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How e-portfolio’s are changing practice

ALT/ILTA/SURF Spring Conference 2005

Dublin, 31 March 2005

Alex Kemps

Educational Advisor

INHOLLAND University

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Structure of presentation

Case study INHOLLAND University

1. Portfolio as an icon of educational innovation

2. Context of the portfolio implementation

3. Effect of strategical choices

4. Effects of broad portfolio implementation

5. Crowbar or factotum?

6. Three scenarios for portfolio

7. Portfolio assessment

8. Study-monitor system

9. Changing of the instructor’s role

10.Necessity of cooperation

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Portfolio as an icon of educational innovation -1-

The portfolio as an icon for the development towards:

-Development oriented education

-Reflective education

-Competence-based education

-Constructivistic education

This is the turn INHOLLAND University wants to make

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Portfolio as an icon of educational innovation -2-

One educational concept for all Schools of INHOLLAND

Development towards competence-based education with portfolio in

broad majors with university-wide options for minors, therefore:

-One educational concept for the whole University

-With one introduction path

-And supported by one organisation and ICT-structure

Option to use one system for a digital portfolio.

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Context of the portfolio implementation

2002

-INHOLLAND University comes into being from the merger of four

institutions

-Reorganisation of 35 units into 15 Schools

2003

-One university plan and one educational concept

-Chosen for broad majors (bachelors) and Schools-exceeding minors

2004

-Implementation competence-based education with portfolio for all

first-year-students

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Effect of strategic choices -1-

Internally

-Logistic change

-Education and Exam Regulation

-Student satisfaction research

-Employees satisfaction research

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Effect of strategic choices -2-

Externally

-Negative publicity on the basis of reactions of employees and

students

-Positive accreditations

-Positive reactions of other institutions and Department

-Positive reactions to ICT-infrastructure and portfolio system

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Effect of strategic choices -3-

Strength

Weakness

Opportunities

Threats

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Effects of broad portfolio implementation -1-

Schools

-Enthusiasm for on-line system (experience)

-Tense about availability portfolio (loyal)

-In search of possible applications portfolio (sympathetic)

-Reserved about educational innovation (expectantly)

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Effects of broad portfolio implementation -2-

Tutors

-Especially developers have plans with dpf

-Applications are mainly sought in study coaching

Heads/managers

-Choose dpf as a recognizable aspect of cbe

-Application explicitly in management contract

Board of Governors/ dept. of Education, Quality and R&D (EQR)

- Dpf to support the development towards cbe

- Use as a crowbar or as a factotum?

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Crowbar or factotum?

Two points of departure with the development of dpf:

1. The system must be applicable

The dpf to be built must be applicable, even if the development towards

competence-based education is only partly completed.

2. The system must guide the development

‘Three scenarios for portfolio’

Tool to both be forthcoming to Schools and guide the development of

competence based education.

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Three scenarios for portfolio

Application of

Portfolio with:

Mark of

Education:

Link of portfolio-papers

to:

1 Coaching SLB-line SLB-discussions

2 Coaching and

Assessment

Integrated

education

Integrated

assessments

3 Coaching and

assessment and

planning

Question-oriented

education

Competence

testing

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Portfolio assessment -1-

First application especially with study coaching

-14 Schools start in scenario 1

-1 School starts in scenario 2

Two core questions with the through-development of competence –

based education:

-How to give portfolio implementation more meaning?

-How to realize integration of the education?

Portfolio can substantially contribute to this challenge.

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Portfolio assessment -2-

Support of the initiation and development of integrative tests with

portfolio:

-Formatively and/or summatively (binding study advice)

-Helps the student to get an idea of competence-based development

-Helps developers’ teams with adjustment and integration of the

curriculum

Result:

>>continued growth towards scenario-2 for portfolio

>>portfolio as a process-tool

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Study monitor system

Parallel development of PeopleSoft Student System (PSVS) and Digital

portfolio (DPF)

PSVS

-Registration on the basis of marks

-University-wide frameworks for educational units and number of

summative tests

DPF

-Recording approved essays and proof materials

-Qualitative file formation

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Changing of the instructor’s role

HRM: reflection of development towards competence-based education

-Performance and competence management

-IPOP, performance and assessment interviews

-Tutor task becomes explicit in seven roles

Is implementation of portfolio significant here?

- As a support of the educational change

- As a support with professionalisation

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An exercise: My portfolio

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An exercise: My first essay

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Necessity of cooperation

The turn towards competence-based learning within the INHOLLAND

context requires cooperation:

-Programmes develop broad majors (bachelors) together

-Education is developed by teams

-Tutors get roles in the educational process

-Peer and expert feedback contribute more and more to learning

Besides, tutors and employees work regularly in various teams.

This demands much from the adaptibility of tutors, employees. A

portfolio can help them with this development.

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Conclusions

1. INHOLLAND University has an unambiguous context

2. The broad portfolio implementation starts on a modest scale as a

support of study coaching

3. The integrative portfolio assessments are expected to be able to

support both the integration and the significant use of portfolio

4. It is expected that tutors and employees can also benefit from the

use of their own portfolios

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