Ken Thank everyone for attending This presentation is about an AFLF trial but we ’re also going to talk about the bigger context, which is the development of a new delivery model for VCAL that embeds eportfolios Explain who the AFLF are, what the EIT is and it ’s purpose (to investigate and identify the features of an e-portfolio system which supports workforce development requirements and/or improve learner participation). We were one of two successful applicants (the other being Great Southern Institute of Technology in Albany) Explain what VCAL is
As part of Youth Strategy, University committed to an integrated approach to Victorian Certificates of Applied Learning with Certificate II in trades such as building and construction, electrical, plumbing auto, etc. A set of domains to focus learning and engage students adopted to structure the model – My self focusing on activities to develop identify, personal expression and self confidence, My community to focus on skills for working together and in work teams and for community good and My world which focuses on public debate, social responsibility, ethics and law.
As part of Youth Strategy, University committed to an integrated approach to Victorian Certificates of Applied Learning with Certificate II in trades such as building and construction, electrical, plumbing auto, etc . A set of domains to focus learning and engage students adopted to structure the model – My self focusing on activities to develop identify, personal expression and self confidence, My community to focus on skills for working together and in work teams and for community good and My world which focuses on public debate, social responsibility, ethics and law.
Ken Describe why an ePortfolio was used It was thought that it would be a good way to support the learners to manage their own learning, document their progress, collate evidence of competency and to generate a CV to seek employer interest in an apprenticeship on completion of the Certificate II qualification. Describe why PebblePad was used (existing VU tool) Describe Profile and Form tools
Hands on session difficult because teachers not online due to access issues for Harvester staff to VU IT system Hands on session not possible with students – enrolments not complete and students not able to access VU Pebblepad licence
Ken and Rosa Students enrolled as both Harvester and VU student. Enrolments and access to PP only occurred half way through the trial Harvester/VU relationship still new so access to VU network was still being set up. Not using VU email relates to PebblePad notifications going to student VU account, which the students didn ’t user. Therefore they weren’t receiving timely notifications of PebblePad activity Students didn ’t immediately see that they had skills and knowledge of value (eg. second language skills, home renovation experience) Maturity issues – Unlike many adults these young people lacked the maturity to engage in reflection which is used extensively in the Profiles. They need assistance in making the link between skills used in family and community life to their potential in a working life – for example facility with technology, personal organisation, leadership in the group LLN issues - Many students did not have the skills to write in an appropriate way. Use Txt short and speech. They need direct instruction on how to ‘ blog ’ and refer to feelings and reflection Attendance problems leads to issues of continuity and completion of simple projects.
Ken and Rosa Profiles provide a good way for the teacher to indicate to students what the assessment criteria are, what the evidence requirements are and how to collect evidence against those requirements (see next slide) HIA discussions
This is an example of a profile built around skills needed for Project 5 Design Rotunda in which students need to learn about sub floor structures. The left hand menu identifies the the full range of integrated Learning Outcomes involved in the project. The screen shot shows the questions for sub floor installation. I can used as the stem questions – competency based and positive Prompts in italics scaffolds the student in the types of evidence that they can upload and what writing is needed. These writing samples are assessed using criteria for VCAL learning outcomes
Students were able to relate quickly to the technology. For example, they all use Facebook and described it as facebook for learning. They quickly personalised their accounts. Teachers immediately saw the link in using VCAL Personal Development Skills units as an organiser for Pebblepad particularly through Profile function. Self assessment leads to action planning At least 3 Integrated curricula being written embedding Pebblepad assets as part of ongoing assessment process. This model of integration is being implemented as part of the Youth Strategy 2012 Carpentry, Creative Industries and Animal studies
Rosa and Ken Other VCAL areas are Animal Studies and Creative Industries
2011 E-portfolios Implementation Trial Scaffolding VCAL learners with ePortfolios ePortfolios Australia Conference 2011 Ken Johnson and Rosa McKenna
Providing engaging courses and pathways that meet student needs— multi-sector offerings to improve employability.
Extending learning and teaching approaches that put the student at the centre , inside and outside the classroom
Recognising and responding to student diversity—diagnosing and responding to student needs; enhancing learning, language and numeracy development ; and acknowledging the financial and cultural and linguistic diversity of students