Objectives

1. Using E-portfolios to Engage the ‘Isolated’ Learner With the Lifelong Learning AgendaPaul Mahoney – University of Central Lancashirepmahoney@uclan.ac.ukwww.uclan.ac.uk/ldu/filepassJISC Distributed eLearning Pilot Projects - Lancashire and Cumbria ePortfolios in Higher Education

2. ePortfolios in Higher Education

3. Objectives • Trial and evaluate e-portfolios as a way of encouraging isolated learners to reflect on their educational needs and aspirations. • Identify e-portfolio software that is suitable to the needs of the isolated learner. • Share between the partners to this bid existing e-tools and resources relating to personal development, • Train tutors working with the isolated learners in the use of e-portfolios and how learners can be helped to benefit from them, • Use e-portfolios to encourage and raise awareness of educational opportunities. ePortfolios in Higher Education

4. “The development of an e-Portfolio tool shared by institutions with a shared concept of personal development planning, provides a mechanism for a seamless support process centred on the individual learner. • Alyson Barrie, James Watt College • (‘Specifying an e-Portfolio’- JISC MLEs for Lifelong Learning project) • “Joining the Electronic Dots” is as much a non-technical endeavour as a technical one. Initiatives which fail to concentrate on ‘institutional interoperability’ (the willingness to engage at human level between role-holders in different organisations) will fail. • Seb Schmoller, TUC • (‘Union Education Online’ - JISC MLEs for Lifelong Learning project) ePortfolios in Higher Education

5. What is an ‘isolated’ learner? • Geographically isolated • Socially isolated • Culturally isolated • ‘Aspirationally’ isolated ePortfolios in Higher Education

6. Reflecting on ‘isolation’– Using a medium which connects and isolates at the same time. • “Everybody sitting at a computer screen is alone. Everybody sitting at a computer screen is at the centre of the world. Everybody sitting at a computer screen, increasingly, wants everything to be all about them. This is our first glimpse of what people who grow up with the net will want from the net” • John Lanchester (Guardian, 4/11) ePortfolios in Higher Education

7. Learners… • Mainly mature female Psychology undergraduates. • Hard to reach adults (on probation/visually impaired). • 16-19 ICT Certificate and Diploma students. • FD/HND engineers/computing engineers. • Access Art and Design students. • FD students in Performance, Festivals and Events. • Masters students in Contemporary Fine Art. • Mature female Health Sciences undergraduates. • Various ethnicity non-native English speakers on Foundation Certificate in English for University Study. ePortfolios in Higher Education

8. Building into the curriculum - uses we could foresee for the e-portfolio. • Lifelong CPD, • For Course Assessment, • A Reflective ‘Journal’, • Delivering PDP, • Recording Prior Learning, • An Application or CV builder, • A File Store! ePortfolios in Higher Education

9. ePortfolios in Higher Education

10. Evaluation • Learner • - Evaluation sheets (Jottings) What have you learnt today? • Did you find this difficult? If so, which bits? • Has anything on this visit made you feel any different about what you will do next time with your portfolio? • How do you think we can improve the e-portfolio for you? • Has working on your e-portfolio today been useful? If not please explain why. • Tutor • Evaluation sheets & interview • Partner • Partner reports & interview • Project • Project review by external evaluator ePortfolios in Higher Education

11. Tutors comments… • “The anticipated negative reactions to a new idea have not materialised in the way expected. The introduction and explanation of e-portfolio uses and resources appears to have appeased any negativity” • “Genuine interest to discover more about the e-portfolio. Students have considered their strengths and weaknesses in all areas with many learners deciding that they would like to address their weaknesses” ePortfolios in Higher Education

12. Many responses straightforward (as much to do with our questions as their attitude) but some more insightful – these show learning abut reflection… • “It has been useful, to find out what my strengths are and what I need to improve on” • “I would like to complete some visits to different sites and incorporate the information I have entered there into my own portfolio” ePortfolios in Higher Education

13. Learning about the process of reflection… • “I’ve learnt talking about myself so much is pretty hard, although I’ve remembered stuff I thought I’d forgotten” • (I’ve learnt) “To reflect on comments made. To look at how I can improve presentation. It’s great to receive such positive feedback” ePortfolios in Higher Education

14. Evidence of increasing confidence… • “I’d like to write a little more about myself next time, just for my own reference”. • “Seeing how my portfolio can be used practically has made me more enthusiastic about using it and how valuable it can be. Next time I plan to have more experience with my portfolio, and will hopefully have more confidence from using it outside the planned meetings”. ePortfolios in Higher Education

15. Beginning to see the link between employability and lifelong goals… • “It’s been useful as it has made me re-focus on my future career, something which gets lost in the midst of assignments” • “It has helped me plan my long term goals” ePortfolios in Higher Education

16. Reflection is a tricky concept… • “I don’t think it’s been very useful to me as it’s just telling me things about myself which I already knew” • (What have you learnt?) “Nothing, it’s all about me”. ePortfolios in Higher Education

17. Is this good or bad? • “I think today I learn a little thing”. ePortfolios in Higher Education

18. Continuation phase • The common themes for the case studies are - • Following up on students as they progress with e-portfolios over the current academic year. • Integration with the curriculum and with PDP. • Moving from one to one support to helping learners independently use an e-portfolio. ePortfolios in Higher Education

19. St Martins • Professional development & recording professional practice • Using e-portfolios to support planned and unplanned transitions • Cumbria Institute of the Arts • Professional development & recording professional practice • Furness College • Supporting specific cohort (young people) with reflection • Using e-portfolios to support planned and unplanned transitions • UCLan (Dept of Languages & Dept of Nursing) • Professional development & recording professional practice • Assessment • Supporting a specific cohort (international students) with reflection • Recognising skills through audit and personal support • Accrediting prior learning • Using e-portfolios to support planned and unplanned transitions ePortfolios in Higher Education

20. Recommendations for this type of project • Teaching staff who can: • Understand the aim of the project. • Be able to build such a pilot scheme into the curriculum (at short notice and try and synchronise with academic cycle) • Understand the technology or be prepared to understand the technology. • Don’t underestimate the amount of resource needed to support most learners in their use of the tool! ePortfolios in Higher Education

21. What does it mean for the humble learning technologist? • Be clear about what you want to do (Don’t be driven by the technology). • Clearly communicate the shared vision to stakeholders. • Follow up with sufficient support. • Need a holistic approach ePortfolios in Higher Education