An introduction to the ePet e-portfolio


Published on

Presentation delivered by Simon Cotterill to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

An introduction to the ePet e-portfolio

  1. 1. An Introduction to the ePETe-Portfolio<br />Simon Cotterill <br />Senior Research Associate<br />Newcastle University<br />School of Medical Education Development<br /><br />
  2. 2. Design new components<br />for your course<br />-create proformas via simple Web forms.<br />-or using Open Source software<br />Select components<br />for your course<br />(eg. CV, blog,<br />SWOT, meetings etc)<br />Specify Skill-sets<br />/ Learning Outcomes<br />Customise look-and feel, terminology and text<br />Build on core features, including:<br /><ul><li> Content sharing – add formative comments
  3. 3. Integrated action planning
  4. 4. Uploading files</li></ul>ePET: A flexible component-based ePortfolio<br />‘software to match your pedagogy – not vice versa’<br />
  5. 5. EPICS-2<br />North East regional collaboration for personalised, work-based, and life-long learning<br />October 2007 to February 2009<br />Partners include: 5 HEIs<br /> FE colleges (Comport Project)<br /> CETL4HealthNE <br />Project Director: Prof. Geoff Hammond<br />Project Manager: Simon Cotterill<br />Project Officers: Paul Horner<br /> Martin Edney<br /><br />
  6. 6. EPICS-2: Themes<br />Work-Based<br />Learning<br />ePortfolios, Blogs & Social Networking<br />Life-Long <br />Learning<br />Personalised<br />Learning<br />
  7. 7. EPICS-2: Overview of Activities<br />Regional PDP Forum<br />Large-scale pilots of ePortfolios, blogs & social publishing<br />Supporting personalised learning pathways for Postgraduate Students in a regional context<br />Supporting life-long learning (interoperability)<br />Mobile technologies (JANET txt)<br />Updated version of the ePET portfolio<br />
  8. 8. Case Studies<br />
  9. 9. Case Study: ePortfolio to support learning on an employability skills module<br />An action research project undertaken with undergraduate students at levels 5. <br />Context: the module helps prepare students for the recruitment process for both year-long placements and permanent employment. <br />Aim: encourage students to adopt a deep, active approach to learning, and thus take responsibility for their own learning. <br />Outcomes: The use of the ePortfolio format encourages reflection and self-evaluation and facilitates formative feedback by peers and tutors, as well as providing a repository for evidence of skills and capabilities from which appropriate material can be selected to support specific job applications.<br />
  10. 10. ePET: Unstructured Blogbut with explicit links to skills/outcomes<br />
  11. 11. Case Study: Combined Studies<br />Evaluating use of ePortfolio to support personalised learning pathways<br /><ul><li> Cohort: students commencing October 2007 (n=119)
  12. 12. Modest engagement: av. 28 logins per student in 18 months (range 1 -168)
  13. 13. Minimal engagement prior to assessed assignment in Semester 2, Year 1
  14. 14. Mostly used CV/skills (assessed),limited use of cross-module learning log </li></ul> “It helped me see the skills I was using that my modules shared and sort of helped me develop those further”. <br /> “too time consuming”<br /> “I had to write a CV and it helped me think about what modules and what aspects of each module I enjoy, while writing about them”. <br /> “didn't really understand what I needed to put down as evidence” <br />
  15. 15. Case Study: Speech & Language Sciences <br />Evaluating use of ePortfolio/blog to support placement learning<br /><ul><li> Cohort: BSc & MSc students (all years) from October 2007
  16. 16. Medium engagement: av. 30 logins per student (range 2 -142)
  17. 17. Steady use over time; recording clinical goals, placements and clinical skills
  18. 18. Virtually no sharing of blog entries in the community areas</li></ul> “I find I do not have enough time to use the ePortfolio regularly.” <br /> “being able to put in my placement goals, and have a format to review my progress in these at each stage”. <br /> “Ability to put in different placements into the portfolio alongside your goals and whether you achieved them. Ability to make blogs private to evaluate yourself without others seeing.”. <br /> “You had to be careful to tick a load of boxes saying that your blog was private because it could get posted in the community blog otherwise”<br />
  19. 19. Case Study: PGCE (Secondary)<br />Evaluating use of ePortfolio/blog to support placement learning<br /><ul><li> Cohort: PGCE students (all subjects) from Sept 2008 (n=156)
  20. 20. High engagement: av. 41 logins per student (range 4 -178) in Semester 1, 1096 files uploaded
  21. 21. Good use of blog: av. 16 entries. Many linked to Skills av. 76 links to QTS standards
  22. 22. Many blogs published to community areas: 825 entries, 262 comments</li></ul> “good for staying in touch whilst on teaching practice”. <br /> “What I do like about the ePortfolio is that it is designed for the purpose of building a skills repertoire, and allows you to connect thoughts and experiences to the Key Skills.” <br /> “It's not very clear exactly what parts of it are mandatory and what parts are optional”<br /> “the ePortfolio is well set-out with regards to being able to link blogs to the skills pages. The ePortfolio in a sense guides you through the necessaries”. <br /> “It is tedious having to fill in a weekly blog especially when I have many other things to do.”<br />
