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Comport Networking June08


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ComPort presentation for JISC on-line networking event

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Comport Networking June08

  1. 1. ComPort - piloting e-portfolios in Tyne & Wear
  2. 2. The Project Focus <ul><li>ComPort </li></ul><ul><li>A collaborative project involving originally four (now three) FE Colleges in North-East England </li></ul><ul><li>Piloting the introduction of different e-portfolio systems within HE in FE programmes with work-based learning components. </li></ul><ul><li>Establishing a standard framework of metrics to collect data consistently </li></ul><ul><li>Other key outputs: evaluation report, case studies </li></ul>
  3. 3. Focus of Project <ul><li>Outcomes </li></ul><ul><li>Com parison of the use of e- port folios across different courses and institutions </li></ul><ul><li>Gain knowledge that will help the HE in FE community make choices about the implementation of e-portfolio/PDP technologies with work-based learners </li></ul><ul><li>Gain insight into how e-portfolios may influence the way work-based learners, tutors and institutions work. </li></ul>
  4. 4. Project Strands <ul><li>Colleges and Technologies </li></ul><ul><li>City of Sunderland College : Blackboard and PDAs </li></ul><ul><li>Gateshead College : ePET </li></ul><ul><li>South Tyneside College : Blackboard </li></ul><ul><li>Fourth Strand: As Tyne Metropolitan College had to withdraw from the project, a fourth comparative strand was added looking at existing use of web 2.0 technologies by learners </li></ul>
  5. 5. City of Sunderland College <ul><li>Foundation Degree in Service Management </li></ul><ul><li>A programme now in its second year, year 2 learners participating in pilot </li></ul><ul><li>Learners (mainly school administrators) are issued with PDAs for collecting evidence </li></ul><ul><li>Use of Blackboard as a means of collecting evidence and reflecting </li></ul><ul><li>The learners have used templates to create an e-Portfolio with Action Plans and reflections comprising major part. </li></ul><ul><li>(familiar with paper-based version from year 1 for PDP aspect of course). </li></ul><ul><li>Students have varied from template where necessary. </li></ul>
  6. 6. Gateshead College <ul><li>Certificate in Education/PGCE </li></ul><ul><li>A large number of first and second year trainee teachers </li></ul><ul><li>Many of the trainees are college employees </li></ul><ul><li>Using a customised version of ePET (support by University of Newcastle EPICS team) </li></ul><ul><li>Both a reflection tool (Learning Autobiography) and Professional Development file – log of teaching, tutorial records, action plans, </li></ul>
  7. 7. South Tyneside College <ul><li>Foundation Degree in Marine Engineering </li></ul><ul><li>A new programme with a small initial group of learners. </li></ul><ul><li>Learners spend part of their course on duty ‘at sea’ : a need to maintain contact and support learning. </li></ul><ul><li>Blackboard being used – in particular to support reflective blogging. </li></ul><ul><li>The Professional Development Planning component has been a new departure for students and tutors. </li></ul>
  8. 8. Comparative Study <ul><li>Foundation Degree Popular Music/Music technology: </li></ul><ul><li>Investigating what students are already using </li></ul><ul><li>Provides contrast to the institutional systems being piloted in other parts of project </li></ul><ul><li>Involves interviews and review groups with staff/students </li></ul><ul><li>Feeds into project evaluation and other outputs </li></ul>
  9. 9. Progress report <ul><li>Planning, pre-implementation phases . </li></ul><ul><ul><li>Preparatory activities in each institution (technology installation, staff development, learner induction). </li></ul></ul><ul><li>Implementation: technology introduced and used by learners. </li></ul><ul><li>Evaluation: framework of metrics established, experts consulted - evaluation data being generated. </li></ul>
  10. 10. Expectations and Initial Concerns <ul><li>Variety of views on what an e-portfolio is </li></ul><ul><li>Reflection Tool? Storage System? Both? More? </li></ul><ul><li>Can we address all stakeholder needs? </li></ul><ul><li>“ It should eventually be possible for an individual to build this personal electronic record through education and carry on using it in the workplace and lifelong learning.” (Harnessing Technology DfeS 2005) </li></ul>
  11. 11. Conceptions of Electronic Portfolios <ul><li>Reflection Tool? Storage System? Both? More? </li></ul><ul><li>System that allows gathering of information - evidence of learning. Also can be used to disseminate information and experiences to peers. Enables monitoring of progress. </li></ul><ul><li>A replacement for paper based things </li></ul><ul><li>An accessible way to communicate / share ideas with fellow course members. Informal way to blog and chat with friends. A site to assist with communication between tutor and student as well as complete assignments. </li></ul><ul><li>It's a bit like facebook, but for serious work/college related stuff </li></ul><ul><li>Not bothered either way as long as it works </li></ul><ul><li>To help with personal reflection, build an 'e-identity', and compile a database of my skills. Oh, it saves destroying a rainforest of paper too. </li></ul>
  12. 12. Initial Learner Views     How regularly do you think that you will use the e-Portfolio/PDP system? Every few days 9% Weekly 52% Fortnightly 13% Don't know 26% Who of these would you grant access to? Personal Tutor   96% Other teaching staff   39% Mentor   70% Selected Student colleagues   70% Employers 13%
  13. 13. Will People Blog?
  14. 14. Emerging Themes & Issues
  15. 15. Emerging Themes & Issues
  16. 16. Experiences and emerging issues <ul><li>Where are we? </li></ul><ul><li>Evaluation activities </li></ul><ul><li>Bringing findings together: discussion and debate </li></ul><ul><li>Consideration for own plans for next year </li></ul><ul><li>Project website & contact details: </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Phil Robinson ( [email_address] ) </li></ul></ul><ul><ul><li>Andrew Robson ( [email_address] ) </li></ul></ul>