Moving forward from piloting e-Portfolios: applying the lessons learnt to wider adoption

The aim of this presentation is to provide an update on the 2nd year of an action research project by the title ‘Evaluating e-PDP as a means of supporting learner development within a psychology curriculum’. e-PDP has been embedded in three ways: (a) microtasks aimed at developing Information Literacy are now part of the coursework in two units at level 1 and 2, (b) logs of learning activities as part of units at level 1 and 2 (on counselling exercises and group work) and (c) an e-portfolio is submitted at the end of the academic year in which the student assesses his/her experiences and development across all units. However, instead of providing figures of student engagement with, and submission of the above, we will discuss the place of reflection in learning and some of the sources of resistance to engage in reflective writing and the construction of e-portfolios. This is based on the qualitative analysis of a sample of interviews with students, but also our own experiences as academic practitioners.