ePortfolios supporting training and the trainer


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ePortfolios supporting training and the trainer

  1. 1. John Pallister Wolsingham School and Community College - UK November 2008 The ePortfolio Process Supporting Training and the Trainer
  2. 2. The Background - increasing demand: <ul><li>for training to equip employees for a competitive and rapidly changing world </li></ul><ul><ul><li>Need to harness new and emerging technologies </li></ul></ul><ul><ul><li>Changing demands of ‘jobs’ - Need to retrain for a more ‘fluid’ employment market </li></ul></ul><ul><ul><li>Likely to have many different jobs in lifetime </li></ul></ul><ul><li>for 'evidence’ that shows that employees ‘can do’ generic skills and competencies </li></ul><ul><ul><ul><li>Functional skills </li></ul></ul></ul><ul><ul><ul><li>Employability skills </li></ul></ul></ul><ul><ul><ul><li>Citizenship skill </li></ul></ul></ul><ul><ul><ul><li>Learning and thinking skills </li></ul></ul></ul><ul><ul><ul><li>Vocationally specific skills </li></ul></ul></ul><ul><ul><ul><li>… . </li></ul></ul></ul><ul><li>for access to anywhere, anytime training </li></ul>
  3. 3. Increasing Demand for skills <ul><li>employees need to be able to ‘do’ something to be able to function </li></ul><ul><li>pace of developments often requires skills and competencies to be evidenced faster than new qualifications can be developed </li></ul><ul><ul><li>E.g. People working with new technologies, Web 2 etc </li></ul></ul><ul><ul><li>need to work in different ways </li></ul></ul><ul><ul><li>need to train people to work in these ways </li></ul></ul><ul><ul><li>need for 'evidence’ that shows that employees ‘can’ </li></ul></ul>
  4. 4. The Background – training environments: <ul><li>Rapidly evolving practice - Information and Communications technologies (inc Web 2) </li></ul><ul><ul><li>Mobile technologies </li></ul></ul><ul><ul><li>Converging technologies </li></ul></ul><ul><ul><li>pervasive and invasive technologies </li></ul></ul><ul><ul><li>online environments - tools, spaces and communities </li></ul></ul>
  5. 5. Trainers work with: <ul><li>Groups – large and small </li></ul><ul><li>Individuals </li></ul><ul><li>In Venues/environments including: </li></ul><ul><ul><ul><ul><ul><li>training rooms </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>the work place </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>hotels </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>on-line </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>……. </li></ul></ul></ul></ul></ul>
  6. 6. Trainers: <ul><li>facilitate </li></ul><ul><li>support </li></ul><ul><li>Mentor </li></ul><ul><li>coach </li></ul><ul><li>Teach </li></ul><ul><li>…… </li></ul><ul><li>…… </li></ul>Quite a job! - a changing and evolving role
  7. 7. BUT, regardless of the situation, Trainers need to: <ul><li>Find out what the learner already knows or can do </li></ul><ul><li>Then </li></ul><ul><ul><li>Engage the learner </li></ul></ul><ul><ul><ul><li>Get their interest </li></ul></ul></ul><ul><ul><ul><li>Retain their interest </li></ul></ul></ul><ul><ul><ul><li>Challenge and motivate </li></ul></ul></ul><ul><ul><ul><ul><ul><li>And </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Support the learner </li></ul></ul></ul></ul></ul>
  8. 8. Our Trainees increasingly: <ul><li>Work in environments that require them to use ICT </li></ul><ul><li>Expect to use ICT in all aspects of their work </li></ul><ul><li>Carry phones with video cameras, music playback, audio recording etc. </li></ul><ul><li>Want to communicate via blogs, chat rooms, text messaging, voice over internet, MSN etc. </li></ul><ul><li>Want to play on computer/Internet games </li></ul><ul><li>have 'digital identities' and ICT based, social networks via MySpace etc </li></ul><ul><li>are living and learning in a rapidly changing world </li></ul>
  9. 9. An ePortfolio: <ul><li>many different definitions for ePortfolios - common elements: </li></ul><ul><li>digital evidence owned by a learner; </li></ul><ul><li>structured and stored in some way that enables the evidence to found presented or shared with others [teachers, parents, peers, potential employers/HE/Training providers]; </li></ul><ul><li>evidence being stored is likely to include: </li></ul><ul><ul><li>Evidence of skills and competencies </li></ul></ul><ul><ul><li>plans and aspirations </li></ul></ul><ul><ul><li>achievements </li></ul></ul><ul><ul><li>Learning experiences </li></ul></ul><ul><ul><li>reflections and thinking </li></ul></ul><ul><li>A portfolio of digital evidence owned and managed by the learner? </li></ul>
  10. 10. the ePortfolio Process Plan what you need to do Check and share your plan DO IT! Record evidence of what you have done or learnt Share and present evidence Select and link evidence ePortfolio Review and reflect on what you have done Recognise that something needs to be done or learnt
