Thursday 25th October, 2012 Netskills workshopEffective Practice with e-Portfolios:Supporting 21st Century LearningLisa GrayProgramme Manager, e-Learning Team, JISC
Overview of the day 10.20 – 11.20: e-Portfolios in context, definitions, purposes, resources and projects 11.20 – 11.35: Coffee break 11.35 – 12.45: Presentations from practitioners • Liz Barnes – University of Manchester • Chrissi Nerantzi – University of Salford 12.50 – 13.50: Lunch (13.10–13.50 hands on with e-portfolio tools) 13.50 – 14.25: Presentations from practitioners • Duncan Gillespie – Dumfries and Galloway College 14.30 – 15.15: Reverse brainstorming exercise – e-portfolio implementation 15.20 – 15.45: Second opportunity: hands on activity 15.45 – 16.05: Crossing the threshold: moving e-portfolios into the mainstream. Current e-portfolio activities and resources 16.05 – 16.20: Final Q&A with presenters
Context Why are e-portfolios important? – Policy context (PDPs by 2005/6) – Institutional drivers (including retention, widening participation, employability, reflective learning , graduate attributes, student awards) – Pre-Higher Education initiatives 14-19 – Professional requirements 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 3 development, personal development planning…..
UK context The use of centrally supported e-portfolio tools rose from 27% in 2005, to 76% in 2012 – PebblePad 33% – Mahara 27% – BlackBoard 20% The use of non-centrally supported e-portfolio tools rose from 11% in 2008 to 23% in 2012 – PebblePad 43% – Mahara 22% – In house tools 14% JISC/UCISA Surveys www.jisc.ac.uk/whatwedo/projects/ucisasurveys.aspx
Published in 2008... and 2012 31/10/2012 | slide 5
Exercise: What are e-portfolios? 31/10/2012 | slide 6
Some definitions:‘The research team worked from an understanding of e-portfolios that incorporates both process and product, andincludes a range of tools within a system that links with othersystems. Broadly, the product (e-portfolio) is a purposefulselection of items (evidence) chosen at a point in time froma repository or archive, with a particular audience in mind.The processes that are required to create e-portfolios forany purpose include capturing and ongoing storage ofmaterial, 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=_r e_rp_02&rid=14007 31/10/2012 | slide 7
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 31/10/2012 | slide 8
e-Portfolio as process and product, owned by the learnerAn e-portfolio is the product, created bythe learner, a collection of digital artefactsarticulating experiences, achievements andlearning. Behind any product, orpresentation, lie rich and complexprocesses of planning, synthesising,sharing, discussing, reflecting, giving,receiving and responding to feedback. (JISC, 2008) 9
The confusion over e-portfolios “The problem is that portfolio is a learning approach not a technology……..the essential nature of an e-Portfolio for learning is not as a repository but as a place for reflection” Trent Batson, 7th Jan 2009, ‘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“a genre, a set of practices supported by a set of technologies” Darren Cambridge, 2008 12
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’ 31/10/2012 | slide 13
Exercise: For what purposes might learners create e-portfolios and why? 31/10/2012 | slide 14
Using e-portfolios to support... Application to University Application to employment Employability Presentation of work for professional accreditation Coaching Providing evidence for appraisalEvidencing continuing professional development Presentation of work for assessment Showcasing work to employers APEL Work-based learningSupporting learning processes Flexible course delivery Non-traditional learners, women returning to higher educationInformation advice and guidance Digital storytelling Course approval and design and more........
Supporting reflection, collaboration, planning“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 31/10/2012 | slide 16
Power of the digital“As dietetic tutors viewing the digital stories we wereastounded by the quality of student work. We were able toexperience the reflective learning journey in a way we havenever done before just through text alone and we finallygained some insight into the intensity of the studentexperience in practice learning which helped us to engage in aa truly student-centred approach” Dietetic Tutor“Something happens in passing and when you start to choosethe pictures you realise that actually had an effect on me,that actually meant something....when you spend fiveminutes finding the pictures and looking back at whathappened in makes you think about it a lot more” First year medical student ‘Digital approaches to academic reflection‘ Reflect 2.0 project
Emerging from JISC work - tangible benefits Efficiencies Time savings in information retrieval Supporting reflection and feedback, Supporting presentation, Assessment AND administration Enhancements Improving quality of evidence, Reflection and feedback; Skills development; Student motivation and satisfaction Increases in recruitment and retention Use by staff for professional development increasing and informing use with students 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 31/10/2012 | slide 18
e-Portfolios for Starters – Flourish Project http://www.youtube.com/watch?v=6B3tujXlb dk
How would I make my e-portfolio implementation FAIL.....
