An exploration into first-year learners’ experience of ePortfolios, in diverse subject areas, in Scottish Higher Education Sue Murray and Susi Peacock Centre for Academic Practice

Overview Introduction Background Aims of the project Approach and tools Phases of the study Case studies Progress Early results – emerging themes Conclusion

Introduction Queen Margaret University, Edinburgh –Approx. 5, 600 students, 4 schools Susi Peacock –Senior lecturer in e-learning Sue Murray –Research assistant ePortfolio tool, PebblePad – implemented since 2005 –supports personal learning and development

Background Growth in popularity and application of ePortfolio in the tertiary education sector Early studies - learner response is very mixed and often a lack of engagement with the tool, particularly first-year learners If we are to engage and support learners, we need to know more about their experiences & expectations Focus on first-year learners’ – crucial stage of learning Potential barriers to learner engagement could include poor system usability and accessibility Little research into accessibility and ePortfolios Suggestions for improving practice

Aims of the project Conduct an extensive study, with approximately 500 students, into the learner use and experience of ePortfolios in contrasting subject areas Explore the changing perceptions and experiences of first year students over two academic years, focussing on accessibility and usability

Approach and tools Mixed methods approach Case studies - 5 different subject areas –Interviews –Co-operative evaluations Conducted at two stages: Following introduction to the ePortfolio After using the ePortfolio for a time Online questionnaire –approx. 500 students

Three phases Phase 1: December 2007 – Summer 2008 (Pilot) –Trial research tools –Conduct co-operative evaluations, interviews and administer online questionnaire –Data analysis –Honing of research questions, tools, process and analysis Phase 2: Autumn 2008 – Summer 2009 –Focus on data collection –Minimum of five case studies from subjects such as drama, radiography, inter-professional education, physiotherapy, and education Phase 3: Summer 2009 – onwards –Data analysis –Writing up of the research findings –Dissemination

Case studies Drama: stage management; costume design –Blogs, formative & summative assessment Radiography –Forms, summative assessment, Personal Development Planning Interprofessional Health Education –Blogs, PDP, summative assessment MSc Physiotherapy – Webfolio, summative assessment MSc in Professional Education –Webfolio, summative assessment

Progress: phase 1 (Dec summer 2008) MethodStage 1Stage 2 Face-to-face interviews Level 1 (n4) post-doctoral (n1) Level 1 (n2) Cooperative evaluations Level 1 (n4)Level 1 (n2) Focus groupLevel 4 (n3)- Questionnaires-n14 out of 129 interviewLevel 1 (n2) Level 4 (n1)

Early results - key themes First impressions –Mixed: ‘impressive’, ‘useful resource’, ‘nice look’, ‘more hassle than a notebook’, ‘gimmicky’ Expectations –Memory aid, bit like a diary Benefits –Easy to use, easy to access, all in one place –Facilitates reflection, sharing, personalisation –Environmental benefits Barriers –Attitudes to change e.g. preference for paper format –Learning to develop materials on the computer harder for some –Perception of interface e.g. not everyone considered it user friendly –Concerns regarding privacy –Access and interoperability issues

“I’ll be able to remember things that maybe I would have forgotten. And it’s all … I know that it’s all in one area and I’m not going to loose a sheet of paper … and it’s interactive, so I can go in and change things…” (level 1 learner, phase 1) “I have had to keep a reflective diary for my practice case so I have used it on a daily basis … After being taught how to use it I find it quite easy to find my blog and go back into it and I think its really good that you can open a new day, its so much easier than having to write it in a document because it’s set and ready for you to type in and you can just save that day’s and you can also go back and add which is really good” (level 1 learner, phase 2)

Conclusion Resources –Examples of case studies at QMU: Contacts &