  23. 23. Factors related to engagement with ePortfolio / blog<br />*Interim results* n=163 (30% response rate so far)<br />
  24. 24. Engagement and Effective Use of ePortfolios<br /><ul><li>Clarity of purpose
  25. 25. Students
  26. 26. Staff
  27. 27. Perceived value – what’s in it for me?
  28. 28. Assessment? Careers / employability?
  29. 29. Embed in and relate to the curriculum – not a ‘bolt on’
  30. 30. Training
  31. 31. A brief mention at induction is unlikely to be enough
  32. 32. Set a specific task early on
  33. 33. Plan in a check-point - don’t leave it all to the end of the year!</li></li></ul><li>Use of Social Networking and perceptions of its use in learning<br />91% of respondents use social networking sites (58% on a daily basis). <br />Use of these sites was predominantly for social reasons, though:<br />62% sometimes used them to communicate with classmates about course-related topics <br /> 9% had used them to communicate with teaching staff about course-related topics<br />“…most people see Facebook etc. as an escape from work and it really should stay that way.”<br />“It must never be enforced. Emphasis on ‘social’ networking. Informality is key.”<br />BSc Speech & Language <br />Sciences student<br />Combined Studies student<br />“I prefer to keep social networking sites for personal use and for engaging in general conversation about essays etc in a non-official/non-university domain where it's friends discussing a course. <br />Professional dialogue, opinions on educational matters, lesson plans, theory discussions I prefer to engage in face to face or via the official, nominated online spaces.”<br />PGCE student<br />Interim results n=163 (30% response rate)<br />
  34. 34. Personalised learning pathways for Postgraduate Students<br />
  35. 35. Personalised Learning Pathways<br />Aims: share and widen the range of training opportunities for postgraduates to choose from (including part-time and distance students).<br />Extensive consultation and user-needs analysis<br />We developed a working model for sharing training opportunities amongst the 5 universities in the NE. <br />Very applicable to other contexts (e.g. viewing learning opportunities from multiple providers in WBL). <br />
  36. 36. Workshop<br />Booking system<br />Workshop<br />Booking system<br />ePortfolio<br />XCRI<br />feed<br />XCRI<br />feed<br />Aggregator<br />Web Service<br />to import <br />attendance<br />records from<br />remote systems<br />
  37. 37. Life Long Learning(interoperability)<br />
  38. 38. Interoperability<br /><ul><li> Standards and specifications for transferring life-long learning records between systems
  39. 39. Worked with various standards; particularly
  40. 40. LEAP2a
  41. 41. EUROPASS
  42. 42. IMS ePortfolio
  43. 43. Extended the work in EPICS-2 into 2 JISC-CETIS projects:
  44. 44. PIOP2 (completed)
  45. 45. PIOP3 (ongoing)
  46. 46. XCRI mini project (ongoing)</li></li></ul><li>Educational Benefits of Interoperability<br />Continuity in life-long learning (LLL)<br />School HE Continuing Development<br /><ul><li>Explicit recognition of prior learning
  47. 47. Focus on continuous development, not episodic learning</li></ul>Integration with other systems<br />Life-long ‘personal learning space’<br />Serial transfer of data <br />Aggregators of multiple portfolios / blogs<br />Alternative<br />models<br /><ul><li> Linking into the wider VLE
  48. 48. Integration with other systems</li></ul>e.g. Workshop admin portfolio/CV<br />e.g. CV recruitment services<br />
  49. 49. Summary<br /><ul><li> Case studies add to our knowledge of the use of ePortfolios/blogs to support LLL & WBL
  50. 50. New approach to link blogs to structured outcomes in ePET
  51. 51. Developed a working model for the regional sharing of learning opportunities for postgraduates
  52. 52. Work on interoperability standards for lifelong learning helped shape national standards.</li></ul>Further Information ►<br />
  53. 53. Dynamic Learning Maps<br /><br />Add notes and reflections in <br />any topic in a curriculum map<br />-Linked with ePortfolio using latest standards<br />
  54. 54. Learning Maps <br />This is an innovative 2 year project funded as part of theJISC“Transforming Curriculum Delivery Through Technology” programme, starting in November 2008. <br />The Learning Maps will provide a fusion of both formal curricula and personal learning information with the flexibility to view:<br /><ul><li> Formal curriculum maps (programme and modules)
  55. 55. Skills / learning outcomes (add evidence / view learning opportunities)
  56. 56. Personalised learning records
  57. 57. Related learning resources drawn in from multiple sources</li></ul>Web 2.0 approaches: participative – interactive – engaging<br />Web 3.0 approaches: adaptive – analogy with neural networks<br />Scenario: A student views their personalised learning map which draws in their specific modules, programme level outcomes and personal learning records. They add an external resource linked to a particular topic which they opt to share with others on their course, who can rate and review it.<br />