1. Introducing the electronic Portfolio at London Metropolitan University – the story so far Talk at Surrey University 31/5/07 Peter Chalk, London Metropolitan University Undergraduate Scheme

2. LondonMet student characteristics Mostly: –Mature, local, vocational –First in family to go to university –Non-standard qualifications Employability is very important Key skills, critical thinking and reflective writing skills needed

3. LondonMet PDP framework Principles –Embedded in core modules at C, I, H levels –‘PDP related assessment’ in cores: –HEO (‘skills’) at Certificate level –Employability (CV) at Intermediate level –Project/dissertation (graduation statement) at Honours level –All modules should ‘relate’ to PDP

4. LondonMet PDP 0405-0607 Essentially a paper booklet downloadable from the web as a whole or in sections: www.londonmet.ac.uk/ugstudy/pdp Each level/semester has several sections, scaffolded more at C level, eg: –Start of course –Early self assessment, etc etc

5. Choosing an electronic Portfolio During 0506 we considered need for –Online storage and viewing by tutor etc –Supporting web-based portfolio & tools –Diploma supplement (Bologna) – transcript with attached statement (plus CV etc??) Options –Integrate eVision/ SITS (our SRS) –Purchase existing ePortfolio, eg PebblePad –Alternative that fits our Portal/MLE strategy

6. Decision The decision was to pilot during 0607-0708 the Blackboard WebCT Vista Portfolio because –This had been chosen for our main VLE upgrade from WebCT 4 (branded WebLearn) –Other universities had reported its adoption, Edinburgh, Birmingham… –It seems to offer some attractive features…

7. First pilot 0607 Spring February entry students on BSc Computing Cohort of approx. 20 students Already doing extensive PDP related activity: journal, online discussion, group research Asked module leader to include WebLearn Portfolio as additional resource

8. What’s in the WebLearn (BlackBoard) ePortfolio? Integration with WebLearn modules –Artefact saving (file storage area) Binders, including a multimedia gallery Blog/ discussion & calendar Goal setting & recording, evidence linked Guest reviewer facility (can track guests) CV (resumé) tool

9. Blackboard example – what may be possible

10. Options for initial templates Portfolios are created when student first enrolled and remain throughout course Choice of template/ customisation? –No template at all –Fully populated template –Compromise: Resources only template

11. No template at all Advantages: –Student ‘owns’ the design from the start –Student may simply link to external Portfolio Disadvantages –Choice of tools to choose is unclear and can’t be changed –Would contain no guidance and may need external web site support as well

12. No template – set up page

13. No template – blank starter Portfolio – view

14. No template – blank starter Portfolio + link – build

15. Fully populated template For example, based on the University PDP www.londonmet.ac.uk/ugstudy/pdp www.londonmet.ac.uk/ugstudy/pdp Advantages –Gets student started, shows PDP stages Disadvantages –Can appear that there’s little to do –Uniform appearance, may be too complex

16. Fully populated template

17. Portfolio blog (share with tutors…?)

18. Resources only template Advantages –Allows student creativity or link to outside Portfolio –Includes resources for getting started –Includes tools, useful files, setting up of blog.. Disadvantages –Can’t see any yet…

19. Resources only template – simulate guest view

20. Resources only - Build Portfolio

21. CV (Resumé) tool – edit in place or upload file

22. WebLearn integration In WebLearn modules, tool to save as artefact to Portfolio: –Discussion, e.g. as evidence of attaining goal –Assessment, e.g. to discuss feedback –My Grades, e.g. to evaluate progress Drawback –Calendars are not integrated

23. WebLearn module ‘Save to Portfolio’ tool (artefact saved to Portfolio file store)

24. Supporting Resources 1 Getting Started (HTML file) 2 Guide to Portfolio Tools (Edinburgh) 3 eLearning Resources (RLOs) 4 Reflective Writing Guidance 5 University PDP Web Site 6 Example Feedback Action Plan Form 7 Example Portfolios

25. Edinburgh Uni Guide (permission given to use)

26. Results of Spring semester 0607 pilot Why I can’t show you an example… –Started late –Did not integrate into module learning and teaching –Presented as an add-on –Not linked to PDP related assessment –Students did not use it by choice –Added me as guest but did not create new content

27. Conclusions from pilot Essential to –Integrate ePortfolio into L&T strategy –PDP-related assessment must involve creating and sharing content in WebLearn Portfolio –Spend time showing students how to use tools –Encourage artefact saving in all modules –Use blog to engage student with tutors –Use CV tool with Careers Service etc etc Template – minimal to encourage engagement?

28. The template options Options: –Blank template –Fully populated university PDP template –Resources only template Need to consider: –Customisation/ tailoring/ administration –Pilots for Autumn 0708

29. The Autumn pilot options How these may best be identified so as to best represent LondonMet aspirations? For example, should the Autumn semester pilots: –use Certificate level module only? –be HEO modules only? –sample from across the first semester modules (to explore integration opportunities in a course)? –sample across the three core spine modules? –be contained within a range of modules taken from one subject area?

30. Current LondonMet position Staff are being introduced to WebLearn Pilots have run during 0607 A range of Portfolio pilots will run in 0708 A comprehensive programme of staff training is in place for summer 2007 Several learning & teaching events are discussing eLearning outcomes & options

31. Technical issues & systems integration Integrating Portfolio, Blackboard with Student Records System –Administration of templates and allocation to student groups by course/ module code –Importing into Portfolio, e.g. course learning outcomes –Exporting from Portfolio to public platform, e.g. CV –Incorporating Web 2 services, e.g. student’s personal space