Julie Hughes University of Wolverhampton ESCalate E-portfolio

Julie Hughes University of Wolverhampton & ESCalate E-portfolio journeying 2004 to 2008 My continuum. .

Starting from the learner’s perspective – Lucia E-portfolio-based learning If I could start it all again ----- hints and tips I’d probably do it the same way! But I’ve learnt: Start with the curriculum and your pedagogic values Ask yourself • How might the student experience be enhanced by using one of the structured assets in pebble. Pa. D? • How manageable is this? • What support can I and my students access? • Is there whole team-buy in and management support for this approach? • Who can I ask in the pebble. Pa. D community so that I don’t reinvent the wheel?

Going backwards – situating and reflecting Autumn 2004 – piloting in the School of Education Professional Practice module on a PGCE – only me! We had an established paper portfolio and dialogic formative feedback culture but there was something lacking. Cue Pebble. Pad! Sharing thoughts – diagnostic and warm up – writing into the void – did it get there? Who is my audience? Establish the netiquette, roles and expectations – not synchronous

Early action planning – doesn’t all have to be done in pebble. Pa. D – beginning to blend with workplace mentors. Encouraging talkback to feedback – appropriate registers and literacies? What are your ‘norms’? Think about what you want to use an eportfolio system for – you might want it to simply be a digital repository or you might want it to be a site for rich personalised learning and multimedia expressions – it can be all things on this spectrum.

Lengthier thoughts – reflective and reflexive – being different in this space – needing time to learn how to be different Jane – January 2005 Exposure and vulnerability? http: //pebblepad. wlv. ac. uk/viewasset. aspx? oi d=1710&type=thought Basics Have you thought about how much extra time you’ll need in the shift to eportfolio-based learning? Blending = instead of NOT as well as? What levels of in/formality are appropriate – how do you emote online?

Discovering the power of templates in early 2005! Show them the way but encourage roads less travelled –mirrors the sister paper portfolio. This will allow you retain some control over what is presented for assessment – i. e meeting the standards

How the students responded (2005): feels really professional, so proud of my e-portfolio, want to share with employers. . . and they did!

But not just information push – critical incident sharing, enquirybased learning and peer assessment Daring to share and beginning to let go. Modelling and weaving. Creating the conditions for peerlearning may mean reassessing your role and your role in the teams you work within. Remember to consider the whole student experience – pp is great – but not if you are being bombarded and as a student you don’t know why – consider patterns of activity i. e what else are students doing this week?

Where next? More modelling and the year of the blog!! E-portfolio as teaching and presentation tool.

Blogging! Beginning to share in a more systematic and organised way Learning from my learners – start it when you feel it. What about metaphors? Structure and more structure – pebble. Pa. D on its own won’t create the reflective communities – you need to structure this. Think about – what do I know that students would like to talk about this week?

Adding more structure to the scaffold Action planning plus prompts Results? Shockingly marvellous! FD

Personal and professional development Awareness of audience and their technology skills Modelling and valuing the shift – are you e-portfolio teachers and learners too?

Harnessing the creative potential of pp and thinking outside the box • Jenny’s chronological narrative of her development and her first eportfolio; • Emma’s hypertext e-portfolio, all singing, all dancing; • Blogging for beginners PGCE and FD; • Using e-portfolio for group work; • Submitting essays for summative assessment.

Where now? • Really blogging from the beginning; • Getting out of my comfort zone and exploring other assets; • Pebble dashing – online mentoring; • Extending the pp family – partners; • Curriculum development; • Getting the AD on board. • Where ever next? ?