University of the Highlands & Islands - Effective Practice with e-Portfolios - Feb 2014
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Skills Booster presentation to academic staff using Video Conferencing at the UHI
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University of the Highlands & Islands - Effective Practice with e-Portfolios - Feb 2014
- 1. 12/11/2014 Effective Practice with e-Portfolios Skillsbooster Session - UHI Joan Walker JISC RSC Scotland support@rsc-scotland.ac.uk This work is licensed under a Creative Commons Attribution NonCommercial –Share alike 3.0 Unported license.
- 2. Effective Practice with ePortfolios 2 Format of the session • Presentation A formal presentation • Question & Answer sessions Opportunities for Q&A will be built in to the session, with a chat site used to manage questions and for more general discussion. • Interactivity A padlet wall to use in the final part of the session
- 3. Effective Practice with ePortfolios 3
- 4. definition Effective Practice with ePortfolios 4 “e-Portfolio tools typically offer an online personal space or repository of digital items combined with a means of presenting selected items to others, plus tools to support the processes involved such as authoring, synthesising and presenting material for different purposes and audiences, capturing and reflecting on learning, setting targets and engaging in dialogue.” Crossing the Threshold Moving e-portfolios into the mainstream JISC 2012
- 5. Effective Practice with ePortfolios 5 Using an e-Portfolio - Poll Go to the link below to choose your answer a) I use an e-Portfolio to reflect on and record my own CPD http://www.polleverywhere.com/joanwalker or Text the CODE to +447624806527
- 6. PDP processes Icons by DryIcons Repository ePortfolio for... ePortfolio for... Assessment & Accreditation Showcase for Skills & Knowledge Private use ePortfolio for...
- 7. Effective Practice with ePortfolios 7 A Question of Balance Image from Flickr by the open university licensed through CC Institution controlled e-Portfolio Learner controlled e-Portfolio
- 8. Effective Practice with ePortfolios 8 Assessment of Learning An archive of evidence + evaluation Assessor determines and evaluates evidence Work submitted for manual marking or to an assessment management system Results in Accreditation Image from Flickr by stockimage.com licensed through CC
- 9. Effective Practice with ePortfolios 9 Institutional e-Portfolio Focuses on the achievement of standards • Management of the system - control and admin overheads • Structuring and mapping to performance criteria of courses • Is using the e-Portfolio mandatory ? Are accessible alternative formats provided ? • Interoperability with other systems • Can others apart from the learner make changes to the e-Portfolio ?
- 10. Effective Practice with ePortfolios 10 Assessment for Learning How am I doing? What is really making me think? Where do I have to focus my revision? What are my targets? What are my strengths and weaknesses? Is this the best way for me to learn?
- 11. Effective Practice with ePortfolios 11 Assessment & feedback theories Underpinning concepts David Nicol David Boud Royce Sadler Developed 12 principles of assessment & feedback. Focuses on principles of good assessment and feedback design Focuses on developing students’ own skills in assessment, self-evaluation, authentic assessment, assessment in the workplace Focuses on the transition from feedback to self-monitoring and developing independence in learning
- 12. Effective Practice with ePortfolios 12 Learner e-Portfolio Focuses on growth & development • How can e-Portfolios be evaluated to ensure validity and reliability of data ? Is it an official record of a learner’s work ? • Who owns it and takes responsibility for the content ? • How long should it be kept what mechanisms in place for exporting to another system or portable media ? • How should an institution promote and support its use ? • How do staff encourage deeper learning through critical reflection by using e-Portfolio system ?
- 13. Effective Practice with ePortfolios Embedding Effective Practice e-portfolio implementation principles Purpose needs to be aligned to context to maximise benefits Learning activities need to be designed to suit the purpose Processes need to be supported technologically and pedagogically Ownership needs to be student centred Transformation (disruption) needs to be planned for
- 14. Effective Practice with ePortfolios 14
- 15. Effective Practice with ePortfolios 15 http://padlet.com/wall/rscscotep Password = uhiskillsbooster
- 16. Effective Practice with ePortfolios 16 Further Information »Jisc RSC Scotland web resources http://www.scoop.it/t/e-portfolios-in-practice »Crossing the Threshold – moving e-Portfolios into the mainstream http://bit.ly/KL8FO0 »Effective pratctice with e-Portfolios http://bit.ly/19OZfyn »Implementation toolkit http://www.jisc.ac.uk/eportimplement »e-Portfolios – What institutions really need to know http://bit.ly/1dHs1oT »e-Portfolio Toolkit from Jisc InfoNet http://www.jiscinfonet.ac.uk/e-portfolios
Editor's Notes
- Purpose of the briefing is to explore and understand the concept of e-Portfolios and provide an overview of how and why they could be useful. So I’ll try to explain the characteristics of different systems and I’m hoping to raise awareness of the some of the issues that need to be taken into consideration so that there’s a strategic approach across an organisation and that will mean that the implementation of a new system is more likely to be successful.
