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Six steps to e-portfolio-based learning

‘I can jot something down quickly at the time in the e-portfolio and expand on it later.’ Physiotherapy practitioner

Step one

Step two

Step three

Define – e-Portfolios can mean

Understand – e-Portfolio-based

Prepare – e-Portfolios raise

different things in different contexts. Establish the purpose and objectives of your e-portfolio initiative. Define the issues it aims to address, the likely support needs of the learners and the nature of the learning environment before asking:

learning offers real potential for autonomous and personalised learning. However, a vision for e-portfolios as the hub of student learning will have an impact on pedagogic and other institutional practices. Ask:

a number of fundamental issues around ownership of data and identity and access management. The embedding of any e-learning tool requires assessment of risks as well as benefits, plus investment in staff training and support. Accessibility, IPR, copyright and other potential legal issues also need to be raised. Ask:

‘Which tools, systems or approaches should we adopt?’

‘What kind of learning outcomes do we require from the e-portfolio initiative and what implications will this have for our practitioners, administrative and technical staff?’

‘Who will prepare the ground?’

‘I think it’s good because it shows employers what you’ve got to offer.’

‘Being critical of myself scared me. But somehow, blogging with other people and hearing their thoughts, I started becoming reflective.’

FE learner

PGCE student

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Profile for JISC infoNet

Effective Practice with e-Portfolios (September 2008)  

The guide complements a new infoKit on e-portfolios from JISC infoNet which offers a comprehensive synopsis of the main drivers, purposes, p...

Effective Practice with e-Portfolios (September 2008)  

The guide complements a new infoKit on e-portfolios from JISC infoNet which offers a comprehensive synopsis of the main drivers, purposes, p...

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