So, what things will make life difficult for the implementation?1. no technical support2. lack of clarity on privacy, rights and ownership3. lack of import and export capability at end of course4. lack of instructions at all5. top down approach only6. impose unclear, boring, flaky uninteresting system7. no useful timing, provide late feedback8. mention only once9. no privacy / personal options10. no clear reason / explanation for why you are implementing it11. no consultation of stakeholders12. no evaluation of tool available13. lack of deadlines and milestones to implementation14. no time / space for staff/learners to engage15. so technical no-one can understand it, exclusive16. ridicule peoples first attempts17. blanket training to all
How did other people fail? 23. Do a ‘short’ trial or use the word Pilot1. Not getting key people on board 24. Ignore and exclude the middle managers2. No academic leadership 25. Ignore the needs of the academics3. Not emerging beyond the champions 26. Tell everyone that it’s easy “it will reduce your4. System too complicated, unusable, in- or not- workload” Honest!! accessible 27. Don’t articulate the differences between the LMS5. Insufficient training for staff and students – poor and the PLS internal support (technical and pedagogical) 28. Train, expose or promote all aspects at once6. Getting the levels of ownership wrong 29. Don’t have a project champion, leader or7. Lack of long term strategic commitment manager. No focal point.8. Technical infrastructure not suitable 30. Make it optional9. Don’t have (or articulate) an understandable and 31. Introduce it at the end of a course or programme acceptable purpose 32. Don’t value (or even view) the work of the10. Insufficient time for planning and preparation learners11. No planning for growth 33. Choose a tool that isn’t fit for purpose12. Poor support from the supplier 34. Provide no support – technical or pedagogic13. No back-up strategy 35. No single sign on14. Product costs escalate 36. No clear learning purpose15. Poor introduction, induction. Bad messages 37. Make sure you have no central support (no16. Bringing in too many new tools at once budget, no training, no resources...)17. Relying on good will 38. Design your curriculum around the features of18. Not having a common understanding of eportfolio the tool19. Have no link to strategic initiatives 39. (Regular) Institutional change20. No communication or sharing between users, 40. Poor admin procedures implementers, stakeholders...21. It’s the cure for all your ills
Background and context 2008 – Effective Practice with e- Portfolios and infoKit Leap2a interoperability specification Evaluation activities But information about the issues at scale were as yet unresearched..... 31/10/2012 | slide 24
ePI Study ‘Study on large-scale e-portfolio implementations’ (Aug 2010 – May 2011) Aims: – To identify, research and document a range of examples of large-scale e-portfolio implementations – To analyse these examples, produce models and guidance materials on effective practice in this area aimed at different stakeholder groups Led by Gordon Joyes and Angela Smallwood, University of Nottingham www.jisc.ac.uk/whatwedo/programmes/elearning/epi.aspx
ePI Study Case study selection – Through an open process, institutions were invited to contribute their implementation stories. – Criteria for selection included evidence of a breadth of effective practice, balance of HE and FE institutions, and balance of drivers, purposes and tools – A total of 18 case studies developed, including 11 in the UK, 4 in Australia, and 3 in New Zealand (as a result of a parallel study) Case studies and resources developed through a collaborative approach supported by a wiki 31/10/2012 | slide 26
The e-portfolio implementation toolkit1. Background2. Implementation guidance3. Implementation case studies4. Exemplars of use5. Video case studies
Case Studies UK HE UK FE Birmingham City University Dumfries and Galloway College University of Bradford Newham College University of Edinburgh Thanet College University of Newcastle University of Northumbria Institute for Learning Southampton Solent University University of Wolverhampton
Case Studies New Zealand Australia University of Auckland Curtin University Massey University QUT Albany Senior High School RMIT Australian Flexible Learning Network Specific examples of use available through the full case study, summary, or exemplars of use.
