3. Application to University Application to employment Employability Presentation of work for professional accreditation Coaching Providing evidence for appraisal Evidencing continuing professional development Presentation of work for assessment Showcasing work to employers Work-based learning Supporting core learning processesFlexible course delivery Non-traditional learners, women returning to higher education Information advice and guidance Digital storytelling Course approval and design Using e-portfolios to support...
4. 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 Supporting women returners to the workplace 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 5/11/2011| slide 4
5. 5/11/2011| slide 5 Interoperability 'Interoperability standards are obvious enablers to e-portfolio transition and progression, all the more so since there is wide acknowledgement that a 'one size fits all' approach to e-portfolios is inappropriate for the diversity of institutions in the school and FE College sector.' ePistle Guidelines www.leapspecs.org
6. ePI Study Led by Gordon Joyes and Angela Smallwood at the University of Nottingham August 2010 – May 2011 Aim to identify a range of wide-scale e-portfolio implementations Gather a range of case-studies Develop models and guidance for the wider community (ePI Toolkit) Involving 13 UK institutions including one professional body And 3 from New Zealand, 4 from Australia
Editor's Notes
JISC and e-portfolios Since 2004 - funded projectsIn 2004, the Distributed e-Learning Programme took forward these concepts in the funding of twenty-one two -year projects exploring the use of technology to support lifelong learning 2006-2009 funded projects exploring the use of technology in the contexts of higher education level courses delivered in further education settingslifelong learningenhancing the administrative processes faced by teaching staffadmissionsensuring interoperability between e-portfolio systems
What have we learnt? Benefits - tangible
Aug 2010 – May 2011Invite HE/ FE institutions and professional of organisations to collaborate in creating case studies that illuminate their journeys – identifying key decisions, strategies and policies and lessons learntInterview practitioners and senior managers through phone and skype including collaborative calls. Beginning with six in the UK and moving to 14. But actually developing 20.UK – Wolverhampton, Bradford, Newcastle, Surrey, Edinburgh, Birmingham City, Plymouth, Northumbria, Southampton Solent, Thanet College, Newham College, IFL, NHSWorking with a parallel project funded by NZ MoE – University of Auckland, Massey University, Albany High SchoolLooking to include Australian case studies – QUT, RMIT, Curtin, Australia Flexible Learning Framework, Developed case studies on a collaborative wiki, that will be sustained by infoNet. Aiming to develop a ‘toolkit’ of resources which include case studies and routes in; guidance and models of implementation.Output – ePI toolkit (developed with infoNet) aimed at practitioners and senior managers
