Author: Serena Bufton, s.a.bufton@shu.ac.uk

Author: Richard Pountney, r.p.pountney@shu.ac.uk

JISC e-Learning Activity Area: e-Portfolios

Higher Education Academy Subject Centre: Sociology, Anthropology and Politics

This case study illustrates...an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, an influence on educational research, staff satisfaction with e-learning, use of resources

Lessons Learned

Summary and Reflection

As noted earlier, it is too early to assess the pedagogical benefits of the e-portfolio tool we have adopted, although early indications are that there are concrete, potentially quantifiable, benefits. Its introduction has been a sharp learning-curve for all concerned - in many ways, it may be seen as a case of fools rushing in where angels fear to tread. Whilst course teams are motivated by the pedagogic potential of new technology and, working 'at the chalk face', are acutely aware of the need to motivate students and enrich their learning experiences, the policies and practices of large, bureaucratic institutions are shaped by many other considerations. This disjunction can make pedagogic innovation hazardous. In addition, in a context of increasing staff workloads and pressure, the tendency to inertia is strong: if a pedagogic approach is new and untried, it is a risky and time-consuming business to experiment with it; in contrast, to continue to do what you know has worked reasonably satisfactorily in the past, despite its drawbacks, is the safe option. Successfully implementing and embedding a new way of doing things requires the winning of hearts and minds - and takes time. Lessons learnt are that more lead-in time is necessary for the introduction of e-learning technology, full discussion has to take place with others prior to its introduction, and adequate provision has to be made for training and support of both students and tutors.