Threshold Concept

Addresses the Misconception/Preconception that

Guidance

Purpose

The purpose/s for the e-portfolio must be aligned to the particular context

One e-portfolio system works in all situations

An e-portfolio can simply replace a paper-based system

Users will work out how to use an e-portfolio system to suit their needs

There needs to be one e-portfolio for life

Bespoke technologies, i.e. PDAs digital cameras, are best for information capture in the workplace

Some contexts suit some purposes more than others and this needs to be determined by an analysis of the benefits (and costs) of the purpose in that particular context

Learning Activity Design

There must be a conscious design and support of a learning activity/activities suited to the purpose and the context

The curriculum/pedagogy remains unaffected by the introduction of an e-portfolio

Course information can easily be integrated into an information and guidance system to support career planning

There is a need to provide scaffolding for users in relation to the activities they will engage with, these are likely to be specific curriculum based learning activities (but will also be more generic and involve process that users will need support with)

Processes

The processes involved in the creation of the e-portfolio in this context must be understood and both technical and pedagogic support needs to be provided

e-Portfolio implementation can be left to study skills specialists

There is one definition of an e-portfolio

Students are digital natives and so will easily adapt to using an e-portfolio

Students are digital natives so using blogs for sharing reflections will be unproblematic

After students are inducted to e-portfolio processes, i.e. those involved in PDP, they will apply this across their courses

Tutors/mentors know how to support their students

Ways of supporting the processes

Assumptions about what skills are involved in using the e-portfolio (technical and pedagogic) may not be understood - there is a need to pilot the support provided with a few users (students/tutors etc.) initially in real contexts

Assumptions about learner and tutor competence in e-portfolio process are likely to be unfounded. Users will need induction and ongoing support with processes such as action planning, SWOT analysis, reflection, giving and responding to feedback, selection and formatting of presentation for a particular audience

Ownership

e-Portfolio processes and outcomes need to be OWNED by the learner - this leads to considering portability and choice of tool (they can use their own phone camera, audio recorder, Web 2.0 application etc.)

Users understand processes like feedback, reflective writing, selecting information, planning etc

e-Portfolios will save everyone time

Ways of supporting ownership

Even though you know the benefits of e-portfolios in the context you will be using them, the learners may see it as more work that may not count towards a mark i.e. something to be got through. Sharing the experiences of other students talking about the benefits and sharing professional examples of e-portfolios should help to sell the idea to learners

Ensuring a 'quick win' for the learners in using their e-portfolio - i.e. sharing something that is discussed in class the following week, providing timely feedback, supporting project planning through peer support etc

Encourage creative multimedia e-portfolios that link to Web2.0 services. Provide an example of use of a range of digital capture devices mpeg, mp3, images to encourage the learners to use their own technologies to illuminate their portfolio work - encourage links to Flickr, YouTube, SlideShare etc. so that they can use the technologies they wish not just institutional ones

Provide examples of effective reflective writing compared to descriptive writing in the context you are applying this - not just generic advice. This personal aspect can make the e-portfolio compulsive, but it's a difficult skill

Disruptive Nature

e-Portfolios are disruptive from a pedagogic, technological and an organisation perspective because they tend not to fit exactly within existing systems. This has implications at an institutional level - they can be seen as disruptive as they have implications for the nature of the curriculum and its assessment as well as on workload re pedagogic and technical support particularly in novel work-based learning and lifewide contexts

Information capture in the workplace is unproblematic

Access to an e-portfolio is unproblematic

A successful project implementation will readily transfer to establish practice across an institution

HR departments/employers will value an e-portfolio in the application process

College and university admissions welcome e-portfolios

Ways of managing the disruptive nature of e-portfolios

Begin within settings where there are known benefits/issues and with those involved directly in the curriculum who need to handle this

Work within settings that require and are seeking some curriculum change so that the e-portfolio activities integrate well within the curriculum. There is a need to target energies/resources in implementation. Seek out the 'open doors'

Consider implementation within professional development programmes for new lecturers but only in contexts where this provision is valued. This will mean academics will be familiar with the e-portfolio system and can often lead to academics wanting to continue to use e-portfolios themselves as well as with their students

Systematically share effective e-portfolio practice within your institution and the threshold concepts and misconceptions/ preconceptions online - involve the professional development unit or similar

Collaborate to develop pedagogic support materials for students/tutors in the processes you expect them to engage with and make them accessible, ideally online