Eky Fioole & Rudi Clause Avans University of applied sciences The Netherlands Indiana Jones and the crusade for Large-scale ePortfolios: The forgotten questions

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Avans University of applied sciences  students  staff & faculty members  20 Schools  60 bachelor degree programs  3 locations (Breda, Tilburg and ‘s Hertogenbosch)  1 VLE (Bb Academic Suite) &...  students  staff & faculty members  20 Schools  60 bachelor degree programs  3 locations (Breda, Tilburg and ‘s Hertogenbosch)  1 VLE (Bb Academic Suite) &...

Our view on Learning and teaching Our main drivers are:  To produce excellent professionals who will continue to further develop themselves and their profession.  For selected businesses and organizations we are their partner for knowledge development and knowledge sharing.  In learning and teaching we opt for people (students, lecturers and professionals) to connect, cooperate and collaborate in acquiring knowledge and becoming competent. Our main drivers are:  To produce excellent professionals who will continue to further develop themselves and their profession.  For selected businesses and organizations we are their partner for knowledge development and knowledge sharing.  In learning and teaching we opt for people (students, lecturers and professionals) to connect, cooperate and collaborate in acquiring knowledge and becoming competent.

Implementations of ePortfolio, our approach in the past School 1 Assessment School 2 Reflection School 3 Show Case School 4School 5 Student School 6 -> 20

 Innovative projects with a limited number of schools  Focus on early adaptors / innovators (passionate, opinionated)  Bottom-up approach (parallel processes)  Focus on Learning how to use ePortfolios  Collaborating with students  Very different use of ePortfolios (outcome / output)  Resulting in….  Flexibility, Engagement and Complexity, but also a lot of Learning Experiences!  Innovative projects with a limited number of schools  Focus on early adaptors / innovators (passionate, opinionated)  Bottom-up approach (parallel processes)  Focus on Learning how to use ePortfolios  Collaborating with students  Very different use of ePortfolios (outcome / output)  Resulting in….  Flexibility, Engagement and Complexity, but also a lot of Learning Experiences!

Facing new challenges: scaling up : Large-scale implementation of ePortfolios The forgotten questions : Large-scale implementation of ePortfolios The forgotten questions

Scaling up: Facing new challenges, new questions:  How different is scaling up?  Can we use the same strategies?  How did we become successfull in our earlier projects?  What are our own opinions and beliefs?  Who are our stakeholders in this?  How complex are the changes we ask our lecturers and students to make?  How can we address both the small and the big issues in change?  And above all ….. What are those forgotten questions?  How different is scaling up?  Can we use the same strategies?  How did we become successfull in our earlier projects?  What are our own opinions and beliefs?  Who are our stakeholders in this?  How complex are the changes we ask our lecturers and students to make?  How can we address both the small and the big issues in change?  And above all ….. What are those forgotten questions?

Identification of different phases in the implementation of ePortfolios  Phase 1: The start: motivated members, small projects, strong beliefs, opinionated stakeholders, use of portfolios as a tool to enhance and assess student learning on campus.   using ePortfolios off campus (work placements, graduation assignments) and use by facultymembers for their professional development and yearly reviews  Phase 2: The large scale implementation: large scale use of ePortolios, more variety in how ePortfolios are used  leading to complexity, larger projects.  Phase 3: New context, new challenges, new tools, the evolution of ePortfolios.  Phase 1: The start: motivated members, small projects, strong beliefs, opinionated stakeholders, use of portfolios as a tool to enhance and assess student learning on campus.   using ePortfolios off campus (work placements, graduation assignments) and use by facultymembers for their professional development and yearly reviews  Phase 2: The large scale implementation: large scale use of ePortolios, more variety in how ePortfolios are used  leading to complexity, larger projects.  Phase 3: New context, new challenges, new tools, the evolution of ePortfolios.

What else is new in Phase 2?  Involvement of a much larger group (the majority of users)  Dealing with a higher level of insecurity  A great variety in the use of ICT  Much more diversity in wishes & believes  The stakeholders have less in common  Greater variety in students (full-time and part-time)  Increasing complexity  Different strategies  How to create Engagement?  Involvement of a much larger group (the majority of users)  Dealing with a higher level of insecurity  A great variety in the use of ICT  Much more diversity in wishes & believes  The stakeholders have less in common  Greater variety in students (full-time and part-time)  Increasing complexity  Different strategies  How to create Engagement?

