From a survey of UK HE institutions - 167Biggest jump in use of tools was between 2005 and 2008. 2008 – 55% responded2010 – 44% responded.
So any definition encompasses both product and process but also the fact that is learner createdThese processes of learning aren’t specific to e-portfolios, but are at the heart of good learning and teaching. e-portfolio tools and systems can support these, but only as part of a good learning design, not by themselves. Get good and bad e-portfolio stories as with any other form of assessment.
This diagram nicely formalises what was in the previous image & highlights the activities involved in creating e-portfolio presentations – and indicates how the technology can support these processes.
Cambridge 08 – ‘a genre, a set of practices supported by a set of technologies’
JISC and e-portfolios drafting, reflection, redrafting etc. and more easily promoting collaborative working. People are arriving at e-portfolio practice from a wide range of areas – professional bodies, employers, PDP practitioners, and starting to see the benefits to all involved. e.g. application to university:One project (ELP) looked at use of eportfolios to support entry to University, with a mentor at the University feeding back. One student as a result didn’t apply for his previous chosen career of medicine. Two students got accepted for midwifery courses after completing their portfolio, when the year previous none had. Mentors and e-portfolios were positively received. PorthisHEad – looking at using an e-portfolio to provide a richer application to Higher Education Applying for jobs and Work placements:MyWorld looked at the use of eportfolio (moodle extension) as a discussion prompt with a range of non-traditional learners from a socially deprived area of Oxford helping them to create CV’s, helping them to think about what to put in it etc. Presentation of work for professional accreditationA project led by the University of Cumbria is looking at the use of e-portfolios to evidence professional standards and accreditation. They are also using the e-portolio tool to support appraisal and team building across institutions. Presentation of work for assessment: Plumpton College– use an e-portfolio system in a professional studies module on a BSC Viticulture – they gathered professional evidence for assessment. Employers tend to be overseas so provided evidence of work placements and could share this electronically. Found course useful but software wasn’t great. Many projects are looking to use e-portfolios to support work-based learning – particularly around reflecting on experiences and relating that to their formal learningOverwhelmingly projects have found that the process was found to be useful – even where the tool wasn’t.
Using images and other multimedia techs to tell your story can have some real benefits for tutors and learners. Evidence suggests can enhance deeper reflection and learning for example around critical incidents.
What have we learnt? Benefits - tangible
Just to share one of the resources from one of our projects, Flourish, based at the University of Cumbria, which explored the use of e-portfolios for staff CPD and appraisal. They asked animation students at the university to produce something which would start to explain in easy steps what this was about – to better engage staff with the process.....this approach was used by Southampton Solent University to engage their staff, with similar focused animations.The institution has now embedded e-portfolio use as part of the PgCinLTHE ......Staff appraisal – relaunched staff appraisal based on the intial work undertaken in the project. A challenge to embed not only a new process, but new technology too. Weren’t allowed to mandate the system. Wanted a more agile, living process of development, focus on the conversation. Launched institution wide. 91% staff completed it, and 75% did it in the e-portfolio, a suprise even to the project team.
A metaphor that makes sense in the context of this study is that of the blind men and the elephant. (from a link from Helen Barretts work)n various versions of the parablea group of blind men (or men in the dark) touch an elephant to learn what it is like. Each one feels a different part, but only one part, such as the side or the tusk. They then compare notes and learn that they are in complete disagreement. As to what this is.
This is an apt metaphor for the e-portfolio environment – as identified through the study those come to e-portfolios from a range of perspectives, some looking to support transition, evidencing competencies, promoting personal and professional development, or enhancing employability, and often the larger picture, of e-portfolios supporting an entire learning journey is missed. And with that, the opportunity to gain the maximum benefit from them – i.e. a coherent, well supported enhanced student experience. The diversity of purposes can lead to misunderstandings about the focus of an implementation initiative – even if use is linked to strategic aims, such as enhancing graduate attributes, other valid purposes are likely to equally exist which may make acceptance of other roles difficult to accept by some. Highlights the key role of engaging with all key stakeholders, with a clear articulated vision but recognition of existing approaches.
