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ePortoflios for lifelong learning

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Presentation given to VET ePortfolio Showcase 2009

Presentation given to VET ePortfolio Showcase 2009

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  • ACE is a very diverse group and quite difficult to measureIt is also not clear as to how many adults ACE providers serve collectively, but it seems that their annual ““participant numbers ”” are in the same general ballpark as are those for the entire public vocational education and training (VET) provider sector (i.e. TAFE institutes), and for all other private VET providers combined. (Bowman 2006)The ACE sector – what is communiity based education doing for us?Good for the community, the individual and increasing the human capital of our nationAs Communiity based education providers,ACE are successfully re-engaging adults with learning – from all walks of life, social and economic circumstances.They are providing pathways into VET – connecting them with further education (TAFE and HE)They are also delivering VET acredited programs in their own right.ALA commissioned a report in 2006. created a national database of ACE providers.Depending on where you look There’s probably about 1,200 ACE providers, 770 of which are RTOs (2005 report)These figures vary a bit where you look but they do demonstrate the signifcant contribution ACE makes to the VET sector(possibly about 15%)About two thirds of ACE students are aged over 30Approx 376,000 students enrolled in ACE in 2005About 200,000 were doing vocational (VET) coursesCommunity Education also provided 123,000 Employment Skills and 68,000 Adult Literacy subject enrolments in 2005, offering 6.5 million hours of training.(BenBardon, 2006)Some sort of lifelong eportfolio service would clearly be useful to lifelong learners as they transition from one environment to another. Collect evidence, present it when they like to who they want. Heinrich asks whether we should separate the provision of eportfolio services from institutions to better support lifelong learners. Under this model education organisations would still provide support for learners but learners would have better control / ownership of their portfolios over time.Personal view is that there is a need for portfolios that support both institutions and individuals - these may even be separate systems (eguni in the UK) - service quite different needs.Notion of eportfolios as a set of services that can be mashed together to meet specific requirementsOf course then we need standards to support them. for technical people – LEAP 2a (UK) – supported in Mahara much simpler to implement than other eportfolio specs.Needs to be lightweight yet flexible enough to support semantic data
  • Transcript

