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Personalized Learning Transformation through ePortfolios (ISLE Project)

The ISLE Project aims to enhance progression, retention, and lifelong learning by implementing a shared PDP framework enabled through ePortfolios. The initiative involves various institutions collaborating to create a common pedagogical approach. By leveraging electronic tools and resources, the project aims to improve learner outcomes, skills, and employability. Through staff and student training, the project aims to disseminate results for sector-wide benefit.

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Personalized Learning Transformation through ePortfolios (ISLE Project)

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  1. Individualised Support for Learning through ePortfolios (ISLE) Dr Paul Rodaway University of Paisley

  2. Structure of Presentation • The partnership • Aims & Objectives of ISLE • PDP and ePortfolio • The Concept & Vision • Outline Plan • Transformational Changes

  3. The partnership • University of Paisley • University of Abertay, Dundee • Angus College • Ayr College • Bell College of HE • Dumfries & Galloway College • Glenrothes College • Fife College of Further & Higher Education • James Watt College of Further & Higher Education • Motherwell College • Queen Margaret University College

  4. Aims • Significantly improve progression, retention & achievement, and support lifelong learning & wider participation • Develop a shared concept of PDP flexibly supported through blended learning • Transform staff perceptions of PDP • Enable FE & HE to meet the diverse and individual needs of learners in a radically more efficient & effective manner

  5. Objectives • Establish & demonstrate effectiveness of a common pedagogical framework grounded in a shared concept of PDP • Identify & exploit opportunities to sharing learning support expertise & resources (esp electronic) • Demonstrate & evaluate the application of shared ePortfolio platforms (effectiveness & efficiency) & inform strategic developments • Realise tangible benefits for learners in terms of effective learning, increased skills, self-awareness & employability • Identify, develop & deliver support & training for staff & students collaboratively • Disseminate results of project across the sector.

  6. PDP & ePortfolio PDP - ‘a structured and supported process undertaken by an individual to reflect upon their own learning and/or achievement and to plan for their personal education and career development’ (Dearing, also adopted by ELF) ePortfolio – ‘an electronic tool to support PDP, including an electronic archive, opportunities for diagnostic testing & interactive learning, feedback & support, and facilities to manipulate & present outputs, such as a CV’ (ISLE definition)

  7. Linking learners, support and tutors through a common eLearning framework FE Tutor HE Tutor Diagnostic Tools & Feedback Links to on-line learning resources (external & from within consortium) ‘ePortfolio’ framework (VLE/ePDP/eP tools) PDP in FE (SQA HN?) PDP in HE (QAA ELF) common model? Utilising a dedicated ePDP/ ePortfolio tool FAQ software -potential to give an initial feedback & signposting tool? Learner Communication & Signposting Utilising exisitng VLE resources (Bb.WebCT etc) Utilising diagnostic software tools & integrating them to other systems HE Support Links to other on-lineresources & f2f processes FE Support The Vision

  8. Outline Plan • Project Launch – internal/external (April-June) • Establishing institutional benchmarks (May-June) • Common Framework Development (June - Oct 2005) • Evaluation of common ePortfolio Platforms (June-Nov 05 with ongoing refinement through project) • Embedding Common eLearning Framework (Oct 05- June 07) 4 locally configured models: • Implementation Cluster 1 (Paisley, Ayr, JWatt, D&G) • Implementation Cluster 2 (Abertay, Angus, Fife, Glenrothes) • Implementation Cluster 3 (Motherwell, QMCU, Bell) • Implementation Cluster 4(Fife, Abertay, Angus, Glenrothes) • Support, Training & Development (staff /students)(Sept 05 – Feb 07) • Evaluation & Dissemination (throughout project)

  9. Transformational changes… • Embedding of an FE/HE ‘learning model’ based around the principles of personal development planning delivered/supported through blended learning strategies • A qualitative change in the nature of face to face interactions between staff & students, with an overall reduction; AND a changes in the balance of roles between teaching and support staff in and between FE/HE • More individualised, relevant and timely support to learners at each stage of learning, and the removal of duplication… a more seamless and enhanced experience for learners and a smarter use of resources to support learning • Significant improvements in student achievement, progression and retention – and ultimately gains to lifelong learning and employability

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