Digital identities in ePortfolios: the first-year experience in a higher educational institution Sue Murray and Susi Pea

1. Digital identities in ePortfolios: the first-year experience in a higher educational institutionSue Murray and Susi PeacockCentre for Academic Practice

2. Overview • Introduction • Study aims • Research methods • Study design • Examples of subject areas • Examples of use • Sample: phase 1 • Findings 1: interview • Findings 2: co-operative task evaluation • Findings 3: questionnaire • Emerging issues • Conclusion

3. Introduction

4. Study aims • Explore first-year learners’ experience of, and attitude to, using ePortfolios in contrasting subject areas • Seek to develop a deeper understanding of how and why learners use the ePortfolio to create digital identities, focussing on accessibility and usability • Provide grounded guidelines to support institutional implementation and assist student engagement in developing digital identities

5. Research methods • Mixed method approach • Case studies • Face-to-face interview • Co-operative task evaluation - ‘think aloud’ • Online questionnaire • Via Survey monkey

6. Study design • Phase 1: December 2007 – Summer 2008 • Pilot phase • Testing & honing of research questions, tools, process and analysis • Phase 2: Autumn 2008 – Summer 2009 • Main data collection stage • Seven case studies • Minimum of two participants from each cohort • Phase 3: Summer 2009 – onwards • Data analysis, writing up, dissemination

7. Examples of subject areas • Drama: stage management; costume design • Diagnostic Radiography • Interprofessional Health Education • Media, Communication & Sociology • MSc Physiotherapy • MSc in Professional Education • MSc Nursing Practitioner

8. Examples of use • Reflective journal (blog) • Placement experience; processes of group work; introducing reflective and IT skills • Forms • Recording evidence • Webfolio • PDP; reflective practice portfolio; evidence of skills; presenting case studies

9. Examples of use

10. Examples of use

11. Sample: phase 1

12. Findings 1: interview • First impressions • Mixed: ‘impressive’, ‘useful resource’, ‘nice look’, ‘more hassle than a notebook’, ‘gimmicky’ • Expectations • Memory aid, bit like a diary, • Benefits • Easy to use, all in one place, saves time • Easy to access “where-ever you are” • Facilitates reflection, sharing, personalisation, future recall • Environmental benefits • Barriers • Attitudes to change • Learning to develop materials • Perception of interface • Concerns regarding privacy • Access and interoperability issues

13. Findings 2: co-operative task evaluation • Initial evaluations showed some learners’ to be unsure how to use aspects of the tool • Later evaluations showed confident use of the tool • Indicates learnability

14. Findings 3: questionnaire • Respondents • 15 female; mean age 35.4; five UG, 11 PG; • Attitude to new technologies • 56.3% “love / like” new technologies & early users; • Reasons for use • For assessment (50%), as part of course (37.5%) • Professional requirements (50%) • Easy, accessible place to record PDP / CPD materials • Actual use • Time using (mean - 6.4 months); 44.4% used weekly; 92.8% used webfolio, 43.8% used blog; • Usability • Over half (75.1%) found it easy to use; one commented it was time consuming to use.

15. Emerging issues • Role of the ePortfolio • Professional identity, personal identity • Diversity of learners • varied characteristics and abilities – affecting confidence and ability to use the tool • Varied educational history – increasing likelihood of having multiple records and prior learning (Ittelson, 2001) • Need for support • Timely • Hands-on experience

16. Conclusion • Moving on to phase 2 • Identifying case studies & recruiting participants • Resources • Examples of case studies at QMU: http://www.qmu.ac.uk/eportfolio/case.htm http://www.qmu.ac.uk/eportfolio/videos.htm • Contacts smurray@qmu.ac.uk & speacock@qmu.ac.uk