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The Enhancing Learner  Progression (ELP) Project Universities of  Bradford ,  Leeds  &  Leeds Metropolitan Part of JISC funded  Distributed e-Learning programme  (DeL) Exploring use of e-portfolios at various stages of transition in the student lifecycle model (Bradford 2004)
Overview Nurses: Progress File Portfolio (Bodington) Bradford: Personal Development Module. (PebblePAD) Leeds: Preparation for HE Application (Bodington) New e-portfolio PRHO’s: Foundation Years Portfolio(Bodington) Clinical Sciences Development Portfolio (PebblePAD) LeedsMet: Progression Module. (PebblePAD) Converting pre-existing materials / portfolios Medical context Progression into HE context
Use and Findings  Users:  385 FE / 6 th  form students. 67 undergraduates / postgraduate/graduates in health care (doctors, student nurses, clinical sciences) Staff: 16 tutors  34 supervisors Design (Conversion vs Design) Assessment Feedback and interaction between staff and learners Pedagogic implications
Design Involvement of supervisors/assessors/tutors in the design of e-portfolio Affect on frequency of feedback and learner engagement Feedback from tutors/supervisors A paper based portfolio needs to be modified to take advantage of e-tools
Assessment Assessment needs modification when converting Use of assessment forms in professional practice (PRHO’s) exposed limitations of software.  Forms scanned into system View of e-portfolio as just a filing system. Assessment forms for student nurses successfully created and adapted to e-learning methods.
Feedback - formative Formative feedback needs to be handled in a different way from paper-based, tutors have to provide comments, this was often done with trainee/student present using student login. Bradford & Leeds ‘Preparation’ module designed around remote, regular feedback that could be ‘informal’. Nursing/FE-Leeds feedback provided remotely, timely and from multi-sources.
Feedback - summative Tutor attitude to assessing ‘online’ work. Those used to paper-based portfolios expressed more concern over marking ‘online’ Authenticity of work, When, Where, How tutors would mark? Felt more restricted typing comments than writing them. Perception that e-marking would be a greater time burden. Tutor comfort with technology
Conclusions Paper-based conversions were constrained by existing paper-based portfolios being run in conjunction. Involvement from both pedagogy (tutors / assessors) and technology (e-learning advisors) stakeholders. Implications for the nature of feedback Context, nature of assessment & relationship between tutor and learner.
The Future PRHO’s foundation years training – national e-portfolio. Continuation of transition into HE modules. Institutional use of e-portfolios. ELP2 use of other online tools for learning such as social software.

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The Enhancing Learner Progression Project - eportfolios

  • 1. The Enhancing Learner Progression (ELP) Project Universities of Bradford , Leeds & Leeds Metropolitan Part of JISC funded Distributed e-Learning programme (DeL) Exploring use of e-portfolios at various stages of transition in the student lifecycle model (Bradford 2004)
  • 2. Overview Nurses: Progress File Portfolio (Bodington) Bradford: Personal Development Module. (PebblePAD) Leeds: Preparation for HE Application (Bodington) New e-portfolio PRHO’s: Foundation Years Portfolio(Bodington) Clinical Sciences Development Portfolio (PebblePAD) LeedsMet: Progression Module. (PebblePAD) Converting pre-existing materials / portfolios Medical context Progression into HE context
  • 3. Use and Findings Users: 385 FE / 6 th form students. 67 undergraduates / postgraduate/graduates in health care (doctors, student nurses, clinical sciences) Staff: 16 tutors 34 supervisors Design (Conversion vs Design) Assessment Feedback and interaction between staff and learners Pedagogic implications
  • 4. Design Involvement of supervisors/assessors/tutors in the design of e-portfolio Affect on frequency of feedback and learner engagement Feedback from tutors/supervisors A paper based portfolio needs to be modified to take advantage of e-tools
  • 5. Assessment Assessment needs modification when converting Use of assessment forms in professional practice (PRHO’s) exposed limitations of software. Forms scanned into system View of e-portfolio as just a filing system. Assessment forms for student nurses successfully created and adapted to e-learning methods.
  • 6. Feedback - formative Formative feedback needs to be handled in a different way from paper-based, tutors have to provide comments, this was often done with trainee/student present using student login. Bradford & Leeds ‘Preparation’ module designed around remote, regular feedback that could be ‘informal’. Nursing/FE-Leeds feedback provided remotely, timely and from multi-sources.
  • 7. Feedback - summative Tutor attitude to assessing ‘online’ work. Those used to paper-based portfolios expressed more concern over marking ‘online’ Authenticity of work, When, Where, How tutors would mark? Felt more restricted typing comments than writing them. Perception that e-marking would be a greater time burden. Tutor comfort with technology
  • 8. Conclusions Paper-based conversions were constrained by existing paper-based portfolios being run in conjunction. Involvement from both pedagogy (tutors / assessors) and technology (e-learning advisors) stakeholders. Implications for the nature of feedback Context, nature of assessment & relationship between tutor and learner.
  • 9. The Future PRHO’s foundation years training – national e-portfolio. Continuation of transition into HE modules. Institutional use of e-portfolios. ELP2 use of other online tools for learning such as social software.

Editor's Notes

  1. The ELP project is a regional partnership between the Universities of Bradford, Leeds and LeedsMet, part of the JISC distributed e-learning programme. The project is exploring the use of e-portfolios in a number of different contexts particularly at transition stages in the student life cycle model.