EportfoliosePDP to eCPD: using an eportfolio to support professional reflective practiceJulie HughesUniversity of WolverhamptonESCalate firstname.lastname@example.org
Framing statements positioning
Old wine in a new bottle?In teaching and learning currently, we tend to use technology to support traditional modes of teaching... We scarcely have the infrastructure, the training, the habits, or the access to new technology to be optimising its use just yet. (Laurillard, 2007)
We must acknowledge that pedagogy needs to be re-done at the same time as it needs to be re-thought. (Beetham and Sharpe, 2007)
Learners cannot therefore be treated as bundle of disparate needs: they are actors not factors, in the learning situation. (Beetham 2007)
Many things are changing, however, as our everyday environments become increasingly digitized. This invites us, challenges us to develop new conceptual beliefs and knowledge orientations and approaches to our everyday world. (Lankshear and Knobel, 2006)
E-learning is often talked about as a trojan mouse, which teachers let into their practice without realizing that it will require them to rethink not just how they use the particular hardware or software, but all of what they do. (Sharpe and Oliver, 2007)
Government policy drivers Dearing (1997) HE progress files and PDP. DfES (2005) e-Strategy Harnessing Technology. HEFCE (2005) e-Learning Strategy Burgess (2007) HEAR. Leitch (2007)UoW response to some of the above: Learning and Teaching Strategy (2004), the electronic PACE (Personal, Academic, Careers, Employability) file, now known as PebblePAD.Blended Learning Strategy (2007/8)CETL project (2005-10) and Pathfinder project (2007/8)Institutional context 22,000 students - first HEI to make ep available to all staff and studentsWidening participation agendaBlended Learning StrategyePortfolio used in various ways, including PDP, learning, teaching and assessmentePortfolio context Last 6 months 9,652 active users 22,000 assets shared2005 early 2008 26,500 users 31,100 assets published to gatewaysUniversity of Wolverhampton and the UK ePortfolio contextUoWImage adapted fromhttp://home.amaonline.com/teacherstuff/schoolhouse.gifUoWlv
So, what is an eportfolio?A systematic and organized collection of evidence used by the teacher and the student to monitor the growth of the student's knowledge, skills, and attitudes. Cole et al., 2000
What is produced when persons collect, select, reflectively interpret, and/or present their own evidence to support their assertions about what they have learned, know, and can or should do. Cambridge, 2003
Process and product digital ringbinder and learning landscape - inherent contradiction?
E-portfolios BECTAs view
Priority 2 of the e-strategy is to 'ensure integrated online personal support for learners'. to 'provide a personalised learning space for every learner that can encompass a personal portfolio', and a milestone to make a 'personalised learning space with the potential to support e-portfolios available to every school [and college] by 2007-08.'
There is no standard definition of the e-portfolio product or process
The term e-portfolio is not describing a new product or even a new concept.
It is most useful to think of e-portfolios as providing a way of recording and supporting the personalised (or tailored) learning process.
(e)Portfolio ways of beingWhen teachers began developing portfolios over a decade ago, we knew what we were about with process writing and collaborative pedagogies and, not least, portfolios was pretty ambitious; it was, in fact, nothing short of changing the face of American education. (Yancey & Weiser, 1997, p.1)
Baume (1999, 2003 p.4) conceptualised the developmental portfolio as, a compost heapsomething refined over time, enriched by addition, reduction and turning over.
Messy, non-linear getting your hands dirty!
BECTA Impact study of e-portfolios on learning2007Key findingsThe results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. Impact on learning outcomesThe study found that e-portfolio processes support both pastoral and/or social needs and curriculum outcomes.Impact on learning processesTools that support the important learning process of feedback from teachers and peers, and collaboration within class groups and across institutions, are much appreciated by learners and teachers.
I am convinced that ePortfolio systems will play a significant role in higher education. However, the process of developing and implementing a successful ePortfolio projectone that is "sticky," one that works and is adopted by users - will first involve many challenges. (Jafari, 2004)
Give pedagogy back to the teachers.(Laurillard 2008)
eLearning research contextsEmergent ethnographic approach (Creanor et al, Mayes, Beetham, 2006) suggest that what is needed are: stories or narratives that capture the diversity of how students use learning technologies in their formal studies and attempts to elicit beliefs and intentions. (Mayes 2006, p.4)
Learning through sharing of narratives and dialogue others. (Winter, 2003)
Exploring the use of the eportfolio as a social practice and situated literacy (Street, 1995) which offers a tangible example of what Clegg (2005, p.416) identifies as the messy realities of practice.
