Individualised Support for Learning through e-Portfolios

Lead Contact: Gerard Graham, gerard.graham@paisley.ac.uk

JISC Programme: SFC e-Learning Transformation Programme

Lead Institution and Partners: University of Paisley (L), Angus College, Ayr College, Bell College of Further and Higher Education, Dumfries and Galloway College, James Watt College of Further and Higher Education, Motherwell College, Queen Margaret University College, The Adam Smith College, University of Abertay

Project Dates: March 2005 - March 2007

This case study illustrates Access, Community of Practice, Employability, Implementation, Interoperability, IT Skills, Supporting Learning Processes, Planning, Learner Perspectives, Retention, Technologies, Technical Support

Background & Context

What is the background to the e-portfolio initiative?

The definition of personal development planning (PDP) adopted by the project is that of 'a structured and supported process undertaken by an individual to reflect upon their own learning and/or achievement and to plan for their personal, education and career development.' (Dearing Report, 1997)

The e-portfolio concept allows learners to represent their 'personal learning journeys' via electronic media such as the web. These flow naturally from PDP, where the student is led through a structured and supported set of activities allowing them to reflect on where they are, where they want to go and how they will make the journey. In the ISLE project, the e-portfolio forms a major platform for the three main domains of PDP - personal, education and career. This an approach largely drawn from the Effective Learning Framework (ELF), developed by the Scottish Advisory Committee for Credit and Access (SACCA) and the Scottish Quality Assurance Agency for Higher Education (QAA) as a model that attempts to frame PDP in relation to effective learning.

The project involved a consortium of ten diverse higher and further education institutions across Scotland with a common desire to transform the experience of their students through innovative approaches to teaching and learning.

There was a shared perception within the consortium that traditional approaches to teaching, assessment and facilitation of learning are labour-intensive, duplicate support and are often poorly coordinated, resulting in both reduced effectiveness and increased direct and indirect costs to the sector and wider economy. They are also not flexible enough to cope with the changing and diverse needs of students with respect to their learning behaviours.

Three core problems were to be addressed:

• Under-performance of learners (progression, retention, achievement and employability)
• Meeting the diverse needs and expectations of learners within the context of continued pressure to reduce costs
• Realising a seamless transition model that meets stakeholder expectations for efficiency, quality, sustainability and transferability to different institutional contexts.

What were the aims and objectives of the initiative?

The ISLE project aimed to:

• explore how a shared model of PDP supported by e-portfolios can benefit the learning process
• achieve significantly improved and sustainable progression, retention and achievement rates
• deliver significant and sustainable efficiency gains in resources, particularly in staff time
• support lifelong learning and wider participation through effective collaboration and partnership between FE and HE
• develop an informed and managed approach to interoperability between partners, within a framework of diverse sectors
• transform staff perceptions of PDP and build a strong staff commitment combined with a genuine conviction that it is a worthwhile thing for students to take part in
• enable FE and HE to meet the diverse and individual needs of learners in a more efficient and effective manner

How was the initiative implemented?

The institutional strategies that formed the basis for the initial work of the project were mainly in the areas of teaching and e-learning. Additional strategies covered enhancement, wider access, employability, student support and, in the case of one partner, a 'Rurality' strategy. The programmes involved in the project were diverse ranging from SCQF Level 1 to 11, covering a broad spectrum of subjects. The project also engaged staff with a wide range of experience in the use of e-portfolio.

Before ISLE started, the majority of the project partners largely used PDP within a guidance and support context and placed PDP within the support remit of personal/academic tutors. PDP was used as part of the student performance review system as well as career development and education. Under ISLE, PDP approaches were extended in various curriculum areas - over 35 different subject areas took part in ISLE pilots, involving nearly 100 staff and 1,000 students.

The project partners piloted a range of models to deliver PDP, all based on an e-portfolio approach, including timetabled slots within academic programmes for PDP activities and a 'critical incident' approach using key events at both pre-entry and during study e.g. induction, first assessment, laboratory work, work-based learning and group work.

Different approaches were taken to delivering PDP. Some partners used the Scottish Qualifications Authority (SQA) model as a structure, others implemented and piloted PDP as an additional activity to current academic programme/content. Both assessed and non-assessed methods were used and, in a few cases, PDP was part of credit-bearing activities. One partner introduced a PDP policy that a set of minimum 'core activities' should be incorporated throughout the curriculum including reflection on prior experience, skills audits, opportunities and identifying/developing learning goals.