This project will provide the HE sector with reusable models and resources for an e-portfolio based pedagogy for SMEs. Such a pedagogy will take account of the particular conditions of SME employers and learners, namely: shortage of time, prior informal learning, need to match individual learning with needs of the enterprise, need for flexible delivery, quality assured, opportunities to record and build achievement, need for confidentiality and for ease of access to e-learning and feedback.

This project (Co-genT) will exploit the use of technology to support the co-generation of academic curricula by employers and academics, in particular, by embedding graduate attributes and employment-related skills within an institutional pedagogic framework, the Gloucestershire Shell Framework, for the creation of demand-led continuing professional development (CPD) and degree courses.

The project promotes the role of technology in supporting and developing BCE initiatives through the integration of systems, providing for flexibility, accessibility and the personalisation. Co-genT will establish methodologies for BCE supported by system integration and configurable tools. These will be tested and evaluated by the project partners.

Technology enabled learning support for training & accreditation recognition (TELSTAR) project will provide a technology enabled Learning Framework accessible via a web portal that addresses the needs of work-based learners and their employers. It will include the facilitation of the accreditation of learners? prior experience, credit recognition of in-house and learning provider courses and negotiated credit awarded learning units.

Learners may mix-and-match a combination of these courses together with standard university modules to gain an HE level qualification from Foundation through to Masters level degrees. The web portal will also provide a competencies assessment tool, ePortfolio, CV builder, access to the learner community and learner support. Ultimately the focus of this project is to enhance innovation and productivity and deliver economic and social benefit to employees and employers.

A core objective for MMU is to meet the professional training and development needs of employers and professional bodies, both locally and nationally. This project will develop and use competence frameworks with employers and professional bodies to identify educational and training requirements in terms that are readily understandable to all parties. It will develop the use of e-portfolios to support students in showcasing their competences and it will work to make MMU?s Quality Enhancement processes more agile and responsive.

JISC have funded seven mini-projects focusing on e-portfolio interoperability. These projects are running from November 2008 to March 2009, to implement and test the LEAP2A emerging e-portfolio interoperability specification.

Flourish is using PebblePad as part of the eAdministration strand of the Users and Innovation eLearning Programme. Staff at the University of Cumbria will be using Pebblepad for CPD, for appraisals and for courses like the PGCert in HE. Flourish will also be working with bodies like the HEA (Higher Education Academy); SEDA (Staff Educational Development Association), CILIP (Chartered Institute of Library and Information Professionals) and ALT (Association of Learning Technology) to allow its members to make applications to join or to be accredited by them through eportfolio submissions.

This project was conducted in collaboration with Ultralab based at Anglia Ruskin University. The purpose of the project was to implement an Application Interface (API) which allowed authorized users to send text messages to students through a PebblePad Gateway.

The project addresses a bottleneck in work-based learning which is that Accreditation of Prior Experiential Learning (APEL) is a labour-intensive and difficult process both for students and the academic staff who operate it. This project will significantly enhance the efficiency and effectiveness of APEL by developing e-learning based services which:

• use e-assessment technology to allow potential students to self assess their prior experiential learning and receive an indication of the credit they might be able to claim;
• gather additional information from potential students to enable a well informed discussion to take place with an APEL academic advisor;
• guide and support applicants in the compiling of their APEL claim using e-portfolio services based on PebblePad.

PDP4XL2 supports the use of personal development planning and e-portfolios to develop and sustain favourable learner attitudes towards lifelong learning in the creative industries and health care sectors. Project partners will evaluate the ioPortal, the lifelong learning portal developed by Phosphorix, and map its data structures for PDP records against those in their institutional VLEs/e-portfolios that support PDP. The project builds on the strengths and successful outcomes of PDP4Life, the regional e-learning pilot for the South West.

Using a case study approach the PortisHEad project will implement an extension of the e-Portfolio Reference Model to enable groups of students from Wolverhampton College and the University of Wolverhampton to use their e-Portfolios to research, prepare and submit Higher Education applications via UCAS, to receive information, advice and guidance (IAG) about their applications from their school or college, to receive feedback from HE admissions staff and to form the starting point for enrolment and induction into an HE institution.

Using the ?thin e-Portfolio model?, based on Web Services and a Service Oriented Approach, the project aims to put the learner, via the e-Portfolio, at the centre of the HE admissions process.

This project began in March 2005 and involved 2 schools, 3 colleges and 2 universities working on the integration of eportfolios into the curriculum. The original project ended in March 2006 but was supported through until June 06 by which time it had received continuation funding to support existing users until June 2007.

The overall aims of this project are twofold. The first is to gain a better understanding of the way in which ePortfolios are used (or not used) by students and how best they can integrated into the curriculum. The second is to observe how ePortfolios are used for assisting progression from one institution to another, by both students and institutions? admissions departments.

This 6-month project was funded to take an existing piece of software and implement it in a new or innovative environment. The project team used SWEET.net to act as a piece of ?middleware? allowing proprietary data to be taken from SITS and then passed to PebblePad using a recognized ?open standard? ? IMS Enterprise. The team further developed the software to extract module data from SITS and to make it available to tutors administering gateways. Now that data is held in SWEET it is able to be shared with other systems that may require SITS-type data without the need to interface directly with SITS.

PebblePad was used by the University of Bradford led "Enhancing Learner Progression" project; with Leeds Metropolitan and Leeds University. PebblePad was chosen over a leading open-source ePortfolio because of its usability and flexibility for the project"s intended audience.

The ability to reflect is a powerful learning tool. The ELP project aims to encourage students to reflect and record their experiences and skills in order to help them progress through their learning journey. This will be enabled through the use of e-portfolios.

The project will examine the use of e-portfolios at three key points in this learning journey - student progression into Higher Education, through Higher Education, and into work - to evaluate if and how e-support assists students in managing these key transitions.