For the purposes of this report I have chosen to review the JISC case study conducted at the University of Wolverhampton ‘Learning Through Reflection’ as my wife is a community nurse and has an interest in using e-portfolios. This case study follows nursing and midwifery students who started to use PeeblePad e-portfolio to ‘support their learning on professional and vocational courses’ (JISC, 2008, p.14).
What were the anticipated outcomes of using an e-portfolio in this case?
A pilot course introduced the use of an e-portfolio system ‘to develop a community of learners and later a community of practice of teachers, practitioners and learners in a group of non-traditional nursing students undertaking a Diploma in Nursing’ (Duncan-Pitt, 2009). It was anticipated that an e-portfolio would provide the channel to collect evidence managed off-site study time activity to meet the Nursing and Midwifery Council (NMC) 'theory hours requirement'. This aligns with the findings identified in the core activity 2.1 work where one of the key drivers in the JISC paper is ‘supporting reflective practice (evidenced as being important from a learner or practitioner perspective)’ (Frauke et al., 2010).
What were the limitations to its implementation?
Prior to this pilot course the University had not adopted the use of e-portfolio but had planned to do so across the entire institution. The main limitation to its use was the lack of experience in adopting a technology based portfolio system for gathering evidence based practice; this is highlighted in the potential risk category as ‘the lack of staff and learner skills to make effective use of e-portfolios’ (Beetham, 2003, p.21). To make best use of this service the University developed and gave access through their VLE to sample webfolios to give students example e-portfolios to work from; these included suggested points to include hyperlinks to evidence. In the early stages tutors experience of using e-portfolio and collaborative tools was limited. Staff attended a 2 hr training session and were supported via a mentoring scheme. Students had 4 sessions programmed into the first 4 weeks of the course. Skills required were basic: work with e-portfolio templates, upload documents and create hyperlinks.
How is the e-portfolio in this case supposed to help the user to identify and manage their learning?
When students were on clinical placements the e-portfolio managed to create a community of learners away from the confines of the university. This enabled learners to manage off-site learning activities held in the module guide located on the VLE via Internet. Evidence gained at various distributed locations was centrally uploaded to an individual’s e-portfolio and shared with university lecturers and fellow students. Duncan-Pitt (2009) identified that students were highly positive about the use of the e-portfolio to share experiences and gain feedback; sharing ideas and being engaged with group problem solving away from the university. In summary the learners created a community of learning when dispersed; sharing views, keeping in touch with each other, getting support and help from peers and staff.
The question that remains is where does this potential evidence fit into the framework for personal and professional development on H808?
References:
Beetham, H. (2003) ‘E-portfolios in post-16 learning in the UK: developments, issues and opportunities’ (online), JISC. Available from:http://www.jisc.ac.uk/uploaded_documents/e-portfolio_ped.doc (accessed 25 Sep 2010).
Constable, F. et al (2010) H808 Wiki Core Activity 2.1 - Group 1 ‘Key Drivers’, 24 September, 21:56, http://learn.open.ac.uk/mod/ouwiki/view.php?id=423119&page=Group+1 (accessed 26 Sep 10)
Duncan-Pitt, L. (2009) Tangible Benefits of E-learning – University of Wolverhampton, available online http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/index_html (accessed 26 Sep 2010)
JISC (2008) Effective Practice with e-Portfolios: Supporting 21st Century Learning, JISC. Available online: http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf (accessed 25 May 2010).
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