(w)e do not 'store' experience as data, like a computer: we 'story' it and (o)ur lives are 'steeped in stories (Winter et al., 1999, p.21)
The typologyDefining Generation Y: towards a new typology of digital learnersHartley et al (2008)University of Bradford
What does it feel/look like?
Personalising making it mine
Not just an eportfolio?
Using technology for teaching modelling and information push.
PGCE - Blogging from induction using prompts and writing frames individual blogs supporting talkback
Encouraging talkback to feedback
FD first writing/ PDP activity in week 1 a structured blog entry with prompts
Harnessing their other online experiences transition and socialisation - PGCE
Early action planning Sam FD 2006 dreams of becoming a teacher
Creating the conditions and expectations for dialogue rapid, supportive tutor feedback
Action planning as assumption hunting Nadia PGCE 2006
Critical incident sharing talking back to JimUsing individual blogs to share workplace successes FD bringing the outside in
Blogging as conversation and critique deepening reflections upon self as a learner
Blogs referenced as powerful spaces to support learning and reflectionFD summative assignment submitted as eportfolio
Linking growth of self as student and self in the workplaceManaging transitions between modules and tutors blogging as the invisible umbilical cord or back up!
Breaking down boundaries self as legitimate subject for reflection
Moving from individual to group reflections
Structured writing/reflective activity shared with PGCE community for comment
FD structured academic blog posts
Developing buddying cultures
Evidencing development in the workplaceUsing image to represent developmentJennys image blog
Reflections on the dangers of dominance
Changing assessment and moderation cultures
Eportfolio as iterative writing and learning tool
Providing a structure as a starting point mirroring the sister paper portfolio
Encouraging personalisation of basic structure and storying
Hypertext one of Emmas stories
Post PGCE the role of blogging?
Blogging as transition tool? - PGCE What they said...
Blog posts 05/7
to 16th at 6pm
EasterEnd of PGCEJISC videoGraduationEifel
2 weeks holiday and deadlines
image - clipartRosettiprismcross roadMandy's sax
photohms hardworkTess's dolphin's from phone
musiclyricsdebussy and Billie holiday - emma's music linksImmoratlise PGCE thru music
poemNot waving but drowningRoad less travelledwhy I teachBye Now + Road Rise to meet you
storytellinghms hardworkFrank McCourtmetaphor mix 2
Escalate 50 wordsEscalate draftTess's Niagra
where do we go from here?PGCE survival guide
esaine gets jobSeamus and Mark get jobs
Emma gets job
Induction, embedding the technology in blended activities thereby modelling Establish training and support needs5. New communitiesTransferable skills
4. Deeper levels of reflection upon professional practiceCommunity identity shifts as new roles are adopted new weavers
3. Sharing critical incidents. Dialogue and exchange Tutor to weave the narratives
2. Engendering trustBuilding a communityFor reflection upon professional practice this stage is vital
After Salmon (2004)
So what did I learn? September 2007 - To be a bit braver with the blending - fully integrating IT sessions and critical reflection creating spaces for engaged reflection and criticality.
So what did I learn? September 2007 - To be a bit braver with the blending - group blogging Oct 07
So what did I learn? September 2007 - To be a bit braver with the blending group work
Developing sense of self as HE student (I) through group working and presentations making formative assessment explicitly developmental
Blending the PDP digitising f2f activities
Creativity supported and encouraged.
Eportfolio as the link to support integrative and iterative learning.
Archive and collation focus a PDP pool to draw on.
An eportfolio way of learning LaGuardia Community College
Collect, select, reflect, connect.
Acknowledging expectations and adapting content recognising the journey
Collage as reflective essay plan my development as an HE student
FY bumpy road Im stronger than I thought
Feb 08 - Keeping the conversations going and involving students more in the research
Ep embedded in full time PGCE mentored 6 staff and 100 studentsNext year testing the capacity building model onsite
Roll out to 5 of 10 partner FE colleges 08/09 10 staff and 150 students Certificate in Education, offsite
Technology retreat 11 FD staff revalidation of blended model ongoing mentoring of staff (Uni and HE in FE)
Roll out in University and 2 partner FE colleges 08/09