Edinburgh Napier University

  Individualised Support for Learning through e -Portfolios (ISLE) is a collaborative project which is funded and managed on behalf of the Scottish Funding Council (SFC). The philosophy behind this project is to transform the experience of students through innovative approaches to teaching and learning. Initially, the project was led
by Paisley University and the partner institutions included Queen Margaret University, Abertay University, Adam Smith College, Angus College, Ayr College, Bell College of Technology, Dumfries and Galloway College, James Watt College and Motherwell College.
This definition helps to clarify any confusion that may exist over e-portfolios: an e-portfolio is a product, created by a learner, a collection of digital artefacts articulating experiences, achievements and learning which have benefits in personal development planning (PDP) and models of learning, teaching and assessment. (Beetham, 2005: 1)
In the same work, Beetham states that there seems to be more understanding, particularly in terms of the benefits that e-portfolios may bring to PDP and models of learning, teaching and assessment. He further suggests, that behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback. Gray (2008:6)
This reinforces the view that e-portfolios have the potential to promote learning and encourage personal development and digital identity by supporting the learning process, the product of learning and the transition of learners at various stages of the lifelong and life-wide journey. (Barrett and Carney, 2005; ISLE, 2005; JISC, 2008; Ward and Grant, 2007)
Over the past decade there has been increasing interest in the potential of eportfolios to support more student-centred and personalised forms of learning. This has been encouraged by national strategies for e-learning, the Scottish Funding
Council, the QAA, and other initiatives in support of lifelong and personalised learning. The benefits that electronic portfolios may bring to PDP and the benefits gained from these types of models of learning, teaching and assessment were the primary drivers behind QMU’s decision to become an institutional partner in this collaborative project.