1. Using e-portfolios for the professional development of teachers Julie Hughes [email_address] The University of Wolverhampton Head of Department, Post-Compulsory Education ESCalate Academic Consultant HEA National Teaching Fellow 2005

2. The PGCE blog lifeboat – HMS Hardwork. Using the weblog as an online journal became a big part of our growth as reflective writers. Using the blog tool within the e-portfolio we could share thoughts, feelings, fears, anxieties and excitement and because it was a shared space we could see the value in the perceptions, thoughts and beliefs of others in the group. It was a space where we could feel safe from ridicule and criticism. We would share war stories from the frontlines of teaching and by discussing and commenting on other’s journeys as teachers we were becoming reflective writers and practitioners without even knowing it! Karim-Akhtar et al. PGCE group 2005/6

3. I think what I’ve noticed most is that they sort of carry on without us more if you know what I mean – whereas traditional teaching and learning is very much teacher at the centre , all information coming out through me but what often is seen to happen when using PebblePad is that they can talk to each other, they answer each other’s questions, they take threads of each other’s arguments – really oblivious to the fact that I might be there or might not be there. And this for Teacher Education is fantastic because what we see is reflection – it’s reflection in practice, reflection on action in action and it’s going on all the time – it’s crucial. (Maggie, Teacher Educator)

4. E-portfolio teacher and teacher educator – FD, PGCE and M level with teaching mentors - 2004 to now. Started with 15 students (2004) now working across teams, partners, stakeholders and professional bodies. 2010 /11 - 1400 students and 55 staff this year. E-portfolio mentor – supporting individuals and teams at local, regional and national levels - across disciplines. E-portfolio learner – used e-p for appraisal and CPD –attained QTLS in 2009 with an e-portfolio application. E-portfolio embedding. Curriculum development – revalidation and pedagogy shift. E-portfolio researcher – using e-portfolio to mentor and data-gather- using e-portfolio as a writing frame with both students and colleagues. INCEPR III – 10 US and Canadian HEIs and 2 UK HEIs E-portfolio consultant JISC & ESCalate Intro to me

11. In teaching and learning currently, we tend to use technology to support traditional modes of teaching...We scarcely have the infrastructure , the training , the habits , or the access to new technology to be optimising its use just yet. (Laurillard 2007) Are you using technology for telling (information push) or for talking?

12. E-learning theory – nascent discipline We must acknowledge that pedagogy needs to be ‘ re-done’ at the same time as it needs to be ‘ re-thought.’ (Beetham and Sharpe, 2007) Learners cannot therefore be treated as bundle of disparate needs: they are actors not factors, in the learning situation. (Beetham, 2007) We need ‘a dialogue between theory and practice, as well as between learning and teaching’ (Beetham & Sharpe 2007, p.3)

13. E-learning is often talked about as a ‘trojan mouse’, which teachers let into their practice without realizing that it will require them to rethink not just how they use the particular hardware or software, but all of what they do. (Sharpe and Oliver 2007) We are witnessing ‘ a new model of education , rather than a new model of learning’ as ‘our understanding of e-learning matures, so our appreciation of the importance of theory deepens…we see how learning can be socially situated in a way never previously possible’. (Mayes and de Freitas 2007, p.13) Give pedagogy back to the teachers . (Laurillard 2007)

15. Rollercoaster – the pedagogical being is fragile...it is brittle, liable to shatter suddenly’ (Barnett, 2007 p.29) – the ‘teacher’ being.

19. What might a blended learning community look/feel like? What the Foundation Degree students say – and not surprisingly what the teachers say too.

21. E-portfolios as sites for storytelling and creativity

25. JISC 2008, p.11 A dialogue-based pedagogy and model of/for reflective learning. Talking not telling.

28. Our e-portfolio system, pebblePAD. What does it feel/look like? E-portfolio-based learning is a set of practices and processes that may occur in other spaces – this presentation’s focus is process not product.

29. Personalising – making it mine Being able to personalise the appearance has a huge impact on student ownership and engagement.

30. Not just an eportfolio? This is where the debate about what an e-portfolio is gets interesting - this system supports a set of practices which are very much about process, review, dialogue and reflection.

