also high flyers that could be better supported. The tutors are often non-Universitystaff and are required to provide feedback on these reflective assessments; a process has beenintroduced which allows them do this via an i-phone. This has seen an increase the instances offeedback been given but maybe not the quality, at this stage. There are several important lessons fromthis work, however it is clear that there will always be a need for review and enhancement of theseapproaches as we develop better pedagogical models (around feedback and reflection) and there aretechnical advances that allow more flexible delivery.The afternoon session looked at support for accreditation of prior learning. This included two videopresentations from projects unable to attend.Beverly Leeds (University of Central Lancashire (UCLAN)) from the TELSTAR: Technology EnhancedSupport for Learning and Training Accreditation Recognition Project presented an overview of four tools

to support AP(E)L. These are part of an accreditation framework for work based learning that has beendeveloped to allow for APEL of modules and negotiated modules up to the final degree year. The APLcan be taken by any student at UCLAN (not just WBL). It consists of a set of guidelines and then theyupload the word document as reflective portfolio, which is uploaded to pebble pad. Project website:http://www.uclan.ac.uk/lbs/about/facilities_resources/telstar.phpDr Neil Witt (University of Plymouth) presented on the Partnership Investigations into AccreditedPrior/Previous Learning (Pineapple) project. The tools support the APEL process for staff, the institutionand the partner colleges, providing a process model and guidelines to tutors involved in processing APELclaims. The full tool is available at http://www.pineappleproject.org.uk/ and the project team will bearound for another year to support any institutions who are interested in adopting this approach.Rachel Challen (University of Wolverhampton) demonstrated a tool in development using eportfoliosfor accreditation of prior learning. The institution wanted to establish an approach that could reducestaff time costs and improve consistency in approach, fees, decision-making and record keeping. Theyhave been using PebblePad as it is embedded in the institution. The tool has both a student side tosupport applicants in putting together a claim and a staff side to process claims and feedback on wherelearners need to provide more evidence. Two pilots have been run, one with academic and supportservices and the other with students on a WBL programme. Project website:http://www.wlv.ac.uk/epcopThe final session was led by Sarah Chesney (Freelance consultant) on the ePortfolio Community ofPractice around eportfolios for work-based learning as an on-line forum. This project aimed to create aportfolio community of practitioners across WBL. The activity has included several week long activityareas followed by a supported discussion around various topics. The community discussions have hadover 1500 views (from different IPs). Ideas were explored on how to sustain and develop thiscommunity. It was suggested that further activity could be through asking projects to host 1 or 2discussions on topics of interest. Relevant and future projects would need to be identified and agree toparticipate. Sarah will explore this further and look at how they may link with existing communities suchas ELELSIG.ConclusionThis assembly brought together a variety of projects and people across JISC projects, institutional ledprojects and professional bodies all using eportfolio tools to support work-based learners orprofessionals.There was much to be learned from each of the presentations by anyone in this area of development.This e-portfolio community has a role to play in promoting and sharing ideas along with othercommunities in the sector.The videos and presentations from this event provide a useful resource to others looking to implementportfolios to support work based learning.For more information, or to access the presentations, go to: http://cloudworks.ac.uk/cloud/view/5432.

ePCoP Assembly Report

by Alison Felce

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