e-portfolios: evaluating the benefits of a reflective pedagogy, kirstie coolin bett 2013

Saturday, April 8, 2023 1ALT-C 2012

E-portfolios: evaluating the benefits of a reflective pedagogy

Kirstie CoolinBETT 2013 Technology in Higher Education, Learn Live

Centre for International ePortfolio Development, (CIePD) Libraries, Research & Learning Resources

www.nottingham.ac.uk/ciepd Official @ciepdPersonal @kirstie_c

http://www.nottingham.ac.uk/ciepd

Disclaimer!

04/08/2023 Event Name and Venue 2

Part 1 Overview and Context


• What are e-portfolios?

• What learning do they support?

• The E-portfolio Implementation project

• Are they still relevant?

Part 2Practical implementations and examples

A. Reflection

B. Employability: work-based learning, placements

C. Personal/Professional Development Planning (PDP)

D. Skills development for researchers

E: Community learning



http://mahara.nottingham.ac.uk/artefact/file/download.php?file=25922&view=7107


What is an e-portfolio?



http://www.passengerterminaltoday.com/viewnews.php?NewsID=38006

The Official definition

“An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.”Sutherland and Powell 2007


Photos

Evidence

Work

Achievements

Qualifications

Video

CV

Blog/journal

Reflection

Notes

Skills

E.g.

Evidence for assessment

Application to

employment/CV

Action plan

PDP

Work placement report

Skills / APeL

Progress review

CPD overview

Presentation / website

E.g.

Evidence for assessment

Application to

employment/CV

Action plan

PDP

Work placement report

Skills / APeL

Progress review

CPD overview

Presentation / website

Select + contextualise Presentation for a purposeDigital items

Feedback Assessment

evidence

Placement

report

Application to

employment /

promotion

PDP

E-portfolio is about learning processes where the learner is at the centre and ‘owns’ the content.


ePortfolio

Assessment

Reflective exercise

Professional/ Personal

Development Planning

Individual Learning Plan

Skills audit

APEL

Action planning

Showcasing (employers)

Kirstie Coolin, Adele Cushing 2009

Currently supported in Nottingham


“The Blind Men and the Elephant”

These slides are from a presentation by Dr. Gordon Joyes, University of Nottingham


• Led by Gordon Joyes and Angela Smallwood at the University of Nottingham

• August 2010 – May 2011• Aim

– to identify a range of large-scale

e-portfolio implementations– Gather a range of case-studies– Develop models and guidance for

the wider community (ePI Toolkit)

ePI – ePortfolio Implementation Study

epip.pbworks.com

https://epip.pbworks.com/

The blind men and the

elephant

(wall relief in Northeast

Thailand)

source Wikipedia

Is there one definition? e-Portfolio confusion

Dr. Gordon Joyes 2012

The blind men and the

elephant

(wall relief in Northeast

Thailand)

source Wikipedia

Is there one definition? e-Portfolio confusion

It’s for personal

development planning

(reflection and goal

setting)

It’s for

professional

development/

accreditation

It’s for course

assessment

It’s for improving

feedback

It’s for

work

based

learning

It’s for

demonstrating

employability (CV

etc. )

Dr. Gordon Joyes 2012

Ask the questions

What do you want to use e-Portfolio for?

What is it solving?

What learning activity can I design?

Focus initially on one part of the elephant “start where you are at” but maintain an awareness of the ‘whole elephant’ and the bigger picture


Are e-portfolios still relevant?


ePortfolios can help meet HE challenges

• employability • student experience • efficiency • internationalisation • more flexibility in teaching and learning • need to provide an overarching place to capture

develop and showcase transferable skills • continuing engagement with alumni and to

provide a lifelong learning service.04/08/2023 Event Name and Venue 18

The JISC ePortfolio Infokit states: “Definitions of an e-portfolio tend to include the concepts of learners drawing from both informal and formal learning activities to create their e-portfolios, which are personally managed and owned by the learner, and where items can be selectively shared with other parties such as peers, teachers, assessors and employers.


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




E-portfolio processes

• Reflective practice• Demonstrating understanding through

synthesis and narrative; engagement with the learning process, not just the product

• Preparation and selection of evidence• Planning and goal setting • Holistic - cutting across subject/modules



Peers

Employers

Careers

Tutors

Academics

Societies

Learning Community


Happisburgh 2012 Kirstie Coolin

Interlude…

Interlude...

Questions?

• How are you using e-portfolios in your institutions?

• Where has the initiative come from? E.g. Careers, Teaching and Learning..

