Richardson, H.C., & Ward, R. (2005) Developing and Implementing a Methodology for Reviewing E-Portfolio Products, The Centre for Recording Acheivement

Richardson, H.C., & Ward, R. (2005) Developing and Implementing a Methodology for Reviewing E-Portfolio Products, The Centre for Recording Acheivement

The report focuses on the available e-portfolio products and begins to classify their designed uses. Within this are included tools for PDP (the majority are designed for this use), assessment management, and presentational tools. “We found that most systems have been developed for a particular age or stage of learning.” This also implies that the tools lack flexibility and are designed with specific uses in mind.

The findings reported also indicate that the majority of tools had low levels of personalisation in their functionality stating that, “very few systems currently support learner selected screen display preference settings.” (p.14) This was identified as a key issue and is significant in terms of student ownership of their content.

Drew, S., Stevens, A. & Haughton, P. (2007) Electronic PDPs for Art, Design and Media: Their Use and their Assessment, Sheffield Hallam University

Drew, S., Stevens, A. & Haughton, P. (2007) Electronic PDPs for Art, Design and Media: Their Use and their Assessment, Sheffield Hallam University [Online report] Available at: www.shu.ac.uk/research/cre/Electronic%20PDP/Website/base%20model/CasestudyD&T%20amended.doc (accessed July 20 2007)

The focus on electronic personal development portfolios is made clear from the outset, and the case studies that have driven the research findings acknowledge this. The work identified some key findings from consultation with employers in relevant fields. This included the emergence that there was an increasing trend for applicants to make first contact via email, but that employers do not view a portfolio until interview.

It also emerged from the employer perspective that portfolios needed to be focussed in order for them to stand out from the crowd, show individuality and emphasise originality and creativity. It was also suggested that PDP content was, although not expected by employers, generally found to be occurring in employees and was seen as a personal activity. A tension also emerged between worked presented being of potential commercial value.

There is some ambiguity about the role of PDP for employability, and although the report does discuss PDP with employers, it highlights the gap between PDP in education and for employment purposes, stating, “E-PDP tends to be located on professional practice modules.”

Adams, J. (2007) ‘Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum’ International Journal of Art and Design Education, 26 (3), pp264-273.

Adams, J. (2007) ‘Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum’ International Journal of Art and Design Education, 26 (3), pp264-273.

Although the article focuses on art and design graduate’s identities as they train to become teachers, it does highlight a parallel challenge associated with the ways of working with e-learning technologies – VLE or e-portfolio; “There are problems of expression that are brought about by the juxtaposition of visually and spatially adept artist-learners constrained within a largely textual environment.” (p.264)

In discussing identities of the artists and designers, the author refers to the idea that personalisation may only exist through social interaction. So this expression has manifested itself in the social aspects of forum conversation in the virtual learning environment, despite the constraints of a text-oriented interface.

Logan, C., Allan, S., Kurien, A. & Flint, D. (2007) Distributed E-Learning in Art, Design and Media: An Investigation into Current Practice The Higher Education Academy Subject Centre for Art, Design and Media

Logan, C., Allan, S., Kurien, A. & Flint, D. (2007) Distributed E-Learning in Art, Design and Media: An Investigation into Current Practice The Higher Education Academy Subject Centre for Art, Design and Media

The research aimed to provide a picture of the current use of virtual learning environments and other learning and teaching technologies in these subject areas. The findings of the project were reviewed in the light of current literature, and the report provides development-oriented advice that aims to benefit stakeholders in these specialist subject areas.

Three kinds of findings contributed to the project. Detailed survey evidence describes current and extensive use of learning technologies and levels of user satisfaction; case studies provide in-depth accounts of practical and pedagogical issues involved in introducing e-learning into course programmes; and focus group findings give rich, qualitative accounts of real-life learning and teaching, including the student experience. The project’s evidence provides a picture of the diverse and innovative use currently being made of e-learning across art, design and media disciplines.

For further information visit:
http://pathfinder.cumbria.ac.uk/del1.html

Download the full report.

