Tag Archives: employability

Developing ideas in pedagogical transparency for staff and students

Brandon Davies
Junior Audio-Visual Technician
City, University of London

Spotlight on Digital Capabilities, June 2018

When I applied for the UCISA bursary scheme, I immediately identified “Spotlight on Digital Capabilities”, as an ideal conference for what I feel is a most urgent and interesting point of contention within the higher education system today. The potential and ambition within the realm of future teaching-enhancing techniques is intense, and the conference further embodied this.
In my blog, I’m going to focus on two talks from the conference, with which I most connected. I will then expand that consolidation of information into my own thoughts on digital pedagogical applications.

Certification for IT training: options and approaches – Gareth Johns

The talk by Gareth Johns on options and approaches for IT training was eye opening.  The options presented brought together a vital mix of ingredients essential to constructing a sustainable system for engagement, efficiency and certification validity.
The MOS Course (Microsoft Office Specialist) is an official course run and certified by Microsoft themselves.  Using this as a benchmark for digital capabilities is a fantastic way to give staff and students a goal that is not just useful for working within the university, but an incredibly useful skill as a whole. Having a highly recognized qualification as the goal, helps add to staff and students’ employability skills for their career, as well as increasing the efficiency with which digital technology is used, and furthers the transition into modern teaching spaces.

Employability as a result of proficiency

As an Audio-Visual technician myself, the vastly increasing use of digital technology within teaching spaces, can be bewildering for staff and students.  However, these spaces have the potential to provide an increasingly communicative, inclusive and engaging form of teaching. Simply setting the MOS course as a goal is not enough.  At Cardiff Metropolitan University, Gareth has implemented interactive pages on Moodle, in which a more bespoke and broken down version of the course lessons can be taught. This, as well as regular seminars, creates a far more friendly environment and approach for learning the necessary skills required for passing MOS. Using real spreadsheets that staff and students interact with, helps bring home how useful these skills can be in day to day life. This contextualisation, as well as additional practice software such as G-Metrix, creates the infrastructure necessary for an intuitive and accessible course.

Developing a holistic institutional approach to digital capabilities development – Karen Barton

Karen’s talk opened my mind to a totally different approach to digital capabilities development, an holistic approach. Rather conveniently from my alma mater (University of Hertfordshire), Karen immediately separated herself from other approaches by viewing the situation from a larger perspective.
This picture from her slide perfectly demonstrates the side effects of a non-centralised approach to providing answers. With too many parties providing their own solutions, the result can be an overcrowded and inefficient environment.

 

 

Having a specific investigative objective from senior management, as one would expect, seems to have gone a long way in progressing Karen’s work. The use of a pilot programme as a result of the extensive resources allocated, is a great way to slowly refine the scheme before being finalised.
Five other universities have signed up to Hertfordshire’s pilot, a collaboration benefiting everybody. At Hertfordshire, the total redesign of the VLE has given the team there an opportunity to apply different pedagogical practices into the most commonly used software around the university. This has provided an exceptional opportunity to increase the accessibility and efficiency of the scheme. Such long-term integration of digital capability approaches, enables an accretion of infrastructure to the point where the very fabric of being a part of the university exposes you to the certification course and its requirements. Many different speakers from a variety of universities pointed out the use of Lynda.com and Karen was no exception. I’d recommended my university (City, University of London) consider the use of Lynda. I’ve used Lynda for personal development in the past and can speak only highly of it.
Here are a few ideas I have for increasing the success rate and enthusiasm for an IT certification scheme.

Don’t Fall Behind in the Digital Age

Marketing Ideas:
  • Giving a focus on the employability aspect of the course is vital; certification within digital capabilities is hugely beneficial in the modern job market. Indicate the need to stay ahead in the digital age and not fall behind, reinforce the accreditation from Microsoft. The opportunities for lecturers to save on valuable teaching time by becoming increasingly proficient with digital technology within the classroom, is an additional marketing focus.