The case studies form the backbone to the toolkit. Total of 18 case studies, 11 UK based, 4 from Australia and 3 from NZ. All differ in breadth and depth.It was a self driven process – with institutions providing authentic accounts of their stories. RED = VIDEO CASE STUDIES
The case studies provide authentic accounts of practice (described by those involved) from within the UK, Australia and New Zealand - ranging from 2 to 7 + yrs of experience. Case studies are available through the wiki as:1. summary overview providing details of numbers of users, distinctive features, drivers, tools, purposes.2. Or full case study. 3. Exemplarse.g. Finding examples from localised use, school/faculty use, cross institutional use, or the broader lifelong learning context across all institutions involved.
The study has picked up a range of practice, at different levels of scale, including examples at local course level, school-wide level, cross institutional level, and extra-curricular. All case studies identified where their practice fitted in to that scale.For example: X institutional use supporting PDP with research students at Newcastle – use of e-PETSchool wide use, e.g. At the University of Edinburgh use with MSC nursing students changing a dissertation assignment to e-portfolio-based. Extra-curricular use at Royal Melbourne Institute of Technology for RPL for competence based training qualificationsAnd.....Thanet College and University of Bradforduse of e-portfolios with staff, feeding in to their professional requirements with the professional body
Are there any generic lessons we can learn from this body of knowledge? The case studies have been analysed, and a guidance provided relating to a series of models, some of which may make more sense to each of you in your different contexts. These different models relate to the way in which implementation was initiated, to a set of e-portfolio implementation principles, And also relating to the stages of the implementation journey. I
Three models of initiation were identified in the toolkit. Top down: driven by senior managers (top down model), to support institutional goals (wolverhampton, Newham College, University of Edinburgh, Bradford)TEG the University of Bradford, who took a strategic, top down approach towards implementing national policy on Progress Files in response to the Dearing report (1997). A working group produced a framework approved by Senate and incorporated in their Learning and Teaching Strategy (2005-2009), which included an entitlement for every student to have a private online space for development. A small central team explored use, systems and practice and made recommendations on the choice of tool. It is now fully integrated with the VLE, all students and staff have access. Wide range of use including the Graduate School who are using it to implement a research development framework for all PhD students. Middle-out: by managers with responsibility for technology enhanced learning (Southampton Solent, Newcastle, Dumfries and Galloway College, Thanet College)Bottom-up: by learners and practitioner demand. (Birmingham City)Study found that this central co-ordinating role was key to success, although this role was undertaken by different people in different institutions. For eg. In HE it was often a central coordinating units outside of Information Services, although a ProVC (Curtin) and seconded lecturers were also key. If co-ordination and support are insufficient the initiative carries a higher level of risk. The toolkit outlines the advantages and disadvantages of each model, and presents examples from the case studies. For example, a top down initiative may mean that all students have the same entitlement, with central support provided from the start, but lecturers may lack a sense of ownership, and all course needs may not be addressed.In all cases the importance of aligning e-portfolio use with the institutions strategic aims is clearly signalled, no matter which model is adopted.
So from the review that we undertook, it became apparent that the lessons around e-portfolio implementation were complex, and out of that work emerged a model that could help us to understand the complexity. One feature is that threshold concepts are often ‘troublesome’ to the learner, i.e., that they may seem alien, incoherent or counter−intuitive (Perkins, 2006). It does appear that the implementation of e-portfolios is particularly troublesome. Threshold concepts exist in all bodies of knowledge. In the e-portfolio area they are particularly troublesome in that understanding emerges from technological, pedagogical, institutional, life-long and life-wide learning perspectives. Because of this the field engages a range of different stakeholders who need to understand the e-portfolio domain and these have different cognate backgrounds and professional interests. The evidence for this troublesome nature include the lack of a shared understanding of terms, that many don’t use the term at all, or use ‘personal learning’ as a way of describing the use of these tools. Purposes can be endless. Understanding seems to increase over time, suggesting that there are key issues to understand.
Threshold Concepts associated with eportfolio implementationPURPOSES: The PURPOSE/S for the eportfolio must be aligned to the particular context;LEARNING ACTIVITY DESIGN: There must be a conscious DESIGN & SUPPORT OF A LEARNING ACTIVITY/ ACTIVITIES suited to the purpose and the context; PROCESSES: The PROCESSES involved in the creation of the eportfolio in this context must be understood and both technical and pedagogic support needs to be provided; OWNERSHIP: eportfolio processes and outcomes need to be OWNED by the student - this leads to considering portability, choice of tool (use their own phone camera, audio recorder, Web 2.0 application etc, but also their engagement;DISRUPTIVE NATURE: e-portfolios are disruptive from a pedagogic, technological and an organisation perspective because they tends not to fit exactly within existing systems or processes.