- It’s important to establish a common understanding of e-Portfolios – and this is one of the difficulties when it comes to any new learning technology. JISC publications use a useful and succinct description. Joint Information Systems Committee –JISC is the organisation with responsibility to lead and support the UK education and research community in the innovative use of ICT. – this definittion has just been updated in the newest ePortfolio publication (2012) But actually for me its lacking emphasis on the potential for e-portfolios to be used for self assessment and Personal Development Planning - leading to the setting of personal goals and targets. So an e-Portfolio therefore is not limited to the digitization of paper-based portfolios, used to document evidence of achievement. Rather the functionality of e-portfolios enable learners to assemble, demonstrate and reflect on the skills, knowledge and achievement they have built up during their learning experience and document their progress towards personal goals. Often I think this progress is not really visible to students – this allows them to see where they started n their journey and how far they have come. Often it’s perhaps not clear how subjects integrate and a course builds up and I think the ability to reflect and document it in this way can provide a lot of learning advantages.
- I would advocate using technology for your own personal purposes before using it with students - It helps you to Model effective practice To understand the issues using it To be able to support learners better
- Typically an ePortfolio system will look something like this. With inputs into the central file store that will likely include digital artifacts – ( files like docs/spreadsheets ) Links to online resources – (inspiration, collaborative tools, websites that have created ) multimedia ( images/sound/video ) Reflective logs ( Blogs/journal/peer review ) PDP processes ( self-evaluation, objective setting & action planning ) Different collections and mix of artifacts from the store of your stuff can be pulled together to created different public facing e-Portfolios (Mahara calls them Views) and they can be constructed depending on purpose. Again ensuring the purpose is clear is necessary to be able to put appropriate systems and support mechanisms in place. For me the e-Portfolio is complementary to the VLE – the e-portfoiio is the students place and the VLE is the institutions platform
- A good way to characterise ePortfolios is to split that by purpose and research supports that – Personal / Academic / Career Are they to be used for accountability purposes / providing evidence of the achievement of standards – really for accountability and accreditation purposes Are they to be used for reflection – showing personal growth and development over time more for learning purposes Are they to be used for self evaluation and PDP maybe linked to guidance activities Are they to be used to show competency - a window for prospective employers essentially for employability purposes Maybe all of these ? – but the answers to these questions will determine the type of system needed and the functionality required. And an institution might need more than one system There is an argument that unless the competing purposes underlying e-Portfolios are recognised, there value for both the learner and the institution is undermined. So in other words I think that the purpose of adopting an ePortfolio needs to be clear. So I want to unpick this a little more and look at both scenarios a bit more
- Institutionally controlled ePortfolios will often be more focused on Assessment of Learning A collection of evidence mapped to learning outcomes and performance criteria – some you might have heard of: SQA used DeskSpace for skills for work a couple of years ago – based on a system called pebble pad / another one is proof positive / learning assistant is City and Guilds system The emphasis on these systems is to produce evidence for assessment purposes. The learning outcome are all there, the evidence required is clearly stated and documentation is geared up for this and there will usually be an automated system within the ePortfolio that updates and monitors learner progress. While it’s limited in terms of learner autonomy - the attractions of using this type of system is the ease with which mixed media can be uploaded. So there are great possibilities for documenting activities through images, video, audio and that’s a great draw for learners I think. This widens access for learners who maybe have dyslexia, or learning disabilities and has the potential to use more creative methods of assessment. In many ways I think it can result in really much more authentic evidence too and the quality of student work improving.
- Management of the system - control and admin of permissions and levels of access ? Permissions set by administrator rather than learner who’s responsibility ? – organisational overhead Structuring and mapping to performance criteria of courses ? Considerable overhead and would require to be well planned and implemented in advance of courses starting. Is using the e-Portfolio mandatory ? Accessible alternatives formats ? Access to technology would need to be guaranteed for all learners. Accessibility considerations require to be planned and need to be anticipatory – infolio or those interested Interoperability with other systems ? How will it impact on other systems – to what extent will it integrate – Transferring and exporting data issues including technical interoperability between systems say if learners are transferring between institutions, Can others apart from the learner make changes to the e-Portfolio ? Access by awarding bodies ? To what extent would it be necessary to widen who has access – who would have authority to view – would this compromise the extent to which learners engage and personalise the system It’s suggested that the more institutionally driven an e-Portfolio system is with wider access given, the lower the participation in deep learning activities. System seen very much as part of the assessment process rather than a tool for PDP & personalisation.
