E-portfolios Funding
E-portfolio Implementation Trials
The Australian Flexible Learning Framework (Framework) is committed to investigating the development and implementation of e-portfolio systems which support a learner's ability to easily move into vocational education and training (VET) and beyond.
The 2010 E-portfolios Implementation Trials will investigate and identify the factors that contribute to the successful implementation of an e-portfolio system which supports learner transitions i.e.
- into VET through RPL (recognition of prior learning) or meeting minimum entry requirements (MER) or help individuals re-identify themselves as learners
- through VET by supporting workplace training and assessment, fasttracking of qualifications or improving the chance of course completions or
- out of VET into further education, employment, promotion or self employment
2010 E-portfolio Implementation Trials
Three registered training organisations (RTOs) have been awarded funding to implement and trial an e-portfolio system to support learners transitions. Conducted over six months, these trials will also adopt the Framework’s VET E-portfolios Privacy Draft Guidelines, and provide feedback about their usability and adoptability, as well as develop resources to support learners’ understanding of privacy risks when using an e-portfolio system.
The 2010 E-portfolios Implementation Trials will help to establish a national standards-based approach to e-portfolio technologies for managing learner information, and support the VET E-portfolio Roadmap’s key goals of embedding and transitions.
The three 2010 E-portfolio Implementation Trials are:
e-Pathways – Centre for Adult Education (CAE), Victoria
This trial will investigate the positive impact that e-learning can have on the personal development of disengaged and at-risk young people. Using the Mahara e-portfolio system, learners will create and maintain an e-portfolio to record and monitor their progress in achieving personal and academic goals.
The trial will examine critical success factors in introducing e-portfolios to this specific learner group and track the transition from the current paper-based system of mapping individual pathways to a more flexible, accessible and engaging online system.
An online survey will be conducted with teachers/trainers and learners at the end of the trial to measure the extent to which learners engaged with the e-portfolio, as opposed to traditional methods, as a tool to monitor their personal and educational outcomes.
Mahara and regional RPL – Polytechnic West, Western Australia
This trial will investigate the potential of a Mahara e-portfolio system as a RPL (recognition of prior learning) tool for regional and remote laboratory technicians undertaking a Certificate IV in Laboratory Techniques.
The introduction of an e-portfolio system will help trainees provide evidence of competency and skills they have gained through on-the-job training, helping them to up-skill to either a diploma (Diploma in Laboratory Technology) or a university degree (Bachelor of Science in Laboratory Medicine).
The trial will closely examine the digital literacy skills of learners and assessors as well as levels of technical and industry support, given the impact these factors can have on engagement and the extent to which an e-learning pedagogy is embedded.
The suitability of POV (point of view) camera glasses in a laboratory setting will be assessed along with more traditional recording methods for capturing and uploading evidence to Mahara. Third party validation from laboratory managers will be used to ensure the evidence captured complies with AQTF (Australian Quality Training Framework) standards.
E-portfolios for nursing – Royal District Nursing Service, South Australia
In this trial, Diploma of Nursing students will use the PebblePad e-portfolio system to compile and present evidence to support a range of course and professional competencies, including those required by the Australian Nursing and Midwifery Council.
The use of an e-portfolio system is expected to overcome complexity in integrating, applying and translating evidence of competencies required under both course and professional frameworks and to meet increased regulatory requirements around learning evidence.
Learners, many of whom are following study pathways to university, will also complete activities that require them to reflect on their work placements, in a bid to facilitate and smooth the transition between learning and work.
Learners will use PebblePad’s webfolio function to publish learning outcomes and experiences to demonstrate the system’s capabilities and help future learners in building their e-portfolios.
2009 E-portfolios Implementation Trials
In 2009, three registered training organisations were funded to implement an e-portfolio system which enables learners to move quickly and efficiently between education and training, employment and industry areas.
2009 E-portfolios Implementation trials – Summaries, Reports, and Resources:
- Supportive Recognition – Coonara Community House, Victoria
Coonara Community House worked with Diploma of Children Services clients seeking 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.
Coonara Community House’s 2009 E-portfolio Implementation Trial – Final Report
Trial websites:
Coonara e-portfolio information and ‘how to’ instructions website: http://coonararpl.coonarahouse.org.au/E-portfolios#toc5
Coonara RPL (recognition of prior learning) website: http://coonararpl.coonarahouse.org.au
- Skills Capture – Fire Protection Association Australia, Victoria
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.
Fire Protection Association Australia’s 2009 E-portfolio Implementation Trial – Final Report
See the ‘Resources’ and the ‘Attachment’ sections of FPAA’s Final Report for trial resources
- Skills recognition using e-portfolios – TAFE NSW (Sydney Institute), New South Wales
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.
TAFE NSW Sydney Institute’s 2009 E-portfolio Implementation Trial – Final Report
Trial websites:
Project wiki: http://eportfolioproject09.sydneyinstitute.wikispaces.net/
HairEBlog: http://eportfolio.vetsa.net.au/view/view.php?id=303
The Workforce Development Unit ran hands-on workshops for teachers on using Mahara and POV cameras. The resources from these workshops are available here:
Getting started with Mahara: http://wiki.tafensw.edu.au/sydney/mylearning/index.php/Eportfolios_Getting_started_with_Mahara
POV cameras: http://wiki.tafensw.edu.au/sydney/mylearning/index.php/Point_of_View_Cameras_(POV)
2009 E-portfolios Implementation Trials - Key Themes and Findings
This E-portfolios blog post details the key themes and findings about the 2009 E-portfolios Implementation Trials: