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Hartnell-Young Elizabeth (2007). Impact Study of e-portfolios on learning. Coventry : Becta. En ligne : <http://partners.becta.o ... t_study_eportfolios.pdf>. 
Added by: Laure Endrizzi (12 Feb 2008 11:54:00 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: HartnellYoung2007
Categories: TICE
Keywords: évaluation, portfolio
Creators: Hartnell-Young
Publisher: Becta (Coventry)
Views: 1783/4721
Views index: 34%
Popularity index: 8.5%
URLs ... dy_eportfolios.pdf
This report was commissioned by Becta to investigate the potential of e-portfolios to support learning, in light of current policy to provide a ‘personalised online learning space for every learner that can encompass a personal portfolio’ to every school by 2008 (DfES, 2005). In addition, the QCA’s Blueprint for E-assessment proposes that, by 2009, all awarding bodies should be set up to accept and assess e-portfolios. Expectations have therefore been raised for learners as e-portfolio creators, for their current institutions and for their potential audiences.
A team of researchers from the Learning Sciences Research Institute at The University of Nottingham conducted the project between October 2006 and March 2007. They aimed to identify common themes, across a range of e-portfolio projects, and to establish dimensions and baselines that could be used for future planning and implementation. Specifically, it aimed to provide advice on:
• the potential of e-portfolios for learning
• which aspects of existing projects have an impact on learning
• whether these are transferable.
Added by: Laure Endrizzi  
pp.4-5   Extrait du résumé exécutif :

Key findings
The results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes. There is then likely to be substantial impact on both learning processes and learning outcomes.
Impact on learning outcomes
• The study found that e-portfolio processes support both pastoral and/or social needs and curriculum outcomes.
• E-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities. Learners also develop ICT skills through using these tools, thus achieving curriculum outcomes through purposeful activity.
• E-portfolios make progress and attainment more obvious to both teachers and students because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses.
• The combination of software tools that allow learners space for experimentation, and the expertise of teachers who can scaffold further learning, has the potential to develop creativity. But there is a potential tension between facilitating creativity and designing supportive structures for students to enter information.
• Schools that had recently achieved their ‘best-ever’ results believe this was the result of an integrated, whole-school or authority-wide approach to teaching and learning support that included online tools and repositories.
Impact on learning processes
• The individual and group processes of capturing and storing evidence, reflecting and planning that many institutions currently encourage – even where they do not use the term e-portfolio – have great potential to support future individual or group e-portfolio development.
• There are some learners in all age ranges who find that software that includes structured processes and organisational tools (such as templates for planning, calendars and goal-setting exercises) scaffolds their learning until they are confident enough to progress to working independently. Some value seeing e-portfolio exemplars before embarking on their own.
• Tools that support the important learning process of feedback from teachers and peers, and collaboration within class groups and across institutions, are much appreciated by learners and teachers. These include tools for commenting, discussion forums and ‘wiki-type’ spaces for group projects.
• There is great potential to make connections between e-portfolio processes, such as storing, reflecting and publishing, and learners’ use of emerging social software tools used outside formal education.
Commencing and sustaining e-portfolio development
• E-portfolio programmes that start in a small way, taking account of teachers’ and learners’ readiness, and providing different types of professional development to suit local needs, appear to be successful in all phases.
• Although some institutions are working together across phases to use e-portfolios to support transition, teachers and learners rarely consider the nature of a ‘lifelong’ e-portfolio repository and how this might be managed.
• Learners in many sites demonstrated well-developed processes that will support future e-portfolio development. However, a whole-institution or whole-authority approach does not imply that each area is at the same stage, and successful implementation in these case studies took account of the individual and group differences.
Many teachers and tutors realise that it would be useful to create their own e-portfolios as a professional development activity, but few have actually done so, as other factors, particularly the perceived lack of time, intervene.   Added by: Laure Endrizzi
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