Organisational overview
Brisbane North Institute of TAFE (BNIT) is a leading provider in Queensland of vocational education and training services to community, business and industry. BNIT has five community-based campuses located at Ithaca, Grovely, Bracken Ridge, Redcliffe and Caboolture. The further development of the TAFE Open Learning model, in partnership with other TAFE Institutes, will be responsible for ensuring the Institute maintains its pre-eminent role in the area of open learning throughout Queensland.
BNIT is positioned as the leading institute provider for the vocational training areas of Business, Finance, Information Technology, Telecommunications, Justice, Government – Public Sector, Floristry, Horticulture, Pest Management, Veterinary Animal Science (TAFE Queensland Animal Ethics Committee). It also has a leading role for blended and distributed learning models
A range of delivery options (online, on-the-job, on campus) enables service to customers, both individual students and corporate clients, across Brisbane’s central and northern districts, as well as Queensland, Australia-wide and internationally.
BNIT partners with community, industry and employers to develop and deliver innovative training programs that equip and upskill people for existing jobs as well as for jobs in emerging industries.
BNIT therefore has a vested interest in exploring the potential for technologies to enhance access to educational opportunities for individuals, industry and the wider community as well as opportunities to improve business processes and return on investment.
Project overview
In early 2008, Glenn Searle, Manager of Blended Learning Solutions, presented an ePortfolio Implementation Model to the Australian Flexible Learning Framework (the Framework) E-portfolio Reference Group in Adelaide and at the Australian ePortfolio Symposium at Queensland University of Technoloyg.
The essence of the model is to streamline BNIT’s RPL processes and to engage current IT industry workers by using e-portfolio software to gain full or partial RPL or a standard training pathway to a qualification. The model is specific to the IT industry but is transferable to other vocational training areas and the wider national training system.
In 2008, the Framework’s E-portfolios Business Activity sponsored BNIT to take part in the BNIT Recognition of Prior Learning Support Systems Trial to evaluate use of an e-portfolio tool that could support the RPL process.
Until recently, RPL processes have been prohibitive to potential learners as the onus had been on the learner and not the assessor to prove RPL. For learners, this meant interpreting AQTF criteria that is couched in technical language designed for educational professionals. Thus the need has been two fold:
a) to overhaul and streamline current RPL processes
b) to examine whether an e-portfolio tool is capable of supporting improved RPL processes
The aim of the project was to harness existing yet unrecognised skills of workers principally in the IT industry and lead them to pathways of a full qualification, gap training or standard training pathway. The approach was to engage industry partner Mincom in an RPL and gap training process with BNIT’s IT faculty.
Mincom is an international ICT company, based in Queensland, providing IT solutions to the global mining industry and is a ‘leading global provider of software solutions and services for asset intensive industries’.
In July 2008, BNIT began forging a partnership with Mincom to engage in RPL and the e-portfolio trial to raise the profile of skills of IT workers and help individuals gain qualifications. In October 2008, a BNIT ePortfolio Reference Group was formed as a means for BNIT managers and Mincom representatives to promote the trial and help realise the benefits of using an e-portfolio not just for RPL but for company and individual promotion.
Great interest for the project was generated amid Mincom IT staff to the extent that staff from other national offices lodged interest in participating and the project looked to be gaining great momentum. However, due to the nature of the industry the company quickly shifted focus to the emergency of the global financial crisis and was not able to give the e-portfolio trial due attention.
Headway with Mincom has more recently been gained with the finalising of a contract but this interest is more in the RPL process and outcomes itself and not in the trial of e-portfolio software or the willingness to participate in the trial. The focus therefore shifted from the original intent and has raised insight that the concept of an e-portfolio has been well received by this company but that the use of an e-portfolio tool per se has not been seen as a necessary means to an end at this point in time.
This iterates a key consideration that the e-portfolio tool will need to address specific business needs of an organisation– that the purpose needs to be explicit— in order to generate any interest in using it as an enterprise-wide solution. For individuals, the benefits must be made obvious through exemplars, case studies and information sessions.
On the positive side, the RPL model and processes can be generalised to other industry areas and it is anticipated that continued research on the trial may find keener uptake in the Community Services area, as will be discussed later.