Increase your chances of a higher salary!

  • Holding a prize within the course for exceptional students and staff could also be hugely beneficial to providing additional incentives.

Conclusions

Homogenising the wide variety of ideas and approaches from the conference is not an easy task.  However, what I’ve mentioned goes a long way to solidifying my own approach to a task requiring a great deal of re-wiring across higher education as a whole, which has no easy solution.
I’d like to thank all the speakers from the conference and UCISA for giving me the opportunity through the bursary scheme to attend. I hope to share my findings with staff at City, University of London, and encourage conversation on an incredibly interesting and complex subject.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

MOOCs, flipped classrooms and game-based learning

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Salman Usman
Academic E-learning Developer
Kingston University London

EUNIS 2015: Technology-facilitated pedagogy

This is the third in a series of blog posts on the EUNIS Congress 2015 and a pre-conference workshop on electronic management of assessment and assessment analytics. The first blog post was on the theme of assessment and feedback and second blog post covered learning technologies and tools. This post covers technology-facilitated pedagogy.

MOOCs
MOOCs have become a permanent fixture in education-related conferences and Eunis 2015 was no different with two presentations and several mentions in keynotes and discussions on the subject.

Yves Epelboin from Pierre and Marie Curie University in France argued in his presentation that MOOCs are transforming the pedagogical landscape. Salient points and arguments made in his presentation are as follows:

  • Whereas the growth of MOOCs has receded in the US, there is a surge in development of new MOOCs in Europe, mainly motivated by the desire to enhance institutional reputation and to contribute to change in pedagogy.
  • MOOCs are not a technology but a means to acquire knowledge.
  • A key challenge is how to design MOOCs that could cater to the needs of students from diverse backgrounds. This is also termed a reason for low MOOC completion rates.
  • All current VLEs have been designed to favour a certain pedagogy. There is currently no VLE that can cater to the divergent pedagogies and needs including those for MOOCs. Therefore there is a need for standardised interfaces (e.g. LTI compatible) that allow course designers to build a “bouquet” by assembling services offered by different platforms in order to deliver desired pedagogy. The Spanish MOOC platform MiriadaX is already working on this approach.
  • Designing future online courses, which are student-centred and adapt to individual needs of students, will not be an individual effort by an academic but will require teamwork involving software engineers, instructional designers and subject matter experts.
  • MOOCs have speeded the interest in and development of learning analytics solutions. Automatic alerts by data analytics systems on disengaged students will play a key factor in increasing the success rates in future MOOCs and online courses.

Yves’ point about current VLEs not being flexible enough to accommodate various pedagogies is pertinent and resonates with my own observations from VLE/learning technology reviews. However, in order to enable academics/course designers to choose desired services offered by different platforms, learning providers will not only have to conform to standards but will also need to review their business and licensing models. In addition to Yves’ suggestion of the development of effective learning analytics systems, there is also a need to develop effective assessment methods for MOOCs that go beyond objective-type questions or computer codes. Although objective type questions may be suitable for testing lower-order thinking skills in the Blooms taxonomy such as knowledge and comprehension, they may not be suitable for assessing higher-order thinking skills like analysis, synthesis and evaluation.

Full conference paper is available here.

Juan Antonio Martínez and Joaquim Campuzano from Universitat Autònoma de Barcelona in Spain presented their analysis on the costs of MOOCs and its comparison with the costs incurred in traditional teaching. The authors have identified the direct costs of creating MOOCs in Spain to be between €35k-€75k for an 8-week MOOC, depending on the complexity of online resources. They envisaged that 70% of the cost of a MOOC is incurred in preparation and 30% or even less to run the course. Compared to MOOCs, the authors’ analysis estimated lower costs for preparing traditional courses, though it was more expensive than MOOCs to teach a traditional course and to repeat it in subsequent years. Whereas repeating a traditional course the second time will not lower the costs, the cost of MOOCs would come down in subsequent years.

