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An overview of use - Bradford

Page history last edited by Jacquie Kelly 10 years, 3 months ago


Summary Case study Home Page An overview of use The implementation journey



 Table 1: Exemplars of e-portfolio use (White= no evidence found, green = developing practice, blue  =  effective practice). 


Select the links to the exemplars in the table  


The nature of e-portfolio use

The exemplars selected represent a range of activities up to 2011.


Intra course - localised use

Inter/ whole course –> cross dept/ school/ faculty use

Cross-whole institution use within the curriculum

Extra-curricular use including transitions into and from the institution, WBL and CPD

Supporting assessment:

Yr1 Psychology module promoting academic and employability skills (2);


Creative Media Enterprise Module (12).


ICT skills development:

Yr 1 Combined Studies course core module (5).


Students working in collaborative groups at a distance:

Yr 1 Combined Studies course core module in Communication (5).

Support for professional practice courses:

Evidence based care for the MSc in Dementia Studies (14);


Pharmacy and Pharmacy Practice (7);


Advanced Competency Based Learning in Clinical Practice (Nursing) (13);


New lecturers' course (PgCHEP) (15).


PDP and employability:

Support PDP and personal tutoring in Economics (6);


Business Practice and Commercial Awareness for Pharmacists (7).



Synoptic reflection on all elements of a course:

Midwifery Lifelong Learning modules (1).



Students with learning difficulties/disabilities:

Research project: Mobile enabled disabled students (8).



Tool available to all students for skills audit and PDP:

SaPRA (Self and Personal Reflective Activity profiling tool) (4).


Staff ICT skills development:

National Vocational Qualification in IT (9).

Work Based Learning:

Pharmacy Practice: tutors, workplace mentors and assessors share student work for meetings and feedback (7);


Advanced Competency Based Learning in Clinical Practice (Nursing) (13);


MSc in Dementia Studies - distance learning (14).


Transition into the institution:

Progression from 6th Form to University - ELP project (3);


Sustaining support and communications - an on-campus Summer School (10).


Staff Professional Development:

National Vocational Qualification in IT (9);


Staff Performance Review and Appraisal (11);


New lecturers' course (PgCHEP) (15).




Table 1 provides an overview of implementation and links to examplars of effective e-portfolio use. Effective use was judged using the ePI framework.


At Bradford the main push to introduce and use e-portfolios has come from the centre to support an institutional strategy and framework for Personal development Planning (PDP). However we recognise that it is essential to embed the e-portfolio into core teaching and learning activities if its use is to be sustainable.


The majority of use of the e-portfolio supports professionally accredited courses in Health and Social Care disciplines (1: Midwifery, 14: Dementia Studies, 7: Pharmacy and Pharmacy Practice) and professional teaching practice (PgCHEP/HEA). Other projects have been developed or influenced by work undertaken as part of external projects (JISC ELP - 3: School based compact scheme; NCEPR - 1: Midwifery and 2: Psychology; and ALPS CETL- 8: Mobile Enabled Disabled Students) and through the involvement of staff from the Centre for Educational Development (CED) in the course development and delivery (Cases 2: Psychology, 4: SaPRA, 10: Compact Summer School, 11: Performance Review and Appraisal and 15: Pg Certificate in Higher Education Practice); and similarly where the University Careers Service have been involved in course development and delivery (Cases 6: Economics career and professional development, 7: e-Portfolios in Pharmacy and Pharmacy Practice, and 12: Creative Media Enterprise).


Whole course use: The 2010 final report to the NCEPR Cohort IV (Currant et al, 2010) refers to ‘relatively mature’ e-portfolio practice by 2008-09 in 5 undergraduate modules chosen as ‘specific information-rich cases’ to be the focus for the research – 3 Year-1 modules: Psychology (Case 2), Midwifery (Case 1), Combined Studies (Case 5); and 2 final year modules: Geography & Environmental Science (not included as case here), Midwifery (Case 1).  More detail on these modules (content, make-up of student cohort, e-portfolio activities involved, time of year) is given in the report.  The Midwifery use is whole course (case 1), whereas the others may not be, but are examples of e-portfolios fully integrated into modules.


There are a set of 8 brief PebblePad case studies (as at July 2011) on the website, based mainly in individual modules, last edited June/July 2009 – Lifelong Learning I and II (case 1);  Introduction to the Study of Pharmacy (case 2); Mobile Enabled Disabled Students (case 8); Professional Development; Communicating in an Information Age (case 5); Compact Summer School (case 10); and ITQ (case 9). The website suggests further information is be available, and further case studies developed by Carol Higgison, Centre for Educational Development, University of Bradford.


Transition to and from University: The Bradford JISC Distributed e-Learning project ELP (Enhancing Learner Progression) infoNet case study (case 3) looks at e-portfolio use for transitions: into HE, into workplace settings including progression to employment and to other institutions. The University also run a number of summer schools as part of its Compact scheme, one of which uses the e-portfolio (case 10).


Work based learning and professional practice:  the e-portfolio is used to support work-based learning in Pharmacy (case 7), developing advanced competencies in nursing (case 13) and for new lecturers (case 15). The e-portfolio is also used to record and assess the achievement of staff undertaking National Vocational Qualifications in IT (case 9). The e-portfolio is also used to developed and record students professional practice skills in Pharmacy (case 7) and Health (case 14).


Subject focus: Project has developed six case studies across four settings - Healthcare (1: Midwifery, 13: Nursing and 14: Dementia Studies), Pharmacy (case 7), Psychology (case 2), Economics (case 6).


Institution-wide: Two initiatives are institution-wide: SaPRA, a tool available to all students for skills audit and PDP (case 4) and research into students with learning difficulties/disabilities engagement with mobile learning (case 8).


Local use within a course/module: the e-portfolio is used to support assessment (case 2 and case 7), to develop students ICT skills and collaborative group work skills at a distance (case 5).


Further case studies: please check the University of Bradford PebblePad web site for further case studies (http://www.bradford.ac.uk/pebblepad).


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