Designing an e-portfolio for assurance of learning focusing on adoptability and learning analytics

Abstract

<span>The </span><em>Assurance of Learning for Graduate Employability</em><span> framework is a quality assurance model for curriculum enhancement for graduate employability, enabling graduates to achieve "the skills, understandings and personal attributes that make [them] more likely to secure employment and be successful in their chosen occupations to the benefit of themselves, the workforce, the community and the economy" (Yorke, 2006). Of particular note is the framework's dependence on three foundations, including easy access to integrated and accessible tools for staff and student self-management. In other words, this approach to curriculum quality depends on staff and student access to tools that enable them to self-manage their learning. This paper examines two aspects which informed the design of a student e-portfolio system, </span><em>iPortfolio</em><span>, intended for students' self-management of their learning, particularly recording evidence of their achievement of capabilities. The paper focuses on two particular considerations in the design of the</span><em>iPortfolio</em><span>: adoptability and learning analytics. Adoptability means the phase preceding adoption, whether students have the devices, platforms and technology skills to be able to use such an innovation. The </span><em>iPortfolio</em><span> also facilitates learning analytics: it has the capability to gather data related to learning indicators for course quality assurance purposes. Both adoptability and analytics are very dynamic fields: new devices, platforms and applications constantly spark changes in user habits, and policy changes mean institutions need to be able to provide new data, often at short notice. In the conclusion, the paper suggests how tools such as the </span><em>iPortfolio</em><span> can be designed for 'future proofing' and sustainability.</span>