Cost_MOOCS

The project conclusions

In view of the above, the authors propose that MOOCs can be sustainable if they are not created from scratch but rather developed to supplement existing modules/courses where they are used to replace some of the face-to-face teaching. Therefore the cost of creating a MOOC will be accommodated in the preparation costs of a traditional course. The same materials could then be offered to the wider world as a MOOC.

To implement this, the authors revised the teaching model of a module by replacing an hour long lecture with MOOC resources. This saved an extra hour of teaching each week. However the course lecturers decided to use the extra hour to offer additional support/tutorials to students by splitting the cohort into smaller groups. Student evaluations showed that the majority of respondents indicated a preference for the ‘MOOC-version’ of the course over the traditional course. The authors claim that this model not only helps in reducing the costs of MOOCs but also improves quality of teaching e.g. by providing extra time for supporting students.

Full conference paper is available here.

Online ICT courses for Polish secondary schools
Andrzej Zylawski from Warsaw School of Computer Science (WSCS) in Poland made an award-winning presentation (best e-learning paper) about an online IT school for secondary schools in Poland. Launched in 2012 by WSCS, the aim of the programme was to develop and enhance the ICT competencies and knowledge of computer science of secondary school students in Poland and to broaden the appeal of the discipline. The IT school resembles a regional network of schools similar to a multi-campus university with each secondary school represented by its teachers (called programme coordinators) and students. The online school offers teachers and students courses on a wide range of topics within the computer science discipline. The content is delivered via recorded video lectures, e-scripts, presentations, games and tests. Visits to IT firms are also arranged for students. Lecturers can monitor student activities and progress and use this information to personalise students’ learning. Students are also able to plan their learning and choose the topics they wish to study according to their personal interests and get immediate feedback on their tests. Competitions like most engaged school and best IT school of the year have been introduced to motivate and engage students. Students are also provided certificates at the end of a course.

The programme has been a roaring success with 534 registered schools, over 65,000 registered users and 18 million page views. Feedback by teachers and students has been very positive; almost all the teachers on the programme have found the content provided by the online IT school either useful or very useful with 50% of teachers using the online resources in every lesson. 81% of the teachers and 41% of the students have reported that the online school has helped in raising students’ ICT competencies to a ‘high or very high extent’.

The key to the programme’s success has been the involvement of school teachers in all stages of the programme design and delivery. All teachers are surveyed by the IT school at the start of the course in order to elicit their and their students’ needs for supporting computer science education. The resources are prepared accordingly with teachers involved in preparation of learning resources, together with university academics and scientists. Evaluations are carried out with both staff and students with the findings used to improve the programme.

I have found this project an excellent example of a university outreach programme as well as working in partnership with the stakeholders. Stakeholder engagement is key to success of any project and this programme has ensured this by listening to the varied needs of teachers and then working together with them in developing the course resources. Another thing I have liked about the courses is the flexible curriculum leading to personalised learning; rather than a having fixed curriculum for all, students are provided with the flexibility to choose topics that meet their interests and needs.

Full conference paper is available here.

Flipped classroom
Jaime Busquets and Carlos Turró from ASIC-Universitat Politécnica de València presented preliminary results from a flipped classroom experiment carried out in the faculties of Computer Science and Business. For those who aren’t familiar, flipped teaching involves a lecture being replaced by a self-study resource that students go through in their own time. The lecture time is used for interactive sessions, discussions and practice exercises based on the content of the self-study resource. The researchers managed to have a control and an experimental group; one group of students received flipped instruction whereas the other group had traditional classroom lectures (I’ll have a hard time getting a project with control and experimental groups approved through my institutional ethics committee).

