The World of e-Portfolios<br />The here, there and everywhere<br />
Purposes<br />Policy Drivers and Trends<br />Retention<br />Lifelong Learning<br />CPD/PDP<br />Assessment<br />Bologna<br...
http://photobucket.com/images/music%20therapy/?page=6<br />
Why  are e-portfolios important?<br />Their potential to transform learning<br />Emerging and often powerful evidence from...
Here and There(Hear and Bologna)<br />e-portfolios.. ‘…an important tool for helping learners relate their higher educatio...
Everywhere:Getting people on board<br />Learners – integrate into the curriculum<br />Assessment e-portfolio<br />Learners...
Everywhere:Getting people on board<br />Staff – continuing professional accreditation<br />Staff development<br />Staff - ...
Emerging lessons….<br />Think about requirements <br />All stakeholders<br />Technical and pedagogic<br />Think about the ...
Sharing Practice<br />
Sharing Practice – audio & video clips<br />
Sharing Practice – case studies<br />
Sharing Practice – e-Portfolios infoKit<br />
Preparing for Success: Threshold Concepts<br />Akin to a portal, opening up a new and previously inaccessible way of think...
Ongoing e-portfolio activity<br />Transforming Curriculum Delivery: October 2008 – Oct 2010<br />How technology can suppor...
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The World Of e-Portfolios

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Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.

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  • The World of e-portfolios: highlight effective practice, some emerging themes and considerations for successful implementationWe have them here and there but really we want them everywhere – so I’ll include some experiences as to how others have managed to enthuse learners and staff.
  • To put e-portfolios into context:What are the policy drivers and trends – these are usually the pushes for institutions (and the heads!)Retention – could also be hearts as we all want learners to succeed – but politically this means money (or claw-back from hefce for many from the current round of audits)Prof bodies eg Institute for Learning, physiotherapists etcMention Bologna & HEAR later
  • e-portfolio journeyAs a student …
  • As a professional music therapist ….
  • Burgess Report:A Model to form the basis of the Higher Education Achievement Report (HEAR) is attached as an annexe to the report and provides an illustrative example of the type of content that could feature in the HEAR which includes, in this instance, a Personal Development Portfolio based around a students’ experiences abroad, this portfolio has many similarities to an e-portfolio in that it comprises check lists; skills audit; PDP; log book; diary; a series of structured questionnaires for use at intervals throughout the year; an end of year summary report and a review section. The trialling is taking place to ensure that the HEAR is practical, helpful and useful to institutions, students and employers before a decision is made about final adoption. The Higher Education Achievement Report (HEAR) is an attempt to both pull together and increase the amount of information available about an individual student’s achievement.The Bologna Process aims to create a European Higher Education Area (EHEA) by 2010 and the European Diploma Supplement (EDS) as well as the European Credit Transfer System (ECTS) are among the tools which aim to achieve greater transparency and comparability of qualifications, enable greater mobility and improve employability and lifelong learning.
  • Encouraging uptakeGetting everyone on boardmature learners are more likely to see the link between e-portfolio and employability and hence value PDP. Their life experiences may mean that PDP is more relevant to their studies and aspirationsTutor engagement is vital to the successful implementation of e-portfolios. Learners will not commit to developing and maintaining an e-portfolio if there is no continuing support provided by tutors‘The success [of the e-portfolios] did not seem to depend on the level of the learner, their age or gender but on marrying the enthusiasm of staff with the appropriate software for the learner.’FILE-PASS final report, p.4
  • Thanks case study authors for contribution to infoKit + all staff and students who contributed to the growing body of effective practice and emerging guidelines + Louisa for allowing me to use her as a case study – as a musician she is available for weddings, parties, ceileighs etc …..
  • The World Of e-Portfolios

    1. 1. The World of e-Portfolios<br />The here, there and everywhere<br />
    2. 2. Purposes<br />Policy Drivers and Trends<br />Retention<br />Lifelong Learning<br />CPD/PDP<br />Assessment<br />Bologna<br />Transition<br />Professional Bodies<br />Application<br />HEAR<br />Learning<br />Qualification agencies<br />Employability & Skills<br />
    3. 3.
    4. 4. http://photobucket.com/images/music%20therapy/?page=6<br />
    5. 5. Why are e-portfolios important?<br />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 />
    6. 6. Here and There(Hear and Bologna)<br />e-portfolios.. ‘…an important tool for helping learners relate their higher education learning and wider experiences to the things that employers are interested in’ Burgess Report 2007<br /> e-Portfolios have the potential to act as a mechanism for meeting some of the Bologna objectives and assisting with the wider strategic aim of internationalisation. <br />‘Students today and in the future will be competing for jobs in a global marketplace, and so it is vital that engaging them in the Bologna Process is prioritised.’<br />Module marks and other achievements including the European Diploma Supplement<br />Wes Streeting, President, National Union of Students - BBC News, April 2007<br />2010-11 graduates<br />
    7. 7. Everywhere:Getting people on board<br />Learners – integrate into the curriculum<br />Assessment e-portfolio<br />Learners – identify the purpose <br /> + make relevant to them now<br />CV e-portfolio<br />Mature learners value PDP<br />Reflection e-portfolio<br />‘The success [of the e-portfolios] did not seem to depend on the level of the learner, their age or gender but on marrying the enthusiasm of staff with the appropriate software for the learner.’<br />FILE-PASS final report, p.4<br />
    8. 8. Everywhere:Getting people on board<br />Staff – continuing professional accreditation<br />Staff development<br />Staff - link to staff appraisals<br />sharing<br />Staff – PDP and CPD<br />Teaching observation<br />Thanet College has made a film about the experience of staff in &apos;Taking ownership of CPD&apos; and their use of e-portfolios. Linked to Institute for Learning<br />
    9. 9. 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 />
    10. 10. Sharing Practice<br />
    11. 11. Sharing Practice – audio & video clips<br />
    12. 12. Sharing Practice – case studies<br />
    13. 13. Sharing Practice – e-Portfolios infoKit<br />
    14. 14. Preparing for Success: Threshold Concepts<br />Akin to a portal, opening up a new and previously inaccessible way of thinking about something<br />http://www.dovka.com/photos10.htm<br />Transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress<br />
    15. 15. 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 />
    16. 16. Thank you<br />

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