Downes, S. (2007) Web 2.0 and Your Own Learning Development [Online video presentation] Available at: http://video.google.com/videoplay?docid=-5431152345344515009 (accessed November 21 2007)

Downes, S. (2007) Web 2.0 and Your Own Learning Development [Online video presentation] Available at: http://video.google.com/videoplay?docid=-5431152345344515009 (accessed November 21 2007)

This online presentation characterises the principles upon which the author considers web 2.0 technologies to be based. These three underlying principles have connections with the social learning theories of other entries in this annotated bibliography (Lave & Wenger, 1991), (Mendoza et al., 2007). The three principles are:- Interaction: participation in communities of practice; Usability: the software must be easy to use and accessible; and Relevance: or salience. Most significantly, Downes describes the need for the user to own and personalise the spaces that they use, encouraging the bespoke selection of resources from the vast collective knowledge available through the World Wide Web. It is the skills associated with this selective process that are of particular interest when considering the links with user-driven e-portfolio software, whether it be for representational or reflective use.

Tarnowski, M., Knutson, M., Gleason, E., Gleason, C., & Songer, E. (1998) ‘Building a Professional Portfolio’ Music Educators Journal, 85 (1), pp17-20+38

Tarnowski, M., Knutson, M., Gleason, E., Gleason, C., & Songer, E. (1998) ‘Building a Professional Portfolio’ Music Educators Journal, 85 (1), pp17-20+38

The article is a nearly a decade old but iterates some of the key needs for a professional portfolio (music teacher). The author describes this type of portfolio as needing three facets: 1) professional development, 2) teaching abilities, 3) personal and professional attributes. There is also an indication for the need for audio elements within the music educator’s portfolio, digital portfolios lending themselves to this multimedia requirement.

Creative Review (2004) ‘How to get a Job’ Creative Review, Nov 2004, p37

Creative Review (2004) ‘How to get a Job’ Creative Review, Nov 2004, p37

Significantly, the article talks extensively about the use of traditional paper-based portfolios during interviews for jobs in the design sector. This goes against the other emerging idea of digital portfolios being used by graduates and employers aside of the interview period. The implication is that the physical portfolio is still seen as important; “…it is always good to include hard copies for the ‘feel factor’.”

The article also focuses on the need for graduates to tailor their portfolio for the individual company that they are aiming to gain employment with one interviewee stating that they are including information about how to do this on their website. “Candidates themselves can prepare by tailoring their portfolio to suit the job which they are up for.”

Burgoyne, P. (2004) ‘Experience Necessary’ Creative Review, March 2004, p10

Burgoyne, P. (2004) ‘Experience Necessary’ Creative Review, March 2004, p10

This short editorial from the popular art and design publication, Creative Review, describes the magazine’s focus for the month, work placement. It highlights the importance of placement in enabling graduates to get work in art and design, but also acknowledges the other elements of employability. “Placements, along with the right personality and a portfolio that demonstrates the ability to think conceptually as well as handle type and images competently, are the essential ingredients for any graduate CV.”

Perry, M. & Medler, A. (2004) Marketing your Creativity: New Approaches for a Changing Industry, Lausanne: AVA Publishing

Perry, M. & Medler, A. (2004) Marketing your Creativity: New Approaches for a Changing Industry, Lausanne: AVA Publishing

The authors have written the book for graduates who are readying themselves for employment in the design sector. They talk about the changing face of employment in the sector describing, “client spending on marketing activity is undoubtedly down and permanent jobs in the industry have suffered, freelance is more buoyant.” (p38) The authors offer an alternative ethos for enhancement employment opportunities, suggesting interdisciplinary awareness and diversity of skill-base being key elements.

The book describes ways that graduates can market themselves for employment. Digital portfolios – CD or web based – are first on the agenda and assert a need for easy to access and readily compatible content the key. A number of other approaches are listed; digital direct mail, email, multimedia, but the portfolio is seen as a fundamental tool. “Turning your traditional portfolio into a digital portfolio opens up all kinds of doors or you.” (p54) And the authors re-state the need for individuality and asserting the “brand of you.”

Booth, H. (2004) ‘Products of Placement’ Design Week, 18 Mar 2004, pp22-23

Booth, H. (2004) ‘Products of Placement’ Design Week, 18 Mar 2004, pp22-23

The author describes a portfolio as being a vital element in the arsenal of a graduate in their search for employment. The article describes exemplary processes from the student perspective to getting a job. Invariably this involves the development of a flexible and portable portfolio; “I wanted them to see I understood what makes a good idea.” The article also highlights the need for expression of individuality and personality in graduate portfolios, re-affirming the basis of design industries being selected themselves on their stylistic approaches.

Another student experiences also identifies peer assessment of a representational portfolio as having facilitated employment opportunities. However, the focus of the article does show that ‘reciprocal’ placement is perceived as playing a far more important role in seeking and gaining employment.