Maggie McPherson, Senior Lecturer, ICT in Education of University of Leeds & Iwi Ugiagbe-Green, Fellow of Association of Chartered Certified Accountants present on: Analysing your current range of learning and CPD needs for members and how you are delivering across different channels and options; What is good and what could change; What is your current member experience; Understanding e-learning interoperability standards and technology needs; Measuring and feedback techniques.

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#ACTech15
ORGANISED BY
Senior Lecturer, ICT in Education
The E-Portfolio: What the optimum e-learning
portfolio looks like: Building better online learning
opportunities for members
Maggie McPherson
University of Leeds

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#ACTech15
ORGANISED BY
Fellow
The E-Portfolio: What the optimum e-learning
portfolio looks like: Building better online learning
opportunities for members
Iwi Ugiagbe-Green
Association of Chartered Certified
Accountants

3. School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
E-Portfolio: What the optimum
e-learning portfolio looks like
Dr Maggie McPherson
and Iwi Ugiagbe-Green
London, July 2nd 2015

4. Dr Maggie McPherson 4
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Agenda:
• What is current range of learning and
associated CPD needs for members?
• How can these be delivered across different
channels?
• What are good options and what could change?
• What is current member experience?
• Understanding e-learning interoperability standards
and technology needs
• What are measurement and feedback techniques?
Technology Associations 2015 Dr Maggie McPherson

5. Dr Maggie McPherson 5
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
“Over the past few decades, the “digital revolution”
has transformed just about every work environment
and the way that most of us do our work.
It has altered every aspect of our jobs, including how we gather
information, think, develop and share ideas, collaborate, analyse, plan
and make decisions; find, use, manipulate, manage, and store
information; and develop, evaluate, revise, and complete information
products. […] We have even reached the point of becoming technology
and technology has now become us.
Simply put, just about every aspect of our work has changed.”
Spilka, R. (editor) (2010) Digital Literacy for Technical
Communication:
21stC Theory and Practice. Taylor & Francis, pp.2.
Technology Associations 2015 Dr Maggie McPherson

6. Dr Maggie McPherson 6Technology Associations 2015 Dr Maggie McPherson
• Leadership
• Collaboration
• Adaptability
• Innovation
• Global citizenship
• Critical thinking
• Communication
• Productivity and accountability
• Accessing, analyzing and
synthesizing information
• Entrepreneurialism

7. Dr Maggie McPherson 7
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
e-Portfolio Background:
• Employment fluid and dynamic (not static)
• Constant change gives rise to need for
continuous re-evaluation of skill sets
• Lifelong learners require suitable career
management tools
• e-Portfolios are seen as a means of
self-reflection about learning needs
Technology Associations 2015 Dr Maggie McPherson

8. Dr Maggie McPherson 8
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
e-Portfolio Definitions:
• “The product, created by the learner, a
collection of digital artifacts articulating
experiences, achievements and learning”
(Jisc, 2008).
• “A purposeful collection of information and
digital artifacts that demonstrates
development or evidences learning outcomes,
skills or competencies”
(Cotterill, 2002).
Technology Associations 2015 Dr Maggie McPherson

9. Dr Maggie McPherson 9
Understanding how e-Portfolios work
Technology Associations 2015 Dr Maggie McPherson
Jisc Figure: Adapted from Hartnell-Young et al. (2007) Impact study of e-portfolios on learning, Becta 2

10. Dr Maggie McPherson 10
A possible e-Portfolio Model
Technology Associations 2015 Dr Maggie McPherson
Jisc Figure 2: A model of e-portfolio-based learning, adapted from Kolb (1984)

11. Dr Maggie McPherson 11
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Essential e-Portfolio Questions:
• Who is the proposed e-Portfolio intended for?
• The Individual Learner?
• The Organisation?
• Both?
• Why is this important?
• Requires an knowledge of intellectual property law
• Other legal implications also need to be considered
Technology Associations 2015 Dr Maggie McPherson

12. Dr Maggie McPherson 12
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
An e-Portfolio system will require
consideration of data protection:
• What kind of data is to collected, stored and used?
• Assess data protection risks
• Can learners make information in their e-Portfolio
available to others? If so, how and when?
• Think about organisational privacy risks
• Will anyone, apart from the learner, be allowed to
have access to the data?
• Consider objectives, impartiality, transparency
Technology Associations 2015 Dr Maggie McPherson