• How do you think e-portfolios fit within the wider e-learning tools?

• How mainstream is e-portfolio use and learning in your institution?


A. Reflection


A model of e-portfolio-based learning, adapted from Kolb (1984)

English – Contemporary Performance Module

“What is emphasised here is the idea of the portfolio as a learning tool which enables you both to capture and store evidence from each of the practitioner sessions and to reflect on that evidence.. remember that you can put each critical reflection alongside the evidence (notes, images, etc) which can be cross-referenced to your reflection. In such a case you might want to create a rich individual page for each individual reflection.”


B. Employability: work-based learning, placements


http://www.youtube.com/watch?v=mc2bSMUznaQ

Example 1: Placement learning in Nottingham


School of Biosciences


Placement journey

Before

Researching employers and sectors,

application, letters, support

During

Recording skills/ relation of placement to

course, journal, feedback

(staff/employers), communication,

support and encouragement

After

Reflection, showcase, resume, career

information

Student-centred e-Portfolio: Placement lifecycle information and activity in one place

Careers/employability learning embedded throughout the lifecycle


Support and information pages


Student placement page. She has also created a page about the social side of student life with other

interns in the company.


Placement page – about – used to communication with learning community about placement and

research


During placement – weekly reports shared with supervisor, placements coordinator and in some

cases, employer


Threaded feedback on student ‘placement ‘page’

Removing barriersRelationships – employer/HEI/student


Placement administrator

Supervisor

Careers

Employer HR

Empl

oyer

men

tor

Challenge space

“The relationship between universities and colleges, students and employers is crucial to ensuring that students experience the higher education they want while studying and leave their course equipped to embark on a rewarding career”(HE White Paper, Students at the Heart of the System, BIS, 2011, p45).

04/08/2023 ALT-C 2012 39

Relationship

What are professional skills?


University of Kent www.kent.ac.uk/careers

Using ePortfolio processes for:-• Personal Development Planning (PDP) alongside

practical employability concerns for students.• ‘Marketing’ for students to match their skills to

employer interest• Communication and networking for career

learning• Differentiation in the job market

Self-motivation04/08/2023 Event Name and Venue 41


“We come to University and

assume that employability is

getting the degree but are starting

to learn that it’s the degree plus

other stuff” (student participant in

SHED project workshop)

“Students would be motivated

to use their e-Portfolio if they

could have it when they leave

to help them find a job”

(Student, Nottingham)

“(ePortfolios) a tool for marketing to

differentiate ourselves to employers”

(Construction students at Derby

College)

C. Personal/Professional Development Planning (PDP)



Collecting PDP and CPD

• <pharmacy examples>


C. Skills Development for Researchers


VITAE’s Researcher Development Framework

Example 2: Doctoral Training Programme (BBSRC)


Analysing Research competences

• “The Researcher Development Framework (RDF) is a major new approach to researcher development, to enhance our capacity to build the UK workforce, develop world-class researchers and build our research base.” (Vitae 2010)”


Using e-Portfolio to:• Integrate core researcher skill development into

the self-directed/professional development aims of the programme – Analysis and action planning

• Placement journal• Student-centred supervisor groups• Plus - technical developments to pull in relevant

University training courses linked to RDF competences for dynamic presentation into student portfolios according to their self-assessed skills gaps.


• <screen shots – student page, supervisor group etc.>


Example of student DTP page. We are seeking feedback from students on their suggestions for

analysing and reflecting on their skills needs

E. Community Learning


http://info.p2pu.org/about/how-we-learn/


#edcmooc e-portfolio supporting a distributive and rhizomic learning process

I’d like to leave you with...


E-portfolio implementation model – a management focus

Other stuff• E-portfolios for MOOCs• E-Portfolios to display open badges• Skills matching repositories for employers• Learning Journals and Logs - by Jennifer Moon

(PDF)• Critical Reflections in ePortfolio - an aggregation

from Lee Ballantyne (web)• Lots of good ePortfolio folks to follow – Helen

Barrett, Simon Grant, Alison Miller...• EPIC 2013 8/9/10 July, London – e-Portfolio and

Identity International Conference 04/08/2023 Event Name and Venue 55

http://www.ucd.ie/t4cms/ucdtla0035.pdf

http://www.scoop.it/t/edd

http://www.scoop.it/t/edd

http://www.epforum.eu/

Thank you

Kirstie.Coolin @ nottingham.ac.uk@kirstie_c

University of Nottingham

www.nottingham.ac.uk/ciepd

http://www.nottingham.ac.uk/eportfolio