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Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
Mapping the use of e-portfolios in recognising skills and attaining professional standing
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Mapping the use of e-portfolios in recognising skills and attaining professional standing

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Roslyn Cameron

Roslyn Cameron

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  • 1. Dr Roslyn Cameron Central Queensland University r.cameron@cqu.edu.auTheme: Workforce Development and Graduate Employability Australian ePortfolio Conference 2011 Perth 17-18th October Dr R Cameron Senior lecturer-HRM CQU
  • 2. BackgroundThe aim of this paper is to examine the application ofePortfolios in spaces related to skills recognition andprofessional accreditation (workplace contexts).This includes, the application of ePortfolios for therecognition of prior learning (RPL) and for recording andapplying for professional recognition throughprofessional standards and the bodies who administerthem.Although this type of activity is relatively new andemergent there would seem to be a growing use ofePortfolios for applications outside of educationalsettings although some of this activity may occur withineducational institutions through partnerships and theembedding of profession standards within curriculum. Dr R Cameron Senior lecturer-HRM CQU
  • 3. AIMExploratory study which aims to scan thecontemporary literature and practice as a meansto gauge the level of this type of activity withparticular reference to the use of ePortfolios inskills recognition (RPL) (e-RPL) and in attainingprofessional standards (e-PR).It is envisaged that the research will be expandedto international developments in the same areasand will use the Prior Learning InternationalResearch Centre (PLIRC) based at ThompsonRivers University in BC, Canada, as a majorconduit to the research. Dr R Cameron Senior lecturer-HRM CQU
  • 4. PLIRC Dr R Cameron Senior lecturer-HRM CQU
  • 5. Introduction – RPL in Australia RPL introduced in 1992 Bateman & Knight (2003) review of RPL within VET 1995-2001 Defined as an assessment process RPL in HE Dr R Cameron Senior lecturer-HRM CQU
  • 6. COAG RPL Initiative 2006-20092006 Council of Australia Governments agreed to fund aseries of RPL initiatives for VET sectorLeary (2009, p.5) summarises the key objectives of theprogram as follows:The key objective of the program was to build the Australianvocational education and training (VET) system’s capacity todeliver quality RPL for enterprises and individuals and to drivegood practice. It aimed to assist RTOs provide streamlinedand simplified recognition practices; to ensure RPL processesminimise time and costs for applicants; to assist individualsand employers to be better informed about RPL; and to assistState and Territory Governments to set up sustainablesystems and remove blockages to RPL. Dr R Cameron Senior lecturer-HRM CQU
  • 7. COAG RPL Initiatives 2006-2009Sate/territory Project description and targetNew South Wales RPL Promotion strategy (network of VET practitioners) RPL PD Strategy (RPL assessors) RON online Network (RPL assessors) Virtual RPL Advisory & Referral Centre (RPL candidate) Diverse projects to improve & streamline RPL practice (n=45)Queensland Capability building (RPL assessors) Update of RPL Resource (RPL assessors/RTOs) Qld Assessment Resources (RPL assessors) Qld gap training Sub-Project (RPL assessors & candidates) RPL Pathways ResearchVictoria VIC. Govt. Policy Drivers Communication Strategy (RPL assessors) Capacity Building (RPL assessors) VIC. Capacity of private RTOs to provide high quality VIC EvaluationNorthern Territory RPL multimedia kit for Frontline Management (RPL assessors) Improving RPL in skill shortage areas (RPL assessors & candidates) CDU resources development (RPL assessors & candidates)Western Australia Consolidating skills of the RPL professional (RPL assessors) Informing the stakeholders (RPL assessors)South Australia Communication Strategy (multi-target) Skill recognition sub-project (report on multi-cultural issues & RPL)Tasmania Skills gap analysis and training (RPL assessors)Australian Capital Capacity Building (RPL assessors)Territory Dr R Cameron Senior lecturer-HRM CQU
  • 8. Cameron (2011) Review RPLliterature last 20 years in AustraliaKey themes: Implementation: Drivers and benefits of RPL Implementation: Barriers to RPL Access and social inclusion Target groups RPL in the workplace Use of ICT and Web 2.0 technologies for RPL Building RPL practitioner capability Dr R Cameron Senior lecturer-HRM CQU
  • 9. Use of ePortfolios for RPLJISC (2007) identified a range of purposes that eportfolios mightplay across an individuals‟ lifelong learning journey: applications for employment or admission to further study; transition to new environments and transition processes; learning, teaching and assessment-summative and formative assessment; personal development planning (PDP) continuing professional development (CPD).In 2008 JISC (2008) added two more concepts to this list ofpurposes: the celebration of learning; entry to courses as part of the transition purpose referred to in 2007. Dr R Cameron Senior lecturer-HRM CQU
