Presented by Dr Gordon Joyes, University of Nottingham at ePortfolio Scotland 2010 (10th September, Queen Margaret University)

1. 10/09/2010| | Slide 1 Effective practice with e-Portfolios – Where are we now? Gordon Joyes, University of Nottingham JISC e-Portfolio consultant from 2007 Director of the JISC e-Portfolio Implementations Project 2010-11

2. Overview Overview of past and current JISC-funded activities in the e-portfolio domain Introduction to JISC’s resources Current understanding of effective e-Portfolio implementation Current activity in developing a large-scale e-portfolio implementations toolkit – introducing the ePI study 2

3. Emerging from JISC work Guidance On legal issues, implementation, embedding, choice of tool/system, entry to HE, storage and access, use and non-use of e-portfolios, benefits of use, using e-portfolios with staff, training and support, mainstreaming practice.... Exemplars and case studies Learner voices videos, animations, stories from projects, and case studies demonstrating tangible benefits Case studies on use of e-portfolios for assessment Leap 2a interoperability specification Tools and technologies E.g. IAG tool 10/09/2010| slide 3

4. 10/09/2010| slide 4 Launched in September 2008 http://www.jisc.ac.uk/eportfolio

5. http://www.jiscinfonet.ac.uk/infokits/e-portfolios 5

6. 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 6

7. 10/09/2010| slide 7

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9. e-Portfolio as processandproduct and owned by the learner An e-portfolio is the product, created by the learner, a collection of digital artefacts articulating experiences, achievements and learning. Behind any product, or presentation, lie rich and complex processesof planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback. (JISC, 2008) 9

10. Context Why are e-portfolios important? Policy context (personalised learning, PDPs by 2005/6, EU - HEAR) Institutional drivers (retention, widening participation, employability, reflective learning in professional disciplines) Pre-Higher Education initiatives 14-19 (PLTS and the Diploma) 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 development, personal development planning….. 10

11. Emerging from JISC work: tangible benefits include Efficiency Time savings in information retrievalSupporting reflection and feedback, Supporting presentation, Assessment AND administration Enhancement Improving quality of evidence, Reflection and feedback; Skills development; Student motivation and satisfaction to inform Teaching Quality Enhancement Increases in recruitment and retentionUse by staff for professional development 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 10/09/2010| slide 11

12. Application to University Application to employment Employability Presentation of work for professional accreditation Providing evidence for appraisal Evidencing continuing professional development Presentation of work for assessment Showcasing work to employers Work-based learning Supporting learning processesFlexible course delivery Non-traditional learners, women returning to higher education Information advice and guidance JISC funded project from 2004: Using e-portfolios to support... 12

13. Ongoing work Transforming Curriculum Delivery: October 2008 – Oct 2010 Using e-portfolios to showcase achievements to employers Institutional approaches to curriculum design: Sept 2008 – Sept 2012 How technology can support the more flexible and agile design of curricula, including use of e-portfolios to support collaboration Lifelong learning and workforce development: April 2009 – March 2011 Using e-portfolio tools to support work-based learning, flexible course design and delivery, professional skills and competencies, developing reflective, lifelong learners Leap2a interoperability pilots: completed July 2010 + continuing work Study of large scale e-portfolio implementations: August 2010 – May 2011 10/09/2010| slide 13

14. Overview Overview of past and current JISC-funded activities in the e-portfolio domain Introduction to JISC’s resources Current understanding of effective e-Portfolio implementation Current activity in developing a large-scale e-portfolio toolkit – introducing the ePI study 14

15. 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) 10/09/2010| slide 15

16. ‘Troublesome’ knowledge - the evidence It is difficult to agree on a definition for an e-portfolio (system, learning process, presentation, archive); Many educators tend not to use the term at all; Purposes seem almost endless and so choosing where in the learning process and when to implement them can seem confusing; Even with guidelines and case studies of exemplars those implementing e-portfolios seem often to reinvent the wheel, make really ‘obvious’ mistakes compared to those who have a deeper understanding of the area; Understanding of e-portfolios seems to develop with experience and over time suggesting that there are key issues to understand. 16

17. Threshold Concepts associated with e-portfolio implementation These relate to: Their PURPOSES: LEARNING ACTIVITY DESIGN: The PROCESSES involved: OWNERSHIP issues: Their transformative and DISRUPTIVE NATURE 10/09/2010| slide 17

18. Threshold concept 1: The role of purpose For successful implementation, the purpose/s behind the use of the e-portfolios must be aligned to the particular context. Some contexts suit some purposes more than others and this needs to be determined by an analysis of the benefits (and costs) of the purpose in that particular context. 18

19. Threshold concept 1: The role of purpose This is associated with the preconceptions that: There is one definition of an e-portfolio; One e-portfolio system necessarily works in all situations; After students are inducted to e-portfolio processes, for example those involved in PDP, they will apply this across their courses. 19

20. Threshold concept 2: The role of learning activity design There must be a conscious design and support of a learning activity/activities suited to the purpose and the context, 20

21. Threshold concept 2: The role of learning activity design This is associated with the preconceptions that: Users will work out how to use an e-portfolio system to suit their needs; The e-portfolio implementation can be left to study skills specialists. 21

22. Threshold concept 3: The role of process The processes involved in the creation of the e-portfolio in the particular context must be understood and both technical and pedagogic support needs to be provided. 22

