Lessons Learned

What are the lessons learned from the project?

Other lessons from the Gateshead College project are that:

• Systems/tools must be fully prepared and tested prior to implementation
• Staff must be fully trained in use
• There must be agreement about the approach to implementation
• The benefits and purposes of the system must be clearly explained to the learners

Most importantly, the tool should be timed so that it is introduced when the learners need it - allowing time for familiarisation and addressing of any IT skills issues. On this course students begin to work on their PDPs after four or five weeks so the system needed to be introduced within the first month. As it was not available at that time the groups began work on the paper-based version. When the e-portfolio was introduced it was not fully tested, but could not be further delayed. The ongoing problems led to a negative view among some learners who were becoming concerned about the course workload and now saw this as an additional task.

A key issue is that technology must be fit for purpose.

Initially, although some students published entries hoping for feedback from peers this was not forthcoming - there was very little dialogue or sharing of reflection. By the end of the course, however, many had (belatedly) realised that this was where the real potential lay, unfortunately too late for the current year, but helpful for their subsequent experience with the IfL's REfLECT tool.

Many lessons were learned at Gateshead and, perhaps these were lessons that had to be learned the hard way given the participants' lack of previous experience in the application of these technologies. Without this practical knowledge the team was unable, for example, to demonstrate the potential benefits of the online PDP over the paper-based version - a key factor in selling the technology to the target group.

The project recognised that the ability or readiness of learners to engage in critical reflection should not be assumed.

Gateshead College and City of Sunderland College both agreed that it was vital to fit the e-portfolio to the needs of the learners and programme.

The outcome of the approach adopted at South Tyneside College reinforces the view that staff buy-in is vital to success. The early loss of the internal co-ordinator, who had provided the initial strategic direction, was a problem that, given the busy workloads of others involved in the project team, was difficult to overcome. On the curriculum side no-one was available to take a long-term strategic lead on a component of the course which would not be an assessment priority.