    • 1. VET e-portfolios Showcase 09: Learning for Life16th October, 2009
      E-portfolios for lifelong learning
    • 2. Overview
      Review of SICTAS report ‘e-Portfolios beyond education and training’
      Better support for lifelong learners
      Focus on ACE sector
      2
    • 3. SICTAS Research: Overview
      Globally, e-portfolios are being used beyond traditional formal education environments in a number of areas including:
      supporting workers facing redundancy
      Career development
      Workforce development and planning
      Continuing professional development (CPD)
      Lifelong learning
      Articulation of skills and experience
      Developing competencies with ICT
      This research looked at some of these areas and investigated their potential for use in Australia
      Did so by reviewing existing regional implementations and interviewing implementers
      Looked at challenges for e-portfolio providers and owners from a lifelong learning perspective
      3
    • 4. The e-portfolio epidemic
      Non-institutional eportfolios
      Generally fit into two categories
      Industry specific
      Regional
      Regional ones don’t seem to be a global phenomena
      Cultural issues
      Not ‘pandemic’
      Greater adoption in Europe, parts of USA and Australia / New Zealand
      Difficult to accumulate a wide body of evidence to support claims of the value that they provide
      (only a small number of large-scale implementations)
      Careers Wales
      NedCar
      eFolio Minnesota
      Europass
      4
    • 5. Career Development and Lifelong Learning
      Careers Wales
      Part of Welsh Government’s lifelong learning agenda
      Over 250,000 users
      75% - 80% registered users are students
      Customised versions to support specific user groups
      Tools to support users at different stages of their careers
      Myfuture
      Australia’s career information and exploration service
      Contains a great deal of career/employment information
      Most students in our schools use this as their career exploration service – have an identity on it
      Perform a number of e-portfolio functions
      Except gathering evidence, selecting and publishing
      Findings
      JISC has investigated a number of (localised) eportfolio opportunities/challenges
      Need to fund similar projects looking at addressing local (Australian) challenges
      Integrating e-portfolio with other career development tools and services has yielded positive results in Wales
      5
    • 6.
    • 7.
    • 8.
    • 9. Workforce development and planning/workforce adjustment
      eFolio Minnesota
      Regional implementation for all Minnesota residents
      Also being used for development and planning
      The Netherlands
      ‘Towards a future that works’
      NedCar
      Shift from employment economy to an ad hoc project economy
      Goal: flexible, mobile and transparent labour market
      What can we learn from NedCar?
      Local, large-scale redundancies
      E-portfolios may play a supportive role in strategies developed to address this type of scenario
      Are we offering similar services?
      9
    • 10. Lifelong learning for an individual
      An example: a lifelong learning story (so far)
      A degree
      Working for a long time
      Pre-date the Web
      Adult education
      Other
      10
    • 11. My ‘Web’ presence
      Can it be the basis of an eportfolio?
      I have a presence on the Web
      You can find quite a bit of the digital ‘me’ with Google but….
      Not all of me
      Don’t confuse me with others
      Can you verify the accurateness and authenticity of anything you find?
      If you are checking up on me as part consideration for hiring me what you are doing might be illegal
      There’s a lot of stuff missing
      I have no control
      Processes that support reflection (from an eportfolio perspective)
      11
    • 12. An aside: legal implications
      We have all heard stories warning of placing photos, views etc on social networking sites but….
      Recent CareerOne article highlights dangers to the employers as well as employees (Southam, 2009)
      Privacy Act
      Must inform candidate they have collected personal information
      Reason for gathering that information
      Let them know who else will see the information
      General Protections section of Fair Work Act
      ‘Cannot treat someone adversely for exercising a workplace right’
      Eg unfair dismissal claim, workers compensation
      Maybe the ‘Web’ is not such a good place for employers to be researching job candidates
      12
    • 13. Some other problems
      What is lacking on general web services from a lifelong learning e-portfolio perspective?
      Depends on what your intent is but possibly..
      The process
      Collect
      Select
      Reflect
      Publish
      Support
      However, don’t dismiss the cloud
      Insidious design? (Lane 2009)
      Must be very simple to use
      Yet scaffold each of these activity areas effectively
      To template or not to template?
      I cannot control effectively who sees (parts of) my e-portfolio, when and how they see it
      Sharing
      Communities of interest or communities of trust?
      Google juice
      13
    • 14. Challenges for lifelong learners and eportfolios
      Reflection
      Where do I start?
      Is it intuitive, easy to do for all?
      Presents design and support challenges
      Multiple portfolios over time
      How can you support a lifelong perspective
      Stuff just disappears (online and in the cupboard)
      14
    • 15. Lifelong Learning: on a national scale
      Lets have a look at the ACE sector
      ACE is:
      ‘... all educational and training activity (i.e. vocational and non-vocational) which is delivered by community-based or community-managed organisations that provide learning opportunities for adults; and non- vocational educational and training activity which is delivered by TAFE institutes and other VET providers.’ (Choy, Haukka, 2006)
      1,027 providers catalogued in 2006
      Over 55% were also registered training providers (RTOs) providing vocational courses
      What are we doing to support lifelong learners and the ACE sector?
      Would a national e-portfolio service be useful to ACE and the many adult learners that it delivers to?
      Should eportfolio services belong in institutions or operate independently to support lifelong learning? (Heinrich, 2008)
      15
    • 16. Questions?
    • 17. References
      Choy S, Haukka S, 2006. National database of ACE providers: Preliminary Analysis. Adult Learning Australia
      Southam K, 2009. The dangers of using social networks on the job hunt. http://www.careerone.com.au/advertisers/resource-centre/recruiting-hiring-advice/dangers-of-using-social-networks-on-the-job-hunt-20090812. Retrieved from Web 13/10/09
      Barden B, 2006. Community Education and National Reform: Discussion Paper. DEST
      Bowman K, 2006. The value of ACE providers: A guide to the evidence base. Adult Learning Australia
      Leeson J, Williams A, 2009. e-Portfolios beyond education and training. Education.au Limited
      Heinrich E, 2008. Contrasting approaches: Institution or individual ownership in e-portfolio systems. Massey University
      Lane L, 2009. Insidious pedagogy: How course management systems are impacting teaching. http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2530/2303. retrieved from Web 12/10/09
      17
    • 18. Thank you