13. Dr Maggie McPherson 13
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
e-Portfolio Legal Questions to Ask:
• Who owns the information held in the e-Portfolio system?
• Who has the right to see and use personal information in
the e-Portfolio system?
• Who has the right to see and use other valuable
information in the e-Portfolio system?
• What happens if the e-Portfolio system is misused
by learners?
• What happens if the e-Portfolio system can’t be used by
certain types of learner because they are disabled, they
lack technical skills, or they face cultural barriers?
Charlesworth, A. and Grant, A. (2006)
Technology Associations 2015 Dr Maggie McPherson

14. Dr Maggie McPherson 14
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Some Design Considerations:
What is the intended purpose of the e-Portfolio:
• Assessment  Accreditation
• Presentation  Job Applications
Is the e-Portfolio intended to be:
• Reflective  Factual
• Structured  Unstructured
• Formative  Summative
• Formal  Informal
Technology Associations 2015 Dr Maggie McPherson

15. Dr Maggie McPherson 15
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Commissioning an e-Portfolio System:
Will it be developed:
• In-house  Off-the-shelf
Make sure system requirements are documented
Will it need it need to be:
• Maintained internally  Customised by supplier
If not in-house, check licences and agreements
Has misuse of e-Portfolio by learners been considered?
• Conduct a risk assessment • Provide guidance to learners
• Ensure admin support • Consider need for insurance
Technology Associations 2015 Dr Maggie McPherson

16. Dr Maggie McPherson 16
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
User Inclusivity and Accessibility:
Have specific educationally related disability
anti-discrimination issues been considered:
• Learners with poor literacy skills
• Learners with poor concentration or
memory skills
• Learners with limited access to the
necessary levels of technology
Technology Associations 2015 Dr Maggie McPherson

17. Dr Maggie McPherson 17
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
E-portfolio use in an applied context
Users: Aspiring professional
accountants and
assessors (n=21)
Purpose: Professional competency
assessment (chartered accountancy)
Content: Evidence of professional capital
(human, decisional and societal capital)
Technology Associations 2015 Dr Maggie McPherson

18. Dr Maggie McPherson 18
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
E-portfolio use in an applied context
It is recommended that the most effective
way of assessing competence is by combining
performance
and capabilities evidence in a portfolio type
approach (Gammie and Lines, 2004).
Technology Associations 2015 Dr Maggie McPherson
Action in
jurisdiction
(work &
exams)
Cognitive and
personal
qualities

19. Dr Maggie McPherson 19
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Context
• Holistic assessment (Cheetham and Chivers, 1998)
not functional (Taylor, 1911) of competencies
Competencies to be assessed;
• Qualifications, knowledge, skills, emotional intelligence,
aptitude (human capital)
• Trust, collaboration, collective responsibility, team-
working, respect, professional networking, push, pull,
moral reasoning, health and well-being (societal capital)
• Professional judgment, case experience, practice,
challenge & stretching reflection (decisional capital)
Technology Associations 2015 Dr Maggie McPherson

20. Dr Maggie McPherson 20
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Intended purpose: Professional competency assessment
Various uses (not capabilities) cited;
• Enhance verifiability of assertions of competencies
made by the user (by presenting evidence of
competencies)
• Repository and scaffolding of portfolio evidence
• Development of skills e.g. reflection, moral reasoning
• Collaboration and mentoring between users and
assessors
• Self promotion of user e.g. link to social media
• Communication and feedback between users,
Technology Associations 2015 Dr Maggie McPherson

21. Dr Maggie McPherson 21
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Issues cited by participants
• Data management/archiving
• Responsibility & ownership of data
• Commercial sensitivity of data
• Data protection of clients and other third parties
• Infrastructure access, inter-operability, training needs
• Cost and associated price passed on to
user/organisation
• Short life-cycles, transient nature of competencies
• Substitute goods e.g. Google drive
Technology Associations 2015 Dr Maggie McPherson

22. Dr Maggie McPherson 22
School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND
LAW
Concluding thoughts;
• Merits of e-portfolios are widely acknowledged
• Barriers to use mean that there needs to be clear
articulation of where value (based on affordance) is added
• The purpose of its use over-rides the capabilities of the e-
portfolio itself
• Scaffolding is critical for assessment – integration of
artefact, feedback and validation is where value is created
over and above the use of a drop box/shared drive
• Use in a professional accounting context needs to provide
good scaffolding but be flexible in its operability & access
Technology Associations 2015 Dr Maggie McPherson

23. Dr Maggie McPherson 23
© Maggie McPherson
“Education is the kindling of a soul,
not the filling of a vessel!”
Socrates
Technology Associations 2015 Dr Maggie McPherson
Any questions?

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www.associationsnetwork.org
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