Do Cats Play Piano? DO-MI-nique Alain JAN

Evidences tm

Metaphor tm Graduate employee ePortfolio practice

Real title of my research project “An investigation of graduates’ practice in maintaining ePortfolio practice after graduation and at the beginning of their career” Actual PhD thesis subject

Training is essential

Champions vs Laggards

Where literature review stops

What happens next? Do Doctor Cats Play Piano?

What happens next? Do Accountant Cats Play Piano?

What happens next? Do Teacher Cats Play Piano?

The Deep Learning approach LMS Informal Knowledge Personal skills Experience “Soft skills” PLE Goodyear (2003) Formal knowledge Keys and common concepts Institutional training - “Hard skills” ePortfolio

The question remains... Do graduate employees continue with eP practice at their workplace ? Whether they do / don't Why ? What? For what purpose? 13

Research questions What are graduates’ ePortfolio practices after having left higher education for professional life? What are educators’ expectations of graduates continuing to engage with their ePortfolio after graduation? What are employers’ expectations of graduate employees engaging with an ePortfolio at the start of their professional career? 14

Participants Graduate employees' employer Graduate employees Graduate employees' former trainers Unity of study = a cluster 1+ graduated student Employer (HR) Educator 15

ePortfolio purpose in Francophone countries Teacher training (IUFM + C2i2) Engineer training Technology training (IUF) Students’ placement

Teacher training Assessing language skills Nursing (initial + further training) Students’ placement ePortfolio purpose in Anglophone countries

Teacher training Assessing language skills Nursing (initial + further training) Students’ placement ePortfolio purpose in Anglophone countries

Which platform?

What do they do with eP? Livre blanc « La démarche ePortfolio dans l’enseignement supérieur franc ̧ ais » Cahier n°3 / March 2013

StudentsTeachers Livre blanc « La démarche ePortfolio dans l’enseignement supérieur franc ̧ ais » Cahier n°3 / March 2013 Do they train practitioners?

How do they train them? Students –1 to 3 sessions –Average of 60 min/session Teachers –1 to 2 sessions –From ½ day to 1 day/session Training on how to use the tool –80% to 100% of the training time No training on the eP methodology

How to foster eP practice

Do technologies, including eP have an impact on teaching? (%) Jesen, K. and Folley, S. (2011) Teaching and Learning Institute Working Paper No.1, University of Huddersfield, March 2011.

What are the barriers to ICT use? (%) Jesen, K. and Folley, S. (2011) Teaching and Learning Institute Working Paper No.1, University of Huddersfield, March 2011.

What factors foster the adoption of technology in teaching? (counts) Jesen, K. and Folley, S. (2011) Teaching and Learning Institute Working Paper No.1, University of Huddersfield, March 2011.

The Digital Footprint

Managing our Digital Identity Control our [personal-teaching-learning] environment Improve the ownership of our knowledge Manage access to our information Working together Build our reputation on facts Facts / Groupwork are keypoints to foster motivation (Heute, 2009)

Methodology Qualitative research f2f semi focussed interviews Activity theory framework Grounded theory approach 29

Field of research 30

First results No geographical / sociological differences in the stories collected 95% of graduate employees have stopped engaging with eP practice (they say) 80% of graduate employees have the same perception on eP as their educators 98% of employers never heard the word eP 60% of employers (HR) are trained for skills/competences appraisal 31

What do employees say? eP is a strategic tool eP takes time eP tools are too complicated eP are/were not considered as important by educators/employers What is the point if our eP is lost when leaving the institution? 32

What employees do? 88% have a FB account they use for personal purpose professional information is sometimes posted there 65% have a LinkedIn account professional information is sometimes posted there used more as a tool to say you are here 80% have a DropBox or equivalent account used to store evidences of professional achievements 10% are blogging/reflecting on their learning/professional skills and achievements 33

Conclusion (so far) If graduate employees say they have stopped with eP practice, we notice this is not totally true. Yes: they don't use eP management systems anymore No: because some practices are transferred form the classroom to the workplace 34

Conclusion (so far) 35 Some reasons for having stopped with eP practice –Time consuming –Was not valorised by educators during HE studies –Too complicated (bad user experience  impact the whole eP practices) –Lost the content of the eP after graduation –Control of my digital identity  Educators were accessing my “secret garden” without consent –“What is ePortfolio?” (a graduate after 2 years of having used Mahara during his teacher training school)