E-portfolio Expert Reference Group Becta March 6 th 2007

The context Harnessing Technology’ milestones for eportfolios Priority 2: Ensure integrated online personal support for children and learners 2006: clarify policy on e-portfolios across system 2007: recommendations from feasibility study on how to provide integrated e-portfolios 2008: all learners to have a personal online learning space with the capability to support an e-portfolio

Some inspiration Time for reflectionAuthor: Mandy Hawkins Date: :17 Hello Yadolah, I am a first year adult, student nurse. I had never even heard of reflective practice until I started my course. However it has since become a vital part of my routine. We have an on-line portfolio system called pebble pad where we (our group of students) can share assets and reflections, It is really invaluable. I have found sharing your reflections on things that have happened to you helps a great deal; I published a reflection and others in our group offered there thoughts on this. This was a real bonus to me, because up until then I was of the opinion that I had reflected constructively on my experience. After reading others comments on my reflection I was able to see that I had actually reflected on the experience too soon; I was too emotionally charged and hadn't stopped to consider everything that had happend. This was an eye opener. If I hadn't shared my reflection I could quite easily have continued with a blinkered view point and learnt nothing from the experience. Reflection when used correctly is an invaluable aid to helping you grow and develop as a health professional but also an individual. I agree that many of the health professionals I come into contact with do not use reflection and I personally feel this to be a shame. You can learn so much from taking a step back and looking in from an outside windowMandy Hawkins orum/read.php?f=14&i=84&t=38

Ideas and inputs The Becta categories of functioncategories The 3-square report for Becta3-square report Martin Ripley’s report to the DfESreport to the DfES Helen Beetham’s report for JISC Pedagogyreport for JISC Pedagogy HEAC reportHEAC

Categories of eportfolio types A summary of eportfolio types from NIACE and Becta 1.Learning (personal development) 2.Transition 3.Assessment (diagnostic, formative, summative) 4.Presentation

Description of EP - Beetham summative assessment: demonstrating competence according to criteria set out within a programme of study or by an accrediting body; learning and ‘learning to learn’: enabling the learner to identify and reflect on their strengths and weaknesses, making use of formative feedback, and enabling professionals to support learners in ways appropriate to their achievements and preferences, by drawing on information in the profile; presentation: showcasing the learner’s best or most relevant achievements in the context of a specific learning or career opportunity, for example on application to a university or during a professional development review; personal and professional development planning: supporting the general process of reflection, self-evaluation and action planning for lifelong learning, including guidance on educational and/or career pathways. e-portfolios in post-16 learning in the UK: developments, issues and opportunities Helen Beetham for JISC 2006

Issues relating to the use of e-portfolios to support the learning process and PDP - Beetham 1.Developing effective and credible diagnostic tools 2.Integrating diagnostics, learner tracking and e-portfolio functions 3.More research into adaptive/personalised learning, including work on accessibility 4.Cost/benefit analysis of personalised provision 5.Staff training in use of learner profiles to recognise needs of learners 6.Integration of systems storing Learner Profile with CMS/VLEs, Student Record systems, and Learning Design systems 7.Prioritising the learner experience e.g. through personalisation, recognition of individual needs and preferences, effective choices and pathways 8.Issues relating to the use of e-portfolios for personal and professional development 9.Developing learner skills in self-evaluation, reflection and PDP 10.Understanding and enhancing learner motivation, particularly once they move out of a structured PDP context 11.Developing practitioner skills in supporting reflection and PDP 12.Further development of electronic tools to support reflection and PDP 13.Integration with advice and guidance services 14.Integration with electronic services such as CV building, job search, access and social inclusion services, and services provided by professional bodies

