Success Factors

What are the key outcomes of the initiative?

The metrics framework was not able to help provide a full comparison of the technologies and approaches being used. In any event, the early loss of the Tyne Metropolitan project strand limited the comparisons that could be made, given that two of the three remaining partners were using the Blackboard VLE as their core technology. The project was able, however, to compare the approaches each partner adopted to introduction and implementation as there were clear differences in the way this was approached and in the outcomes they achieved.

Both in terms of efficiency and positive effect on learning the most successful implementation was at City of Sunderland College. Feedback was very positive with the majority of learners feeling that it had enhanced their learning experience.

The success of the City of Sunderland College project is clearly based on careful planning and implementation, coupled with extensive made-to-measure support. The team felt their choice of e-portfolio system was important and they believe that it is essential to take the time to match the tools with the needs of the learners and the programme.

At Gateshead College, although a delay in putting the technology into place reduced the number of students participating, the online 'Learning Autobiography' clearly enhanced the learning experience for the 45% who used it regularly. With earlier introduction it was felt that the potential, for this target group, would be more fully achieved. This is especially the case with collaborative work - sharing feelings and reflections on workplace experience - which takes time to develop.

What follow-up activity will be/has been carried out as a result of the project?

At both Sunderland and Gateshead the work done for this project is already being further developed. Sustainability is a long term issue but both colleges are hopeful that the pilot projects are the start of longer term development.

The City of Sunderland College team came to the conclusion that no single e-portfolio tool could meet all needs. They are continuing to use the system with the target course and as a result of their experience on this project are extending e-portfolio development to other work-based learning higher education provision, choosing methodologies and approaches that best meet employer needs of a particular age, for example using wikis and blogs to provide reflective and shared learning opportunities for a group of power management trainees whose training is completely work-based.

Influenced by ComPort experiences, Gateshead College has created institutional guidelines for the use of e-portfolios to support learning. Rather than mandating one tool the College encourages a flexible approach with a generic set of tools provided through the VLE or externally for selection and use by course teams. On the Cert Ed/PGCE target course, use of the REfLECT tool is being adopted to tie in with developments in the education sector generally.