Exemplar 6 - Tasmanian Polytechnic

The Tasmanian Polytechnic is a state-wide government post-year 10 vocational education institution. e-Portfolios are being used in a number of trials using a range of services including Mahara.

Institution: e-Portfolio context:

In June 2009 Mahara was trialled with a number of teaching teams. A key aspect of the trials was to develop a guide to facilitate the embedding of e-portfolios in the learning and teaching process.

The trials focussed on student ownership and control and the guide that was developed (Case Study link) argues that the value of e-portfolios will be maximised when teachers consciously and deliberately design 'e-portfolio-based learning', and carefully scaffold the associated processes for learners.

The guide therefore had a dual focus:

1. the role of the teacher as manager of a student-centred learning process, and

2. ways in which teachers can use e-portfolios to help students reflect on learning and experience, and build a cumulative portrait of skills, knowledge and achievement.

Continued use of Mahara as an e-portfolio tool during 2010 and into 2011 has shown that the most effective use occurs when courses or units have been designed that integrate Mahara functionality. For example linking course content and process with Mahara forums, reflective journals and learning groups.

Dates of provision:  2009 to current

Reason for implementation:

The e-portfolio is an essential part of the development of learning-to-learn skills for Tasmanian Polytechnic students, and lies at the heart of reflective practice. The purpose of e-portfolios extends beyond RPL, or collection of evidence for assessment, to being integral to the Polytechnic vision of flexible, applied, connected and supported learning.

e-Portfolios are not simply seen as a product (a static collection of digital artefacts), but as a process of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback.

Purpose/s: Student-directed Learning, Personalised Learning, Collaborative Learning Communities, Personal Development Planning, Continuing Professional Development of Staff, Transition to/from the institution, Work Based Learning, Employability/Graduate attributes, Assessment, Lifelong Learning.

Learning processes involved: Information capture, Information retrieval, Planning, Reflection, Feedback, Collaboration, Presentation

Practice: Developing

Key staff involved:

Roger Stack,

Flexible Learning Manager

Tasmanian Polytechnic

roger.stack@polytechnic.tas.edu.au

Links to example/s

Case study link: http://eresources.tafe.tas.edu.au/epw/introduction/index.html

Mahara site (but with no views public other than Help pages)

http://www.eportfolio-polytechnic.net.au/