JISC

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The overall aims of this project were to ease the administrative burden experienced by learning, teaching and research practitioners at the University of Cumbria through the use of a flexible learning system, PebblePad.

Executive Summary

Aims and objectives

This project (Flourish) encouraged staff to:

• Use the PebblePad personal learning system to aggregate records of learning and achievement into e-portfolios to be used for professional purposes, including professional accreditation and academic qualification
• Store and reflect upon evidence of their development.

As a consequence of the activities involved in meeting these aims, Flourish was able to identify:

• The challenges that arise when a personal learning system is used for continuing professional development (CPD)
• Successful approaches to introducing a personal learning system for CPD.

Flourish ran from March 2007 to March 2009.

Terminology: Personal Learning System vs e-Portfolio

An understanding of the distinction between the two terms personal learning space (PLS) and e-portfolio will enable an understanding of how Flourish met its original aims, fostered some unanticipated activities and the ethos underpinning the Project.

The term e-portfolio has been defined as:

Flourish activities revealed that an e-portfolio was an essential component of a flexible, personal learning system, but not the entirety. The PebblePad system is a personal learning space that allows for the aggregation of digital items, whilst allowing the user to participate in online communities and engage in dialogue with a variety of colleagues, peers and professionals in a secure, password protected environment. With the addition of an institutional online space, a ‘gateway’, the user can share ‘assets’ (items created by individual account holders) and allow others in the same gateway to view them for a variety of purposes including assessment, accreditation or review.

Throughout this final report, the author has used the term PLS when referring to the wider PebblePad system, and the term e-portfolio when referring to the specific use of the PLS when an aggregation of evidence is needed to demonstrate proof of learning or development activities.

An understanding of the difference between a PLS and an e-portfolio has taken time to develop within the Flourish team. At the end of Flourish, the project team now has a much more sophisticated view of the software and its capabilities. In addition, the Flourish Project has developed as this understanding has matured, allowing for opportunities not envisaged in the original bid.

Overall approach

Flourish was led by a Project Manager based in the Centre for the Development of Learning and Teaching (CDLT). Flourish Project partners were Pebble Learning who provided the PLS. All staff at the University of Cumbria were offered the opportunity to have their own PebblePad account. By the end of Flourish approximately 600 staff out of a possible 1,800 had PebblePad accounts. Specific support was offered by the Flourish Project team for activities such as using a PebblePad account for the annual appraisal, application for the University of Cumbria Teaching Fellowships, submitting assignments for academic qualification and professional accreditation.

Key findings

The introduction of a PLS for staff CPD does encourage academic staff to use an e-portfolio with their students.

Whilst ostensibly the e-portfolio is a personal learning tool, the institutional ecology can facilitate or militate against successful adoption by users. Therefore senior management and institutional processes need to recognize their pivotal role in supporting the use of such tools.

Although asking staff to change their habitual way of recording their CPD can be challenging, staff acknowledge that it can be done with appropriate support, and this in turn has the potential to enhance their teaching practice.

The attitude of the person receiving, assessing or introducing the PLS or e-portfolio (such as a tutor, an assessor or a line manager) is critical to whether a PLS or an e-portfolio becomes fully embedded. An increased level of personal engagement and investment with a portfolio presentation warrants greater levels of sensitivity and responsiveness from the recipient.

The use of an e-portfolio for professional accreditation is still in its infancy, with barriers (such as attitudes of mentors and accrediting bodies to a member’s choice of e-portfolio) still to be overcome if e-portfolios are to be an accepted form of applying for accreditation.

Adopting an action research approach allowed the Project to adapt and change in an appropriate and timely manner. Having a flexible, iterative approach to project management allowed for revision and fresh perspectives that took advantage to unanticipated events and opportunities.

Those involved in assessing aspects of an e-portfolio need to be confident (but not necessarily skilled) IT users.

Engagement with technology through the Project has acted as a springboard to wider engagement with other technologies.

Embedding the use of a PLS for CPD involves negotiation and discussion with a variety of institutional departments including Human Resources, Marketing, Information Technology Services, Learning and Information Services and the Research Office.

There exist a number of different views of about the purpose and status of a ‘project’. Any lack of consensus and any lack of clarity within the institution can impact upon success of the endeavor.

A 'project' is not necessarily the best method for introducing a change on this scale. Staff perceptions of a project mean that they are cautious and unwilling to be the test case, especially when they are taking time to document their own development. There have to be tangible and immediate benefits to engaging in this new way of working.

Formal paper-based processes do not necessarily transfer successfully into an online environment. Transferring the processes from one medium to another should be viewed as an opportunity to revise and enhance existing processes. Exactly the same is true of curriculum processes.

Transferring activities from paper-based processes to electronic ones can reveal anxieties and skills deficiencies that were often otherwise masked.

Introducing and embedding a PLS into a professional course can substantially change the learning activities, leading to re-design of activities and in the long term a revision of the learning outcomes.

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