design, implementation and evaluation of a 'generic' eportfolio: the newcastle experience

A 'generic' ePortfolio: the Newcastle experience

Background

Design

Implement

Evaluation

Conclusions

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Design, implementation and evaluation of a Design, implementation and evaluation of a 'generic' ePortfolio: the Newcastle experience.'generic' ePortfolio: the Newcastle experience.

Simon Cotterill, Tony McDonald, Paul Drummond, Geoff Hammond

School of Medical Education DevelopmentUniversity of Newcastle, UK

Background

Design

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SST (Student Support & Tutoring)

FDTL-4 project• ePortfolios in Medicine• Evidencing outcomes• PDP

1st Newcastle-Nottingham PARs project, 1998-2000

2nd Newcastle-Nottingham PARs project, 2000-02

Internet-PARs• DfES funded • PDP focus

BackgroundBackground

Background

Design

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Evaluation

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• An FDTL-4 project developing ePortfolios for undergraduate Medicine (2002-2005):

• Newcastle University (lead site)

• Leeds University

• Sheffield University

• Dundee University (for consultancy)

Project funded by

BackgroundBackground

Background

Design

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Evaluation

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www.epor

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s.ac.u

AimsAims

1. Personal Development Planning (PDP)

"a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”

Quality Assurance Agency for Higher Education, 2001.

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a) Towards a life-long learning record

School HE CPD

AimsAims

2. Supporting Life-Long Learning (LLL)

b) Encouraging the development of LLL Skills: • Evidencing Learning Outcomes• Transition to Independent learning• Preparation for professional requirements:

- Appraisals- Assessment- Revalidation

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Aims (technical)Aims (technical)

3. Design a ‘generic’ ePortfolio

-transferable / useful in different contexts

4. Integration with VLEs

Background

Design

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Evaluation

Conclusions

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Context-specific tools

Common tools

‘Generic’framework Common contents structure

• sharing• cross-referencing• searchable• integrated action planning

Customisation• select tools by course/year• outcomes / skills sets• nomenclature• graphics / layout• simple tool editor

• CV• Outcomes / skills log• PDP• Reflective learning diary • Meetings log• SWOT

Integrated into thecommon contents structure

ArchitectureArchitecture

Developed with Open Source products: Zope, MySQL

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• create context-specific tools via simple Web forms

Student view

Selecting tools by Course and Year

Course Admin view

‘‘Generic’ framework: CustomisatonGeneric’ framework: Customisaton

Background

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Configuring learning outcomes / skills sets

Course Admin view

‘‘Generic’ framework: CustomisatonGeneric’ framework: Customisaton

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‘‘Generic’ framework: SharingGeneric’ framework: Sharing

Background

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Piloting & Implementation

The ePortfolio developed at Newcastle has been applied in the following contexts:

2003/4 Undergraduate MedicineContract Research Staff (CPD)Generic Portfolio (project demonstrator)

2004/5 Dentistry (Undergrad + Vocational Training)Undergraduate BiosciencesSt Andrew’s University (Medicine)

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Generic ePortfolio:Generic ePortfolio:Public DemonstratorPublic Demonstrator http:www.eportfolios.ac.uk

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Medicine at Newcastle:Medicine at Newcastle:Integration with a bespoke VLEIntegration with a bespoke VLE

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Common Tools: Common Tools: Learning Diary (Medicine – Newcastle)Learning Diary (Medicine – Newcastle)

Background

Design

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Evaluation

Conclusions

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Context-specific Tools: Context-specific Tools: PDP for Year 4 Student Selected ComponentsPDP for Year 4 Student Selected Components

Background

Design

Implement

Evaluation

Conclusions

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Common Tools: Common Tools: Record courses (CRS)Record courses (CRS)

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Conclusions

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Common Tools: Common Tools: Learning Outcome / Skills (CRS)Learning Outcome / Skills (CRS)

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Design

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Evaluation

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Common Tools: Common Tools: SWOT (Bioscience prototype)SWOT (Bioscience prototype)

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Design

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Evaluation

Conclusions

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Common Tools: Common Tools: CV (St Andrew’s University)CV (St Andrew’s University)

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Conclusions

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Common Tools: Common Tools: Tutor meetings (St Andrew’s University)Tutor meetings (St Andrew’s University)

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Evaluation

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tfolio

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Context-specific Tools:Context-specific Tools:DentistryDentistry

Project involves 6 Dental schools and 2 Postgraduate Deaneries

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Design

Implement

Evaluation

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Promoting Continuity & LLL in Dentistry

Context-specific Tools: Context-specific Tools: DentistryDentistry

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Evaluation

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Integration #2: Blackboard Integration #2: Blackboard (via a ‘tab’)(via a ‘tab’)

Background

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Integration #2: Blackboard Integration #2: Blackboard (via (via the tool barthe tool bar))

Background

Design

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Evaluation

Conclusions

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Evaluation #1: Evaluation #1: Medicine (Medicine (Years 1&2Years 1&2))

Cotterill SJ, Sarma S, McDonald AM, Bradley P

• Ethical approval / informed consent

• Focus groups + Questionnaires

• Key issues:• Generally well received but what motivation ?

