eportfolios overview

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Overview of ePortfolios imon Cotterill earning Technologies for Medical Sciences chool of Medical Sciences Education Development

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high-level overview of ePortfolio, engagement factors and some Newcastle University-specific context

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Page 1: ePortfolios overview

Overview of ePortfoliosSimon CotterillLearning Technologies for Medical SciencesSchool of Medical Sciences Education Development

Page 2: ePortfolios overview

To provide/discuss a general overview:

• What are portfolios?• Background/ Drivers• Engagement / Embedding• Brief overview of current Newcastle University context

Objectives

Page 3: ePortfolios overview

“..a purposeful collection of student work that exhibits to the student, or others, [their] efforts or achievement in one or more areas.” Arter and Spandel (1991)

What are Portfolios ?

Artefacts (eg. essays, logs of experiences, artwork, videos, audits, records of prior-learning/ qualifications).

The Journey – the process of completing the portfolio as a learning experience

The end-point – the evidence of learning / competencies

Page 4: ePortfolios overview

Unstructured

Formative

Factual / Quantitative

Sample

Best work

Learner Owned

Episodic

Structured

Summative

Reflective / Interpretive

All work

Representative

Employer Owned

Life-long

Diversity of Portfolios

Page 5: ePortfolios overview

InstitutionalData

Portfolio for Presentation

Portfolio for Application

(job / promotion)

Portfolio for Assessment

Portfolio for Accreditation/Revalidation

PDP(shared)

PDP / Reflective(private)

Portfolio for Appraisal

Learner’s‘repository’

Central data:TranscriptMIS/ HR data

Programme data:Granular assessment dataOutcomes / skills sets

ePortfolios: defined by their purpose(s)

Sharing / dialogue

Page 6: ePortfolios overview

ePortfolios at Newcastle: >10 yr experience

JISC ePET projectFDTL-4 Project

JISC EPICS regional ePortfolio project

JISC EPICS-2 regional ePortfolio project

Dental ePortfolio

Mini project(Bioscience)

Mini Projects(Medicine)

Mobileportfolioprojects

T&L Fund Projects x 2

Postgraduate ResearchTraining ePortfolio

Teaching FellowshipePortfolio for appraisal

Wide uptake in otherundergraduate courses

Hostedservices

FDTLTransferability

Project

Page 7: ePortfolios overview

Aims of our FDTL-4 ePortfolio project (2002)

• To develop an on-line portfolio system to support a reflective approach to evidencing the attainment of programme outcomes.

• To promote the development of the reflective capabilities of medical students, giving greater responsibility for managing their own learning and preparing for aspects of work-based and lifelong learning.

• To develop strategies to facilitate assessment of curriculum outcomes that are not amenable to traditional instruments of assessment.

Page 8: ePortfolios overview

‘a means by which students can monitor, build and reflect upon their personal development’.

Dearing Review (NCIHE 1997)

‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development’.

(QAA, 2001)

Personal Development Planning (PDP)

Links with other agendas: employability, widening participation

Page 9: ePortfolios overview

How much structure?

• Intrinsic structure – ‘scaffolding’– structure aids assessment

• structured skill sets, outcomes and competencies– but too much structure

• perceived as ‘form filling’• risks lower engagement

• Extrinsic structure– guidelines / assessment criteria– guidance / direction from tutors & mentors

Page 10: ePortfolios overview

Changing habits and expectations…

Web 2.0• Interactive / participative• Social / conversational• Simple – unstructured

Our response:• Unstructured Blog but with explicit links to skills/outcomes

Cotterill SJ et al. Beyond the Blog: getting the right level of structure in an ePortfolio to support learning. Proc. ePortfolios 2007

Mobile / Wireless Technologies• Our early pilots of PDAs for logbooks problematic• Successful use in Dentistry – assessment at the point of learning

Page 11: ePortfolios overview

Factors related to engagement with ePortfolio / blog

Group 1

High Engagement

Group 2

Medium Engagement

Group 3

Modest Engagement

I have a clear understanding of the purpose of the ePortfolio 87% 74% 58%

I have a clear understanding of how the ePortfolio is used in my programme 91% 76% 42%

I received adequate information on how to use the ePortfolio 58% 50% 58%

I had a clear understanding of the skills being evidenced in the ePortfolio 66% 65% 17%

The skills included in the ePortfolio are important in studying for my degree 69% 94% 25%