Breadth of practiceRange of practice described includes, for example:school-wide use to support assessment of nursesschool-wide use to support personal development in business studiescross-institutional use of e-portfolios with research students extra-curricular use for supporting transition in to the institution through recognition of prior learningextra-curricular use for supporting staff professional development on an IT qualification
Guidance and models Relating to initiation of the implementation Relating to key e-portfolio implementation principles (threshold concepts) Relating to the stages of the implementation journey
Initiation models Top down – Driven by senior managers Bottom up – Practitioner and learner demand Middle-out – By managers with responsibility for technology enhanced learning In all cases, implementation leads to a ‘middle- through’ process, although the person taking on that role differed, often involving central co- ordinating units (particularly in HE).
What are the features of a threshold concept?Threshold Concepts may be considered to be "akin to passing through a portal" or "conceptual gateway" that opens up "previously inaccessible way[s] of thinking about something" (Meyer and Land, 2003).They represent ‘troublesome’knowledge,i.e. counter-intuitive(Perkins, 2006) 31/10/2012 | slide 35
Threshold Concepts associated with e-portfolio implementationThese relate to:1. Their PURPOSES:2. LEARNING ACTIVITY DESIGN:3. The PROCESSES involved:4. OWNERSHIP issues:5. Their transformative and DISRUPTIVE NATURE 31/10/2012 | slide 36
The guidance in summary Identify at least one senior manager who will engage in the vision Identify/establish the e-portfolio implementation central unit and manager Decide upon key stakeholder representatives and engage them in developing/supporting the implementation strategy. Research their requirements. Establish an approach to both pedagogic and technical support that is able to suit the range of contexts of use‘Implementations can fall down if students dislike sharing....’ Paula Stroud, Thanet College ‘Identify and engage e-portfolio champions/mentors, and use them to support communities of users‘We looked for early adopters to take things further. Students sometimes fell into that category’ Southampton Solent University
The guidance in summary Develop an approach for evaluation/dissemination that provides evidence of benefits (including the student voice), supported by case studies of use in a range of contexts. Include cost benefits analysis as a basis for sustaining the initiatives.‘’The more evidence you have of successful adoption the more use you will get. The support you put in place for students can also be picked up by staff. Most people learn by doing’. Dr. Barbara Lee, Southampton Solent University Set up pilot schemes using early adopters. Embed into the curriculum – activities need to be meaningful and purposeful, language should be appropriate to each context Provide easy access to the e-portfolio tool and support resources for all staff and students. Consider integration with all relevant systems and longevity of access.
Resources Two online resources providing guidance on large-scale implementation of e-portfolio tools in UK FE and HE are available to supplement the 2008 JISC publication, Effective Practice with e- Portfolios The e-Portfolio Implementation Toolkit - the toolkit aims to identify salient messages from examples of large-scale e-portfolio implementation, articulate models of implementation and support users in addressing issues relevant to their Mini-guide summarising the key context messages and resources – by 5 institutional video case studies implementation stage www.jisc.ac.uk/eportimplement
Further information e-Portfolio Implementation Toolkit and video case studies: www.jisc.ac.uk/eportimplement Crossing the Threshold publication: www.jisc.ac.uk/whatwedo/programmes/elearning/eportfolios/crossing.aspx ePI Study: www.jisc.ac.uk/whatwedo/programmes/elearning/epi.aspx JISC e-Portfolio main page, including information on policy context, key resources, JISC projects: www.jisc.ac.uk/eportfolio Resources from JISC workshops on e-portfolios: ww.netskills.ac.uk/content/projects/2008/jisc-eportfolios/ Effective Practice with e-Portfolios www.jisc.ac.uk/effectivepracticeeportfolios infoKit www.jiscinfonet.ac.uk/e-portfolios Paper on ‘Threshold Concept’ model relating to e-portfolios: http://www.ascilite.org.au/conferences/auckland09/procs/joyes.pdf Leap 2a interoperability specification 31/10/2012 | slide 41 www.leapspecs.org
Video case studies Stories of e-portfolio implementation – Thanet College www.jisc.ac.uk/eportimplement/