ePortfolios overview

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high-level overview of ePortfolio, engagement factors and some Newcastle University-specific context

Text of ePortfolios overview

  • 1. Overview of ePortfoliosSimon CotterillLearning Technologies for Medical SciencesSchool of Medical Sciences Education Development

2. Objectives To provide/discuss a general overview: What are portfolios? Background/ Drivers Engagement / Embedding Brief overview of current Newcastle University context 3. What are Portfolios ? ..a purposeful collection of student work that exhibits to the student, or others, [their] efforts or achievement in one or more areas. Arter and Spandel (1991) The Journey the process of completing the portfolio as a learning experience The end-point the evidence of learning /competenciesArtefacts (eg. essays, logs of experiences, artwork, videos, audits, records of prior-learning/ qualifications). 4. Diversity of PortfoliosUnstructuredStructured FormativeSummativeFactual / QuantitativeReflective / InterpretiveSampleAll work Best workRepresentative Learner OwnedEmployer Owned Episodic Life-long 5. ePortfolios: defined by their purpose(s) Portfolio for Presentation Portfolio forSharing / dialogue AssessmentPortfolio for Application Portfolio for Learners (job / promotion)Accreditation/repository RevalidationInstitutionalDataPortfolio forAppraisalCentral data: Transcript MIS/ HR data PDP(shared)Programme data: PDP / Reflective Granular assessment data (private) Outcomes / skills sets 6. ePortfolios at Newcastle: >10 yr experience FDTL-4 JISC ePET project ProjectFDTLT&L Fund Projects x 2Mini projectTransferabilityJISC EPICS regionalProject(Bioscience)Postgraduate ResearchePortfolio projectTraining ePortfolioMini Projects(Medicine)Teaching FellowshipePortfolio for appraisal Mobile Hosted Dental portfolio servicesePortfolioprojects Wide uptake in otherJISC EPICS-2 regional undergraduate coursesePortfolio project 7. Aims of our FDTL-4 ePortfolio project (2002) To develop an on-line portfolio system to support a reflectiveapproach to evidencing the attainment of programmeoutcomes. To promote the development of the reflective capabilities ofmedical students, giving greater responsibility for managingtheir own learning and preparing for aspects of work-basedand lifelong learning. To develop strategies to facilitate assessment of curriculumoutcomes that are not amenable to traditional instruments ofassessment. 8. PersonalDevelopment Planning (PDP) a means by which students can monitor, build andreflect upon their personal development.Dearing Review (NCIHE 1997) a structured and supported process undertaken byan individual to reflect upon their ownlearning, performance and/or achievement and to planfor their personal, educational and career development.(QAA, 2001)Links with other agendas: employability, widening participation 9. How much structure? Intrinsic structure scaffolding structure aids assessment structured skill sets, outcomes and competencies but too much structure perceived as form filling risks lower engagement Extrinsic structure guidelines / assessment criteria guidance / direction from tutors & mentors 10. Changing habits and expectationsWeb 2.0 Interactive / participative Social / conversational Simple unstructuredOur response: Unstructured Blog but with explicit links to skills/outcomesCotterill SJ et al. Beyond the Blog: getting the right level of structurein an ePortfolio to support learning. Proc. ePortfolios 2007Mobile / Wireless Technologies Our early pilots of PDAs for logbooks problematic Successful use in Dentistry assessment at the point of learning 11. Factors related to engagement with ePortfolio / blogQuestionnaire results n=163 (30% response rate, 3 subjects non-medical)EPICS-2 Projecthttp://www.epics.ac.ukGroup 1Group 2Group 3 HighMedium ModestEngagement Engagement EngagementI have a clear understanding of the purpose of the ePortfolio87%74%58%I have a clear understanding of how the ePortfolio is used in my programme 91%76%42%I received adequate information on how to use the ePortfolio 58%50%58%I had a clear understanding of the skills being evidenced in the