impact e-porfolios on learning
Commencing & sustaing e-P development
Differing implementation acoss diffrent areas
initally e-P's support transition to lifelong repository
start small/suit local needs
evaluative framework
summative
Qu: Helps me judge if I've improved 82%
it's ability to do what it was designed to do)
formative
is research-oriented
whether these are transferable
which aspects of exisiting proecets have an impact on learning
potential of e-portfolios for learning
Qu: has helped me learn 91%
impact on learning processes
Connection between e-portfolios processes and emerging social software
Feedback and collaboration
Scaffolding (templates for planning, calendars & goal setting exercises)
individual and group processes capturing and storing evidence
support further development
Impact learning outcomes
Impact study of e-portfolios on learning June 2007 http://www.becta.org.uk
page 1 of 108 © Becta 2007 Evidence and research directorate
The research team
Team leader
Dr Elizabeth Hartnell-Young, University of Nottingham
Researchers
Professor Colin Harrison, University of Nottingham
Dr Charles Crook, University of Nottingham
Dr Richard Pemberton, University of Nottingham
Dr Gordon Joyes, University of Nottingham
Tony Fisher, University of Nottingham
Lindsay Davies, University of Nottingham
Consultants
Professor Jean Underwood, Nottingham Trent University
Dr Angela Smallwood, Centre for International ePortfolio Development, University of Nottingham
integrated whole school/authority wide support
learners space for experimentation
Attainment tangible
development, achievements, strengths and weaknesses visible
Support wide range of student abilities
achieving curriculum outcomes through purposeful activity
Support both pastoral andcurriculum outcomes
benefit learning
makes the evidence of attainment more obvious
storing and presenting evidence
feedback and callaboration
experts
parents
student/student another school
student/student
teacher /student
see gaps in visual display
scaffloding of ideas
quantitive data on (Table 3 Becta) students increased capacity to think about their own learning
subject knowledge
requires self knowledge
increasing self esteem
familiarity with computing environment
students 'own way'
visual
Support reflection and presentation to range audiences
support personal organisation
joined-up teaching and learning approach
draw on aspects of e-porfolios in time and circumstance
planning and communication tools
online repositories
innovative practice
implication for non implementation
problems solved
new capacities enabled?
21C learning
process of growth
Life long learners
self esteem
progression and retention
attainment
feedback adn collaboration
goal setting and reflection
engagement and motivation
challenge/problem/issue
Future
Data mining
privacy guidelines
wider level
local level
insitutional level
Potential audiences
how ready to assess e-P's
how ready to understand e-P's
how ready are they to use e-P's
Research focus on self esteem and confidence
longitudinal studies - benfits personal and collaborative online spaces
information overload
efficient implementation
use of evidence in all forms
appropriate SW & HW
targeted professional learning
collaboration teachers and tutors
constructivist approach - personalisation
clear plans & goals
appropriate and reliable technology
organisation culture
ongoing professional learning
teams rather than en masse training
role of teachers and tutors
approaches to teaching and learning - personalisation
planning approaches
audience
admissions officers/employers
current insitution/teachers/parents/future teachers
drop in achievenment and engagement - tranisition points Yr 6-7
privacy and ownership
Govt policy
QCA's
Formal assessment mandated UK schools using e-portfolios 2009
expectation learners e-portfolio creators
DfES policy - 'encompass personal portfolio to every school by 200'8
support learning
what is an e-P?
Some form of judgement or assessment
enhance learning
Process - capture ongoing storage of material, selection reflection and presentation
Product - purposeful selection of items chosen at a point in time
Beyond learning institutions - use throughout life
tool to market yourself
personal online space 'space for learning'
links ot other learners (collaboration and feedback)
digital resources (personalised info)
access personal course timetable (organising)
record achievement (repository)
store work
Background
JISC
HEFCE
QCA's 2009
Blueprint E assessment
accept and assess e-porfolios
DfES 2003 &2005
UK Govt supportive of all insitutions personal online work space
Dearing 1997
encourage HE to record reflect and build on achievement
