JISC

Download the full report

The main aim of this project was to provide a comparative analysis of the introduction of contrasted e‐portfolio/personal development planning systems in a range of HE in FE courses with work‐based learning components to assist the HE in FE community with future implementation choices.

Executive Summary

Three North East regional Further Education (FE) colleges ‐ Gateshead College (lead Partner), City of Sunderland College and South Tyneside College ‐ worked in partnership to pilot the introduction of three different e‐portfolio technologies with three different target groups of Higher Education (HE) work‐based learners.

The specific focus was on how these tools can support and enhance learning on programmes such as these and on how the HE in FE learner can be supported most effectively in achieving their learning goals.

A key element of the project was to define a Framework of Metrics that could be used to provide an objective comparative evaluation of the technologies and approaches in use. An independent evaluation, using the Metrics Framework, was undertaken and an additional internal project evaluation, focusing on a more subjective ‘illuminative’ approach, was also carried out.

The project strands were implemented between Sept-June 08. In the early stages a number of problems were encountered which were characteristic of FE institutional situations. These did not prevent broadly successful implementation, but the extent to which the learner experience was enhanced varied between colleges, with the greatest success found at City of Sunderland College where a clear relationship between the use of e‐portfolio technology and the effective support of students in the work‐place was established. At Gateshead College, although some implementation issues reduced take‐up of the technology, there was evidence that the use of online learning journals had increased students’ interest in, and capacity for, reflective learning. At South Tyneside College the deployment of the e‐portfolio technology was restricted (due to access problems for students working at sea) but the work achieved will act as a basis for further development with subsequent year groups.

For a number of reasons (including the loss of a key project partner) the project was not able to provide a full comparison of the technologies in use, although a growing perception that there is no one ‘best’ tool for the job has been highlighted. The comparative study of the partners’ different approaches to implementation was more successful and hopefully the case studies produced will provide a valuable insight for colleagues in the sector about the best ways to implement e‐portfolio systems and some of the problems that can occur. The application of the metrics framework was only partially successful, due in part to inconsistencies in the way partners applied it, but also because its quantitative, objective metrics were felt to be more suitable for larger, more focused research projects. It would be useful to develop the tool further in a different context.

The findings of the project are necessarily subjective, but there is agreement among participants that key factors in successful implementation include: careful matching of technology and tools with the requirements of each programme, the timing and quality of introduction (particularly with regard to induction and training) and tutor support and commitment.

Areas for further investigation include the difficulty of quantifying the role of FE tutors in elearning environments, ways to support and develop reflective practice in e‐learning and strategies for engaging employers and mentors in the e‐portfolio process.

All published material from the project available

Download the full report below. Report available electronically only.