Presentation on theme: "E-Portfolios Along The Lifelong Learning Cycle: Differences Between Use, Pedagogy and Context Christopher Murray, University of Leeds Neil Currant, University."— Presentation transcript:
E-Portfolios Along The Lifelong Learning Cycle: Differences Between Use, Pedagogy and Context Christopher Murray, University of Leeds Neil Currant, University of Bradford, UK Kerkrade 2006
The Project Enhancing Learner Progression 16/17 Yr Olds-(FE) Undergraduates-(HE) Doctors-(Work) In total over 400 students Summative evaluation taking place Results in presentation based on formative evaluation survey
Conclusion Use and usage of e-portfolio dictated by context of feedback provider, not user! FE Students (Voluntary Usage, formative feedback) Clear Purpose Created Off-line communities in institutions Communication with students in HE Under-graduates (Voluntary Usage, formative feedback) Selective usage Remote feedback Doctors (Compulsory Usage, formative and summative feedback, assessment evidence) Selective usage ICT competencies of work-place supervisor Recording tool vs Learning tool Usage focussed around key assessment periods Availability and access to technology
USE Voluntary users need to see clear purpose of using e-portfolio 95% of FE users, Will help me find out more/get a place at university. Only 50%, Will introduce me to a new way of learning All of nurses agreed to use e-portfolio to facilitate feedback from clinical placements-No connection with other aspects of e-portfolio
USE Feedback from supervisors shapes use of e-portfolio at different stages: FE and undergraduates feedback is explicit advantage of using e-portfolio Doctors never mention this! Feedback takes place elsewhere! Large nos of teachers and work-place supervisors lacking ICT skills: Only 9 out of 34 supervisors using e- portfolio My secretary uses computers!
USE Doctors use increases around key assessment periods. Viewed as a tool for organising work All users only using parts that are relevant to them. All stated self assessments and sections related to skills most useful Initial engagement increases when assessment is involved and when users can make use of their entries with others
PEDAGOGY Constructivism plays a large role in learning benefits. All FE students noted being able to make use of their entries with mentor as one of most useful aspects of e-portfolio use. Creation of off-line communities within institutions. Nurses felt being able to share their work with tutors and clinical supervisor useful and noted that they were able to reflect more effectively through the use of the e-portfolio. 50% of the nurse and all of their tutors felt they were better reflectors as a direct result of using the e- portfolio.
PEDAGOGY 2 doctors felt the e-portfolio had helped them to reflect (n=8). These 2 also linked to supervisors who use the e-portfolio. Doctors rated themselves as being able to reflect better than non-users but majority not linking this with use of e-portfolio. Learning is external to e-portfolio
User USER E-Portfolio Regular Feedback Dead, static space Constructivist learning developed, communities emerge E-portfolio = a learning space Training, engagement, work culture, Job descriptions?? Access to ICT