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E-Portfolios Along The Lifelong Learning Cycle: Differences Between Use, Pedagogy and Context

This study examines the use and pedagogy of e-portfolios in various educational and professional contexts, including further education, higher education, and the workplace. The findings highlight the importance of context and feedback providers in determining e-portfolio usage, with different user groups having varying purposes and levels of engagement. Constructivist learning approaches are influential in maximizing the benefits of e-portfolio use.

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E-Portfolios Along The Lifelong Learning Cycle: Differences Between Use, Pedagogy and Context

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  1. E-Portfolios Along The Lifelong Learning Cycle: Differences Between Use, Pedagogy and Context Christopher Murray, University of Leeds Neil Currant, University of Bradford, UK Kerkrade 2006

  2. The Project • Enhancing Learner Progression • 16/17 Yr Olds-(FE) • Undergraduates-(HE) • Doctors-(Work) • In total over 400 students • Summative evaluation taking place • Results in presentation based on formative evaluation survey

  3. Conclusion • Use and usage of e-portfolio dictated by context of ‘feedback provider’, not user!

  4. USE • Voluntary users need to see clear purpose of using e-portfolio • 95% of FE users, Will help me find out more/get a place at university“. Only 50%, „ Will introduce me to a new way of learning“ • All of nurses agreed to use e-portfolio to facilitate feedback from clinical placements-No connection with other aspects of e-portfolio

  5. USE • Feedback from supervisors shapes use of e-portfolio at different stages: • FE and undergraduates feedback is explicit advantage of using e-portfolio Doctors never mention this! Feedback takes place elsewhere! • Large nos of teachers and work-place supervisors lacking ICT skills: Only 9 out of 34 supervisors using e-portfolio “My secretary uses computers!”

  6. USE • Doctors use increases around key assessment periods. Viewed as a tool for organising work • All users only using parts that are relevant to them. • All stated self assessments and sections related to skills most useful • Initial engagement increases when assessment is involved and when users can make use of their entries with others

  7. PEDAGOGY • Constructivism plays a large role in learning benefits. • All FE students noted being able to make use of their entries with mentor as one of most useful aspects of e-portfolio use. • Creation of ‘off-line’ communities within institutions. • Nurses felt being able to share their work with tutors and clinical supervisor useful and noted that they were able to reflect more effectively through the use of the e-portfolio. 50% of the nurse and all of their tutors felt they were better reflectors as a direct result of using the e-portfolio.

  8. PEDAGOGY • 2 doctors felt the e-portfolio had helped them to reflect (n=8). • These 2 also linked to supervisors who use the e-portfolio. • Doctors rated themselves as being able to reflect better than non-users but majority not linking this with use of e-portfolio. • Learning is external to e-portfolio

  9. Constructivist learning developed, communities emerge E-portfolio = a learning space USER User Regular Feedback E-Portfolio Training, engagement, work culture, Job descriptions?? Access to ICT Dead, static space

  10. Thank You • Questions?

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