ComPort - A Comparative Study of e-Portfolio Implementation in Work-Based Learning
JISC Programme: JISC e-Learning Programme
Lead Institution and Partners: Consortium project involving North East England Further Education Colleges - Gateshead College (Lead), City of Sunderland College and South Tyneside College. Tyne Metropolitan College was involved in planning the project proposal but did not proceed to implementation
This case study illustrates learner perspectives; technologies; implementation; widening participation; access; customisation; institutional perspectives; work-based learning; PDP and CPD
Background & Context
What is the background to the e-portfolio initiative?
As part of its e-Learning Programme the JISC 'HE in FE' strand (2007-2009) funded 9 Further Education-based projects to examine the implementation and evaluation of a range of existing technologies to support and enhance learning, with an emphasis on the evaluation of the learner's experience of the implementation. Within this strand the ComPort project was concerned with exploring different approaches to the use of e-portfolios and online professional development plans (PDPs) to support learners in the workplace.
The project was framed as a 'comparative study' which would 'compare and contrast' different e-portfolio technologies and their implementation. The aim was to produce a report that would help others in the community make informed choices about their own e-portfolio development.
Many HE in FE students are undertaking programmes of study in which attendance at college is part-time, with the majority of their study time (up to 90% in some cases) spent in work-based learning, often far removed from the institution. As part of their assessment work-based learners following HE programmes are required to provide evidence of, and reflect upon, their experience and the skills and learning they have developed in the workplace.
In the majority of programmes within the partner institutions this activity had been recorded on paper, usually in the form of a journal forming part of the PDP.
The HE course managers in the Tyne & Wear consortium colleges considered that these paper-based mechanisms for capturing, validating and integrating the work-based learning elements of the HE provision were insufficiently flexible and reliable to meet the requirements of those involved in the learning process. Some participants found the paper format restrictive, in access and in the nature of material that could be included and whilst in theory the content should be available to view and contribute to by students, mentors, employers and college tutors the interaction was seldom apparent.
It was felt that the systems needed to be more flexible and personalised in order to promote wider access to higher education for non-traditional learners and those with limited academic experience, varying support needs and different learning styles.
Previous research within the sector (About e-Portfolios: an overview of JISC activities by Lisa Gray and Sarah Davies) had shown that e-portfolios had the potential to provide a more effective way for the learner to maintain and reflect on the evidence they collect of their work-based-learning through a variety of media.
The project was considered to be of interest to the wider FE and HE sectors in providing a cost effective means of significantly increasing the FE/HE sectors' understanding of the role of e-portfolios in work-based learning.
What were the aims and objectives of the initiative?
The main aim of the project was to deploy contrasted e-portfolio/PDP systems in HE courses across four collaborating colleges and provide a comparative analysis of their effectiveness and efficiency in order to assist the HE in FE community with implementation choices in the future.
The specific focus was on how these tools can support and enhance learning on programmes with substantial work-based learning elements and how the HE in FE learner can be supported most effectively in achieving their learning goals. Specific aims were identified:
- Extend employer participation in work-based learning (WBL)
- Improve the process for learners, supervisors, mentors and lecturers
- Identify approaches and strategies that work best
Specific objectives of the Project were initially focused on evaluation:
- Define a framework of project metrics
- Use the framework of metrics to collect evaluative data during the planning, introduction and implementation of e-portfolio systems
- Evaluate the project outcomes, reporting upon the successes and issues around e-portfolio implementation, and upon learner, practitioner and mentor experiences of working with e-portfolios
These would subsequently be employed to achieve the following project outcomes:
- Create short rule-of-thumb definitions of good practice in establishing WBL support
- Produce case studies of the contrasted approaches
- Generate a report defining key issues and success factors
How was the initiative implemented?
The four further education colleges initially involved in the proposal have collaborated successfully on a variety of regional e-learning initiatives, so the idea of a consortium approach to the project, providing a wider range of experience and research opportunities, was attractive. HE programmes within each college were well established and, responding to government priorities, becoming increasingly important: in particular programmes aimed at HE students who want or need a more flexible form of study, including work-based learning, have become the fastest growing area within each college's HE provision.
The project was split into strands. Each partner college looked at particular aspects and implementations of e-portfolios/PDPs using different target groups and technologies. In addition to ensuring a suitable range the criteria for their choice of technology included cost, availability, familiarity, interoperability with existing systems (primarily VLEs) and functionality. The range would hopefully allow a valid comparison of technologies, approaches and their suitability for different learners.
The early loss of one partner, Tyne Metropolitan College, due to institutional re-organisation, reduced the range of technologies and learners available for comparison, as their intended e-portfolio application (PebblePad) and target group (Foundation Degree in Counselling) were regarded as key elements of the comparative study.
The project was overseen by a steering group consisting of e-learning managers/directors from each partner college, the HE Co-ordinator from JISC RSC (Northern), the Project Manager and the JISC Programme Manager.
A project website was set up to facilitate communication between partners and other interested parties and to store and share project documentation and material.
The project was divided into 3 time frames
- March - September 2007 - planning, development and installation within each institution
- September 2007 - June 2008 - implementation
- March 2009 - completion of review, reporting and dissemination stage