• not assessed• not viewed by tutors (staff interface completed later)

• Need better clarity of purpose• Wanted a more quirky / fun design !• Learning diary - useful at first, less so over time• Good to browse the Learning Outcomes

Background

Design

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Evaluation

Conclusions

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s.ac.u

• Ethical approval / informed consent

• Questionnaires (before and after using the ePortfolio)• Change in awareness of intended learning outcomes ?• Factors influencing use of the ePortfolio• Attitudes and perceptions of using the ePortfolio• Student perception of impact of using the ePortfolio• Evaluation of technical features and ‘usability’

• 186 students completed the portfolio (~100% compliance)

• 105 questionnaires completed (56% of cohort) at 30/06/2004

Evaluation #2: Evaluation #2: MedicineMedicine (Year(Year 4 4)) PDP for PDP for student selected componentsstudent selected components

Cotterill SJ, McDonald AM, Bradley P, Robinson R, Hammond GR

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Evaluation - positiveEvaluation - positive

“It encouraged me to really give thought to what I wanted to achieve during the option, which was especially useful as this was my first option. As a result of the portfolio I think I got much more out of the option than I would have otherwise.”

“It made me concentrate on creating aims at the start of the option and allowed me to plan the option with my supervisor in a defined way. Overall it made my learning for the option more organised and focused.”

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Evaluation

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Evaluation - barriers Evaluation - barriers && problems: problems:

“Most of the things I learned couldn't be 'measured/quantified' so I felt it was of little value to try and invent a way in which they could.”

“Access to computer as option took place in Barnard Castle, records may have been more detailed if completed straight after meetings etc.”

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Building the ePortfolio was a useful learning experience

0 10 20 30 40 50

Strongly Disagree

Weakly Disagree

% responses

80% thought it wasa useful learning experience

0 10 20 30 40 50

Strongly Disagree

Disagree

Weakly Disagree

Weakly Agree

Strongly Agree

% responses

Having clearly defined intended learning outcomes influenced the way in which I approached the option

72% felt that the LOsinfluenced their approach

Background

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Evaluation

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s.ac.u

0 10 20 30 40 50

Strongly Disagree

Disagree

Weakly Disagree

Weakly Agree

Strongly Agree

% responses

93% reflected on their learning after their SSC

At the end of the option I spent time considering what I had learned from this option.

Background

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Evaluation

Conclusions

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Conclusions #1Conclusions #1

The ‘generic’ ePortfolio

• Highly configurable

• Can be readily adapted for different contexts

• Existing tools have an emphasis on PDP

-but the portfolio framework can serve other purposes

Integration in VLEs

• Fully integrated into a VLE for Medicine

• Initial work to integrate with Blackboard has been successful

Background

Design

Implement

Evaluation

Conclusions

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Evaluation (in Medicine)

• ePortfolios implemented / piloted in 2003/4

• Demonstrated: Feasibility & Acceptability

• Most students perceive these as beneficial

• However, unless assessed / mandatory the motivation to complete is reduced.

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Evaluation

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A systematic map and synthesis review of the effectiveness of personal development planning for improving student learning.EPPI-Centre (2002) http://eppi.ioe.ac.uk

Educational Objectives (including PDP)

• Some evidence that PDP had a positive impact on planning and approach to learning (Year 4 SSC)

• Encouraged reflection in some students

• Good preparation (and practice) for LLL & CPD

• However, long-term impact on learning is unknown

• Further research is essential

• Some (limited) evidence that PDP improves learning:

Background

Design

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Evaluation

Conclusions

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s.ac.u

Additional Developments:

• ePortfolios Extension Toolkit (ePET)

-A JISC funded project to develop a ‘Web services’

interface for the portfolio (by 04/2005)

http://www.eportfolios.ac.uk/ePET

• IAMSECT ‘Shibboleth’ Single Sign-On project

- JISC funded project

http://iamsect.ncl.ac.uk

Further information on the ePortfolio:

http://www.eportfolios.ac.uk

Simon Cotterill (S.J.Cotterill@ncl.ac.uk)

Background

Design

Implement

Evaluation

Conclusions

www.epor

tfolio

s.ac.u

Implementation of ePortfolios

- Humans are important too !

• Buy-in of key stakeholders:

Learners Clarity of purpose ? Sense of Ownership ?

Tutors & Admin staff Extra work ?

Senior Curriculum staff

• Integration with existing processes

• Training (all)

• Monitoring and evaluation

Background

Design

Implement

Evaluation

Conclusions

www.epor

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s.ac.u

InstitutionalInstitutionalDataData

Portfolio for Presentation

Portfolio for Application

(job / promotion)

Portfolio for Assessment

Portfolio for Accreditation/Revalidation

PDP(shared)

PDP / Reflective(private)

Portfolio for Appraisal

Learner’sLearner’s‘‘repository’repository’

Central data:TranscriptMIS/ HR data

Programme data:Granular assessment dataOutcomes / skills sets

Selecting sub-sets of portfolio data for different purposes:

design, implementation and evaluation of a 'generic' eportfolio: the newcastle experience

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