23. Threshold concept 3: The role of process This is associated with the preconceptions that: Students are digital natives and so will easily adapt to using e-portfolios; Users understand processes like feedback, reflective writing, selecting information, planning; Tutors/ mentors know how to support their students in using e-portfolios. 23

24. Threshold concept 4: The role of ownership The e-portfolio processes and outcomes need to be owned by the student. This view leads to considering portability & choice of tool (use of their own phone, camera, audio recorder, Web 2.0 application) 24

25. Threshold concept 4: The role of ownership This is associated with the preconceptions that: There needs to be one e-portfolio for life; Bespoke technologies, i.e. PDAs and digital cameras are best for information capture in the workplace. 25

26. Threshold concept 5: The disruptive nature of e-portfolios E-portfolios are disruptive from a pedagogic, technological and an institutional perspective because they tend not to fit exactly within existing systems. This has implications for the nature of the curriculum and its assessment as well as staff workload and pedagogic and technical support, particularly in novel work-based learning and life-wide contexts. 26

27. Threshold concept 5: The disruptive nature of e-portfolios This is associated with the preconceptions that: An e-portfolio will save everyone time; An e-portfolio can simply replace a paper-based portfolio system; Human Resources departments/ employers and university admissions will value an e-portfolio in the application process; A successful project implementation will readily transfer; The curriculum and pedagogic approaches remain unaffected by the introduction of e-portfolios; Information capture in the workplace is unproblematic. Access by learners to e-portfolios is unproblematic. 27

28. Threshold concepts and JISC communications Guidelines/guidance will only make sense to a stakeholder if the threshold concept is understood and the preconceptions resolved. Is this why the wheel has been invented so many times in the e-portfolio area? 28

29. Implementation should not be a game of chance 29

30. A way forward The threshold concept approach has been integrated into JISC communication and dissemination activities to strengthen them – JISC e-portfolio infoKit, conferences, workshops. The approach provides a framework of key concepts from which implications for local and large-scale implementations can be thought through. 30

31. GUIDANCE: Managing the disruptive nature of eportfolios Begin within settings where there are known benefits/issues and with those involved directly in the curriculum who need to handle this. Work within settings that require and are seeking some curriculum change so that the e-portfolio activities integrate well within the curriculum. Consider implementation within professional development programmes for new lecturers in contexts where this provision is valued. Systematically share effective e-portfolio practice within your institution and the threshold concepts and misconceptions/preconceptions online – involve the professional development unit or similar. Collaborate to develop pedagogic support materials for students/tutors in the processes you expect them to engage with and make them accessible online. 10/09/2010| slide 31

32. The Challenge The threshold concepts approach: Reveals the complexity of the area – not ‘simpler’ guidance. Recognises that for transformation in relation to practice to occur an institutional approach needs to be adopted that takes into account the needs of the ‘learners’ in a wide range of contexts. For senior managers this signals the possibilities of optimising cost benefits JISC recognises that guidance on large-scale implementation is needed and is funding the ePI study. 32

33. ePI study Most institutions seem to move from a localised model of implementation, where only three of the threshold concepts, that of the role of purpose, learning activity design and processes may be considered, to an institutional approach where the role of ownership and the disruptive nature of e-portfolio implementation are fully considered by a wide range of stakeholders. Others have implemented whole institutional PDPs. How have institutions with large-scale e-portfolio implementation managed that journey? These understandings could be used to support e-portfolio adoption - the ePI study 33

34. e-portfolio implementations framework 34

35. ePI study Aug 2010 – May 2011 Use the ePI framework to identify large-scale implementations that are ‘mature’ – identify slices of maturity Invite HE/ FE institutions and professional organisations to collaborate in creating case studies that illuminate their journeys – identifying key decisions, strategies and policies and lessons learnt Interview practitioners and senior managers Beginning with six in the UK and moving to 14 Working with a parallel project funded by NZ MoE Looking to include Australian case studies Output – ePI toolkit (developed with infoNet) aimed at practitioners and senior managers 35

36. ePI study Google: eportfolio study Email: gordon.joyes@nottingham.ac.uk 36

37. Further information JISC e-Portfolio main page, including information on policy context, key resources, JISC projects: www.jisc.ac.uk/eportfolio Effective Practice with e-Portfolios www.jisc.ac.uk/effectivepracticeeportfolios Study on the role of e-Portfolios in Formative and Summative Assessment Practices www.jisc.ac.uk/whatwedo/programmes/elearning/eportfolios/studyontheroleofeportfolios.aspx infoKitwww.jiscinfonet.ac.uk/e-portfolios Paper on ‘Threshold Concept’ model relating to e-portfolioshttp://www.ascilite.org.au/conferences/auckland09/procs/joyes.pdf Stories from the regional pilot projects www.jisc.ac.uk/whatwedo/programmes/edistributed/regionalstories.aspx Tangible Benefits of e-Learning www.jisc.ac.uk/publications/publications/bptangiblebenefitsv1.aspx JISC-CETIS Portfolio SIGwiki.cetis.ac.uk/Portfolio Becta Impact Study on e-Portfolios on Learningpartners.becta.org.uk/upload-dir/downloads/page_documents/research/impact_study_eportfolios.doc Contact: l.gray@jisc.ac.uk/ gordon.joyes@nottingham.ac.uk 37

38. Any questions ??? 38