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An overview of use - Wolverhampton

Page history last edited by Jacquie Kelly 9 years, 10 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 or in the Navigation on the right


Intra course - isolated 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

  Support for professional practice courses  


PDP and employability


Work Based Learning




Transition into the institution 


Staff Professional Development




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


A narrative summarising the provision shown above


intra/whole course use:


Support for Professional Practice 

PGCE-Primary. eROPD - Electronic Record of Professional Development: The existing approach relies on paper-based evidence whereas the electronic approach allows for paper and multimedia evidence and so is a more flexible and convenient tool. Students are encouraged to use their mobile handheld devices to gather evidence against the TDA Quality Standards.


The use of an ePortfolio to support practice learning in Midwifery. ePortfolio is embedded in year long practice modules at each level in the Midwifery course. Each of these year long eportfolios that students complete are then linked together with the previous to provide a continued picture of practice learning and development. The eportfolio consists of a number of evidence based assets such as meeting records, action plans, evidence of competency and critical incident logs, as well as a number of personal reflective accounts threaded throughout. There is also a group blog element where students are able to share experiences with others in their cohort. 


PDP and Employability

‘The World at Work’ PDP and Employability module. This is to prepare students for employment and for studying at Higher Education they were given an eportfolio template to copy which contained a series of activities that needed to be completed over the semester. These activities included a skills audit, a number of reflective activities around employability, graduate skills and career preparation.


Course level ePDP in Psychology. ePortfolio is in place across all levels of the undergraduate Psychology course. The overarching aims of using e-portfolio across the Psychology course is to support students so they are better able to: develop skills; identify areas for development; break down targets; record achievements; engage in the discursive nature of blogs with peers an tutors; have a systematic way of recording meetings; build on previous use of e-portfolio in preceding levels.


Level wide ePDP in Art and Design. A 20 credit contextual studies module called Research and Study Skills in the School of Art and Design studied by all level 4 students. The assessment is an e-portfolio made up of 4 tasks completed at stages through the semester. These elements were an ‘about me’ reflection, a learning skills audit, an action plan based on the skills audit and an essay within the discipline area. All activities were completed at progression milestones set at points in the semester and developmental feedback given at each of these points.


A Psychology student’s perspective of the value of Personal Development Planning throughout their university journey where they have uploaded and created assets to support their development. They reflect on plans, record experiences and thoughts, create new action plans and set reminders and deadlines. 


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


Work Based Learning

An ePortfolio Pedagogy for Small to Medium Enterprises (ePPSME). The e-portfolio is used for both content delivery and activity interaction and recording. The tool has been adapted to work as a virtual learning environment that allows the learner to access learning materials as well as provided a range of contextualised spaces to record responses to activities, to reflect on workplace practice and to enter a dialogue with the academic tutor and other learners on the same cohort. The contexts in which this practice has been used are Environmental Management, Organisations and Contexts, Enhancing Communication Skills with Clients in Construction and Employment Law.


Evidencing reflection on Placement learning in Sports Studies. This 20 credit year two semester Work Based Learning module supports and assesses students through a voluntary work based learning experience within a primary school environment.


Transition into the institution

PGCE-PCE. This course had traditionally been used to portfolio ways of working and had used paper dialogue journals previously. The team wanted to ‘test’ the technology to see if it could enhance and extend what we were doing already. This started in Pre-induction where a programme webfolio with a blog is shared with incoming cohort, this is to support and model collaborative exchange, problem-solving and to create the expectation for learning and engagement in this manner. This is continued into the induction week where students create their own blogs, copy a template and have access to a tutor webfolio and blog which is completed ongoing.


Staff professional development

Post Graduate Certificate in Education (PGCert) – Using an e-portfolio to support an internal qualification for lecturers. The assessment is based on a portfolio of work with a reflective narrative showing how the learner has developed their L&T practice over the course of studying on the module with reference to evidence provide through critical incidents, observations and commentary on effective evaluation and feedback.


Professional Accreditation for Learning Technologists. The use of an e-portfolio system to support the application for CMALT (Chartered Membership Association of Learning Technologists) accreditation through the design, development and submission through an e-portfolio.


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