Eportfolios
ePDP to eCPD: using an eportfolio to support professional reflective
practice
Julie Hughes
University of Wolverhampton
ESCalate consultant
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 driversDearing (1997) HE progress files and PDP. DfES (2005) e-Strategy Harnessing Technology. HEFCE (2005) e-Learning StrategyBurgess (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 context22,000 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 assessment
ePortfolio contextLast 6 months 9,652 active users
22,000 assets shared
2005 – early 200826,500 users31,100 assets published to gateways
University of Wolverhampton and the UK ePortfolio context
UoWImage adapted fromhttp://home.amaonline.com/teacherstuff/schoolhouse.gif
UoWlv
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 – BECTA’s 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.
Becta
(e)Portfolio ways of being
When 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 heap…
something refined over time, enriched by addition, reduction and turning over.“
Messy, non-linear – getting your hands dirty!
BECTA Impact study of e-portfolios on learning
2007• Key findings
The 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 outcomes• The study found that e-portfolio processes support
both pastoral and/or social needs and curriculum outcomes.
Impact on learning processes• Tools 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.
Sticky stuff?
I am convinced that ePortfolio systems will play a significant role in higher education. However, the process of developing and implementing a
successful ePortfolio project—one 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 contexts
Emergent 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)
Digitally Inexperienced
Digital SocialitesDigitally Reluctant
Digitally Experienced
Experience of technology
Degre
e o
f ed
uca
tional co
ntrib
utio
n
HighLow
Low
HighThe typology
Defining 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 Jim
Using 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 reflection
FD 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
Metaphor analysis
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 workplace
Using image to represent development
Jenny’s 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 Emma’s stories
Post PGCE – the role of blogging?
Blog posts 05/7
0
50
100
150
200
250
300
350
tutor posts
student posts
total
Blogging as transition tool? - PGCE
What they said...
1. Induction, embedding the technology in
blended activities thereby modelling
Establish training and support needs
5. New communities
Transferable skills
4. Deeper levels of reflection upon professional practice
Community identity shifts as new roles are adopted – new weavers
3. Sharing critical incidents.
Dialogue and exchange
Tutor to ‘weave’ the narratives
2. Engendering trust
Building a community
For 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 – I’m stronger than I thought
Feb 08 - Keeping the conversations going and involving students more in the research
Where now?
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
Amy’s story
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