The document discusses the use of ePortfolios by the Chartered Society of Physiotherapy (CSP) for its members. It provides an overview of the CSP's ePortfolio pilot program and launch, efforts to promote adoption among members, and feedback received. Usage data found that 16% of qualified members used the CSP ePortfolio to record non-mandatory continuing professional development activities, compared to 85% who used paper-based methods. The document outlines an action research plan to further develop the ePortfolio through iterative cycles of planning, action, research, and reflection informed by user feedback.

1. ePortfolios for professional practice Gwyn Owen (oweng@csp.org.uk) Professional Adviser CSP Practice & Development Function

2. Context CSP: educational, professional & trade union body for 50 000 physiotherapy students, support workers & chartered physiotherapists HPC & CSP expectations - outcomes-based approach to CPD Members’ access to/confidence in using ICT? Pebble ePortfolio piloted with a group of members during 2007 & launched as a member benefit in 2008

3. Bespoke version of Pebble Access via CSP website with separate log-on 50Mb of online space/member Tools to plan, record & evaluate learning, & information about CPD

4. Promoting members’ engagement with ePortfolio Articles & a supplement in Frontline Physical demonstrations & advice via CSP Congress Work-based seminars/workshops Online support & advice (technical & practical) Personalised support & advice via telephone/email

5. Getting to know my ePortfolio (2008) Loved the strong visual interface (that I could personalise), intuitive navigation & freedom to ‘do whatever’ Frustrated by step-wise presentation of the ‘forms’ & limited reflective models available Alienated by ‘tags’ & examples that CSP had embedded into the ePortfolio Wary of visiting – separate URL, but could CSP track my usage? Alignment with expectations? (employers & registration body’s processes were paper-based)

6. Personal outcome: no change...

7. ePORTFOLIO – MEMBER USE & FEEDBACK

8. ePortfolio uptake & use 17293 users registered (April 2011) [34.5% of all CSP members] ULF-funded member CPD survey (2010) Response rate: 4658 [4287 qualified; 371 associate] How do you currently record non-mandatory CPD? Qualified Associates paper 85% 80% CSP ePortfolio 16% 0% other ePortfolio 9% 12%

9. ePortfolio short-life working group (Snook, 2010)

10. Reflection: ePortfolio in practice Constructive alignment with requirements of professional practice/CSP’s approach to CPD Provision of information & support – informed choices & personalisation of CPD Staged support: - technical elements of ePortfolio use - application of ePortfolio to CPD Integration with other resources (CSP & beyond) Content management

11. ePORTFOLIO DEVELOPMENT: ACTION RESEARCH & ONLINE LEARNING

12. action research (Tripp, 2003) First Plan Action Then Plan Research First Produce Data Then Analyse Data and Implement Action Monitor Action and (separately and together) (together) Reflect (on Action) Review (Research) Process Plan action Research action Evaluate action Act thoughtfully Reconnaissance (First Cycle)

13. Process map current CPD information/resources – removal of duplicate/out-dated information establish a virtual group (Pebble gateway) to inform development of CPD resources create a one-stop e-shop [ webfolio ] of information, tools & resources that supports members’ CPD (regularly maintained & updated – informed by user feedback & developments in practice) develop ePortfolio content (e.g. forms, profiles, & learning activities, links to other CSP CPD resources) to create a personalised learning space that supports members’ CPD

14. Issues Addressing emotions associated with CPD Critical engagement with pedagogy & software to design resources that are meaningful & accessible to members Creating resources to address diversity of members’ learning needs that can be presented/used on a variety of devices (e.g. paper, DVD/CD-ROM, PC/laptop, mobile) Ensuring that resources support the development of a learner who’s fit for practice (current & future)