  • 10. Smith & Tillema’s (2003)Portfolio TypologyAbrami and Barrett (2005) types of portfolios:1. process portfolio2. showcase portfolio3. assessment portfolio.Smith and Tillema (2003) argue for the need to differentiatebetween types of portfolios and presented four types of portfolio:1. dossier portfolio2. training portfolio3. reflective portfolio4. personal development portfolio.These portfolios are differentiated by two major dimensions:‟(i) thepurpose of the portfolio, as either being selection or promotionoriented or learning or developmentally oriented: (ii) the setting ofuse, as either being mandated by external requirements or self-directed or voluntarily initiated for personal use.‟ Dr R Cameron Senior lecturer-HRM CQU
  • 11. Smith and Tillema’s (2003) TypologyDossier portfolio: Reflective portfolio: record of achievement or a mandated collection of work  purposeful and personally collected array of work for selection or promotional purposes required for entry providing evidence of growth and accomplishments to to a profession or programme be brought forward for promotion and admission. detailed coverage of attainments.  compilation of evidence reveals best practices or key competencies chosen to meet certain criteria along with establishment of standards and a precise specification a self-appraisal showing progress over time and of levels of competence is required. understanding of accomplishments across different contexts.  annotation (the why and when) of evidence is as important as the evidence itself.Training portfolio: Personal development portfolio; required or mandated exhibit of efforts collected during  personal evaluation and reflective account of learning or in a curriculum programme highlights the professional growth during a long-term process. core professional knowledge, skills or competencies a  collection itself is an opportunity to discuss and give person has acquired value to the activities of the person who is building an evidence collected during the time frame of a course as identity. a representative sample of the students‟ work.  importance of the collection lies in the opportunity for Some reflective comments in the training portfolio might sustained conversation with peers or colleagues about explain the selected evidence. experiences and in refining or restructuring one‟s Evidence often has a fixed format to help the collector growth. provide appropriate evidence. Dr R Cameron Senior lecturer-HRM CQU
  • 12. Figure 1 Four Types of Portfolios Selective purpose (promotion, certification) cer Dossier Reflective Mandated Voluntary use use Personal Training Development Learning &/or, developmental purposeSource: Adapted from Smith & Tillema (2003, p. 628) Dr R Cameron Senior lecturer-HRM CQU
  • 13. Miller (2009) & Perry (2009) Miller (2009) refers to the use of e-portfolios for assessing existing skills for the purpose of gaining recognition or credit towards a formal qualification in the Australian VET sector. The types of technology that can be used for RPL evidence gathering includes: accessible mobile devices (digital and video cameras); mp3 recorders; smart mobile phones and point of view devices (PVDs). Miller concludes that although e-portfolios can support both the retrospective and prospective approaches to RPL, there are currently limited examples of its use, both in Australia and internationally. Perry (2009, p.17) explored the use of e-portfolios to support RPL and found examples/case of this in a number of different contexts Dr R Cameron Senior lecturer-HRM CQU
  • 14. Table 3: Cases Studies of RPL and ePortfolios Source: Adapted from Perry (2009, pp. 17-23).Project Description & Qualification & SoftwareOrganisations LearnersCharles Darwin University & Certificate III in Arts Skillsbook with some customisation.Desart, the Association of Administration: 60 art Art workers are supported and mentored to upload aCentral Australian Aboriginal Art workers via an RPL range of evidence to their Skillsbook account includingand Craft Centres. process and digital stories, MP3 files, videos, photos and a range of appropriate gap text documents. training. For Desart the e-portfolio system needed to be flexible, accessible to people across Central Australia, and provide for easy uploading of evidence.Lifeline (Hobart) offers a Certificate IV in Lifeline is using Moodle as an e-portfolio to support RPL.confidential telephone Telephone Counselling The aim of using an e-portfolio system in the RPLcounselling service, information for its volunteer process for Lifeline‟s volunteer workers was to captureand referral service. counselling group. naturally occurring evidence on a dynamic basis. That is, as the counsellors are taking calls, accessing databases and recording information, they are also able to generate and identify work based evidence for RPL purposesSwinburne TAFE is a large Certificate IV and Utilise the platform WebCT/Blackboard for e-portfolios.RTO with six campuses: Diploma in Aviation The model is blended assessment and RPL withSchool of Engineering and Safety Regulation: use learners uploading evidence and identifying when theyCivil Aviation Safety Authority e-portfolios to support are ready to be assessed(CASA), 75 students in RPL across Australia. Dr R Cameron Senior lecturer-HRM CQU
  • 15. MethodologyPreliminary exploratory study which aims to scope the extant literatureon the use of ePortfolios in RPL (e-RPL) and for professionalrecognition (e-PR). A content analysis methodology was employed toanalyse the chosen sample. Table 4: Secondary data sources Data Sources Years No# Content VET E-portfolios Showcase 09 2009 12 Showcase papers ePortfolios Australia Conference 2010 40 Conference papers Australian Flexible Learning 2009 3 Funded E-Portfolio Framework 2010 3 Implementation Trails and associated reports Dr R Cameron Senior lecturer-HRM CQU
