There would appear to be no shortage of definitions and descriptions of what constitutes a portfolio (electronic or otherwise). Nonetheless, across this spectrum it is possible to discern a commonality that includes: the curation or production of evidence, the facilitation of reflection and the demonstration of progress in learning (Beetham 2006; Cotterill, 2007; Scully, O’Leary and Brown, 2018).
Over the past three years IT Tralee’s eLearning unit (EDSU) has been increasingly involved in supporting the introduction of ePortfolio tools, namely Pebblepad and Pathbrite. However, we were also aware that a number of other lecturers were also using various platforms to carry out tasks that involve curation, presentation, production of artefacts reflection and demonstration of development, in other words: an ePortfolio, even if the platform they were using are not actually called an ePortfolio tool. As such, EDSU were keen to capture the views and experiences from a wide range of lecturers involved in the use of electronic platforms that serve as a means of curation, presentation and reflection.
The research approach was very much informed by the interpretative paradigm with its emphasis on placing the participant at the centre of the study and letting them tell their story (Crotty, 1998); consequently the research tool employed was semi-structured interviews. Nine participants were purposively selected on the basis that they were involved in the employment of ePortfolios (or platforms that effectively served as an ePortfolio) with their students and that they represented the spectrum of the three schools in the Institute.
The interviews were transcribed and subsequently thematically coded (Braun & Clark, 2006); this process produced a large number of themes which were subsequently organised into four main themes. However, rather than present all the themes, and in keeping with the conference theme, this presentation focuses on the theme we characterised as Governance. Some of the notable Governance sub-themes to emerge relate to issues regarding: the drivers of ePortfolios; ethical use of data; quality assurance; the role of external actors and sustainability. Given that the QQI has recently published its Statutory Guidelines on Blended Learning with its emphasis on organisational, programme and learner contexts the theme of Governance provides an opportunity to tease out and discuss issues regarding to the use ePortfolios within the wider TEL world. This (albeit small) research project provides useful insight into the issues faced by lecturers implementing TEL into their work and thus highlights some of the factors that policy makers need to factor in when designing policies.
References
Beetham, H. (2006). ePortfolios in post-16 learning inthe UK: Developments, issues and opportunities in the UK. Bristol, UK: JISC. Retrieved from http://www.jisc.ac.uk/media/documents/themes/elearning/eportfolioped.pdf
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. Retrieved from: http://eprints.uwe.ac.uk/11735
Cotterill S. J. (2007) What is an ePortfolio? ePortfolios 2007, Maastricht. Retrieved from: http://www.eportfolios.ac.uk/definition
Crotty, M. (1998) The Foundations of Social Research- Meaning and Perspective in the Research Process. London: SAGE Publications.
Scully, D., O’Leary, M. & Brown, M. (2018). The Learning Portfolio in Higher Education: A Game of Snakes and Ladders. Dublin: Dublin City University, Centre for Assessment Research, Policy & Practice in Education (CARPE) and National Institute for Digital Learning (NIDL). Retrieved at: https://www.dcu.ie/sites/default/files/carpe/eportfolio_report.pdf
QQI (2018) Statutory Quality Assurance Guidelines for Providers of Blended Learning Programmes. Retrieved from: http://www.qqi.ie/Publications/Publications/Statutory%20QA%20Guidelines%20for%20Blended%20Learning%20Programmes.pdf
Topics: TEL Policy & Strategy , Topics: TEL Leadership