LevelTechnologyFunctional requirements (individual) Functional requirements (institutional) Level 1Static file structure e.g. web page, wiki, blog Learner control of input, organisation, retrieval and presentation of materials Level 2Dynamic, database-driven file management system As above plus multiple input, organisation, retrieval and presentation options Level 3Institution-sponsored system, typically integrated with learner records As above plus institutional authentication of evidence, ease of transition between programmes, integration of basic personal data Interoperability of e- portfolio system with learner records, internal data security and authentication, accessibility issues Level 4Integrated into institutional systems and services for learning, assessment and personal development As above plus single sign-on for all institutional systems, use of profile to customise learning and assessment options, profile routinely shared with peers, tutors, mentors, guidance officers etc… As above plus interoperability of e- portfolio system with VLE and other learning systems, single sign-on, multiple modes and contexts of access Level 5Conforming to open standards, transferable, interoperable As above plus ease of transfer across institutions,interoperability with extra- institutional services e.g. job search, use of profile for lifelong learning and development As above plus external data security and authentication, transferability, distributed data ownership and management under learner control.

HEAC report –stated purposes To implement PDP 29 To support formal learning/learning to learn 26 To support overall development (including personal and career areas, and experience/learning from less formal contexts) 30 To support formative assessment 22 To provide an assessment management tool, for formal summative assessment 17 To create a presentational portfolio/showcasing for progression 24 To support transition between different learning environments (into and from the institution) 19 To support CPD for staff 14 ‘despite the linkage between Transcripts and Personal Development Planning in Dearing’s original vision of the HE Progress File, these developments were typically being implemented by different personnel in different parts of institutions.’ Could this scenario be repeated in the case of the Diploma? A survey of e-pdp and e-portfolio practice in UK HigherEducation Janet Strivens for HEAC 19 Feb 2007

E-portfolios next steps Martin Ripley for the DfES and Becta October 2006

E-portfolios next steps Addressing implementation is likely to be greater importance than seeking to perfect the design of functional tools in e-portfolio products. The need to build and communicate a strong business case, based on the benefits to learners and providers: Project One: Benefits Identification and Realisation Project Two: Primary to Secondary Transfer Project Three: University Applications Project Four: Transferring e-portfolios to Awarding Bodies Supporting and guiding adopters of e-portfolios: Project Five: Identifying Successful Implementations The need to continue to encourage blue-skies innovation and keep ahead of technological developments: Project Six: The Technologies of Social Networks Project Seven: National Academy for Gifted & Talented Youth Martin Ripley for the DfES and Becta October 2006

Ripley cont’d For example, e-portfolios are sometimes seen as harbingers of personalised learning – and of all the change this entails; they are also seen as devices providing the learner with greater control and autonomy in their learning – again, these are fundamental changes to learning. In looking for successful practice, therefore, the quest is not just for e-portfolio products that appear to have been well-designed, but also to examine the ways in which those products have been successfully introduced into educational settings. (p11)

3-square report In the context of a lifelong portfolio where the content will develop and exist over a long period of time, perhaps in several different locations, either in whole or in part, and may be of interest to many others (educational organisations, employers, agencies, individuals etc) the need for a recognised structure, access facilities and standard elements of content becomes obvious. Scoping and Evaluating E-Portfolios John Winkley et.al. 4 April 2006

Standards have a bearing on many aspects of e- portfolios (Selected - most relevance to learning purpose/services p81) portfolio purposes – organisation/individual recording of achievements/qualifications – benchmarking/grading portability between and interoperability of different e- portfolio IMS public/private interfaces – accessibility construction of portfolio views for different purposes designation of content – metadata and tagging searching and retrieval against standard criteria management and recording of content synopsis/overview, cross referencing, reflection Scoping and Evaluating E-Portfolios John Winkley et.al. 4 April 2006

….the big challenge…… the Specialised Diploma Principal Learning (sector related) Skills development in work based environments Additional/ Specialist Learning. Units from framework for achievement Functional Skills (Numeracy, Literacy, IT) Personal Learning and Thinking Project 10 days work experience Level 3 48% 33% 19% DIPLOMA OCR (a Component Awarding Body) City and Guilds (a Component Awarding Body) Edexcel (a Component Awarding Body) Edexcel (a Diploma Awarding Body) First Delivery of first phase September : part of GCSES NEED FOR STANDARDS