Author: Julie Hughes, j.hughes@wlv.ac.uk

JISC e-Learning Activity Area: e-Portfolios

Higher Education Academy Subject Centre: Philosophical and Religious Studies/History, Classics and Archaeology

This case study illustrates...an effect on learning, an effect on exam results, 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, staff personal development, an influence on policy, modifications to learning spaces, an effect on social equality

Lessons Learned

Summary and Reflection

The use of e-portfolio and educational blogging has been an astounding success with the groups I have taught during the past 3 years echoing the key findings from the recent Becta publication (2007). Student testimonials, their attendance at national and international conferences, pass rates and evaluations have demonstrated that taking an approach which supports confidence and esteem building, early writing, rapid feedback moving into writing/reflective communities of practice (Lave and Wenger 1991, Wenger 2005) is hugely beneficial and supports meta learning from Foundation Degree to Master's level as this student publication suggests:

Using the web log as an online journal became a big part of our growth as reflective writers. Using the blog tool within the e-portfolio we could share thoughts, feelings, fears, anxieties and excitement and because it was a shared space we could see the value in the perception of thoughts and beliefs of others in the group. It was a space where we could feel safe from ridicule and criticism. We would share war stories from the frontlines of teaching and by discussing and commenting on each other's journeys as teachers we were becoming reflective writers and practitioners without even knowing it! Karim- Akhtar et al 2006 - PGCE students

The flexibility of the e-portfolio meant that we had the luxury of time for our reflections. Activities, such as creating metaphors of teaching, discussing poetry, images and music to prompt reflection, that are usually confined to the restraints of a traditional classroom could be uploaded to pebblePAD. There was no pressure to answer/talk back immediately; you had time to think and then respond and everyone had the opportunity to comment, something that can rarely happen in a classroom environment. Karim- Akhtar et al 2006 - PGCE students

This approach worked because of the strategies described and added value to the student experience by indeed supporting widening participation, engagement with self as learner and employability. The 2005/6 PGCE cohort are still blogging during their first year in the workplace and have found the community to be an invaluable support in the transition. Likewise the 2006/7 Foundation Degree have continued blogging after their 1 semester module and are keen to act as e-mentors for next year's cohort.

I have learnt that early online socialisation (Salmon 2004, Garrison and Anderson 2003) and the expectation that reflection and analysis will continue beyond the real classroom has helped support the development of engaged and vibrant learning cultures able to sustain themselves beyond the end of the module/course.

To continue to develop in these e-portfolio practices I intend to learn how to use digital media more effectively embedded in the fabric of the face-to-face classroom. To develop and influence e-portfolio use further I need to learn how to write bids that will support the exploration of e-portfolio use on self-esteem and efficacy, particularly in the transitions into and out of the University.

I probably need to develop a thicker skin and continue to keep the learner, rather than the technology, as the focus in my ongoing technology battles! I intend to keep learning from my students and to continue to engage in research with them.