Key features of implementing an e-portfolio into the RPL Process
Selecting an e-portfolio system for the RPL process
The decision to choose Desire2learn is based on two factors: technology integration and customisation. As to technology, this software is written in.NET and uses Microsoft MySQL as a backend. Theoretically, this allows BNIT to integrate the e-portfolio data with our existing learning management systems—Janison (My.TAFE) and WebCT (MyTAFE) –and the student database program. As to the second factor, the software allows a level of customisation, e.g. BNIT can import widgets and deploy AJAX object ready functions. AJAX stands for Asynchronous JavaScript and XML. It is based on JavaScript and HTTP requests and is used to create user-friendly web applications.
Following a request for information from vendors and a presentation to BNIT software solution Desire2Learn was chosen as the e-portfolio tool for the trial.
Tendering for the e-portfolio tool
Vendors were asked questions regarding their product around four key areas:
• Learner support processes
• Access
• Learner options
• Portability
Tender response points and questions included:
Learner support processes
Provision of self-service support to learners will be a key feature of the pilot. Please indicate what solutions your organisation can provide or help to develop in terms of:
• Self-directed online modules in relation to the benefits of having and maintaining an e-portfolio
• Self-directed online modules that guide learners through key functions of the e-portfolio
• Online help
• Embedding self-assessment tools within the system that records and retains information
• Building communities of practice within the system that engage learners, assessors and employees.
Access
• What impediments exist in relation to access to the e-portfolio system for non-students?
• How will people get usernames and passwords if they are not currently enrolled?
• If people populate the e-portfolio but do not seek recognition within 12 weeks, can the system automatically remove access?
• Can the system notify user and BNIT of inactivity and impending removal of access?
• If people enrol, what capability exists to reissue passwords to match a single user login across all BNIT systems?
Learner options
• Enabling learners to publish for multiple audiences (i.e. publish certain artefacts for a mentor/coach and a different view for an RPL assessor?)
• Integrating artefacts stored in Web 2.0 repositories (e.g. Facebook) with those in the e-portfolio system for publishing without duplicating artefacts?
• Facilitating feedback between learner and BNIT staff?
• Enabling learners to manage access to artefacts through permissions?
• Validating artefacts as authentic and original?
Portability
• It must be acknowledged that interoperability is a critical aspect of the national e-portfolio agenda.
• From a systems perspective, briefly outline how the e-portfolio will integrate with LMSs (e.g. WebCT and Janisons) and Content Management Systems (e.g. Equella).
• If a learner chooses to leave the e-portfolio, how can they extract their data and save so they can retain or reload it into another system at a later date?
• If BNIT changes vendors, how would data migrate from one system to another?
Implementing an e-portfolio system to support the RPL process
The requirements for successful implementation of an e-portfolio are as follows:
Organisational requirements: included the ability of the software to interoperate systemically with other organisational software such as student information and HR systems; and the ability to track information for audit purposes.
As many people are not aware of e-portfolios or their capabilities, the project needs buy-in at a higher level such as Faculty Director and the Director of Education and Training so that the benefits of e-portfolios can be widely disseminated to staff and students.
It is likely that timing has been a key factor in the trial and the short time frame that was available to achieve stakeholder buy-in. A future implementation would require undertaking a wide educative and consultative process so that potential users can warm to the concept of e-portfolios (and evaluate the personal and professional benefits) before being required to engage with the technology.
RPL assessor’s requirements: include ease of use, the ability to provide a means for assessors to gather evidence easily to match skills sets or snapshots for AQTF quality and audit purposes.
E-portfolio user’s requirements: include having a user friendly system that allows users to gather, organise, reflect on and present evidence and showcase skills to a variety of audiences, where learners control their content and presentation options.
Ways an e-portfolio can support the RPL process
The e-portfolio system is capable of supporting the RPL process as follows:
- Enrolling the user in the system
- Enabling the creation of forms or templates where users can identify the recognition requirements of the qualification they are seeking to obtain and upload artefacts to match identified skill sets.
- Enabling tagging of artefacts for ease of searching and linking to a variety of evidence pointers
- Providing a repository for artefacts captured in a range of digital formats
- Enabling communication between RPL applicant and assessor
- Enabling reflective practice for individuals, peers, mentors, teachers, assessors
What types of learner evidence was generated during the RPL process, and how was this information validated?
