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Exemplar of use 1 - VET

Page history last edited by Janette Hillicks 7 years, 10 months ago

  

An overview of use

 

 

Exemplar of Use 1 – VET - E-portfolios Implementation Trials

 

An overview of use –

http://www.flexiblelearning.net.au/content/e-portfolios-funding

 

The Australian Flexible Learning Framework (Framework) is committed to investigating the implementation of e-portfolio systems which support lifelong learning through seed funding to vocational education and training (VET) training organisations. These trials support the VET E-portfolio Roadmap’s key goals of Embedding and Transitions. These Training Organisations have been investigating and identifying the features of an e-portfolio system which supports learner pathways.

 

e-Portfolio context: In 2009 and 2010 the following six VET Training Organisations received seed funding:

 

2009 e-Portfolios Implementation Trials:

 

Coonara Community House worked with Diploma of Children Services clients seeking recognition of prior learning (RPL) prior to undertaking their course. All learners were offered the opportunity of using an e-portfolio for their RPL assessment, however, midway into the trial only those learners who had received the additional support of developing their e-portfolio had put forward anything to be assessed by RPL.

 

Fire Protection Association Australia trialled the social networking software Ning to support fire protection industry service technicians gain recognition for their Extinguishing Agent Handling Licence competencies. As sole operators, the fire protection technicians were mentored to enable them to use the online environment effectively. Once engaged in the e-portfolio space, the often disparate and isolated workers found the opportunity to professionally ‘network’ with other remote colleagues was an added bonus in this method of managing the assessment process.

 

TAFE NSW Sydney Institute used an e-portfolio to support the RPL process of Certificate III and IV in Hairdressing clients. Learners quickly embraced the opportunity to present their ‘life’s work’ in a digital format, finding the experience to be self-empowering, while learning new (digital) skills. This trial also investigated the use of point of view or camera glasses to record ‘live’ workplace evidence.

 

2010 e-Portfolios Implementation Trials:

 

Centre for Adult Education investigated the positive impact that e-portfolios can have on the personal development of disengaged and at-risk young people undertaking a Certificate II in Retail. Using the Mahara e-portfolio system, learners created and maintain an e-portfolio to record and monitor their progress in achieving personal and academic goals. This process helped the teachers/trainers develop a wider ‘picture’ of their learners’ skills and competencies, which aided wider discussions of future career/training pathways.

 

Polytechnic West investigated the potential of a Mahara e-portfolio system as a RPL tool for regional and remote laboratory technicians undertaking a Certificate IV in Laboratory Techniques. The introduction of point-of-view (POV) glasses helped trainees collect evidence of their skills, giving them the independence to collect their own evidence, without having to ask someone else in the workplace to video record them, allowing the recording to focus on the task and not the individual. The point of view device was also used for collecting just audio or ‘still images’.

 

Royal District Nursing Service of South Australia worked with Diploma of Nursing students using the PebblePad e-portfolio system to compile and present evidence to support course and professional competencies, including those required by the Nursing and Midwifery Board of Australia. In particular, PebblePad’s Action Plan and Point Allocation function proved to be very useful for this process. Learners have also been experimenting with how the e-portfolio system can help them produce a CV which makes them ‘stand out from the rest’ in the employment process.

 

Dates of provision: for 6 month period during both 2009 and 2010.

 

Reason for implementation:

 

Purpose/s: Personal Development Planning, Continuing Professional Development, Transition to/ from the institution, Work Based Learning, Assessment, Lifelong Learning, Recognition of Prior Learning


Learning processes involved: Information capture, Information retrieval, Planning, Presentation

 

Practice: Developing


Key staff involved:

Name: Allison Miller
Email: Allison.Miller@flexiblelearning.net.au
Tel: +61 8 8207 8872 or +61 400 732 270
Position: E-portfolios Business Manager

Contact details for the other key staff involved can be found in the Case Study links below

 

Links to example/s

2009 Case Studies and resources - http://www.flexiblelearning.net.au/content/2009EIT

2010 Case Studies and resources – http://www.flexiblelearning.net.au/content/2010EIT

 

 

Creative Commons Licence

2009 E-portfolios Implementation Trials:

· Coonara Community House worked with Diploma of Children Services clients seeking recognition of prior learning (RPL) prior to undertaking their course. All learners were offered the opportunity of using an e-portfolio for their RPL assessment, however, mid-way into the trial only those learners who had received the additional support of developing their e-portfolio had put forward anything to be assessed by RPL.

· Fire Protection Association Australia trialled the social networking software Ning to support fire protection industry service technicians gain recognition for their Extinguishing Agent Handling Licence competencies. As sole operators, the fire protection technicians were mentored to enable them to use the online environment effectively. Once engaged in the e-portfolio space, the often disparate and isolated workers found the opportunity to professionally ‘network’ with other remote colleagues was an added bonus is this method of managing the assessment process.

· TAFE NSW Sydney Institute used an e-portfolio to support the RPL process of Certificate III and IV in Hairdressing clients. Learners quickly embraced the opportunity to present their ‘life’s work’ in a digital format, finding the experience to be self-empowering, while learning new (digital) skills. This trial also investigated the use of point of view or camera glasses to record ‘live’ workplace evidence.

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