Success Factors
What are the key outcomes of the initiative?
Lifelong Learning
Many of the project partners had developed localised frameworks for PDP systems but the project prompted them to consider how the need for interoperability must be addressed if progression and lifelong learning across the SW region are to be achieved. The views of their students and academic staff about PDP and its associated records and outputs informed a specification for a lifelong learning record that has the potential to underpin their local development without the need to impose a one-size-fits-all template on individual institutions.
Employer perspectives and engagement with PDP and e-portfolios:
The main finding was that Creative Industry employers seek individuality and personality in job applications, particularly for the large companies, and most are positive that PDP can help the applicant to clarify their goals and express them in this respect.
However, very few employers believed they have the time to view an applicant's e-portfolio. Overall, there was a very high value attached to the process of PDP, as well as to the concept of e-portfolios as a tool within this learning process.
Learner perspectives and engagement with PDP and e-portfolios:
Throughout their studies learners at the Arts Institute engaged with the reflective aspects of PDP but were unsure as to whether they would continue with this after completing. One reason given was that they would not be near a computer when they learned something.
Learners like being able to customise the view and allow access to their e-portfolio to prospective employers but would prefer a more open system that allowed prospective employers to discover them.
Occupational Therapy students were encouraged to use the e-portfolio tool as part of Bournemouth University's VLE (Blackboard) but they found that the tool did not support reflection and PDP but acted more as a repository.
Implications for design of e-portfolio tools:
Learners want easy-to-use systems that allow a multitude of file formats for the assets. They do not want to be restricted by templates. NHS employees are concerned about possible fraud and require assurances that the system is secure.
Interoperability:
The transfer of data from PebblePad into ioPortal was successful but in a limited capacity. Whilst it was possible to import an ePortfolio created on PebblePad into the ioPortal system, the imported ePortfolio is imported as a static HTML artefact. The imported ePortfolio cannot be edited using the ePortfolio wizard. PebblePad does however support the exporting (and importing) of ePortfolios using the IMS Eportfolio XML standard (http://www.imsglobal.org/ep/index.html). ioPortal could be extended to import and export its ePortfolios using the IMS Eportfolio standard. This would allow maximum interoperability between ioPortal and PebblePad for ePortfolios. This could be achieved using the ioMorph technology which facilitates transforms between XML standards.
Note - subsequent work by CETIS on LEAP2a means this could be implemented as an exchange standard.
The project has had a positive impact on many of those who participated in it as project partners. The evaluation report found that "All the participants in the project found their involvement with the project to be a positive experience and had benefitted from the engagement" (Ringan 2008:14). For many of them engagement had allowed them time to review the underpinning issues associated with PDP or e-portfolios.
What follow-up activity will be/has been carried out as a result of the project?
A number of reports have been produced from the pilot studies along with other deliverables that were established for each partner.
The project has undertaken a number of dissemination activities, including the development of promotional publicity, press releases and a website hosted by Bournemouth University. In addition, partners have disseminated through conference presentations and papers using a range of regional and national networks. Presentations have been made at a number of events to further promote the project and its findings.
Recommendations for future work:
- Comparison of learner experiences of PDP and Portfolio development from both traditional and technology-based perspective would be useful in gaining further understanding of the learner perspective
- Assessing the impact of IT skills and tutor support on student ability to effectively engage with technology-enabled approaches to PDP and portfolio development
- Evaluation of potential links between e-PDP and e-portfolio tools and non-academic tools which may be beneficial - particularly with regard to Web 2.0 tools
- Developing effective processes whereby employer and other stakeholder perspectives on the use of PDP and portfolio can be embedded within the curriculum
