Case Study 36. Use of e-portfolios and Blogging in Teacher Education

[Reviewer: Nigel Smellie]

Case Study 36. Use of e-portfolios and Blogging in Teacher Education(University of Wolverhampton – Philosophical and Religious Studies/History, Classics and Archeology)

1. General Description of Case Study by Reviewer.

• In a provider that “still does not have a vision (for e-portfolios)” an in-house champion (an “early adopter” whose “passion carried her through”) introduced e-portfolios, blogs and other e-learning tools to teacher education.
• Exploited use of these tools to support a novel means to broaden the focus pedagogy beyond cognitive learning and which included reflection and improved assessment.
• “An astounding success with the students I have taught”.

2. JISC Classification:

a. e-Learning Activity Area: e-Portfolio.

b. e-Learning Benefits Model: MIDDLE CENTRE of the graph:

(1) E-Learning Approach (Y-Axis): “Informate Down” (JISC 2008a, p 37); improve effectiveness (p 29).

(2) Nature of the issue (X-Axis): level of definition half-way between “well-defined” and “complex"; driven by pedagogy; measured in pass rates; evidenced by effective pedagogy.

3. Rationale for Change: Scoping study identified need to extend methods of capturing “student experience” beyond cognitive aspects. New (pilot study) methods needed to:

a. Focus on “informal” as well as formal learning.
b. Capture complexity and authenticity of case studies.
c. Sample learners “purposefully” based on behaviours/characteristics.
d. Focus on typical e-learning contexts.
e. Employ semi-structured interviews.

4. Learning, Learners and Staff Involved:

a. Learning and Learners: PGCE, PGCert (in Mentoring), Foundation Degree students traditionally assessed by paper-based portfolio. Over 100 students in three year period.

b. Staff: Project champion plus former PGCE student as assistant.


5. Methods, Technology and Resources Used:

a. Methods:

• Project leader ran programme of staff education and development – eg one/two sessions from beginner to expert. Also engaged widely across staff/sudent populations to inform/educate/consult.n
• e-portfolio embedded in all modules and modelled as a teaching tool from induction.
• Rolled out across courses as pilots.
• Evaluation of pilots conducted at Uni level.

b. Technology: PebblePAD e-portfolio; blogs. Some students used videos, podcasts, digital images etc.

c. Resources: Specific costs not identified.

6. Possible Innovation Identified?

• Technology – high in organisational context
• Methods – medium or possibly greater in subject area context.

7. Key Benefits and Drawbacks/Disppointments:

a. Benefits:

• Student satisfaction.
• Increase in A and B grades
• Significantly increased student e-learning; more limited with staff not directly involved.
• Staff personal development.
• (Slowly) increasing interest e-learning. Part-time e-learning coordinator appointed in School of Education has raised profile. Plus other schools in Uni also involved in e-portfolio projects and Special Interest Groups.
• External recognition of project leader (within broader e-learning community).

b. Drawbacks:

• Personal workload
• Innovation still not supported by wider institutional strategy.

8. Lessons Identified:

• “e-portfolios benefits most effectively when considered as part of a joined-up teaching and learning approach rather than as a discrete entity”.
• e-portfolios proved to be very flexible tool.
• Project leader encountered resistance that was at times “isolating and demotivating” - “I probably need to develop a thicker skin and continue to keep the learner, rather than the technology, as the focus for my ongoing technological battles”.

9. Additional Comments by Reviewer:

• Claims of success are credible – external recognition, and Uni-level evaluation of pilots which led to (part-time) employment of e-learning coordinator. May also have served as an exemplar to encourage wider organisational change.
• Somewhat of a “one woman” crusade against organisational and cultural resistance/inertia.
• Individual clearly had passion and commitment as well as high levels of pedagogic and e-learning expertise tied to strong organisational and leadership qualities.
• An “early adopter" achieving success ‘against the odds’ who subscribes to the view that learner-centric, rather than technological arguments win debates in academic institutions.

10. References:

JISC (2008a), Exploring Tangible Benefits of e-Learning: does investment yield interest?

(611 words – excluding Paragraph 10)