The skills included in the ePortfolio are important for my longer-term career 59% 94% 33%

The ePortfolio is important for my programme 75% 82% 33%

Course handbooks and study guides refer to the ePortfolio 58% 65% 25%

Teaching staff regularly refer to the ePortfolio 84% 41% 33%

Questionnaire results n=163 (30% response rate, 3 subjects – non-medical)

EPICS-2 Projecthttp://www.epics.ac.uk

Page 12: ePortfolios overview

Embedding in the curriculum = better engagement and effective use of ePortfolios

Driessen E et al. Portfolios in medical education: why do they meet with mixed success? A systematic review. Med Educ. 2007;41:1224-33.

Atlay, M. Embedding PDP practice in the curriculum, in Personal Development Planning and Employability, Higher Education Academy, York. 2006

… but, what do we mean by embedding?

Page 13: ePortfolios overview

Discrete ‘bolt on’ – optional and additional to the curriculum

+ Low cost- Risk low engagement

Linked Run in parallel to the curriculum but linked to it

+ No disruption to curric.- Risks low engagement

Embedded Included in specific module(s) + Better consistency of experience- Risks being fragmented

Integrated Underpins and used throughout the curriculum

+ Becomes integrated part of staff/student thinking- Difficult to achieve!

Extended Integrates activities in the curriculum along with wider life experiences

+ Draws together study, work & life experiences- Unpredictable outcomes

Atlay (2009) classified ways in which PDP can be associated with curricula:

Page 14: ePortfolios overview

Project 2012 – University portfolio

2011/12 2012/13 2013/14Student evaluation Students will have

access to an ePortfolio to support personal reflection and development of employability skills

Students will have the opportunity to use their ePortfolio in meetings with their Personal Tutor to support the student in achieving personal, academic and professional goals

Consultations with staff

Jan 2012: enhanced ePortfolio liveSemester 2 2011/12 pilots of ePortfolio use

Governance: University ePortfolio Steering Group

Page 15: ePortfolios overview

Opportunities

Sharing and community features• Additional information for tutors + recording of meetings• Channel for additional feedback• Could help support seminar group / peer mentoring

Integration with other systems• Integration with TSE/LSE e.g. SSC supervisors• Viewing released component marks + integrated reflect/plan or feedback• Feeding undergraduate portfolio information on into Foundation portfolio• Portfolio linked to curriculum map (Learning Maps)

Feeding information into the portfolio• Longstanding example: PGR workshop attendance records are added to CV• Could feed in assessment and feedback from diverse activities

• e.g. Phase 1 ethics: peer assessment / peer feedback• e.g. Facility for staff to add adhoc feedback

} opportunity & threat!

Page 16: ePortfolios overview

Further information

Our InformationPortfolio Service: https://portfolio.ncl.ac.uk (or access via TSE/LSE or Blackboard)

Our publications: http://www.eportfolios.ac.uk/docsOver 15 papers, chapters and conference papers e.g.

Cotterill SJ, Bradley PM, Stacy R. Using ePortfolios to support annual appraisal in undergraduate medicine. Proc. ePortfolios, identity and personalised learning in healthcare education. 2008 Newcastle

Cotterill SJ, McDonald AM, Hammond GR, Bradley PM. ePortfolio to support planning, learning and summative assessment for student selected components in Medicine: 4 years experience. . Proc. ePortfolios, identity and personalised learning in healthcare education. 2008 Newcastle

Cotterill SJ, Aiton J, Bradley PM, Hammond GR, McDonald AM, Struthers J, Whiten S. A flexible component-based ePortfolio: adapting and embedding in the curriculum. In: In Jafari A, Kaufman C, ed. Handbook of Research on ePortfolios. Pennsylvania: Idea Group Inc, 2006.

External Sources

JISC ePortfolios Toolkit: http://www.jiscinfonet.ac.uk/e-portfolios

Centre for Recording Achievementhttp://www.recordingachievement.org/

[email protected]

Page 17: ePortfolios overview

• Sharable / facilitate interaction • Transportable - supporting continuity in LLL

• Highly customisable• Multi-purpose eg. formative & summative = reduced duplication

• Multiple structures / views• Easier cross-referencing• Searchable• Reduced admin• Secure access from a range of locations• Not left on the bus !

10 ‘value added’ features of an online approach to portfolios