31. Being an eportfolio teacher . Using technology for teaching – but information push – still old wine in a new bottle? It’s vital to model and value the practices. I’m not asking students to do engage in something that I don’t do myself.

32. PGCE - Blogging from induction using prompts and writing frames – individual blogs – supporting talkback and dialogic addressivity (Lillis, 2001). Blog writing as warm up/rehearsal, writing patches , cumulative and developmental. This approach to writing as ‘everyday’ and habitual has been received very positively – but you will need to examine your own teaching and feedback practices.

33. Encouraging talkback to feedback – decentring feedback addressivity – making going backwards as a way to conceptualise development explicit. You need to consider your own online voices and literacies – what is appropriate in these spaces?

34. FD first writing/ PDP (personal development planning) activity in week 1 – a structured blog entry with prompts. Encouraging reflections on the personal and the professional. It’s vital to provide prompts and scaffolding for these PDP activities – reflection is hard to do and it needs nurturing and support to be meaningful and developmental.

35. Early action planning – Sam FD 2006 dreams of becoming a teacher – starting from her strengths Constant theme – spiky confidence profiles and the fear of the ‘academic’

36. Creating the conditions and expectations for dialogue – rapid, supportive tutor feedback – questioning for growth.  Establish the netiquette, roles and expectations – this is not a synchronous space.

37. Action planning as assumption hunting (Brookfield) – Nadia PGCE 2006 Conceptualising PDP activity as a verb not a noun – being aware of deficit models and the potential for really great content.

38. Blogging as conversation and critique – deepening PDP reflections upon self as a learner. Rethinking blogs as critical incident sharing – situated learning.

39. Using individual blogs to share workplace successes. Integrative Learning (Cambridge 2007) FD bringing the outside in – not just the academic – Lucia’s lived curriculum – moving beyond the delivered and experienced. (Yancey 1998) Have you thought about how much extra time you’ll need in the shift to e-portfolio-based learning? Dialogue/talk-based ePDP needs time and effort – and a relationship. Blending = instead of NOT as well as?

40. Blogs referenced as powerful spaces to support learning and reflection. FD summative assignment submitted as eportfolio in 2006. Sowing seeds – where now for Amy? If students can do this in year 1, semester 1 – what else is possible?

41. Amy January 2009 Preparation for dissertation. E-portfolio as notebook, as study, as writing and organisation aid. Independent Study assignment Publication 2011

42. Breaking down boundaries – self as legitimate subject for reflection – powerful stories of becoming Developing sense of self as HE student through group working and presentations – making formative assessment explicitly developmental

44. Developing buddying cultures

45. Eportfolio as iterative writing and learning tool – e-portfolio-based learning Using templates will scaffold and make the evidence explicit for the reader/assessor. Encourage personalisation and hypertext – but with an awareness of audience

46. Amy webfolio image Amy as learner, as beginning teacher, as part of an artist collective – ongoing into her CPD as part of her professional formation.

47. In the second semester we began to share our critical incidents via Pebble Pad. This has proved much more beneficial to me because it meant that I could compose myself , think about the incident and then tell my story. I found the distance to be liberating because I could subdue the feelings of inferiority I had when listening to my peers. I could write down my experiences in my own time, set at my own pace, rather than at the set time given in the face to face discussions. There is always a danger however that this can allow for reflections to be censoring tools, uncritical “expressions of what we feel comfortable with, or would like to be.” (Bolton, 2005, p. 2) Perhaps this is why I preferred the use of PebblePad because it meant that I could censor my feelings. I definitely was guilty of this to begin with, but as I have grown in confidence, I have understood the need to be as honest with myself as I can. Yet I am aware that this is still a narrative which I have created with an audience in mind. Amy PGCE student

48. Transformative potential? Blending the PDP – digitising f2f activities. Creativity supported and encouraged. Eportfolio as the link to support integrative and iterative learning. Archive and collation focus – a PDP pool to draw on. An e-portfolio way of learning and being – LaGuardia Community College Collect, select, reflect, connect. Maggie it’s reflection in practice, reflection on action in action and it’s going on all the time ...