Student results at the end of the term showed that those with a good academic record in the flipped teaching group had better grades than their counterparts in the control group. However students with not a good academic record in the flipped teaching group performed worse than their counterparts in the traditional lecture group. This corroborates with research on flipped teaching and educational technology where the more academically-able students have generally benefitted more from educational technology-based interventions than those less able. Another issue with flipped approach to teaching that academics at my institution have come across is that some students come to lectures without going through the self-study resources. Thus there is a need to incentivise students to access the resources. An approach I have found useful is to release the content adaptively through the VLE: students do not have access to subsequent week’s resources unless they complete a quiz associated with the previous lecture’s content.

Game-based learning
With Dundee being one of the global hubs in digital games, the conference would have seemed lacking without having educational games on the conference agenda. Dr Phebe Mann (University of East London) and Dr David Wong’s (University College London) paper and presentation fitted the bill in which they talked about development of Serious EdGames (SEdG). SEdG is a game developed for built environment professionals with the aim to develop students’ understanding of topics that include planning law, planning applications and planning controls. The learners use an avatar to explore and survey a plot of virtual land with the goal of deciding alignment of a trunk road. Developed using Construct 2, the game also presented students with a series of questions to respond to. These are presented as a basketball game with a correct answer resulting in a ball through the basket and an incorrect answer resulting in a miss.

 Screenshot of the SEdG game. Image source: Conference paper (http://bit.ly/1FYhu14)


Screenshot of the SEdG game. Image source: Conference paper (http://bit.ly/1FYhu14)

Student responses to the project evaluation were mixed; 47% of the respondents agreed that they enjoyed learning through SEdG more than they did through traditional methods, whereas 21% disagreed. Other evaluation findings included 29% learners stating that the game facilitated more focused learning compared to books as opposed to 24% who didn’t. 29% of respondents said that the game helped them retain information as opposed to 24% who didn’t. It would have been interesting to find out the reasons why some of the respondents didn’t respond in a good light.

Full conference paper is available here.

Using technology to develop students’ employability skills
Employers are increasingly turning to social media for recruitment purposes. It is therefore important that university graduates have the skills to effectively articulate their capabilities and skills and promote themselves through online media. In view of the above, Andrea Cameron, Carol Maxwell and James Cobley from Abertay University decided to embark on a pilot project which aimed to develop students’ skills of using social networking platforms for professional and employment purposes. To this end, second year Sports students were asked to prepare and submit a webfolio that showcased their skills, strengths and experiences to prospective employers. Students were also asked to reflect upon achievements and set themselves goals and an action plan for personal development. The research team asked students to write their webfolios in the style of Linkedin profiles because it is the most popular social media network used by recruiters with 7.9 million users in the UK. Students were provided feedback by lecturers on the relevance of their content, communication skills and ‘netiquette’ and the ability to self-promote in a professional context. Student feedback was “very positive” as the exercise helped them reflect on their skills, become aware of their development needs and obtain know-how of effectively promoting themselves to prospective employers.

Presentation slide showing student feedback on the project
Presentation slide showing student feedback on the project

 With marketisation of higher education students want greater ‘value-for-money’ from their courses, with the ultimate goal of getting a job related to their degree. Although employability is high on UK universities’ agenda, in my own experience I have found that the development of students’ employability-related skills is often considered the domain of the institution’s careers and employability service, which may or may not be known to or availed by students. In this context, I think that this is a great project that has employability skills embedded in the curriculum, in turn benefitting the students, and is something I will be promoting at my institution. The project used Pebblepad e-portfolio tool for students to develop their webfolios. Those not subscribing to Pebblepad can use blogging platforms like WordPress and web-page creation tools like Google Sites for this purpose.

Full conference paper is available here.

Conference programme and abstracts are available here. The EUNIS Congress 2016 will be held at Aristotle University, Thessaloniki, Greece from 6-10 June 2016.

Employability: developing and evidencing graduate attributes

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Roisin Cassidy
Technology Enhanced Learning Advisor
York St. John University

Day 2 of ePIC Conference, Barcelona, 8-10 June

If Day 1 was about open badges, today’s keyword was employability! Below is a recap on a few of the sessions I found most interesting.

