1. eportfolios models and implementation: idealistic why versus pragmatic how tim neumann wilma...

ePortfolios Models and Implementation:Idealistic Why versus Pragmatic How

Tim Neumann

Wilma Clark

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Contents

1 Introduction

2 Scenarios

3 ePortfolio Models

4 Empirical Studies

5 Tool Comparison

Durham Blackboard Users’ Conference 2009

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1 Introduction

Project Phases


Needs Analysis

Decision M

aking

(Technology and Pedagogy)

Piloting

Implem

entation

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1 Introduction

ePortfolio History at the IOE

• 2003-2005: Level 10, custom project/group management tool• 2006-2007: PebblePad pilot for Secondary PGCE• since 2006: individual, small-scale efforts and explorations• 2008-2009: TQEF ePortfolio project


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1 Introduction

Motivation

• Multiple academic staff members had sought advice on ePortfolios• Two researchers started projects on ePortfolios in HE• Availability of tools at no additional costs


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1 Introduction

Approach

• Discussion with participants (staff and students)• Review of previous ePortfolio trials, paper portfolios, electronic exchanges• Developing contextualised models of ePortfolio use• Evaluation of tools in three test scenarios (with student input)• Implementation in five cases


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2 Scenarios

Five Cases

1. The Doctoral School

2. MA in ICT in Education

3. Secondary PGCE ICT

4. Post-Compulsory PGCE (ESOL/Literacy)

5. MTeach


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2 Scenarios

Case 1: The Doctoral School

• Portfolios co-owned by student and supervisor• Limited access for registry staff for tracking purposes• Record of supervisory meetings, progress reviews, assignments,

attendance• Evidence of doctoral level competencies• Building a professional academic identity


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2 Scenarios

Case 2: MA in ICT in Education

• Student-owned and generated portfolio• Repository for student-created teaching resources• Record reflections on personal/professional development (multi-media)• Identity space (profiles)• Bibliographic management system• Peer comments/reviews• Monitoring of tutor-generated portfolio tasks


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2 Scenarios

Case 3: Secondary PGCE in ICT

• Community of practice involving five stakeholder groups• Collaborative production• Monitoring of course requirements (tracking of deadlines)• Checklist for QTS standards• Mentoring log, lesson observations, assessment record file• Career entry and professional development profile


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2 Scenarios

Case 4: Post-Compulsory PGCE (ESOL/Literacy)

• Student-owned portfolio• Tutors and mentors to contribute to selected portfolios• Record of teaching practice• Tracking progress over distances


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2 Scenarios

Case 5: Master of Teaching

• Collaborative community beyond the course context• Portfolio as a starting point for post-graduation engagement• Communication and sharing tool• Politically skewed towards open source tools


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3 ePortfolio Models

Multiple Themes

1. Model: What is an ePortfolio?

2. Ownership: Who controls what?

3. Access: How does collaboration work?

4. Use and purpose: Implications for learning, development and assessment

5. Issues: Training, support, portability


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Questions asked


Theme Questions

Model What is an ePortfolio?How can it be used to support learning, development, assessment?How can/should it be organised/structured/managed?Who would/should monitor development and progress?What are the benefits to the student, tutor, supervisor, mentor and/or Institution?

Ownership Who is it for? Who has overall control/ownership of it?How, what, and with whom can it be shared?

Accessibility How can it be accessed?Who can/should/needs to have access to it and at what level?

Tool Can it be integrated or linked to other systems, e.g. Registry?What are the practical issues and implications of implementation?What costs are involved?Which system should be used and what are the alternatives?

Support What training is needed and how could this be delivered?

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3 ePortfolio Models


ePortfolio Model

Course Assessment Tool Shared Content Management

Tool

Student Gen. Folio Tool

(Repos./ Refl.)

Professional Development

ToolDoctoral School 2 (4) 1 (1) 4 (3) 3 (2)

MA in ICT 2 (4) 1 (1) 3 (2) 4 (3)

Sec PGCE ICT 2 (2) 1 (1) 4 (4) 3 (3)

PC PGCE 2 (3) 3 (2) 1 (1) 4 (4)

MTeach 4 (4) 2 (2) 1 (1) 3 (3)

1 = high importance4 = low importance Institution -------------------------------------------------------------- Student

Tutor and Administrators’ perceptions of ePortfolios as learning models

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3 ePortfolio Models


Course Students

Supervisors or

Course Tutors

InstitutionCourse/

DeptLink Tutors

School or Work-Based

Mentors

Registry

Doc Sch. 1 1 2 N/A N/A 2

MA in ICT 1 2 1 N/A N/A N/A

PGCE ICT 1 1 N/A 2 2 3

PC PGCE 1 2 1 3 3 2

MTeach 1 2 N/A 0 0 3

Perceptions around ownership and control of the ePortfolio

1 = high3 = low0 = neutral

1 = high3 = low0 = neutral

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4 Empirical Studies

Overview

Three scenarios, focusing on

1. The Institutional experience: Doctoral School

2. The student experience: MA in ICT in Education

3. The tutor experience: Secondary PGCE in ICT

To evaluate the potentials and limitations of four ePortfolio tools:Blackboard Basic, Blackboard Personal, Expo LX, Mahara


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4 Empirical Studies


Screenshots, Feature Summary and further information(PDF document)

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5 Tool Comparison

Comparison of Features


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Contact

Tim [email protected]

Learning Technologies UnitInstitute of Education, University of London

London Knowledge Lab23-29 Emerald StreetLondon, WC1N 3QS

www.lkl.ac.uk/LTU

1. eportfolios models and implementation: idealistic why versus pragmatic how tim neumann wilma...

Documents

scenarios case

test scenarios

secondary pgce ict

tim neumann wilma clark

education student

eportfolios models

student input implementation

previous eportfolio