As yet we have not been able to see this process through, that is, trialling the e-portfolio tool using authentic learners. We hope to establish further opportunities for evaluation next year with other participants as mentioned later.
Additional information to consider when using an e-portfolio in the RPL process
- The e-portfolio needs to have a language pack that aligns with a VET training environment. Currently Desire2Learn’s language is associated with a higher education environment.
- Currently as users log in to the e-portfolio, they arrive at an entry to the Desire2Learn LMS portal with links to the e-portfolio from there. Some users commented that this was a confusing feature. Further user testing is required to gauge reaction to this more broadly, hence a simple/sign sign on approach is important.
- It has been identified that the Desire2Learn software is not intuitive for low end technical users and we will need to explore usability issues as we proceed with research.
Other discoveries identified during the Project trial
- The ability for the e-portfolio software to integrate and search third party databases, such as AVETMISS and enrolment data, to identify any previous enrolments for the RPL applicant e.g. ACE courses, units of competency, partial qualification, would be extremely beneficial.
- The possibility to leverage off Call Centre recording software for the recording, compressing and storage of RPL interview data and uploaded into the RPL candidate’s e-portfolio would also be beneficial.
Guidelines documentation
We developed a User Guide to assist learners to become familiar with the concept of an e-portfolio and with the Desire2Learn environment. It was aimed at IT staff users and will most likely need to be amended for low technical knowledge users or other audiences as we proceed with our research.
Future Directions
BNIT is currently working with teachers/ assessors from the IT Faculty who have engaged with IT workers from Education Queensland (EQ) who have their Orange Card accreditation and are seeking further qualifications. The Orange Card is a DETA accreditation that provides the holder with knowledge of, and elevated access to, the Managed Operating Environment version 2.0 (MOE). All school ICT Support Staff tasked with supporting a MOE network need to obtain Orange Card accreditation.
The e-portfolio can be used to assess the areas IT staff need to gain accreditation through the use of electronic forms to upload digital artefacts using a range of media. Those with existing skills can then seek accreditation or be advised of gap training requirements. The Orange Card and other evidence can be scanned and digitally stored on an individual’s e-portfolio.
BNIT have also met with representatives from the Public Sector team who showed keen interest.
The Public Sector team presented the concept and a customised example to a prospective mining client and public service agency. The public service client indicated that they would need training to become familiar with and understand the technology, but will consider its use. The mining clients were impressed with the concept but have not entered into a training arrangement with BNIT at this point.
We anticipate there may be greater uptake of e-portfolios in sectors where collection and sharing of information occurs as part of a natural communication process such as in the Community Services area. We have had renewed interest in BNIT Children’s Services where the RPL processes have already reached some maturity with the development of snapshots. Snapshots are based on units of competency couched in simple accessible language for both participants and assessors and often cluster competencies to avoid repetition. We are exploring contacts in Victoria who are using wikis as e-portfolios for the Certificate III in Children’s Services.
As mentioned earlier, the attractiveness of an e-portfolio needs to meet a purpose such as a defined business need. In the case of RPL in Children’s Services a fairly draconian form of telephony and hand written notes are used by assessors to record interviews with participants. E-portfolios have the potential to assist both the assessor and participant by providing a means to electronically store records of interviews that can be used as evidence of competency. Therefore a business need is evident where employee’s (assessor’s) time is saved in the recording and correct interpretation of participant’s skills and abilities to match auditable requirements. Child care workers can also record processes in workplace situations in audio (and in some cases video) that can be used as evidence in their e-portfolios.
As portfolios are used extensively in the child care industry to document child development, the concept is already well understood amongst workers. The challenge in some instances will be the introduction of technology to childcare workers who are not comfortable using technology. We would therefore target early adopters and keen participants who could then lead interest through exemplar e-portfolios to showcase the utility and potential benefits of using e-portfolios
Contact Details
Glenn Searle
Manager
Blended Learning Solutions
Innovations
Brisbane North Institute of TAFE
Tel: 07 3259 4320
Fax: 3259 3007
Mob: 0413 701 431
Web: http://www.bn.tafe.qld.gov.au/