Jisc employability skills-match and data service
Scott Wilson (CETIS) and Simon Whittemore (Jisc) kicked off the morning sessions with an introduction to a new JISC project to develop an online, dynamic employability skills-match and data service. This work is part of the Prospect to Alumnus programme launched this year, the aim of which is to help institutions to merge and make better use of distributed student information to provide a seamless digital student journey, from application to graduation and employment. The skills-match service will be an online platform to enable employers to come together to define and recognise the skills that they’re looking for, using terms familiar and appropriate to them, e.g. what do they mean by empathetic? These would be represented by open badges that students could claim and which would then be awarded on the basis of third party testimonials, evidence or possibly endorsements. So, the curricula for the badges will be set by JISC’s employer consortia partners, but students will in essence issue them to themselves and request evidence or endorsement from a referee, likely in the STAR format. Their service framework puts qualities or attitudes at the core; second to these are capabilities (customer service, leadership etc); the third level is domain-specific skills.

The drivers for the project include the HE sector’s emphasis on the employability agenda and findings from the CBI and McKinsey studies that highlight a European skills gap from education to employment. The research showed that school and college leavers’ attitudes and aptitudes are valued more highly by employers than their qualification. Scott and Simon spoke of the importance of developing T-shaped graduates whose depth of knowledge is equalled by their cross-domain skills and their ability to communicate and work in a multitude of contexts.

T shaped student

The T-Shaped Student. A visual thought bv Bryan Mathers (@BryanMMathers)(CC-BY-ND) inspired by Scott Wilson (CETIS) and Simon Whittemore’s (Jisc) presentation on a Jisc employability skills match service.

 

While the site is addressing one of the key challenges discussed a lot on Day 1 – including the employer voice in education, eportfolios and open badges – some delegates at my table were concerned about a service relying on self-endorsement. Rather than concern about mistrust and abuse of the system, discussions were around how weaker students tend to inflate, while stronger students deflate their skill level. Similarly, participants discussed research findings that female students tend to underrate themselves, so while over-claiming of badges is a risk which could be mitigated by weighing up the value of the evidence and endorsement provided by the student, it might be harder to prevent under-claiming by qualified students. Of course, this issue isn’t unique to this service but it’s an interesting one to keep in mind when considering self-issuing of badges.

Deakin University keynote: Assuring graduate capabilities
Professor Beverley Oliver, Deputy Vice-Chancellor (Education) at Deakin University, Australia, delivered an inspiring keynote on her work to develop and evidence graduate attributes.

Beverley Oliver from Deakin University presenting her keynote, ‘Assuring Graduate Capabilities’

Beverley Oliver from Deakin University presenting her keynote, ‘Assuring Graduate Capabilities’

Despite excited talk of disruptions and revolutions to education by MOOCs, open badges, free, online bite-sized learning etc., Beverley highlights that the grading policy in the new ‘utopia’ is still the same – it is grades-based instead of learning outcomes based. She asks if we are just digitising the broken system or could we reinvent it? When the outcome is simultaneously focused on employability, students become transactional, resulting in gaming the education system rather than learning; CVs are a mix of warranted credentials (degrees etc.), unwarranted claims (I am expert in…etc.), your three best friends (referees!) and your digital footprint.

In order to refocus student incentives from marks and credits to learning outcomes, Deakin have redesigned the curriculum around eight Graduate Learning Outcomes (GLOs): Discipline-specific knowledge, Communication, Digital literacy, Teamwork, Critical thinking, Problem-solving, Self-management, and Global citizenship. These are embedded in modules and courses at a base level but a series of University badges, called Deakin Hallmarks, offer students an opportunity to evidence outstanding achievement in each of the GLOs. The hallmarks exist alongside the degree – evidence can come from studies or beyond university life – and students can only earn each Hallmark once. Beverley stressed that the language of ‘hallmarks’ was intentional; badges are the technology, not the purpose behind them, she says, and so open badges are only discussed at Deakin in reference to how the Hallmarks are issued and stored, not as a concept. She also avoids the term ‘endorsement’, seeing it as having become devalued by the LinkedIn approach – a comment made by many throughout the conference. Beverley made a convincing argument and Deakin’s Hallmark programme is well branded and structured, but one concern I have with rebranding open badges at an institutional level is that I see their universality and transferability as part of their value. If some students aren’t speaking the same language, is there a risk of decreasing the visibility of badges generally and of limiting their likelihood of seeking out and earning badges from other providers?