  11. 11. What is in it for the Learner? <ul><li>provides a good basis for new training/learning - helps the Trainer to understand what the Learner ‘can do’/’has done’ </li></ul><ul><li>Encourage learners to take an active part in their own learning – encourage reflection, planning and dialogue about learning </li></ul><ul><li>places the learner at the centre of the learning process - supports Personalised learning </li></ul><ul><li>Can motivate and engage the learner </li></ul><ul><li>Can raise learner self esteem </li></ul><ul><li>Can support progression and provide opportunities for learners to develop a 'presentational' or self-marketing portfolio </li></ul><ul><li>Can provide somewhere for learners to store evidence to support assessment processes </li></ul><ul><li>Can be hosted on-line enabling both the Trainer/Trainee to access the ePortfolio, at a ‘distance’ - supporting dialogue and formative assessment </li></ul>
  12. 12. The ePortfolio Process, Tools and Learning <ul><li>Transition </li></ul><ul><li>Employment </li></ul><ul><li>Training </li></ul>Technology + Tools Learning
  13. 13. Need to focus on learning not the tools <ul><li>Tools and technology will change </li></ul><ul><li>Life-long, life-wide hosting, inter-operability and anywhere, anytime access are important challenges </li></ul><ul><li>But if the ePortfolio process has value why not use it now, harnessing the available technologies? </li></ul>
  14. 14. Engaging Learners – The tools and technology <ul><li>Use tools that enables them to: </li></ul><ul><li>use multimedia evidence </li></ul><ul><li>customise and take owner ship of their ePortfolio </li></ul><ul><li>Decide how their ePortfolio is structured </li></ul><ul><li>be creative with multimedia evidence </li></ul>
  15. 15. Engaging Learners – policy <ul><li>Integrate the ePortfolio process into everyday practice – a natural ‘way of working’ </li></ul><ul><li>Promote the advantages of the ePortfolio process to learners, employers and staff + parents, HE etc </li></ul><ul><li>Build in time and opportunities for Trainers to sit down and look at Learner ePortfolios </li></ul><ul><li>Provide a range of different audiences – audience gives value to the process </li></ul><ul><li>Train Trainers so that they can support learners who are using ePortfolios </li></ul>
  16. 16. Engaging Learners – The learning environment <ul><li>Create a learning climate where: </li></ul><ul><li>Learners are provided with opportunities to reflect and evaluate what they have planned, done, made, experienced or learnt. </li></ul><ul><li>Learners feel comfortable sharing their reflections and revealing their own strengths and weaknesses </li></ul><ul><li>Trainers value the ePortfolio process and are able to provide feedback and support to learners </li></ul><ul><li>The process is valued more than just the product </li></ul><ul><ul><ul><li>Spelling mistakes etc. are accepted - Always work in progress </li></ul></ul></ul>
  17. 17. Engaging Learners – Make sure they know what it is that they will need to do <ul><li>Make sure that they understand the ePortfolio process and how it fits in with what they already do – watch the ‘Compiling your ePortfolio’ Podcast </li></ul><ul><li>Emphasis the Assessment for learning – </li></ul><ul><ul><li>pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge) </li></ul></ul><ul><ul><li>being part of the review process empowers pupils to take action to improve their performance. http://www.qca.org.uk/qca_4338.aspx </li></ul></ul>
  18. 18. Engaging Learners – Working with them … (1) <ul><li>Find time to talk to learners and encourage them to reflect on what they have done, learnt, achieved or plan to do </li></ul><ul><li>Encourage them to record their reflections and then, following the discussions that sharing their reflections prompted, revise their plans. </li></ul><ul><li>Encourage learners think carefully about where/how they should link in new evidence – this makes them focus on the ‘bigger picture’ of their learning and achievements </li></ul>
  19. 19. Engaging Learners – working with them … (2) <ul><li>highlight success and achievement, help them to recognise what they have done to ‘generate’ the success – link reflections into their ePortfolio </li></ul><ul><li>encourage them to identify their strengths and what has worked well for them – build these into future plans - link reflections into their ePortfolio </li></ul><ul><li>encourage them to look for opportunities to improve – what they need to do next time to improve their performance </li></ul>
  20. 20. The ePortfolio process supporting the professional development of the Trainer: <ul><li>Evidence trainer competence – including new training techniques </li></ul><ul><li>Support professional development – the trainer as a learner – supporting reflective practice </li></ul><ul><li>Support progression - support reviews and job/contract applications </li></ul><ul><li>The Trainer better able to support learners who themselves are using ePortfolios </li></ul>
  21. 21. The ePortfolio process requires, and supports a shift from teaching to learning? The ePortfolio process has the potential to support both the Trainee and the Trainer? The ePortfolio process is at the core of any PLE?
