Eportfolios and ePDP as stories of learning Julie Hughes and Emma Purnell University of Wolverhampton j.hughes2@wlv.ac.uk e.purnell@wlv.ac.uk e.purnell

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

There is no standard definition of the e-portfolio product or process E-portfolios 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

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)

Why storying/narratives? The LEX Project - Creanor et al., (2006) and Mayes (2006) identified the need to address gaps in earlier research, these were identified as: stories or narratives that capture the diversity of how students use learning technologies in their formal studies; attempts to elicit beliefs and intentions. (Mayes 2006, p.4)

Being an eportfolio teacher/learner. What does it feel/look like?

Personalising – making it mine

Not just an eportfolio? 9

Using technology for teaching – modelling and information push.

More information – but with hyperlinks for web-based resources

Must see website! Seeds for change

Harnessing the interactive functions in Word - comments

Blogging from the beginning – socialisation and relationship- building

Encouraging talkback – and iterative reflective practices

Harnessing their other online experiences – transition and socialisation

Action planning - identifying assumptions – Nadia

Sharing thoughts and critical incidents – Mark’s journal blog – trying to find the theory/practice balance

Developing my online voice(s) and the rules of engagement?

Metaphor analysis Importance of belonging and reciprocity

Metaphors – visualising and digitising stories of learning

Using image to represent development Jenny’s image blog Evidencing development in the workplace

Reflections on the dangers of dominance

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

Multimedia narratives – including the mistakes

Hypertext – one of Emma’s stories

Challenging and changing assessment, moderation and external examining cultures

Post PGCE – the role of blogging?

Blogging as transition tool? - PGCE What they said...

After Salmon (2004) 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) Induction, embedding the technology in blended activities thereby modelling Establish training and support needs

That’s my story/theory but That’s my story/theory but... What was it like to be an eportfolio learner/new teacher? Does being an eportfolio learner impact on our teaching and beyond? Some of Emma’s stories now....

And now, the barriers and bonuses? Lack of strategy Lack of vision Short term project and funding cultures Organic growth Sense of community – pedagogic support (In)formal mentoring Infectious early adopters Large scale cross University projects Getting written into Learning and Teaching strategies Blended Learning? – appendix to strategy

Embedding ePortfolio at Level 1 www.wlv.ac.uk/pathfinder Some early analysis of student responses – School of Legal Studies 95 respondents Pathfinder Project If you could have had a choice, would you have preferred the PebblePAD tasks you completed to be? Assessed with a grade 37% Assessed pass or fail 15% Not assessed but with tutor feedback 24% Not assessed and no feedback, purely for my self development if I chose to do it 15% Did you enjoy using PebblePAD Yes 54% No 41% How often did you receive feedback from your tutor relating to the PebblePAD tasks? Weekly 16% Monthly 16% Twice during module 16% Once during module 19% Never 31% Was the concept of PDP (Personal Development Planning) explained to you as part of the module introduction/overview? Yes 65% No 25% Unanswered 31% Would you have preferred to do the tasks you did in PebblePAD on paper? Yes 38% No 56% Unanswered 6% What is most important to you in relation to the PebblePAD tasks? Grade (if assessed) 40% Tutor feedback 30% Self development and self identification of areas I need to improve 30% On a scale of 1-5 how difficult did you find the tasks that you had to do in PebblePAD? Easy (1) 8% Right level (3) 75% Difficult (5) 16% Embedding ePortfolio at Level 1 www.wlv.ac.uk/pathfinder

So what did we learn? FD 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 we learn? September 2007 To be a bit braver with the blending - group blogging Oct 07

So what did we learn? September 2007 - To be a bit braver with the blending – group work

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 students Next year – testing the capacity building model onsite Roll out to 5 of 10 partner FE colleges 08/09 – 10 staff and 150 - 200 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 3 partner FE colleges 08/09 Pathfinder and CETL? Watch this space. Wish us luck!