- Assessment for learning involves using assessment to raise learners’ achievement. It is based on the idea that learners will improve most if they understand the aim of their learning, where they are in relation to that and how they can achieve the aim (or close the gap in their knowledge). Assessment for Learning means learners using evidence and feedback to identify where they are in their own learning, what they need to do next and how best to achieve this. The emphasis and decision making changes in this scenario – It’s the student who decides their own learning pathway In practice, this means providing a mechanism to do this and a more learner centered ePortfolio can provide this. It’s the reflective tools (journal / blog – PDP tools / coupled with the communication tools in systems that enable tutor feedback and peer review which make the difference here. It means the ePortfolio provides the learners with the means to identify where they are in their learning, what they have to do next, and how best to go about it. Critical to this is the feedback loop.
- Underpinning assessment concepts that support the use of learner e-Portfolios Emeritus professor from Strathclyde - Director for REAP (re-eningneering assessment practices) and PEER (Peer evaluation in education review) projects Original 7 , now 12 principles that focus on good assessment and feedback with a major emphasis on peer feedback in that – “giving good feedback is more cognitively demanding that receiving feedback” Australian – interested in the transition from feedback to self-monitoring and developing independence in learning. The emphasis is on building the learners capacity for self-evaluation that is a requirement after formal education which is a life-skill that people need have in their and through an individual’s career. Also Australian – Making the transition from receiving feedback to self-monitoring and developing independence in learning has been a key theme of the essential elements for effective formative assessment / learners need to understand quality standards / evaluate their own work within a framework and with some degree of objectivity / understand how to modify what they do (close gaps0 All promote the idea that assessment is about learning and the importance of feedback
- There are challenges that need to be thought through with the system – you could argue that it’s higher risk - maybe easier in a higher Ed scenario – I would acknowledge that and you know with many of the new technologies awarding bodies and funding models need to find ways of adapting to take account of them – commerce drives the speed of change so new technologies are coming into the mainstream really quickly but institutional change is much slower. How can e-Portfolios be evaluated to ensure validity and reliability of data ? Is it an official record of a learner’s work ? Usual authentication issues arise and also ensuring Performance Criteria s are met when the content is learner led – clear documentation to ensure the evidence requirements are clear will be needed. If an e-portfolio does not include a professional evaluation can it be an official document / what happens when the learner changes or updates something. Who owns it and takes responsibility for the content ? How do you ensure that inappropriate information is not kept with in it / copyright laws observed – monitoring / is acceptable use policy sufficient. How long should it be kept what mechanisms in place for exporting to another system or portable media ? If a learner invests a lot into their ePorffolio they will wan tot keep it – so you need to have a process in place for that. Lifetime access / pay for access / through alumni. How should an institution promote and support its use ? What kind of training needs to be in place (staff & learners) to ensure that the system is used as a safe and effective learning tool. How can an institution encourage deeper learning through critical reflection by using e-Portfolio system ? What kind of preparation and training is needed to encourage reflective learning. This is where I think using an ePortfolio yourself is a really invaluable experience / maybe even a blog – I wonder how many of you keep a personal journal ? Relect in your head.
- 1) So you Need to be clear about the objectives of introducing a new technology / think about the added value some of which I hope have been outlined earlier 2) You need to think through your course design so that the learning is enhanced / is there scope to use other media / Are there activities where peer feedback would work – build in activities that involve the ePortfolio and the extent to which you do this is likely to depend on academic level or the stage learners are at in their learning ( 1st year / 2nd year) 3) Think through the levels and kind of support that will encourage the use of an e-Portolio - / templates / induction & training / exemplars / feedback processes / permission levels which will enable point 4 4) Plan your changes and consult with awarding bodies / prepare for the use of other media to be included / have clear acceptable behaviours identified – so for tutors there will be a lack of control and they need to expect the unexpected and be prepared for that. Learners will have more autonomy with more collaboration and reflection and often that will be new for them. So staff and students both face challenges ( that’s really what’s meant buy disruption) and need time to used to ePortfolio based working. Pilot with groups