《Impact study of e-portfolios on learning.doc》由会员分享，可在线阅读，更多相关《Impact study of e-portfolios on learning.doc（117页珍藏版）》请在金锄头文库上搜索。
1、Impact study of e-portfolios on learningTable of contentsTable of contents2The research team3Section 1: Executive summary4Introduction4Section 2: Background6E-portfolio6Section 3: The potential of e-portfolios to support learning12Engagement and motivation12Recommendations for further research31Sect
2、ion 4: Case studies32Case study 1: Pre e-portfolio activity in a primary setting: Carr Hill, Nottinghamshire32Case study 2: Early e-portfolio activity across a local authority West Berkshire Council40Case study 3: Using personal planning software in Wolverhampton City Council49Case study 4: E-portfo
3、lios for planning and reflection61Case study 5: E-progress files at Loughborough College Managing and supporting students learning68Case study 6: E-portfolio use in further education The transition to higher education and the transition from an undergraduate degree to work79Case study 7: E-portfolio
4、s for tutors A NIACE adult and community learning staff development project89Case study 8: E-portfolios in the National Health Service93Section 5: Resources100Bibliography101Appendix 1: Data collection tools103Learner interview schedule105Theme105Line of questioning105Sample survey questions106Appen
5、dix 2: E-portfolio maturity modelling A draft set of descriptors111The research team Team leaderDr Elizabeth Hartnell-Young, University of NottinghamResearchersProfessor Colin Harrison, University of NottinghamDr Charles Crook, University of NottinghamDr Richard Pemberton, University of NottinghamDr
6、 Gordon Joyes, University of NottinghamTony Fisher, University of NottinghamLindsay Davies, University of NottinghamConsultantsProfessor Jean Underwood, Nottingham Trent UniversityDr Angela Smallwood, Centre for International ePortfolio Development, University of NottinghamSection 1: Executive summa
7、ryIntroductionThis report was commissioned by Becta to investigate the potential of e-portfolios to support learning, in light of current policy to provide a personalised online learning space for every learner that can encompass a personal portfolio to every school by 2008 (DfES, 2005). In addition
8、, the QCAs Blueprint for E-assessment proposes that, by 2009, all awarding bodies should be set up to accept and assess e-portfolios. Expectations have therefore been raised for learners as e-portfolio creators, for their current institutions and for their potential audiences. A team of researchers
9、from the Learning Sciences Research Institute at The University of Nottingham conducted the project between October 2006 and March 2007. They aimed to identify common themes, across a range of e-portfolio projects, and to establish dimensions and baselines that could be used for future planning and
10、implementation. Specifically, it aimed to provide advice on: the potential of e-portfolios for learning which aspects of existing projects have an impact on learning whether these are transferable.Key findingsThe results of this study suggest that e-portfolios benefit learning most effectively when
11、considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for par
12、ticular purposes. There is then likely to be substantial impact on both learning processes and learning outcomes.Impact on learning outcomes The study found that e-portfolio processes support both pastoral and/or social needs and curriculum outcomes. E-portfolio processes and tools for organisation
13、and communication support the learning outcomes of students with a wide range of abilities. Learners also develop ICT skills through using these tools, thus achieving curriculum outcomes through purposeful activity. E-portfolios make progress and attainment more obvious to both teachers and students
14、 because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses. The combination of software tools that allow learners space for experimentation, and the expertise of teachers who can scaffold further learning, has the potential to develop creativit
15、y. But there is a potential tension between facilitating creativity and designing supportive structures for students to enter information. Schools that had recently achieved their best-ever results believe this was the result of an integrated, whole-school or authority-wide approach to teaching and
16、learning support that included online tools and repositories. Impact on learning processes The individual and group processes of capturing and storing evidence, reflecting and planning that many institutions currently encourage even where they do not use the term e-portfolio have great potential to support future individual
