A CAPITAL Project

I have just received notification of the publication of an excellent research project, CAPITAL - Curriculum and Pedagogy in Technology Assisted Learning. 'Year 3 final report: Shaping Contexts to realise the potential of technologies to support learning.'

The document reads well and is full of up-to-date thinking in relation to the support of learning through contemporary technologies. However, for the sake of this blog, I thought that I would quote some of the references to ePortfolios that might whet your appetite to read further:

"In our work, we used the term 'E-assessment' to refer to any use of digital technology to support an evaluation of a student‟s progress in learning (any activity undertaken to gather and evaluate information about a student's learning). By including tools to gather and store information (e.g., e-portfolios) this term is broader than the definition of e-assessment provided by JISC (2007): “the end-to-end electronic assessment processes where ICT is used for the presentation of assessment and the recording of responses”.

"The guide provides many examples of successful use of e-testing and e-portfolios in assessment. In 2005, 26% of awarding bodies used e-assessment to deliver, on average, 29% of their assessment program (Thomson, 2005). In our interviews with leaders of awarding bodies, it was emphasised that efficiency gains are ultimately beneficial for the learner. E-assessment offers greater flexibility (different locations, different times), faster feedback, and reduction in administration costs (OCR, 2009; AQA, 2008). Also, by supporting the workload for human markers, assessment can be made more reliable. The e-learning company Epic argues that tests can be more consistent, relevant, reduce cheating and save marking time (Epic, 2010).

"However, these benefits described relate mostly to the efficiency gains of summative assessment. In contrast, the potential to assess a range of skills that is broader (e.g. using video to help assess drama), and more fully to integrate assessment into learning activities resonates with claims around the transformational potential of e-assessment..... One key tool that is gaining in appeal is the e-portfolio, which provides the means to store and organise a rich multimedia range of assessment evidence, integrating assessment material from sources such as digital cameras and mobile devices (e.g. Molenet, 2008). The e-scape project reported in our case study (Patterson, 2009a) also exemplifies the potential to integrate a richer range of materials for assessment.

"E-portfolios provide a structure for teachers and learners to store and share rich sources of assessment evidence, although they do not as yet provide quantifiable data or feedback themselves. They are currently mainly used for more work-based assessments that require portfolios of evidence. Consequently, their potential for adoption is more determined by the wider culture of assessment practice.

"It is also important to emphasise here that whilst summative assessment pressures may represent a significant barrier, tools to support formative assessment offer great potential. Indeed, a commitment to formative assessment was perceived as a key enabler in the successful use of e-portfolios in the e-Scape project.

"One key challenge is to change the culture of assessment where the requirements for summative assessment can unhelpfully drive practice. In this situation, there is a significant opportunity to develop assessment for learning, through diagnostic testing with rapid feedback, rich media assignments and feedback, and e-portfolios for self-reflection. There is also a need to support and assess learning over longer periods, through e-portfolios and activity logs."

I could go on with several more quotes... but you should read the whole report for a better overview!

The CAPITAL project produced a range of other reports and research findings during its life, and copies of all of these can be found on the website http://www.lsri.nottingham.ac.uk/capital/

Research or Introspection?

From the illustrious University of Canterbury (New Zealand) I saw this impressive report entitled, 'NZCARN Research Symposium Paper on ICT'. I quote the section on e-Portfolios:

"e-Portfolios are increasingly being adopted in a range of educational settings for a variety of purposes including learning, assessment, presentation of achievement, and personal professional development (Stefani, Mason, & Pegler, 2007). In terms of learning and personal development, e-portfolios can have a key role in supporting individuals to reach their full potential by promoting the development of lifelong learning skills such as reflection, self regulation and collaboration (Lamont, 2007). The advancement of 21st century educational technologies has focused attention on the e-portfolio as a powerful learning tool, and has prompted many authorities to consider the benefits (Fox, Britain, & Hall, 2009). Fox et al. (2009) identify some additional key components of an e-portfolio, which are essential for our conception of an e-portfolio: author ownership, where the user can maintain a personal lifelong record of learning; interoperability, allowing the user to transfer their e-portfolio from one environment to another; and confidentiality, where students have the opportunity to think critically about their work and to speak openly about their progress in a secure environment.

"Mahara (http://www.mahara.org/ ) is a fully featured open source electronic portfolio, which was developed in 2006 by the New Zealand e-Portfolio Project funded by the New Zealand Tertiary Education Commission’s e-learning Collaborative Development Fund. Mahara is a web-based e-portfolio, designed for tertiary education as a learning portfolio which is constructivist in nature (Stefani et al., 2007), with the emphasis being on the ownership and lifelong learning and development of the user. Mahara was designed with accessibility, ownership, interoperability and transferability in mind, and includes collaborative and communication tools. Mahara is currently being used within teacher education programmes in Massey University, the University of Canterbury, Auckland University of Technology and Victoria University. It is also being piloted with some New Zealand secondary school students (Fox et al., 2009). The design features support ongoing collaborative approaches to action and research to which NZCA&RN aspires.

"Within the context of action research and related approaches, the e-portfolio has the potential for practitioner and researcher ownership of a lifelong virtual private space for: setting and reviewing goals; reflecting on actions, learning and progress; engaging in professional critical dialogue; disseminating knowledge; and showcasing skills and dispositions. This virtual space can be accessible from anywhere; and the user can select particular aspects to share with individuals and communities of practice. The virtual space also allows for recording emerging knowledge, skills and ideas privately until such time as they are mature enough to share with others, or be dismissed or laid aside to return to at a later date. An e-portfolio tool therefore, has great potential to enhance collaborative action and research networking, and to navigate the ‘braided rivers’ of action research approaches and ‘whanau of interest’ (Macfarlane, 2009). However it is important to note that the issues identified by Margaret Lamont (2009) when implementing ePortfolios in teacher education are also likely to apply to their use in research too. These include equitable access and development of a shared vision of purpose among the NZCA&RN communities of practice."

To me, this looks like encouragement to further introspection rather than trying to understand how Lifelong, Lifewide Learning and Leisure can be supported through an e-Portfolio. Mahara might well be a good basic tool for those in HE but what of the rest of society, for all Ages, Aptitudes, Abilities, Accesibilities and Attitudes?