e-Portfolios

Page history last edited by Helen Beetham 9 months ago

An e-portfolio is a learner-created collection of digital items: ideas, evidence, reflections, feedback, which presents a selected audience with evidence of a person's learning and/or ability.

‘e-Portfolio-based learning' – the process of planning, compiling, sharing, discussing, reflecting, giving and receiving feedback – is the focus of increasing attention because it is as important as the e-portfolio itself. e-Portfolio tools and systems can support learners in developing these processes as they can be portable and provide evidence of achievement, hence supporting the employability agenda. e-Portfolios support personal development planning (PDP), Continuing Professional Development (CPD), assessment and feedback. (See Effective Practice with e-Portfolios 2008).

JISC has been investigating a number of issues relating to the use of e-portfolio tools and systems, and technology-supported personal development planning (PDP) in a range of contexts for a range of purposes. See an overview of JISC activities around e-portfolios.

Use of e-portfolios in the Curriculum Design and Delivery programmes

Although not a primary focus for these projects a number employed e-portfolios for use by learners in different contexts.

The SRC project has published a review of e-portfolio technologies, focused on the needs of their host institution Manchester Metropolitan University, but highly relevant to other HEIs.

Mahara was used by Making the New Diploma a success and KUBE as it integrates well with Moodle and both projects see PDP as an important aspect of recording student progression and supporting transition.

‘All students on the Higher and Advanced diploma courses have completed their PDPs electronically this year and reported favourably on its use. Many of them state that the ability to access it online means that they do not need to carry around a student planner and over 70% feel that setting targets has helped them to progress and achieve.’ Making the Diploma a success

‘The module leader set up student groups in Mahara to work with students on methods of improving grades across the other modules. Using a combination of interactive learning units created in Xerte and deployed via Mahara with students recording progress and submitting work via the ‘views’ function in the ePortfolio tool.’ (KUBE)

Dynamic Learning Maps adopted an holistic integrated approach to embedding and reusing personal and institutional information bydeveloped a web-service (based around LEAP2) which links information in portfolio systems and in learning maps, supporting automatic updating across systems.

Some projects adopted web-based technologies to support reflective learning through blogs (MoRSE) and wikis (Generation 4) but did not take a formal e-portfolio approach. Time was identified as a factor for some although Generation 4 felt it was inappropriate in their context:

‘The portfolio approach for student engagement during PBL (problem-based learning) was abandoned even before the term had started, because the portfolio was perceived as too ‘clunky’ and attracted student dissatisfaction. Instead more pragmatically, we provided the kind of support which students really wanted, namely somewhere to put their notes, diagrams, and links during PBL.’ (Generation 4)

One outcome of the Springboard TV activities was the resulting digital showcase for students to take to future employers and that also offered space for peer and tutor feedback and reflection opportunities.

The links between e-portfolio for reflection and assessment was noted by MAC

‘The MAC process is one ideally suited to the use of e-portfolios and has the potential to markedly influence a significant component (academic development as well as wider skills) of a student’s personal development plan (PDP). The School of Life Sciences, unlike other School’s at Westminster, does not have a part of its course specifically focused on PDP, preferring instead to embed PDP type activities across all modules. In this School therefore students use a learning journal (blog) for the online reflection part of MAC.’ (MAC)

ESCAPE also linked assessment and e-portfolios