Abstracts

An E-portfolio with Two Definitions and One Aim: Engagement

Christopher Murray¹, Nancy Davies¹, Gareth Frith¹, Pat Harkin¹, Helen Mistry¹, James Rone¹, John Sandars¹, Dave Waller²
¹University of Leeds, United Kingdom,²MyKnowledgeMap, United Kingdom

This paper presents the student view of an e-portfolio system introduced to support reflections and achievements on a vocational degree.In 2005 we dreamt of a technology which would facilitate the reflective process and encourage the development of a new army of qualified, professional practitioners. The reality of low student usage and the impending launch of a new curriculum have driven the need for change and a re-evaluation of the way in which the e-portfolio tool is designed, used, marketed and positioned within the course.A questionnaire was sent to all students and tutors who have access to the e-portfolio. Quantative and qualitative questions attempted to not only measure the student view of the current e-portfolio but also draw out what they wanted from an e-portfolio tool.The findings to date highlight• The concept that the e-portfolio not only has to be student-centred but also tutor-centred• That e-portfolios cannot be used in isolation and have to be firmly embedded at the centre of the course and not situated as a peripheral tool• Usage needs to be encouraged on a daily basis not only at key points where summative assessment occurs• Curriculum outcomes and competency frameworks need to be explicitly linked and encompass the collection of both academic and non-academic achievements• That an audience of all key staff ranging from personal and academic tutors to careers advisers and student support personnel is required. Reflection does not occur through the mere collection of artefacts but in ‘making sense’ of these artefacts through dialogueConclusionThe wider concept of e-portfolio will not only support the collection of evidence but also intelligently mapping evidence against curriculum and competency frameworks. It will prompt students to use their e-portfolio space, supply tutors with records of student progression and link into the institutional virtual learning environment.A low-stakes, peripheral e-portfolio does not work for our students, only through centrally embedding, marketing widely and training all staff to use the technology, practically and pedagogically, will we be able to produce the professional and reflective practitioners we once dreamed of.no references included