This page contains information and links to a range of tools and resources to support the project:
JISC Tools and Resources:
The e-Portfolio Implementation Toolkit
The e-Portfolio Implementation Toolkit is the output from the JISC-funded e-Portfolio Implementation (ePI) study led by the University of Nottingham. Based on case studies from the UK, Australian and New Zealand partner institutions and some professional organisations, the toolkit aims to identify salient messages from examples of large-scale e-portfolio implementation, articulate models of implementation and support users in addressing issues relevant to their context.
Our evaluation of this tool can be found here
A wiki containing exemplars of e-portfolio use with examples of a wide range of e-portfolio uses from the UK, Australia and New Zealand. All exemplars represent thoughtful practice judged against the ePI framework. It is worth noting that most examples involve a formative feedback process and many involve summative assessment.
Our evaluation of this tool can be found here
Effective Practice with e-Portfolios Publication
Effective Practice with e-Portfolios draws out key points from established and innovative examples of practice in further and higher education and from a selection of significant JISC-funded projects on e-portfolios. The publication complements an infoKit on e-portfolios which synthesises the main outcomes from JISC-funded projects in this field and covers the main drivers, purposes, processes, perspectives and issues around e-portfolios.
Our evaluation of this tool can be found here
Lifelong Learning and Workforce Development Projects
Projects developing and implementing the use of appropriate technologies and processes to enable HE-level learning services that meet the needs of learners in the workplace, and of their employers.
Our evaluation of this tool can be found here
This resource pack synthesises the outcomes from the Learner Experiences of e-Learning theme of the JISC e-Learning Programme which funded a total of ten projects from 2005 to 2009, and had the sustained involvement of over 200 learners and more than 3000 survey respondents to explore learners’ perceptions of and participation in technology-enhanced learning in a digital age.
Our evaluation of this tool can be found here
JISC infoNet Impact Calculator
This freely-available downloadable tool includes the means by which any organisation considering or currently engaged in an initiative to improve the management of a change initiative can capture and measure three distinct sets of data:
- performance information before and after completion of the initiative
- costs of implementation
- an accurate calculation of its measurable benefits to be achieved that can be quantified in both monetary and non-monetary terms
Our evaluation of this tool can be found here
HEAR Readiness Self-assessment Framework
The aim of the framework is to help Higher Education Institutions assess their readiness to implement the Higher Education Achievement Report (HEAR). The framework represents ‘check points’ at the various stages of implementing the HEAR.
Our evaluation of this tool can be found here
This toolkit aims to help institutions, faculties, schools, departments, and programme teams to:
- Better understand what “maturity” in work-based learning (WBL) looks like.
- Assess their own maturity in WBL.
- Improve their strategies and plans for WBL.
Our evaluation of this tool can be found here
JISC Funded Projects
EPPSME (e-Portfolio based Pedagogy for SME’s)
EPPSME developed resusable models and resources for an e-portfolio based pedagogy that addressed the needs of SME based learners. An e-portfolio tool (PebblePad) was used to deliver flexible learning opportunities to work-based learners. As part of further activities the EPPSME project is lead on the development of an e-Portfolio Community of Practice (ePCoP – see www.wlv.ac.uk/epcop).
Our evaluation of this project can be found here
iWoBLE (Interactive Work-Based Learning Environments)
The iWoBLE project explored the use of the institutional VLE and e-portfolio functionality to support learners, employers and academic staff in establishing virtual learning communities to underpin face to face interactions. E-portfolios proved to be of particular value in mentoring schemes for international students, providing a straightforward way for mentees to record and share their learning journey.
Our evaluation of this project can be found here
SAMSON (Shared Architecture for Employer, Student and Organisational networking)
SAMSON has developed a shared technical architecture for supporting postgraduate learners on work placements, for employers and employees interacting with the universities for CPD, and for HE staff developing employer engagement activities. Learners access a range of services through their e-portfolio. A range of e-portfolio tools are being supported included PebblePad, iWebfolio, Mahara, and the Desire2Learn e-portfolio.
Our evaluation of this project can be found here
TELSTAR (Technology Enabled Learning Support for Training, Accreditation and Recognition)
TELSTAR have created a flexible framework which provides a shell to encompass taught modules, negotiated learning (work-based) and Accreditation of Prior Learning. Aimed at work-based learners, PebblePad facilitates the delivery of learning materials and allows the recording of professional and personal development, and enables access to be granted to current and potential employers with the additional benefit to map development against a competency framework.
Our evaluation of this project can be found here
WELL (Workforce Engagement in Lifelong Learning)
Focusing on the delivery of courses for work-based healthcare support workers and an MA in Professional Practice, the WELL project used PebblePad and ?? for learners to record and evidence personal and professional practice.
Our evaluation of this project can be found here
The CPD-Eng project has created open source software – MyShowcase, which opens up the value of social networks for learning and personal development, bridging the gap between personal spaces and ePortfolios. It allows users to maintain up-to-date records of competence – evidence of tasks, processes and activities mapped directly to approved competency frameworks.
Our evaluation of this project can be found here
TEL-WFD (Technology Enabled Learning to support a Welsh Centre for Workforce Development)
As part of a wider project, TELWFD explored the role of a reflective journal for placement students, providing a resource for the completion of an assessed reflective account. Students were undertaking a newly validated foundation degree and MA in Applied Professional Practice.
Our evaluation of this project can be found here
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