Beverley also discussed the University’s Deakin Digital and Me in a Minute initiatives. Me in a Minute is a great video-creation service that empowers and facilitates students to promote their skills and experience to prospective employers via a one-minute video. The idea is that the video accompanies online applications and CVs (e.g. LinkedIn) to make the student stand out and create a good impression. An underlying purpose is to facilitate students’ self-reflection and articulation of their competencies. Finally, recognising that ‘unbundling’ of education poses a threat to the traditional university model, Deakin have taken the innovative step of creating a subsidiary company, Deakin Digital, to compete against themselves.  Deakin Digital doesn’t deliver any teaching. Rather, it issues credentials for career development on the basis of prior learning or evidence. Credentials are earned at a granular level and recipients could eventually challenge for a Masters degree if they so choose. The model links a new credentialing system to the old one and if successful, it could eventually put the University out of business. It’s early days yet, but it’s a bold investment in an alternative to traditional higher education, by a traditional higher educational institution.

One of the key messages Beverley left us with was to stop calling them ‘soft skills’! They are hard to develop, hard to assess and hard to evidence – sometimes harder than the hard skills – and our language devalues them. Understandably, we were left tripping over our words for the next couple of days!

Developing a conceptual model to guide university ePortfolio implementation
Cathy Buyarski’s (Indiana University Purdue University Indianapolis, IUPUI) presentation made me reflect upon the distinctive types of ePortfolios, e.g. showcase and reflective, and their varied aims. Cathy presented on the need for a conceptual model to guide a university eportfolio implementation and her experience of developing one. IUPUI students are required to produce an electronic personal development plan (ePDP) in their foundation year to be revised and updated throughout their degree, to foster goal creation and a compass for success. The team found that there needed to be a clearer explanation or model for why they were asking students and staff to buy-in to the ePDP and after an extensive literature review, the below model was created. This portfolio is intended as a holistic portfolio that deepens the students’ understanding of themselves. Developing your own education and career plans requires an increasing awareness of one’s self in relation to others; being able to set your own goals as opposed to inheriting those of your parents or authoritative figures; and developing hope, or in other words, understanding the various routes of progression to your goals. Underpinning each of these elements is reflection and building towards a greater understanding of self, meaning and purpose. Cathy points out that the end stage of the portfolio does not say graduation, in order to stress that the portfolio should embody a meaningful college experience instead.

Conceptual model for the IUPUI electronic Personal Development Plan (ePDP). Presented by Cathy Buyarski. http://iupui.mcnrc.org/ref-practice/

Conceptual model for the IUPUI electronic Personal Development Plan (ePDP). Presented by Cathy Buyarski. http://iupui.mcnrc.org/ref-practice/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Europortfolio – the European network of EPortfolio Experts and Practitioners
In the afternoon, Igor Balaban (Open University of Catalonia, Spain) provided an overview of the work of the Europortfolio network (conference sponsors). Europortfolio, the European Network of Eportfolio Experts and Practitioners, is just two years old and is made up of a consortium of interested parties including the UK Centre for Recording Achievement. Europortfolio provide a useful portal for networking and communicating about current eportfolio projects, as well as four core ‘products’ of use to anyone involved in implementing eportfolio programmes:

