Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digital Festival 2014

12/03/2014 Crossing the Threshold

Moving e-portfolios into the mainstream

2

Aims of the session

»Where are we now in relation to e-portfolio practice – a point of reflection

› What do we know?

› What supporting resources do we have?

› What needs to happen next?

A conversation…..

Crossing the threshold 12/03/2014

3

Overview

»Discussion – where are you now?

»Background and context

»e-Portfolio implementation toolkit›Background and rationale

›Case studies

›Guidance

»The toolkit in practice, an example from the University of Nottingham

»Discussion – benefits, challenges, priorities for moving forward


4

Over to you…..

What is happening with e-portfolio practice in your context?

»Where are you now? (purposes of use, breadth of use)

»Where are you hoping to get to?


5

UK context»The use of centrally supported e-portfolio tools rose from 27% in 2005 to 76% in 2012›PebblePad 33%›Mahara 27%

›Blackboard 20%

»The use of non-centrally supported e-portfolio tools rose from 11% in 2008 to 23% in 2012› PebblePad 43%

› Mahara 22%

› In house tools 14%

JISC/UCISA Surveys

www.jisc.ac.uk/whatwedo/projects/ucisasurveys.aspx


Crossing the threshold 12/03/2014 6

Why are e-portfolios important?

› Policy context

› Institutional drivers

› Pre-HE initiatives

› Professional requirements

»But…most importantly their potential to transform learning›Powerful evidence of the value of developing e-portfolios – adding value to personalised and reflective models of learning

Title of presentation 00/00/2013 7

Application to University

Application to employment

Evidencing and showcasing employability skills

Presentation of work for professional accreditation

Coaching Providing evidence for appraisal

Evidencing continuing professional development

Presentation of work for assessment

Showcasing work to employersAPEL

Work-based learning

Flexible course delivery Portability – Leap2a

Non-traditional learners

Information advice and guidance Digital storytelling

Course approval and design and more........

9

Context

›2008 - Effective Practice with e-Portfolios and online infoKit

›By 2010, the benefits well evidenced

›Tools maturing

›Escalation of use, but not universal

›The issues of implementing e-portfolios at scale were as yet unresearched


www.jisc.ac.uk/eportfolio


e-Portfolio Implementation Toolkit

»Background

»Implementation guidance

»Implementation case studies

»Exemplars of use

»Video case studies

Overview

www.jisc.ac.uk/eportimplement


e-Portfolio Implementation Toolkit

»UK HE

›Birmingham City University

›University of Bradford

›University of Edinburgh

›University of Newcastle

›University of Northumbria

›Southampton Solent University

›University of Wolverhampton

Case studies

»UK FE

›University of Northumbria

›Southampton Solent University

›Dumfries and Galloway College

›Newham College

›Thanet College

Plus Australia and New Zealand examples

I


Breadth of practice

»School-wide use to support assessment of nurses

»School- wide use to support personal development in business studies

»Cross-institutional use of e-portfolios with research students

»Extra-curricular use for supporting transition into the institution through recognition of prior learning

»Extra-curricular use for supporting staff professional development on an IT qualification



Guidance and models

»Relating to the initiation of the implementation

»Relating to key e-portfolio implementation principles (threshold concepts)

»Relating to the stages of the implementation journey

What did we learn about implementation?

»i.e. top down, bottom up, or middle –out


Implementation principles

»Their PURPOSES

»LEARNING ACTIVITY DESIGN

»The PROCESSES involved

»OWNERSHIP ISSUES

»Their transformative and DISRUPTIVE NATURE

These relate to:



What this means in practice

»Stage 1: Planning and procurement

›The holistic student experience is addressed centrally in planning

›Tools are selected that enable personalisation and portability

›Control of the space is in the hands of the learner, although purpose may be defined by the lecturer

e.g. addressing ownership….»Stage 2: facilitating adoption

›Student voice used to effective use

›E.g. student focused animations at the University of Cumbria and Southampton Solent

‘To get the student to take ownership we required a system that they could influence.’

Dumfries and Galloway College


Southampton Solent University journey

Stage 0: Prior developments

Stage 1: Planning Stage 2: Early adoption

Stage 3: Embedding Stage 4: Sustaining

Moodle VLE and online

careers guidance

package in place

Perception that paper-

based PDP process

may need replacing

with an online system

2008-09 Research

project chose Mahara

for a study carried out

by a collaborative,

cross-departmental

team: Fostering

Student Personal

Development and

Employability

July 2009 Promotional

video for internal use

Summer 2009 Server

and system funded.

