Troublesome e-portfolio Implementation: A Threshold Concepts Approach to Judging Institutional Maturity

Joint Information Systems Committee 08/04/2023 | | Slide 1

Troublesome e-portfolio implementation: A threshold concepts approach to judging

institutional maturity

Gordon Joyes, University of Nottingham

JISC e-Portfolio consultant from 2007

Director of the JISC e-Portfolio Implementations Study 2010-11

Joint Information Systems Committee 08/04/2023 | | Slide 2

Troublesome e-portfolio implementation: A threshold concepts approach to judging

institutional maturity

Lisa GrayJoint Information Systems CommitteeElizabeth Hartnell-YoungLearning Sciences Research InstituteAngela SmallwoodCentre for International e-Portfolio ResearchUniversity of Nottingham, UK

Joint Information Systems Committee

Why is large-scale e-portfolio adoption lagging behind VLE adoption?

In HE in the UK and elsewhere there is still weak central influence on local pedagogy and the lecturer tends to control the curriculum and how it is learnt (Mayes, 2009) .

The pedagogic choice can tend to be discipline dependent (Becher & Trowler, 2001)

It is recognised that there are a wide range of pedagogies that can be supported by e-learning (JISC, 2004; 2009).

The VLE allows for this pedagogic diversity.

Can the same be said of the e-portfolio? They are potentially disruptive but may fit more easily within some disciplines , e.g., Medicine and the Health Sciences and Initial Teacher Education.

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The purpose – process matrix

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Findings from the analysis of 21 JISC funded projects

Implementation was not straightforward in spite of all the guidance available , e.g. , the JISC e-portfolio InfoKit. In part due to:

– the range of purposes/contexts in which they can be applied

– the range of processes that need understanding and supporting

– the number of stakeholders involved in decision making

The research indicates that there are a number of threshold concepts that need to be understood and that there is an experiential journey that is involved in implementation.

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What are the features of a threshold concept?

'Threshold Concepts' may be considered to be "akin to passing through a portal" or "conceptual gateway" that opens up "previously inaccessible way[s] of thinking about something" (Meyer and Land, 2003).

They represent ‘troublesome’ knowledge,

i.e. counter-intuitive(Perkins, 2006)

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‘Troublesome’ knowledge - the evidence

It is difficult to agree on a definition for an e-portfolio (system, learning process, presentation, archive);

Many educators tend not to use the term at all;

Purposes seem almost endless and so choosing where in the learning process and when to implement them can seem confusing;

Even with guidelines and case studies of exemplars those implementing e-portfolios seem often to reinvent the wheel, make really ‘obvious’ mistakes compared to those who have a deeper understanding of the area;

Understanding of e-portfolios seems to develop with experience and over time suggesting that there are key issues to understand.

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Threshold Concepts associated with e-portfolio implementation

These relate to:

1. Their PURPOSES:

2. LEARNING ACTIVITY DESIGN:

3. The PROCESSES involved:

4. OWNERSHIP issues:

5. Their transformative and DISRUPTIVE NATURE

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Threshold concept 1: The role of purpose

For successful implementation, the purpose/s behind the use of the e-portfolios must be aligned to the particular context.

Some contexts suit some purposes more than others and this needs to be determined by an analysis of the benefits (and costs) of the purpose in that particular context.

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Threshold concept 1: The role of purpose

This is associated with the preconceptions that: – There is one definition of an e-portfolio;

– One e-portfolio system necessarily works in all situations;

– After students are inducted to e-portfolio processes, for example those involved in PDP, they will apply this across their courses.

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Threshold concept 2: The role of learning activity design

There must be a conscious design and support of a learning activity/activities suited to the purpose and the context,

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Threshold concept 2: The role of learning activity design

This is associated with the preconceptions that: – Users will work out how to use an e-portfolio system

to suit their needs;

– The e-portfolio implementation can be left to study skills specialists.

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Threshold concept 3: The role of process

The processes involved in the creation of the e-portfolio in the particular context must be understood and both technical and pedagogic support needs to be provided.

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Threshold concept 3: The role of process

This is associated with the preconceptions that: – Students are digital natives and so will easily adapt to

using e-portfolios;

– Users understand processes like feedback, reflective writing, selecting information, planning;

– Tutors/ mentors know how to support their students in using e-portfolios.

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Threshold concept 4: The role of ownership

The e-portfolio processes and outcomes need to be owned by the student. This view leads to considering portability & choice of tool (use of their own phone, camera, audio recorder, Web 2.0 application)

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Threshold concept 4: The role of ownership

This is associated with the preconceptions that: – There needs to be one e-portfolio for life;

– Bespoke technologies, i.e. PDAs and digital cameras are best for information capture in the workplace.

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Threshold concept 5: The disruptive nature of e-portfolios

E-portfolios are disruptive from a pedagogic, technological and an institutional perspective because they tend not to fit exactly within existing systems.

This has implications for the nature of the curriculum and its assessment as well as staff workload and pedagogic and technical support, particularly in novel work-based learning and life-wide contexts.

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Threshold concept 5: The disruptive nature of e-portfolios

This is associated with the preconceptions that: – An e-portfolio will save everyone time;

– An e-portfolio can simply replace a paper-based portfolio system;

– Human Resources departments/ employers and university admissions will value an e-portfolio in the application process;

– A successful project implementation will readily transfer;

– The curriculum and pedagogic approaches remain unaffected by the introduction of e-portfolios;

– Information capture in the workplace is unproblematic.

– Access by learners to e-portfolios is unproblematic.

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Threshold concepts and JISC communications

Guidelines/guidance will only make sense to a stakeholder if the threshold concept is understood and the preconceptions resolved.

Is this why the wheel has been invented so many times in the e-portfolio area?

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Implementation should not be a game of chance

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The Challenge

The threshold concepts approach:

Reveals the complexity of the area – not ‘simpler’ guidance.

Recognises that for transformation in relation to practice to occur an institutional approach needs to be adopted that takes into account the needs of the ‘learners’ in a wide range of contexts.

For senior managers this signals the possibilities of optimising cost benefits

JISC recognises that guidance on large-scale implementation is needed and is funding the ePI study.

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ePI study

Most institutions seem to move from a localised model of implementation, where only three of the threshold concepts, that of the role of purpose, learning activity design and processes may be considered, to an institutional approach where the role of ownership and the disruptive nature of e-portfolio implementation are fully considered by a wide range of stakeholders.

Others have implemented whole institutional PDPs.

How have institutions with large-scale e-portfolio implementation managed that journey?

These understandings could be used to support e-portfolio adoption - the ePI study

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Joint Information Systems Committee 23


e-portfolio implementations framework

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The ePI study

Aug 2010 – May 2011

Use the ePI framework to identify large-scale implementations where there is evidence of ‘some’ slices of maturity

Invite HE/ FE institutions and professional organisations to collaborate in creating case studies that illuminate their journeys – identifying key decisions, strategies and policies and lessons learnt

Interview practitioners and senior managers

Beginning with five in the UK and moving to 14

Working with a parallel project funded by New Zealand MoE

Including Australian case studies

Output – ePI toolkit (developed with the JISC infoNet) aimed at practitioners and senior managers

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The ePI study wiki

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Exemplar 3

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Exemplar 3

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Exemplar 6

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Exemplar 6

cs14.pdf

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ePI study

Google: eportfolio study

Website: https://sites.google.com/site/epistudy/

Email: [email protected]

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Any questions

???

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