Citation
(2007), "E-PDP and e-portfolio practice in UK higher education: Higher Education Academy, UK", Education + Training, Vol. 49 No. 4. https://doi.org/10.1108/et.2007.00449dab.008
Publisher
:Emerald Group Publishing Limited
Copyright © 2007, Emerald Group Publishing Limited
E-PDP and e-portfolio practice in UK higher education: Higher Education Academy, UK
This survey was undertaken by the Centre for Recording Achievement on behalf of the Higher Education Academy. The e-portfolio field is changing very rapidly and this survey provides a snapshot, at an interesting juncture, of an ongoing process.
In 2005 the CRA was asked to undertake a survey to identify provision for e-PDP or e-portfolios by mapping and identifying existing practice, documenting the approaches taken, and establishing a directory of practice and key contacts. Responses were received from 71 separate institutions and the trends are outlined below.
Almost all HEIs claimed that PDP had now been implemented in their institution and over three-quarters of these were using some form of electronic tool to support the process. Just over half of HEIs surveyed claimed to have an e-portfolio tool or system. Implementing PDP and supporting overall development were the most popular purposes for their systems, both cited by nearly all of those who claimed to have a system. Presentation/showing was cited by three quarters of respondents who had an e-portfolio, assessment by around two thirds and CPD for staff by a half.
Most institutions still regard themselves as being at a pilot stage and have plans to evaluate their experience. However, very few have committed the resources to run trials of different systems in-house. It is very important for the HE community to continue to share their experience, to illuminate exactly how systems are being used and why some systems which appear ideal in one context fail to meet the requirements of another. The accumulation of this knowledge depends on continued association between the technologists and the practitioners, each with their own understanding of what is desirable and possible. Furthermore, in the context of the UK national policy on PDP/progress files in higher education, UK HE has a particular and special role to play in the worldwide development of e-portfolio practice.
For more information, see: www.heacademy.ac.uk/news/20_5312.htm