ePortfolio66%65%17%The skills included in the ePortfolio are important in studying for my degree69%94%25%The skills included in the ePortfolio are important for my longer-term career59%94%33%The ePortfolio is important for my programme 75%82%33%Course handbooks and study guides refer to the ePortfolio58%65%25%Teaching staff regularly refer to the ePortfolio 84%41%33% 12. Embedding in the curriculum = better engagementand effective use of ePortfoliosDriessen E et al. Portfolios in medical education: why do they meetwith mixed success? A systematic review. Med Educ. 2007;41:1224-33.Atlay, M. Embedding PDP practice in the curriculum, in PersonalDevelopment Planning and Employability, Higher EducationAcademy, York. 2006 but, what do we mean by embedding? 13. Atlay (2009) classified ways in which PDP can be associated with curricula:Discrete bolt on optional and additional to+ Low cost the curriculum- Risk low engagementLinked Run in parallel to the curriculum but + No disruption to curric. linked to it- Risks low engagementEmbedded Included in specific module(s)+ Better consistency of experience - Risks being fragmentedIntegrated Underpins and used throughout the + Becomes integrated part curriculumof staff/student thinking - Difficult to achieve!Extended Integrates activities in the curriculum + Draws together study, along with wider life experiences work & life experiences - Unpredictable outcomes 14. Project 2012 University portfolioGovernance: University ePortfolio Steering Group2011/12 2012/13 2013/14Student evaluation Students will haveStudents will have the access to an ePortfolio opportunity to use their to support personal ePortfolio in meetingsConsultations with staff reflection andwith their Personal Tutor development ofto support the student inJan 2012: enhanced employability skillsachieving personal,ePortfolio liveacademic andSemester 2 2011/12 professional goalspilots of ePortfolio use 15. OpportunitiesSharing and community features Additional information for tutors + recording of meetings Channel for additional feedback} opportunity& threat! Could help support seminar group / peer mentoringIntegration with other systems Integration with TSE/LSE e.g. SSC supervisors Viewing released component marks + integrated reflect/plan or feedback Feeding undergraduate portfolio information on into Foundation portfolio Portfolio linked to curriculum map (Learning Maps)Feeding information into the portfolio Longstanding example: PGR workshop attendance records are added to CV Could feed in assessment and feedback from diverse activities e.g. Phase 1 ethics: peer assessment / peer feedback e.g. Facility for staff to add adhoc feedback 16. Further informationSimon.Cotterill@ncl.ac.ukOur InformationPortfolio Service: https://portfolio.ncl.ac.uk (or access via TSE/LSE or Blackboard)Our publications: http://www.eportfolios.ac.uk/docsOver 15 papers, chapters and conference papers e.g.Cotterill SJ, Bradley PM, Stacy R. Using ePortfolios to support annual appraisal in undergraduate medicine.Proc. ePortfolios, identity and personalised learning in healthcare education. 2008 NewcastleCotterill SJ, McDonald AM, Hammond GR, Bradley PM. ePortfolio to support planning, learning andsummative assessment for student selected components in Medicine: 4 years experience. . Proc. ePortfolios,identity and personalised learning in healthcare education. 2008 NewcastleCotterill SJ, Aiton J, Bradley PM, Hammond GR, McDonald AM, Struthers J, Whiten S. A flexible component-based ePortfolio: adapting and embedding in the curriculum. In: In Jafari A, Kaufman C, ed. Handbook ofResearch on ePortfolios. Pennsylvania: Idea Group Inc, 2006.External SourcesJISC ePortfolios Toolkit: http://www.jiscinfonet.ac.uk/e-portfolios Centre for Recording Achievementhttp://www.recordingachievement.org/ 17. 10 value added featuresof an online approach to portfolios Sharable / facilitate interaction Transportable - supporting continuity in LLL Highly customisable Multi-purpose eg. formative & summative = reduced duplication Multiple structures / views Easier cross-referencing Searchable Reduced admin Secure access from a range of locations Not left on the bus !