Question …. If all this is true …  What does it mean for the approach and strategy in phase 2?  What questions did we ask ourselves?  What did we do? What would you do? If all this is true …  What does it mean for the approach and strategy in phase 2?  What questions did we ask ourselves?  What did we do? What would you do?

What did we do? We organized a Community of Practice, supported by a community on BbCommunity of Practice We made our own ideas on ePortfolios more explicit We made active use of our stakeholders (in different roles) We developed and used a new model (The Maastricht Model) But most of all: we used the Avans view on learning and teaching as our starting point we really tried to listen to our stakeholders we kept the Forgotten Questions in mind. We organized a Community of Practice, supported by a community on BbCommunity of Practice We made our own ideas on ePortfolios more explicit We made active use of our stakeholders (in different roles) We developed and used a new model (The Maastricht Model) But most of all: we used the Avans view on learning and teaching as our starting point we really tried to listen to our stakeholders we kept the Forgotten Questions in mind.

The Maastricht Model  Based on:  Our own beliefs  The Model of Brussels  Our experiences so far and our expectations of the future  Based on:  Our own beliefs  The Model of Brussels  Our experiences so far and our expectations of the future Assessment Show Case Student Reflection Staff Assessment Show Case EAC Assessment Reflection School Show Case

School 1 -5 Phase 2a Assessment School 12 Reflection Show Case Student School 13 -> 20 AssessmentReflection Show Case Staff School 6 -11

School Phase 2b School 14 -> 20 School 13 Reflection Show Case Student Reflection Staff Assessment Show Case EAC AssessmentReflection

School Phase 3 School 17 -> 20 School 15 AssessmentReflection Show Case Student Reflection Staff Assessment Show Case EAC AssessmentReflection School Show Case School 16 ++

The Pitfalls  Copying a ‘blueprint’ for implementation in order to:  Copy earlier successes  Trying to speed up the implementation process  Working with implicit ideas and not making them explicit (our own opinions and beliefs)  Not linking ePortfolio implementations to your view on Learning and Teaching  Making no use of our stakeholders  Expecting a model to have all the answers  Copying a ‘blueprint’ for implementation in order to:  Copy earlier successes  Trying to speed up the implementation process  Working with implicit ideas and not making them explicit (our own opinions and beliefs)  Not linking ePortfolio implementations to your view on Learning and Teaching  Making no use of our stakeholders  Expecting a model to have all the answers

Our Lessons Learned  It’s hard to overcome your own role as an expert.  Copy/paste actions or blueprints don’t work  Allow participants to create and live their own learning process and be patient  Keep an open mind in regard to the expected results  Keep involving students!  It’s hard to overcome your own role as an expert.  Copy/paste actions or blueprints don’t work  Allow participants to create and live their own learning process and be patient  Keep an open mind in regard to the expected results  Keep involving students!

Our Wishes and Challenges for the future  We have started our crusade, but we have no idea what (new) challenges we will have to deal with on our way. We are still facing a lot of (unknown) questions and challenges, such as:  How to achieve that the present Community of Practice will evolve into an active Community of Learners  Will we still be using Bb in a few years from now?  What impact will social software (web 2.0 / 3.0) really have?  How will we collaborate with new stakeholders?  Does the Model of Maastricht really help us?  We have started our crusade, but we have no idea what (new) challenges we will have to deal with on our way. We are still facing a lot of (unknown) questions and challenges, such as:  How to achieve that the present Community of Practice will evolve into an active Community of Learners  Will we still be using Bb in a few years from now?  What impact will social software (web 2.0 / 3.0) really have?  How will we collaborate with new stakeholders?  Does the Model of Maastricht really help us?

Still …. We have our maps, we have some of the necessary equipment, we have started the expedition and we are looking forward to new adventures

Questions? Discussions? Need to share ideas? Eky Fioole: Rudi Clause: Eky Fioole: Rudi Clause:

Community of Practice ePortfolio