implementing eportfolios: adapting technology to suit pedagogy and not vice versa !

http://www.eportfolios.ac.uk

ePortfolios 2005

Implementing ePortfolios: Implementing ePortfolios: adapting technology to suit pedagogy and adapting technology to suit pedagogy and

not vice versa !not vice versa !Simon CotterillPaul HornerGeoff Hammond

School of Medical Education DevelopmentUniversity of Newcastle upon Tyne, UK

Acknowledgements:Dr Jim Aiton Dr Philip BradleyMr Paul DrummondMrs Lesley Heseltine

Dr Bruce IngrahamDr Trevor Jowet Dr Tony McDonaldDr Graham Orr Dr Kathlean Scougall


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1. Introduction 1. Introduction – – the need for flexible ePortfoliosthe need for flexible ePortfolios

2. The ePET portfolio2. The ePET portfolio

3. Case Summaries 3. Case Summaries

4. Discussion4. Discussion

OverviewOverview


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Introduction – the need for flexible ePortfoliosIntroduction – the need for flexible ePortfolios

ePortfolios may be used for a diverse range of purposes (formative, summative, presentational etc.).

Requirements vary greatly between different contexts (e.g. subject areas within a single institution)

Pedagogic and Policy requirements change over time.

It is therefore important that software is flexible and can be configured to support these diverse requirements.


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Introduction – aims of this presentationIntroduction – aims of this presentation

Describe the experience of implementing and embedding a component-based portfolio (ePET) in a range of contexts

Show 7 case summaries

3 from undergraduate HE 2 from postgraduate HE 2 from CPD


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OverviewOverview


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Background: Background: Personal Development Planning (PDP)Personal Development Planning (PDP)

SST (Student Support & Tutoring)

ePortfolios• FDTL-4 project• Supports the tutor model• PDP in curriculum context• Evidencing outcomes

1st Newcastle-Nottingham PARs project, 1998-2000

2nd Newcastle-Nottingham PARs project, 2000-02

Internet-PARs• 2 DfES funded projects • PDP focus• Based on the personal tutor model


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Managed Environments for Portfolio-based Reflective Learning. Integrated Support for Evidencing Outcomes.

An FDTL-4 project: Newcastle University (lead site) Leeds University Sheffield University Dundee University (for consultancy)

Developing Web based portfolios to support reflective approaches for evidencing the attainment of programme outcomes in undergraduate Medicine.

Closely integrated with on-line curricula and study guides to become an integral component of managed learning environments for Medicine.

Project funded by


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A flexible component-based ePortfolioA flexible component-based ePortfolio(‘software to match your pedagogy’)(‘software to match your pedagogy’)

Select componentsfor your course(eg. CV, learning diary,SWOT, meetings etc)

Design new componentsfor your course-create proformas via simple Web forms.-or using Open Source software

Customise look-and feel, terminology and text

Specify Skill-sets/ Learning Outcomes

Build on core features, including:

• Content sharing – add formative comments• Integrated action planning• Uploading files• Access policies to support assessment (if required)


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Selecting tools by course / year groups

• install from a set of ‘generic’ tools • create context-specific tools via simple Web forms

Course Admin view

Student view


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Configuring learning outcomes / skills sets

Course Admin view

Student view


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3. Case Summaries3. Case Summaries


OverviewOverview


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Case 1: Undergraduate Medicine (Newcastle)Case 1: Undergraduate Medicine (Newcastle)


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PDP in context:PDP in context: Year 4 SSC PortfolioYear 4 SSC Portfolio


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Building the ePortfolio was a useful learning experience

0 10 20 30 40 50

Strongly Disagree

Weakly Disagree

Agree

% responses

80% thought it wasa useful learning experience

83% felt they had recordedgood evidence

93% reflected on their learningafter the option

0 10 20 30 40 50

Strongly Disagree

Disagree

Weakly Disagree

Weakly Agree

Agree

Strongly Agree

% responses

Having clearly defined intended learning outcomes influenced the way in which I approached the option

72% felt that the LOsinfluenced their approach

n = 157


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Evaluation - positive (SSC portfolio)

Planning and approach to learning:

“It encouraged me to really give thought to what I wanted to achieve during the option, which was especially useful as this was my first option. As a result of the portfolio I think I got much more out of the option than I would have otherwise.”

“It made me concentrate on creating aims at the start of the option and allowed me to plan the option with my supervisor in a defined way. Overall it made my learning for the option more organised and focused.”


