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Policy Implications of Research on eFolio Minnesota

Explore the organizational context, research results, and key policy implications of eFolio Minnesota. Discover how this project from the Minnesota State Colleges and Universities system is shaping lifelong learning. Learn about the funding, service model, individual focus, and factors influencing the impact levels. Uncover ways institutional support matters and the policy implications for minimizing barriers and fostering collaboration.

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Policy Implications of Research on eFolio Minnesota

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  1. Policy Implications of Research on eFolio Minnesota Darren Cambridge Goodenough College, London May 10, 2005

  2. eFolio Minnesota • Organizational Context • Research Results • Policy Implications

  3. eFolio Background • A project of the Minnesota State Colleges and Universities system (MnSCU) • Launched Fall 2003 • Available to all residents of Minnesota • 30,000 active users as of April 2005 with linear growth • Planned interoperability with Open Source Portfolio at University of Minnesota

  4. Funding and Leadership • MnSCU leading as an entrepreneurial agency • Initial funding part of a larger grant from the Fund for Improvement of Postsecondary Education (FIPSE)

  5. Service Model • Centralized technology support • Avenet eFolio • Phone technical support (rarely needed) • Distributed programmatic support • Colleges, universities, workforce development centers, schools • Small grants from MnSCU

  6. Individual Focus • Focus on individual use for lifelong and lifewide learning • Minimal centralized control • Software and documentation encourages broad range of uses • See what works for individuals, then do more of that

  7. Research Results • Age not a factor • High level of use across all six categories of use • Educational planning central • Frequent role shifts • Little perceived impact of institutional support

  8. Factors Influencing Level of Impact • Audience • Real • Evidence of reading and response • Imagined: • Clear intended audience • Being “out there” • Ownership • Integrity • Integration of personal and professional • Currency

  9. Ways Institutional Support Matters • Audience: • Technology’s impact of findability, connectivity • Collaborative contexts of portfolio authorship • Ownership • Introduction that embraces lifelong and lifewide learning • Technology that supports user adaptation

  10. Policy Implications • Minimize barriers to entry • Introduce in way that addresses a wide range of uses • Provide support for collaborative development • Cultivate real audiences with real stakes • Interoperability through partnerships • Bottom up from actual individual practice as well as top down through standards process • Allow sufficient space to see what people actually care about doing

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