  •  The ePortfolio Open Badges Maturity Matrix is a working document intended to help organisations reflecting on their integration of eportfolios and/or open badges by providing a means of benchmarking against a maturity blueprint featuring five stages: Aware, Exploring, Developing, Integrating and Transformative
Europortfolio's ePortfolio Implementation Guidelines poster

Europortfolio’s ePortfolio Implementation Guidelines poster

  • The Implementation Guidelines aid implementation of ePortfolios. A set of general guidelines is supplemented by separate guidelines for implementation at class or institutional level, as well as issues for consideration by consortia. The guidelines address the exploratory, planning and designing, developing, implementing and testing and sustaining and evaluating stages.
  •  The Competency Framework, another working document, analyses different ePortfolio technologies and functionalities in relation to how they can support competency recognition. First, the document addresses the nature of competencies and difficult issues involved in defining, recognising and accrediting them. Then, it interrogates how ePortfolios and related technologies can aid in this process.
  •   And the latest project, the ePortfolio Self-Development Study Course which Lourdes Guardia (University of Zagreb, Croatia) was on hand to introduce. This self-paced MOOC of sorts comprises seven modules targeted at individuals and institutions implementing or enhancing an ePortfolio. The first iteration, which launched on 15 June, will be time-bound but the resources will remain open for reuse at any stage. There is a heavy focus on OER use, content is available in three languages (English, Spanish and Polish), and the course represents a cross-fertilisation of European projects as it’s hosted on the EMMA: European Multiple MOOC Aggregator platform (still in beta).

The network has local chapters and are always looking to expand, so if you are interested in contributing, visit the collaborations page or contact the network via their website.

Guilty or Not Guilty? The sustained importance and reach of ePortfolios is put on trial

Guilty or Not Guilty: ePortfolios on trial with Serge Ravet and Beverley Oliver.

Guilty or Not Guilty: ePortfolios on trial with Serge Ravet and Beverley Oliver.

 

We finished up the day by putting the ePortfolio on trial, with a judge, jury, prosecution and defence all in attendance! Arguments centred on such questions as “why doesn’t everyone have an ePortfolio?” and “is the ePortfolio dead?”. Serge Ravet (Europortfolio / ADPIOS, France), appearing for the prosecution, was critical of how eportfolios too often represent inauthentic learning. They usually don’t convey the authentic voice of the learner – particularly if they are graded – as students game the system and formulate the voice expected of them by the teacher. Why doesn’t everyone have one? Well, they’re difficult! They take time and only thrive under certain conditions but perhaps, as one ‘witness’ argued, we just haven’t given them enough time. It takes more than a couple of decades for an approach or technology to transform education. Or maybe we are being too insular when we should be thinking more broadly about what an ePortfolio is – is it a tool or a concept? If it’s the latter, isn’t Facebook, Twitter, our whole digital footprint a kind of ePortfolio? That certainly seems to be premise of the MyShowcase and Open Badge Passport platforms I wrote about in Day 1, where the focus is on aggregating one’s content or evidence from across the web and contextualising it to develop a showcase portfolio. I’m not sure we reached a conclusion on the charge (in fact, I’m not 100% clear on what the charge was in the end!), but questioning why we should bother with ePortfolios at all was a thought-provoking end to Day 2.

Key discussion points of the day:
– How do we get employers’ input into open badge design and development?

– Do employers value ePortfolios?

– What is an ePortfolio and are they still relevant?

– Are endorsements without evidence of any value?

 Key projects and resources from today: 

 My ePIC conference Storify: https://storify.com/Roisin_Cassidy/epic-2015-disruptive-technologies-for-transformati

Europortfolio Network: http://www.europortfolio.org/

ePortfolio Self-Development Study Course: http://platform.europeanmoocs.eu/course_eportfolio_self_development_st

Indiana University – Purdue University Indianapolis. 2015. Literature Review (for development of an eportfolio conceptual model): http://pdp.uc.iupui.edu/AboutePDP/LiteratureReview.aspx

The full conference programme and session details are available from the ePIC 2015 website.