A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work

Since 2005 all staff and students within the University of Wolverhampton have had access to an ePortfolio system - PebblePad. In 2007 the University ran a HEA Pathfinder Project 'embedding ePortfolio at level 1' which involved 1800 level 1 learners and 31 members of staff across all acade...

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Autores principales:	Megan Lawton, Emma Purnell
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	personal development planning (PDP) ePortfolio progression formative feedback Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a4b913f37f7f42fcbd5cac753db3b98f
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spelling	oai:doaj.org-article:a4b913f37f7f42fcbd5cac753db3b98f2021-11-29T14:04:25ZA little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work10.47408/jldhe.v0i2.421759-667Xhttps://doaj.org/article/a4b913f37f7f42fcbd5cac753db3b98f2010-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/42https://doaj.org/toc/1759-667X Since 2005 all staff and students within the University of Wolverhampton have had access to an ePortfolio system - PebblePad. In 2007 the University ran a HEA Pathfinder Project 'embedding ePortfolio at level 1' which involved 1800 level 1 learners and 31 members of staff across all academic schools. The staff development activities used to develop teacher capabilities tried to mirror the student experience to great success. The knowledge gained from this project was then taken into a University-wide impact evaluation. The evaluation identified anticipated and unanticipated outcomes of pedagogic processes for personal development planning (PDP) and e-portfolio development. This paper will deal with two key areas: 1 the early identification of risk and 2 the reduction in non-submission of work. This work now feeds into the University's Blended Learning Strategy (2008). The overarching aims of this strategy are to enhance student learning and to improve each student's learning experience. This is articulated via student entitlements of which the following are directly addressed by this work: All students should be entitled to: • formative assessment/s opportunities on line with meaningful electronic assessment feedback; • have the opportunity to participate in electronic Personal Development Planning (ePDP); The paper will look at how an ePortfolio system was used to develop learner skills, learner support issues and how staff from a central department worked with discipline-based staff to help support their students, finally addressing institutional strategy and support issues. Megan LawtonEmma PurnellAssociation for Learning Development in Higher Education (ALDinHE)articlepersonal development planning (PDP)ePortfolioprogressionformative feedbackTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	personal development planning (PDP) ePortfolio progression formative feedback Theory and practice of education LB5-3640
spellingShingle	personal development planning (PDP) ePortfolio progression formative feedback Theory and practice of education LB5-3640 Megan Lawton Emma Purnell A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work
description	Since 2005 all staff and students within the University of Wolverhampton have had access to an ePortfolio system - PebblePad. In 2007 the University ran a HEA Pathfinder Project 'embedding ePortfolio at level 1' which involved 1800 level 1 learners and 31 members of staff across all academic schools. The staff development activities used to develop teacher capabilities tried to mirror the student experience to great success. The knowledge gained from this project was then taken into a University-wide impact evaluation. The evaluation identified anticipated and unanticipated outcomes of pedagogic processes for personal development planning (PDP) and e-portfolio development. This paper will deal with two key areas: 1 the early identification of risk and 2 the reduction in non-submission of work. This work now feeds into the University's Blended Learning Strategy (2008). The overarching aims of this strategy are to enhance student learning and to improve each student's learning experience. This is articulated via student entitlements of which the following are directly addressed by this work: All students should be entitled to: • formative assessment/s opportunities on line with meaningful electronic assessment feedback; • have the opportunity to participate in electronic Personal Development Planning (ePDP); The paper will look at how an ePortfolio system was used to develop learner skills, learner support issues and how staff from a central department worked with discipline-based staff to help support their students, finally addressing institutional strategy and support issues.
format	article
author	Megan Lawton Emma Purnell
author_facet	Megan Lawton Emma Purnell
author_sort	Megan Lawton
title	A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work
title_short	A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work
title_full	A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work
title_fullStr	A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work
title_full_unstemmed	A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work
title_sort	little and often: unanticipated outcomes from an eportfolio evaluation impacting on early identification of risk and non submission of work
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/a4b913f37f7f42fcbd5cac753db3b98f
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A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work

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