  22. 22. <ul><li>Create a LEARNING CLIMATE where: </li></ul><ul><li>learners have opportunities to reflect on what they have planned, done made, experienced or learnt </li></ul><ul><li>learners feel comfortable sharing their reflections </li></ul><ul><li>Trainers value the ePortfolio process and are able to support their learners when they use them </li></ul><ul><li>Update POLICIES so that they: </li></ul><ul><li>Integrate the ePortfolio process into normal practice </li></ul><ul><li>Encourage Trainers to integrate the ePortfolio process into schemes of learning; </li></ul><ul><li>Build in time and opportunities for staff to sit down and look at the ePortfolios </li></ul><ul><li>Provide a range of different audiences. </li></ul><ul><li>Use TOOLS and TECHNOLOGY: </li></ul><ul><li>that learners want to use </li></ul><ul><li>That enables them to customise and take owner ship of their ePortfolio </li></ul><ul><li>that lets them modify the structure of their ePortfolio </li></ul><ul><li>that supports multimedia evidence </li></ul><ul><li>that provide creative opportunities </li></ul><ul><li>That lets them control access </li></ul><ul><li>Make sure that LEARNERS: </li></ul><ul><li>know why you want them to compile an ePortfolio </li></ul><ul><li>Understand how it fits in with what they already do </li></ul><ul><li>Understand what they will need to do </li></ul><ul><li>Have the ICT and multimedia skills required </li></ul>Train Trainers so that they - can support learners who are using ePortfolios (MOSEP) all PARTNERS - parents, employers, HE etc understand and value the ePortfolio process Towards an Action Plan Plan an IMPLEMENTATION strategy
  23. 23. <ul><li>Personal Learning Environment: </li></ul><ul><li>reason for ePortfolio </li></ul><ul><li>learner support inc technical </li></ul><ul><li>ICT/multimedia resources </li></ul><ul><li>explicit evidence requirements </li></ul><ul><li>integrated into curriculum </li></ul><ul><li>trained staff </li></ul><ul><li>skills/competencies valued </li></ul><ul><li>review/reflection embedded </li></ul><ul><li>opportunities to present ePortfolio </li></ul><ul><li>Process - learners: </li></ul><ul><li>use ICT/multimedia skills </li></ul><ul><li>select and structure evidence </li></ul><ul><li>use ePortfolio to review learning </li></ul><ul><li>work with teachers to reflect on their learning/achievements </li></ul><ul><li>take responsibility for their ePortfolio </li></ul><ul><li>select and organise evidence for presentation (for a purpose) </li></ul><ul><li>Learning: Skills development </li></ul><ul><li>reflection, action planning/target setting </li></ul><ul><li>progression and career planning </li></ul><ul><li>ICT/Multimedia/communication </li></ul><ul><li>learning and achievements structured/recorded </li></ul><ul><li>improved self-esteem and self-confidence </li></ul><ul><li>creative opportunities provided </li></ul><ul><li>assessment evidence compiled </li></ul>ePortfolio ‘ By-products’