How e-portfolio’s are changing practice

2. How e-portfolio’s are changing practice ALT/ILTA/SURF Spring Conference 2005 Dublin, 31 March 2005 Alex Kemps Educational Advisor INHOLLAND University

3. Structure of presentation • Case study INHOLLAND University • Portfolio as an icon of educational innovation • Context of the portfolio implementation • Effect of strategical choices • Effects of broad portfolio implementation • Crowbar or factotum? • Three scenarios for portfolio • Portfolio assessment • Study-monitor system • Changing of the instructor’s role • Necessity of cooperation

4. Portfolio as an icon of educational innovation -1- • The portfolio as an icon for the development towards: • Development oriented education • Reflective education • Competence-based education • Constructivistic education • This is the turn INHOLLAND University wants to make

5. Portfolio as an icon of educational innovation -2- • One educational concept for all Schools of INHOLLAND • Development towards competence-based education with portfolio in broad majors with university-wide options for minors, therefore: • One educational concept for the whole University • With one introduction path • And supported by one organisation and ICT-structure • Option to use one system for a digital portfolio.

6. Context of the portfolio implementation • 2002 • INHOLLAND University comes into being from the merger of four institutions • Reorganisation of 35 units into 15 Schools • 2003 • One university plan and one educational concept • Chosen for broad majors (bachelors) and Schools-exceeding minors • 2004 • Implementation competence-based education with portfolio for all • first-year-students

7. Effect of strategic choices -1- • Internally • Logistic change • Education and Exam Regulation • Student satisfaction research • Employees satisfaction research

8. Effect of strategic choices -2- • Externally • Negative publicity on the basis of reactions of employees and students • Positive accreditations • Positive reactions of other institutions and Department • Positive reactions to ICT-infrastructure and portfolio system

9. Effect of strategic choices -3- • Strength • Weakness • Opportunities • Threats

10. Effects of broad portfolio implementation -1- • Schools • Enthusiasm for on-line system (experience) • Tense about availability portfolio (loyal) • In search of possible applications portfolio (sympathetic) • Reserved about educational innovation (expectantly)

11. Effects of broad portfolio implementation -2- • Tutors • Especially developers have plans with dpf • Applications are mainly sought in study coaching • Heads/managers • Choose dpf as a recognizable aspect of cbe • Application explicitly in management contract • Board of Governors/ dept. of Education, Quality and R&D (EQR) • - Dpf to support the development towards cbe • - Use as a crowbar or as a factotum?

12. Crowbar or factotum? • Two points of departure with the development of dpf: • 1. The system must be applicable • The dpf to be built must be applicable, even if the development towards competence-based education is only partly completed. • 2. The system must guide the development • ‘Three scenarios for portfolio’ • Tool to both be forthcoming to Schools and guide the development of competence based education.

13. Three scenarios for portfolio

14. Portfolio assessment -1- • First application especially with study coaching • 14 Schools start in scenario 1 • 1 School starts in scenario 2 • Two core questions with the through-development of competence – based education: • How to give portfolio implementation more meaning? • How to realize integration of the education? • Portfolio can substantially contribute to this challenge.

15. Portfolio assessment -2- • Support of the initiation and development of integrative tests with portfolio: • Formatively and/or summatively (binding study advice) • Helps the student to get an idea of competence-based development • Helps developers’ teams with adjustment and integration of the curriculum • Result: • >>continued growth towards scenario-2 for portfolio • >>portfolio as a process-tool

16. Study monitor system • Parallel development of PeopleSoft Student System (PSVS) and Digital portfolio (DPF) • PSVS • Registration on the basis of marks • University-wide frameworks for educational units and number of summative tests • DPF • Recording approved essays and proof materials • Qualitative file formation

17. Changing of the instructor’s role • HRM: reflection of development towards competence-based education • Performance and competence management • IPOP, performance and assessment interviews • Tutor task becomes explicit in seven roles • Is implementation of portfolio significant here? • - As a support of the educational change • - As a support with professionalisation

18. An exercise: My portfolio

19. An exercise: My first essay

20. Necessity of cooperation • The turn towards competence-based learning within the INHOLLAND context requires cooperation: • Programmes develop broad majors (bachelors) together • Education is developed by teams • Tutors get roles in the educational process • Peer and expert feedback contribute more and more to learning • Besides, tutors and employees work regularly in various teams. • This demands much from the adaptibility of tutors, employees. A portfolio can help them with this development.

21. Conclusions • INHOLLAND University has an unambiguous context • The broad portfolio implementation starts on a modest scale as a support of study coaching • The integrative portfolio assessments are expected to be able to support both the integration and the significant use of portfolio • It is expected that tutors and employees can also benefit from the use of their own portfolios