impactstudyofeportfoliosonlearning.doc

Impact study of e-portfolios on learningTable of contentsTable of contents 2The research team 3Section 1: Executive summary 4Introduction 4Section 2: Background 6E-portfolio 6Section 3: The potential of e-portfolios to support learning 12Engagement and motivation 12Recommendations for further research 31Section 4: Case studies 32Case study 1: Pre e-portfolio activity in a primary setting: Carr Hill, Nottinghamshire 32Case study 2: Early e-portfolio activity across a local authority – West Berkshire Council 40Case study 3: Using personal planning software in Wolverhampton City Council 49Case study 4: E-portfolios for planning and reflection 61Case study 5: E-progress files at Loughborough College – Managing and supporting students’ learning 68Case study 6: E-portfolio use in further education – The transition to higher education and the transition from an undergraduate degree to work 79Case study 7: E-portfolios for tutors – A NIACE adult and community learning staff development project 89Case study 8: E-portfolios in the National Health Service 93Section 5: Resources 100Bibliography 101Appendix 1: Data collection tools 103Learner interview schedule 105Theme 105Line of questioning 105Sample survey questions 106Appendix 2: E-portfolio maturity modelling – A draft set of descriptors 111The research team Team leaderDr Elizabeth Hartnell-Young, University of NottinghamResearchersProfessor Colin Harrison, University of NottinghamDr Charles Crook, University of NottinghamDr Richard Pemberton, University of NottinghamDr Gordon Joyes, University of NottinghamTony Fisher, University of NottinghamLindsay Davies, University of NottinghamConsultantsProfessor Jean Underwood, Nottingham Trent UniversityDr Angela Smallwood, Centre for International ePortfolio Development, University of NottinghamSection 1: Executive summaryIntroductionThis report was commissioned by Becta to investigate the potential of e-portfolios to support learning, in light of current policy to provide a ‘personalised online learning space for every learner that can encompass a personal portfolio’ to every school by 2008 (DfES, 2005). In addition, the QCA’s Blueprint for E-assessment proposes that, by 2009, all awarding bodies should be set up to accept and assess e-portfolios. Expectations have therefore been raised for learners as e-portfolio creators, for their current institutions and for their potential audiences. A team of researchers from the Learning Sciences Research Institute at The University of Nottingham conducted the project between October 2006 and March 2007. They aimed to identify common themes, across a range of e-portfolio projects, and to establish dimensions and baselines that could be used for future planning and implementation. Specifically, it aimed to provide advice on:· the potential of e-portfolios for learning· which aspects of existing projects have an impact on learning· whether these are transferable.Key findingsThe results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes. There is then likely to be substantial impact on both learning processes and learning outcomes.Impact on learning outcomes· The study found that e-portfolio processes support both pastoral and/or social needs and curriculum outcomes.· E-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities. Learners also develop ICT skills through using these tools, thus achieving curriculum outcomes through purposeful activity. · E-portfolios make progress and attainment more obvious to both teachers and students because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses.· The combination of software tools that allow learners space for experimentation, and the expertise of teachers who can scaffold further learning, has the potential to develop creativity. But there is a potential tension between facilitating creativity and designing supportive structures for students to enter information.· Schools that had recently achieved their ‘best-ever’ results believe this was the result of an integrated, whole-school or authority-wide approach to teaching and learning support that included online tools and repositories. Impact on learning processes· The individual and group processes of capturing and storing evidence, reflecting and planning that many institutions currently encourage – even where they do not use the term e-portfolio – have great potential to support future individual。