When my children completed their schooling last century – they brought home with them large folders which held all of their certificates, activities and a range of supporting material. As they attended University and did some part-time work, they added to these. I think that they still maintain a portfolio of achievement of this type. My own portfolio of academic and workplace achievements is still contained in several sections of my filing cabinet, although I have created some sample e-portfolios as I have developed my skills and knowledge in this methodology.
But what of the students and workers of the 21st Century? Will these still collect and develop folders or filing cabinets of material to support their academic, workplace and life’s achievements?
In this session, I will discuss how two quite diverse organisations are using e-portolios, in the case Mahara, to support the concepts of workforce development. The students creating and building their e-portfolios are learning how they can use a digital tool to develop their portfolios of achievement for both current and future workforce undertakings.
These two groups of students come from completely different backgrounds and academic levels: We have a group of post-graduate international students looking to develop the skills and knowledge to both gain their appropriate visa and find professional employment in Australia The second group includes apprentices and trainees looking to demonstrate and store evidence of their practical achievements in their current workplace to gain the credentials for ongoing employment in their chosen field.
What is an e-portfolio? An e-portfolio is a learner-driven collection of digital objects demonstrating experiences, achievements and evidence of learning. E-portfolios provide learners with a structured way of recording their learning experiences and work history. E-portfolios can be developed quickly and easily in the workplace to capture live evidence through the use of mobile phones and point-of-view devices, and can include a range of digital evidence such as audio, video, photographs, smart pens and blogs.
Overview of Cemons Innovations Project – 2010 The business case Using an e-portfolio to provide a solution Why Mahara? What it looks like Problems and future plans
Cemons in partnership with several of their associated salons was successful in gaining 2010 e-Learning Innovations funding to undertake a project to implement the use of e-portfolios. The Cemons project was developed to implement this use of e-portfolios as a tool in recording and gathering evidence of achievement in the workplace by hairdressing apprentices and trainees using Point of View (POV) camera and recording devices. Cemons Skills Centre staff are also developing and providing professional development support for their workplace assessors in the use of these tools to support both the RPL and ongoing assessment of their students.
Why use Mahara?
Outline of the PYP program Purpose of developing an e-portfolio Why use Mahara? What it looks like? Where to from here?
The ACS Professional Year (PYear) Program provides an additional pathway from university to employment within Australia offering a 12 month job-readiness program to equip you with the professional skills needed for a successful career in the Australian workforce.
The Professional Year Program delivers: up to 12 months of practical training and workshops a 12 week hands-on internship with a host company access to networking opportunities and professional development as a graduate member of the Australian ICT industry's professional body
Research undertaken on behalf of the Australian Flexible Learning Framework investigated the use of e-portfolio systems to support the gaining of formal recognition of existing skills through RPL processes in the VET sector. Key findings from this report E-portfolios for RPL Assessment include:
A summary of some of the recommendations of this report include: Investigating the benefits of generating ‘live’ workplace or work ready evidence, through capturing an individual’s job tasks via audio recording, video recording or point of view devices Providing professional development and support resources to enable e-portfolio usage in the RPL process. Providing professional development and support resources to enable e-portfolio usage in the RPL process. This research identified that e-portfolios can provide an effective mechanism to support COAG’s RPL initiative, aimed at building RPL quality and good practice for VET.
E portfolios to Support Workforce Development margaret granger
E-PORTFOLIOS TO SUPPORT
Two Case Studies using Mahara as an e-portfolio
Presented by Margaret Granger – November 2010
E-portfolios – building on the ‘old’ portfolio concept
What could we use them for?
Can we extend this to an e-portfolio?
The concept of workforce development
But what about practical skills?
Let’s see how it is being used and trialled
CONCEPT OF AN E-PORTFOLIO
How does this compare with our understanding of
the ‘old form’ of a portfolio?
CEMONS SKILLS CENTRE -
How to incorporate workbased practice and assessment?
Readily integrate with Moodle
Good user base for ongoing support
Availability to VET SA Mahara for
USING MAHARA – REFLECTIVE JOURNAL
Journal – blog – of workplace activities with facilitator feedback
ACS – FUTURE ENHANCEMENTS FOR PYP
Use of Mahara to develop a reflective journal
ACS members will have future access to this E-
portfolio to support their professional development
Integration with the society’s professional education
SUMMARY AND QUESTIONS
Benefits of being able to capture evidence of
workplace activities for RPL and job applications
Are users going to be able to access their e-
portfolios once they have completed their courses?
Implication for e-portfolio usage for employment
What will happen in 10 years? Or even in 5?