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Case 2: Undergraduate Bioscience (Newcastle)Case 2: Undergraduate Bioscience (Newcastle)


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Case 3: Undergraduate Medicine (Case 3: Undergraduate Medicine (St Andrew’s University)St Andrew’s University)


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Case 4: Vocational Dental training (Northern Deanery) Case 4: Vocational Dental training (Northern Deanery)


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Case 5: Postgraduate Researchers (Newcastle University)Case 5: Postgraduate Researchers (Newcastle University)


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Case 6: Case 6: Contract Research Staff (Newcastle University)Contract Research Staff (Newcastle University)

::


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Case 7: MSc Environmental Health (Teesside University)Case 7: MSc Environmental Health (Teesside University)::


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OverviewOverview


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Software to match pedagogySoftware to match pedagogy(and not vice-versa !)(and not vice-versa !)

• Use or develop flexible solutions aiming to meet:• Institutional requirements• Subject-specific requirements• Learner’s needs (control access, unstructured areas, attach files, links etc).

• Foster local expertise (pedagogic & technical)requires resourcing !

• component-based systems such as the ePET ePortfolio:

• create structured tools using simple Web forms• develop tools using Open Source products. Share and contribute back to the ePortfolio community.


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Integration with the curriculumIntegration with the curriculum

• Build on existing good practice and tie into the existing curricula:

eg. most curricula already include elements of reflective learning / planningeg. many curricula have already addressed the employability agenda

• More meaningful than PDP as a separate / peripheral topic ?

• Support programme level learning outcomeseg. Common set of Key skills across a modular programmeeg. Terminal learning outcomes in Medicine, Law etc.


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Structured vs. Unstructured PortfoliosStructured vs. Unstructured Portfolios

Level of structured relates to purpose / pedagogical requirements (at the course/programme level)

Benefits of structures approach:1) providing a more direct relationship to the course / context, 2) the structure compliments – and indeed provides part of the

pedagogy, 3) easier monitoring and anonymised QA statistics.

But don’t forget Learner-centric features:Learners should also have some control over structure (in ePET users can create folders, add files, Web pages,

structure action plans etc.) and also control over access to their portfolio content.


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Getting the right balanceGetting the right balance

AssessedNecessary for motivation / engagement ?

““Either increase its importance or bin it - sitting on Either increase its importance or bin it - sitting on the fence is utterly pointless”the fence is utterly pointless”First year Medical student talking about a newly introduced non-First year Medical student talking about a newly introduced non-assessed paper log-book & portfolio (2004)assessed paper log-book & portfolio (2004)

Non-assessed Necessary for open-honest reflection


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• ePortfolio Extensions Toolkit (ePET)• Involvement in 3 Regional ePortfolio pilots (FE & HE):

• EPICS (North East)• ‘Shibboleth’ single sign-on project

JISCJISC Projects Projects

Centre for Excellence in Healthcare Centre for Excellence in Healthcare Professional Education Professional Education (CETL4HealthNE)(CETL4HealthNE)

ePortfolio support for a number of strandsin a HEFCE funded CETL in Health (North East)

Related projects Related projects • FDTL Transferability (ePortfolios @ St George’s)• Dental ePortfolios• Postgraduate & CRS (University-wide, Newcastle)• Speech Therapy (Newcastle)


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Further information:Further information: http://www.eportfolios.ac.uk

[email protected]

Cotterill SJ., McDonald AM., Drummond P., Hammond GR. Design, implementation and evaluation of a ‘generic’ e-portfolio: the Newcastle experience (ePortfolios 2004, La Rochelle)

Paper available at:http://www.eportfolios.ac.uk/FDTL4/docs

Centre for Excellence in Healthcare Centre for Excellence in Healthcare Professional EducationProfessional Education (CETL4HealthNE) (CETL4HealthNE)

http://www.cetl4healthne.ac.uk

Director: Prof. Geoff [email protected]


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InstitutionalInstitutionalDataData

Portfolio for Presentation

Portfolio for Application

(job / promotion)

Portfolio for Assessment

Portfolio for Accreditation/Revalidation

PPD(shared)

PPD / Reflective(private)

Portfolio for Appraisal

Learner’sLearner’s‘‘repository’repository’

Central data:TranscriptMIS/ HR data

Programme data:Granular assessment dataOutcomes / skills sets

Portfolios are defined by their purposePortfolios are defined by their purpose(may be multiple)(may be multiple)


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Context-specific tools

‘Generic’ tools

ePortfolioframework Common contents structure

• attach / upload artifacts• sharing• cross-referencing• integrated action planning

Customisation• select tools by course/year• outcomes / skills sets• nomenclature• graphics / layout• simple tool editor

• CV• Outcomes / skills log• PDP• Reflective learning diary • Meetings log• SWOT

Integrated into thecommon contents structure

Flexible component-based architectureFlexible component-based architecture

Developed with Open Source products: Zope, MySQL

implementing eportfolios: adapting technology to suit pedagogy and not vice versa !

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