Exploring and evaluating eportfolio based pedagogies for work-based learners: A workshop for

practitioners.

11 May at the University of Wolverhampton

This was the first of the benefits realisation assemblies and provided an excellent start to the series. The

workshop was attended by over 30 people with presentations from 10 projects. All the sessions were

video recorded and along with the sides are available on the Cloudworks site at

http://cloudworks.ac.uk/cloud/view/5432.

The introductions included overview of context from Glynis Cousin (Director, Institute for Learning

enhancement at the University of Wolverhampton) who highlighted this area of portfolios for work

based learning was at the cutting edge and involved some huge experimentation, development and

moving forward boundaries in the use of eportfolios. Lisa Gray (JISC Programme Manager) highlighted

the Study on Large-Scale e-Portfolio Implementations

(http://www.jisc.ac.uk/fundingopportunities/funding_calls/2010/04/eportfolio.aspx) and Paul Bailey

(Support project) provided an overview of key lessons from the synthesis of the Lifelong Learning and

Workforce Development programme (http://inin.jisc-ssbr.net/).

The first set of presentations looked at the pedagogies of eportfolios for work based learning.

Alison Felce (University of Wolverhampton) presented how they have used eportfolio based pedagogies to provide short course units for work-based learners in SMEs. These webfolios are designed to deliver structured learning activities through a series of blogs and shared activities to engage learners new to higher education and entice them into further study. Project website: http://www.wlv.ac.uk/eppsme

Caroline Marcangelo (University of Cumbria) showed how they have used patchwork text assessments

to support professional develop of staff at the university. The key principle is the learner produces short

(1000 words) writing tasks (patches) which are shared with peers on the course. Portfolio tools support

this sharing, allow feedback and encourage reflection. They are looking at using technology to allow

patches in different media to (e.g. audio, video, pictures, concept maps). The JISC DePTA Project

(http://dpta.wordpress.com/) is looking at the effectiveness of this approach with more traditional

subject disciplines in 5 institutions.

Loretta Newman-Ford (University of Wales Institute Cardiff ) explained how they have adapted the

approach used by the University of Wolverhampton (above) to support work placement students in the

business school. The previous scheme using Expo (a Blackboard tool) had been successful but student

feedback suggested they needed less restrictive templates and more support and guidance on

reflection. The PebblePad based course provided more scaffolding of activities and supported reflection

using blogs. A series of online resources have also been added that were developed at UCLAN. Feedback

has been good from students and the eportfolio approach seems to be addressing the original issues.

The PebblePad tool also allows students to upload other evidence. Tutors felt it was a useful tool and

would lead to better retention and attainment. So using this model has shown it can be applicable to

placement students as well as work-based learners.

Liz Salem and Karen Reed (The Society of Chiropodists and Podiatrists) demonstrated how they have

used eportfolios for professional practice with Chiropodists and Podiatrists. They received funding from

Union Learn to recruit Union Learn Representatives and work with Huddersfield University to pilot the

use of PebblePad. The e-portfolio was used to record CPD, reflect, cascade CPD resources to members,

deliver Podiatry Assistant training, self assessment professional competencies (personal learning) and

improve communication. Despite some technical support issues, the need for IT training and the culture

change that has been required the project has had positive outcomes and added benefits such as

embedding IT skills across profession; a better understanding of the HPC audit (for CPD); and recruiting

more learning representatives and members to the society.

Gwyn Owen (Chartered Society of Physiotherapists) presented how they have been using eportfolios

for professional practice with Physiotherapists. The society has 50,000 members and requirements for

CPD were paper based and inconsistent. In 2008 a PebblePad pilot was started and promoted to

members, using a bespoke version of the software. Members liked the interface but hated the step wise

presentation of forms and other limitations of the system. A survey in April 2011 showed 34% take-up

by members, but majority still using paper systems. So there was a need to engage members with a

more flexible system. They have moved to the “vanilla version” of PebblePad and increased user space

limit to 250Mb. They have better support and are looking at how to improve access and to link up and

embed other information. There is still much culture change to be addressed but this project

demonstrates the huge potential use of eportfolios with professional bodies.

Christopher Murray (Leeds Institute of Medical Education (LIME), University of Leeds) reflected on

how they have been using eportfolios and i-phones to support medical students providing a self-critical

view of this cutting edge use of technologies. They have been using eportfolios since 2005 to support

foundation training with medics to encourage reflection on performance. This was originally not

assessed, but in 2009 they developed a weekly passports assessment approach aimed at identifying “at

risk” learners and also high flyers that could be better supported. The tutors are often non-University

staff and are required to provide feedback on these reflective assessments; a process has been

introduced which allows them do this via an i-phone. This has seen an increase the instances of

feedback been given but maybe not the quality, at this stage. There are several important lessons from

this work, however it is clear that there will always be a need for review and enhancement of these

approaches as we develop better pedagogical models (around feedback and reflection) and there are

technical advances that allow more flexible delivery.

The afternoon session looked at support for accreditation of prior learning. This included two video

presentations from projects unable to attend.

Beverly Leeds (University of Central Lancashire (UCLAN)) from the TELSTAR: Technology Enhanced

Support for Learning and Training Accreditation Recognition Project presented an overview of four tools

to support AP(E)L. These are part of an accreditation framework for work based learning that has been

developed to allow for APEL of modules and negotiated modules up to the final degree year. The APL

can be taken by any student at UCLAN (not just WBL). It consists of a set of guidelines and then they

upload the word document as reflective portfolio, which is uploaded to pebble pad. Project website:

http://www.uclan.ac.uk/lbs/about/facilities_resources/telstar.php

Dr Neil Witt (University of Plymouth) presented on the Partnership Investigations into Accredited

Prior/Previous Learning (Pineapple) project. The tools support the APEL process for staff, the institution

and the partner colleges, providing a process model and guidelines to tutors involved in processing APEL

claims. The full tool is available at http://www.pineappleproject.org.uk/ and the project team will be

around for another year to support any institutions who are interested in adopting this approach.

Rachel Challen (University of Wolverhampton) demonstrated a tool in development using eportfolios for accreditation of prior learning. The institution wanted to establish an approach that could reduce staff time costs and improve consistency in approach, fees, decision-making and record keeping. They have been using PebblePad as it is embedded in the institution. The tool has both a student side to support applicants in putting together a claim and a staff side to process claims and feedback on where learners need to provide more evidence. Two pilots have been run, one with academic and support services and the other with students on a WBL programme. Project website: http://www.wlv.ac.uk/epcop The final session was led by Sarah Chesney (Freelance consultant) on the ePortfolio Community of

Practice around eportfolios for work-based learning as an on-line forum. This project aimed to create a

portfolio community of practitioners across WBL. The activity has included several week long activity

areas followed by a supported discussion around various topics. The community discussions have had

over 1500 views (from different IPs). Ideas were explored on how to sustain and develop this

community. It was suggested that further activity could be through asking projects to host 1 or 2

discussions on topics of interest. Relevant and future projects would need to be identified and agree to

participate. Sarah will explore this further and look at how they may link with existing communities such

as ELELSIG.

Conclusion

This assembly brought together a variety of projects and people across JISC projects, institutional led

projects and professional bodies all using eportfolio tools to support work-based learners or

professionals.

There was much to be learned from each of the presentations by anyone in this area of development.

This e-portfolio community has a role to play in promoting and sharing ideas along with other

communities in the sector.

The videos and presentations from this event provide a useful resource to others looking to implement

portfolios to support work based learning.

For more information, or to access the presentations, go to: http://cloudworks.ac.uk/cloud/view/5432.