Mahara given Solent

theme, customized

and links to Career

Box embedded

2009-2010

Implementation

project

Sept 2009 Staff and

students recruited for

four pilots

Student induction

pages and staff help

pages developed

Careers service

promoted

independent use by

students through CV

support work

Summer 2010

University created 2-

yr p-t Teaching Fellow

posts in each faculty

to lead embedding

From summer 2010,

validation of academic

units

(course/modules)

requires inclusion of

e-portfolio

Faculty plans include

increasing adoption

Targets are provided

for increasing

numbers of students

accessing the e-

portfolio

October 2010 Mahara

Development Group

launched to oversee

ongoing

developments

From challenge to change 17/10/2013 19

Guidance – some snippetsIdentify and establish a central unit and manager….‘We enthuse staff by letting them see what they can do with it. Having conversations is important. Depending on what they want, we work with staff to explore the opportunities’

Nora Mogey, University of Edinburgh

Provide easy access to the e-portfolio tool and supporting resources….‘We need an institutionally based e-portfolio that we can integrate into Moodle and so close the loop on assessment. Students can submit aspects of the e-portfolios through Gradebook in Moodle…you cannot do this on Facebook.’

Professor Alan Staley, Birmingham City University

Develop an approach for evaluation and dissemination ….‘The more evidence you have of successful adoption the more use you will get. The support you put in place for students can also be picked up by staff. Most people learn by doing.’

Dr. Barbara Lee, Southampton Solent


Video case studies – Thanet College

Stories of e-portfolio implementation – Thanet College

http://www.youtube.com/watch?v=Zhz-bBgl56k


Jisc Digifest 2014The University of Nottingham implementation case study

Dr Gordon Joyes, Kirstie Coolin

University of Nottingham

https://epip.pbworks.com/


The implementation journey

The UoN is here.

But we are going to focus on Stage 2 of our journey 2012 -13

OverviewThe key features of the strategy are

the carefully staged ‘middle through’ community of practice approach

endorsement by senior management

uses further development of the open e-portfolio implementation Toolkit to showcase and share practice.

The blind men and the elephant

(wall relief in Northeast Thailand)

source wikipedia

The multiple purposes across the 11 pilots

It’s for personal development

planning (reflection and goal setting) (5)

It’s for professional development

and/or accreditation

(5)

It’s for course assessment

(10)

It’s for improving

feedback (10)

It’s for work

based learning

(7)

It’s for developing/ evidencing

employability skills (7)

04/10/2023 Event Name and Venue 26

The contexts

Who were our champions?

Senior Librarian

Placements

Administrator Co-ordinator of

Teaching and

Learning

(Associate

Professor)

Director of the Centre (Professor)+ Senior Tutor+Placement administrator

DTC

AdministratorProfessor

Teacher

tutor

Core team/CIEPD

- Researcher

- Project lead

- Champion- Learning

technologist

Teaching & Learning

Directorate

Central Learning Technologies

Students

Academic Schools

Careers & Employabiity

Community of Practice

The implementation processSupporting change within the early adoption stage and onto embedding practice• Through the CIePD• Sharing and understanding practice - the

blog, the implementation toolkit, the CoP, the survey

• Disseminating practice more widely – UoN Talking of teaching blog, the implementation toolkit, conferences

Talking of Teaching

Gordon Joyes University of Nottingham, Kirstie Coolin University of Nottingham.

http://blogs.nottingham.ac.uk/talkingofteaching/category/tools/eportfolios/

http://blogs.nottingham.ac.uk/talkingofteaching/category/tools/eportfolios/

Three cases The Doctoral Training Centre - Susanna Ison (Doctoral Training Programme project officer) A key feature is the new plug-in to record evidence against the Researcher Development Framework

Biosciences - Judith Wayte (Placements administrator)Key features are support for placements and tutorials

Social Work - Kathryn Moss (Administrator), Kate Morris (Director of the Centre for Social Work), Pauline McCoy (Senior Tutor) Key features are placement portfolio assessment involving Practice Educators in the workplace

10/04/2023

‘The DTP needed a tool through which we could administer the evaluation and progression of students and Mahara provided the platform for this. I heard about Mahara from ClePD and attending a Jisc conference. Engagement with it has been greater with the second cohort of students than the first; this is due in part to my increasing confidence in using and promoting the system. I have recently demonstrated how the DTP use Mahara to all Graduate School staff and as a result been asked to give the same demonstration to a group in the Engineering

Faculty and to the DTC Managers network.’

Susanna Ison, November 2013

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10/04/2023

The RDF plugin

35

04/10/2023 36Event Name and Venue

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


Key issues -Champions are not necessarily academics (placements and employability)-Champions can lack confidence in sharing developing practice-Champions may not recognise themselves as ‘champions’-Practice is situated-Stakeholder engagement is a complex and an ongoing process (Both staff and student) Careers? Alumni?-The central unit may be vulnerable (often project funded)


Peaks and Troughs

http://www.flickr.com/photos/68546469@N07/9693834016/


Present situationBaton handed to Central Learning Technologies

http://www.flickr.com/photos/funnyglowingsmurf/7625470418/


Practice and use growing also in schools not using a centrally supported system

PebblePad

School of Health Sciences - Elective Placement Portfolio

- Nursing portfolios

School of Veterinary Science and Medicine

QuestionsOpen practice in support of wide-scale institutional e-Portfolio

adoption



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Over to you…..

What is happening with e-portfolio practice in your context?

»Where are you hoping to get to?

»What are your main challenges / pain points?

»How can Jisc / partners continue to support your practice?


Date post:	13-Jan-2015
Category:	Education
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Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digital Festival 2014

Education