Once you take these key principles, and discuss them in relation to each step of an implementation journey, you get something quite powerful, and that enables informed decisions to be made that are suited to the local context. These four broad stages of the implementation journey, plus Stage 0 – what went on before (as key to the success of the implementation)– were apparent in all case studies. Stage Description0. ContextDevelopments and conditions prior to implementation1. Planning and procurementThis involved reflection on and response to the current context - institutions tended to have some pre-existing use of portfolios/e-portfolios2. Facilitating adoptionThis involved piloting with volunteer practitioners who became champions3. Embedding effective practiceThis involved sharing practice and wider adoption4. Sustaining progressThis involved some institutional change and though features that support sustainability may be in place during previous stages this commitment to e-portfolios is something that can only be judged over timeTypically the activity comprising stages 1 to 3 takes three years, but for the institutions who pioneered the way, it took longer.NOT A LINEAR PROCESS, BUT A JOURNEY as continuing enhancement and improvement may lead to further instances of invention and early innovation. The toolkit outlines a set of key issues and statements of effective practice relating to each of these implementation principles – with a different focus for both managers and practitioners. For example for mangers around purpose – that the range of purposes are recognised up front, that teaching strategies relate to the drivers or e-portfolio use explicitly, and that the technology is able to support the range of purposes identified. For practitioners that there is a transparency of purpose and benefits for users, achieved for example through an institutional drive towards graduate attributes. Ownership is particularly interesting – whic
Look at these and decide what is in place and what your next steps would be. Asummary guide for large scale institutional implementation is provided here, but it is important to note that each context for implementation is different and it is the application of the e-portfolio model that is the key to success.This assumes that the institution has decided to initiate a top-down implementation strategy Identify at least one senior manager who has responsibility for making executive decisions and who will engage in developing the vision for e-portfolio use across the institution. Identify/establish the e-portfolio implementation central unit and its manager – their roles are critical to the success of the implementation strategy and they need to be in place for all the implementation stages. Decide upon the key stakeholder representatives, eg students, lecturers, employment and careers, volunteering, alumni, administrators, Graduate School, Information Services and engage them in developing and supporting the implementation strategy over all the implementation stages. This process needs to be led by the e-portfolio implementation manager using ‘expert’ advice and will need to consider the key drivers, such as employability, retention etc as well as potential contexts for use across the insitution and the time line. Use by staff on the new lecturer course and for performance review/promotion should be considered.Establish an approach to both pedagogic and technical support that is able to suit the range of contexts of use – technical support and some pedagogic support through online resources will need to be centrally provided. And the training is not just on the technology, examples of how you use it is key. Identify existing effective use of e-portfolio and potential champions/mentors and gather case studies of use. CAN BE KEY IN EARLY STAGES OF PLANNING and at all other stages. FOR EG Curtin University, Australia appointed students with experience of the e-portfolio as student support officers – providing front line advice for new users, email requests and supporting practitioners. STAFF ENGAGEMENT KEY TO LEARNER ENGAGEMENT
Develop an approach for evaluation and dissemination of the implementation that provides case studies of use across a range of contexts that include students explaining the benefits as well as providing cost benefits data to provide a basis for sustaining the initiatives.Establish and evaluate pilot projects supported by the champions and central unit – these need to be informed by the intended institutional uses for the e-portfolio and how these are to be rolled out/ developed. They can provide essential in demonstrating benefits, addressing misconceptions and establishing levels of support requiredProvide easy access to the e-portfolio tool and support resources to all staff and students, and integrate with other relevant systems. Been shown to increase learners perceptions of the value of the tool.
This is an example, from Thanet College, one of the case study participants, of the role staff professional development can take in an e-portfolio implementation. Others pick up themes of employability , work-based learning, the challenges of implementing one tool across divergent schools. Changes to system...
Lisa Gray (JISC) ePorfolios (October 2012)
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/