  • 16. AFLF Funded E-Portfolio Trials 2009-2010Trail projects Organisation Description2009Supportive Recognition Coonara Community House, Introduced the an e-portfolio system (Mahara) as a tool for creating an RPL portfolio for Victoria learners enrolled in the Diploma of Children’s Services.**Skills Capture Fire Protection Association A Ning was created and trialled by FPAA as an e-portfolio system. Ten fire service Australia, Victoria technicians were invited to access the Ning to submit samples of workplace evidence to achieve the unit TAAASS404B, Participate in Assessment Validation, which supports service technicians who apply for an Extinguishing Agent Handling Licence. The Ning was called an “Evidence Record” rather than using the term e-portfolioSkills recognition using e- TAFE NSW (Sydney Institute), The trial tested how well the online e-portfolio system (Mahara) supported the existingportfolios NSW skills recognition services and workplace assessment processes being offered to learners undertaking Certificates III & IV in Hairdressing.Trail projects Organisation Description2010e-Pathways Centre for Adult Education The goals set for this e-portfolio trial focused on tracking and documenting the (CAE), Victoria integration of e-portfolios within the two trial groups – VCAL VET Retail Certificate II and Certificate II in Retail (ReTale) mentored class. The Youth Pathways Officer and teachers have been able to track individual learner progress in updating and uploading personal files and the use of IT skills.Mahara and regional RPL Polytechnic West, Western The PWA E-portfolio Implementation Trial (EIT2010) called „Mahara and Regional RPL‟, Australia aimed to investigate the use of the Mahara e-portfolio system to enable PWA PathWest trainees in remote regions to provide evidence of competency and skills they have gained through their on-the-job training. In addition, Point of View (POV) transparent glasses were sourced from EDUPOV Pty Ltd for the trial to assess their suitability for capturing of RPL evidence in a diagnostic pathology laboratory environment. These glasses are suitable for indoor use and provide an additional safety feature for laboratory technicians who in some instances require, as part of their personal protective equipment (PPE), the use of safety glasses.**E-Portfolios for nursing Royal District Nursing Service, RDNS Education Centre obtained funding through the Framework to conduct a trial, South Australia between May and December 2010, in which PebblePad personal learning space portfolios were provided to adult Diploma of Nursing learners to enhance the collection, organisation, communication and presentation of competency evidence across the multiple dimensions of the qualification and the Australian Nursing and Midwifery Council (ANMC) Competency Framework Dr R Cameron Senior lecturer-HRM CQU
  • 17. Use of ePortfolios for RPL and PR at the 2009 VET E-portfolio Showcase6 of 12 papersPresenter Affiliation Title CategoryChan Christchurch Using mobile phones to Work based learners use of mobile Polytechnic NZ compile e-portfolios on social phones and ePortfolios networking sites: Narratives of workplace skill acquisition and identity formationBotterill & RMIT University Vic Using e-portfolio to evidence Online RPL process Cert IVMossuto RPL in Certificate IV Financial Financial Services (Accounting) for Services (Accounting) the Association of Accounting TechniciansNoteboom & Challenger TAFE, WA The e-portfolio landscape Indigenous employees of FortescueCooper Metals group (FMG) in the PilbaraBarrett & Australian Financial Developing and implementing Development of online RPL processNorberry Markets Accreditation an assessment e-portfolio for for Cert IV with Program a VET qualification: A case RMIT in partnership with the study Association of Accounting TechniciansBoyle Desert Knowledge E-portfolios for artworkers in Aboriginal art workers applying for CRC central Australia RPL for a Cert III in Arts AdministrationRidgway Sydney Institute Hair E-portfolio RPL for hairdressing apprentices TAFE, NSW Dr R Cameron Senior lecturer-HRM CQU
  • 18. Use of ePortfolios for RPL and PR at the 2010ePortfolios Australia Conference Conference Theme RPL & PR & TOTAL ePortfolios ePortfolios papers (professional in the standards) theme Key government educational 2 2 6 initiatives Career pathways and lifelong 2 5 9 learning Work placement and employer 0 3 5 partnerships Responsive learning and 1 0 8 assessment practices Implementing ePortfolios- 0 0 9 successes & sustainability Streamed breakouts 0 0 3 TOTAL 5 10 40 Dr R Cameron Senior lecturer-HRM CQU
  • 19. Developed e-RPL & e-PR framework documented in a article submitted to Journal ofWorkplace Learning:Cameron R (accepted) Recognising workplace learning: The emerging practices of e-RPL and e-PR, Journal of Workplace Learning. Figure 3: Expanded Typology of Portfolios for e-RPL and e-PR Product Oriented Selective purpose (promotion, certification) e-PR: e-RPL: Professional Accreditation Workplace Recognition Mandated use Voluntary use Learner Control: Learner Control: Low High Formal learning Informal learning e-RPL: Access e-RPL: Self Recognition Process Oriented Learning &/or, developmental purpose Source: Adapted from Smith & Tillema (2003) and Cameron & Miller (2004) Dr R Cameron Senior lecturer-HRM CQU

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