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Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
Assessing existing skills and knowledge through eportfolios
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Assessing existing skills and knowledge through eportfolios

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People go through life continuously gaining new skills and knowledge, often through their lifewide and workplace experiences. However, when they arrive as students at our formal learning institutions …

People go through life continuously gaining new skills and knowledge, often through their lifewide and workplace experiences. However, when they arrive as students at our formal learning institutions we often treat them as ‘empty vessels’, not taking into consideration these prior skills and experiences or offering them credit towards their formal qualification.
In 2006, the Council of Australian Governments (COAG) recognised that there were many benefits for recognising existing skills, especially in existing workers, “so that wherever possible their training time is reduced” (Committee of Australian Governments, 2006, p. 4). In order to support this the Australian Commonwealth Government provided funding to the State and Territory Governments to enable the implementation of a variety of strategies to increase the number of recognition of prior learning (RPL) assessments across the Australian Vocational Education and Training (VET) sector.
Curyer et al (2007) recognised that eportfolios provide an effective way to support individuals manage their lifelong learning records. Perry (2009) recognised that eportfolios provide an effective means of supporting the evidence gathering process for recognition of existing skills/knowledge for RPL assessment. Mobile devices such as smart pens, flip video cameras, point of view glasses/devices and mobile/smart phones, have also been touted as offering improved ways of gathering evidence for the RPL process (Miller, 2011). However, to date there are very few examples in the Australian VET sector where eportfolios are being successfully used to support RPL assessments.
This paper will present the emerging issues which appear to be preventing the wider adoption of eportfolios for RPL assessment, including the ‘clunkiness’ of existing eportfolio systems; the low digital literacy skills of assessors and learners to effectively capture and manage digital evidence and information; the limited view of assessment and the lack of support for lifelong learning; and the short term vision for allowing learners access to their eportfolios beyond their formal learning experience so learners cannot see the purpose of putting in the effort to establishing an eportfolio for their RPL assessment. Other barriers such as the limited time made available to undertake the RPL process and assessor’s confidence in using technology or a holistic approach to RPL will also be argued.
A possible model for using eportfolios to support the RPL will be presented which would encourages the reuse and repurposing of RPL evidence for gaining employment/promotion and/or entry into higher education etc through a proactive approach to supporting lifelong learning and the collection of evidence which support this process.

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  • 1. Assessing existing skills and knowledge through e-portfolios ePIC 2012 Allison Miller 11 July 2012vanguardvisionsconsulting.com.au
  • 2. Putting into context …
  • 3. Main pathways taken by Australian students between these sectors Source: Australian National Report on the Development and State of the Art of Adult Learning and Education (DEEWR)flexiblelearning.net.au http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Asia%20-%20Pacific/Australia.pdf
  • 4. Main pathways taken by Australian students between these sectors Source: Australian National Report on the Development and State of the Art of Adult Learning and Education (DEEWR)flexiblelearning.net.au http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Asia%20-%20Pacific/Australia.pdf
  • 5. Australian vocational education and training (VET) sector• National training system = • skilling workers • provide pathways to higher education• National framework = • National (industry specific) Training Packages• Australian Qualifications Framework = • Certificate I to Advanced Diplomas to Grad Certs• 5000 training organisations with 1.7 millions students
  • 6. Image: http://en.wikipedia.org/wiki/File:Australian_Energie_ressources_and_major_export_ports_map.svg
  • 7. There were many benefits for recognising existing skills, especially for workers “sothat wherever possible their training time is reduced” Committee of Australian Governments, 2006
  • 8. E-portfolios provide a way to supportsuccessful learning pathways by enablinglearners to manage their lifelong learning records Curyer et al, 2007
  • 9. E-portfolios provide an effective means of supporting the evidence gathered for recognition of existing skills and/orknowledge for recognition of prior learning (RPL) Perry, 2009
  • 10. Discovering new ways of collecting evidence
  • 11. Smart pen Flip video
  • 12. Point of View glasses Smart phonesPOV Glasses Image: http://products.streamfolio.com/products/2012-camera-glasses Smart Phone Image: http://www.fotopedia.com/items/flickr-3284315932
  • 13. bit.ly/ePFKarenDarby
  • 14. bit.ly/J-J2012HQPP
  • 15. E-portfolios & RPL …
  • 16. E-portfolios and RPL Step One - Facilitated Self Assessment Step Five Step Two - Qualification Evidence or Gap identified/ Training generated Info is Learner Focussed Step Four - Step Three Verification - Mapped to process Template Based on the RPL - Done Well in VET model by McKenna & Mitchell, 2006
  • 17. E-portfolios and RPL Step One - Templates Facilitated Self Assessment Exemplars Example Step Five Step Two - Qualification Evidence or Gap identified/ Training generated Info is Learner Focussed Step Four - Step Three Verification - Mapped to process Template
  • 18. E-portfolios and RPL Step One - Facilitated Self Assessment Smart pens MP3 Recorders Step Five Step Two - (audio) Qualification Evidence or Gap identified/ Training generated Info is autobiography (blog) Learner digital story Focussed resume Step Four - Step Three Verification - Mapped to process Template
  • 19. E-portfolios and RPL Existing: Step One - Tags - Facilitated - third party reports Self using unit - HR records Assessment codes - work examples- project reports/Outputs - scanned Step Five certificates Step Two - - blogs/wikis etc Qualification Evidence or Gap identified/ Training generated Info is Learner Generated: Focussed - point of View (POV)/video - digital stories - audio - reflections - Step Four Verification Step Three - Mapped to - challenge tests process Template
  • 20. E-portfolios and RPL Step One - Facilitated Self AssessmentUploaded and sharedin e-portfolio space – Step Five Step Two - - regular feedback Qualification Evidence or Gap identified/ (comments) Training generated - peer support Info is- sharing & comparing Learner Focussed Step Four - Step Three Verification - Mapped to process Template
  • 21. E-portfolios and RPL Step One - Facilitated Self Assessment Confirm comments from third parties (vumi) Step Five Control Groups/Gateways Step Two - Qualification Evidence or Gap (Mahara/PebblePad) identified/ Training generated Info is LearnerPeer reviews (Curtin’s iPortfolio) Focussed Export/Import Views (Mahoodle) Step Four - Step Three Verification - Mapped to process Template
  • 22. E-portfolios and RPL Step One - Facilitated Self Assessment Record Keeping Process (export from Moodle Step Five Grade Book) Step Two - Qualification Evidence or Gap Issue identified/ Qualification Training generated Info is (Digitally signed Learner documents/PDF/Digitary) Focussed Personal Learning Plan e-Resume Step Four - Step Three Verification - Mapped to process Template
  • 23. But where are all of the sustainable examples?
  • 24. bit.ly/eFPIanHall
  • 25. Why aren’t we seeing more? Clunky tools - 2-3 steps to create, restricted formats, layouts and file sizes …… Narrow views - About assessment is for, evidence gathering,Digital literacy lifelong learning …… - uploading, file compression, presentingyourself online, formatting, multimedia …… Image: http://img.fotocommunity.com/Architecture/Cityscape/eiffel-tower-a18958212.jpg
  • 26. Allison Miller 0400 732 270 allison@vanguardvisions.com.au vanguardvisionsconsulting.com.auvanguardvisionsconsulting.com.au

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