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Creating spaces for students to demonstrate competencies in their profession


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Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.

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Creating spaces for students to demonstrate competencies in their profession

  1. 1. Creating ePortfolios at PacificTAFE at The University of the SouthPacific- creating spaces for students to demonstrate competencies intheir profession IreneYee Chief, Mojito Jione and RajneelTotaram 1
  2. 2. CREATING SPACES http://www.cael.orgR/higher-education/competeReferency- based-education 2
  3. 3. PARTNERSHIP  The mission of PacificTAFE (PacificTechnical and Further Education), The University of the South Pacific (USP) provides high quality Skills Based Qualifications (SBQ’s), Foundation and Preliminary studies.  This presentation will focus on Skill Based Qualifications in one programme: Certificate IV in Hospitality Operations. The programme has 8 courses and we will be focusing on CE48-Hospitality Workplace Practicum, the culminating practicum. 3
  4. 4. COMPETENCY BASED EDUCATION  Competency-based assessment (or CBA) involves 'the gathering and judging of evidence in order to decide whether a person has achieved a standard of competence'. Assessors work with the candidate to collect a range of evidence using the appropriate nationally endorsed industry competency standards as benchmarks (TAFE, New South Wales, 2008). 4
  5. 5. EPORTFOLIOS?  provides the space for learners to apply, analyze, evaluate and create  Collaborative partnership -Centre for Flexible Learning (CFL) + Pacific TAFE  Awarded a Research Grant at USP  Creating digital components and gathering technology tools to enable final year students to complete their practicum across the Fiji Islands.  600 hours within 6 month period to assess their knowledge and competencies for learners  The process is built on the existing logbook + staff of PacificTAFE 5
  6. 6. STRATEGIC PLAN USP  The focus was on the following priorities  Priority 5: Regional and Community Development  Objective 18: to extend the reach at USP through the inclusion of other countries  Objective 19: strengthen and expand communications and partnerships with stakeholders in government, CROP agencies, industry media, non state actors and the community.  Priority Area 1: Learning andTeaching  Transform USP’s pedagogy and curriculum, -accelerate staff development and effective application of new pedagogies and technologies 6
  7. 7. EPORTFOLIO CONTINUE  With this grant, we will look at development at two levels:  Creating digital and format for mobility(Roberts, P., Maor, D., & Herrington, J.(2016)  at the course and programme level  institution level  Why ePortfolios are relevant for Pacific Islanders?Why create the space? Pragmatic approach- 12 countries (and 14 campuses) across the Pacific Ocean 7
  8. 8. ECONOMIES OF SCALE Map of The University of the South Pacific region 8
  9. 9. WHY USE EPORTFOLIOS?  Pacific islanders travel for better opportunities  The use of the ePortfolio will provide a multi-media CETH48 of their skills and knowledge in the global market. . 9
  10. 10. ePortfolio Competencies ESL Second Language Student centred opportunities Learning Styles + technology Target population 10
  11. 11. EPORTFOLIOS- WHY- CONTINUE  Creativity- evolving, also space for reflection (Schon,1983)  Sharing- Allowing learners to share with one another, in the virtual space or face to face.  Demonstrate wider abilities (Cameron, 2012)  Alignment of industry with the university( USP)- to strengthen opportunities for employability. 11
  12. 12. THEN AND NOW  Worked from a Face to face traditional offer, CETH48: Hospitality Workplace Practicum.  It utilizes a print based log  Restrictive in that the programme is more geographically bound and restrictive by travelling cost. 12
  13. 13. NOW  Access for students across the USP region. Mahara is incorporated/ embedded into the present Learning Management System (Moodle at USP)  The provision of a USP Mahara Guide was built for adult learners as some customization of Moodle had to be explained.  The creation of an ePortfolio guide for learners.  Creation of aToolkit so that learners in the course are able to use technology to create their artifacts to demonstrate evidence.  Incorporate a variety of digital media for assessment and evidence of achievement aginst industry competency standards (Moran,Vozzo, Reid, Pietsch & Hatton, 2013) 13
  16. 16. FUTURE  Train for trainers (TOT) [validity and reliability]  Student training to use ePortfolio (is in progress)  At the institutional level  Translate this creation/practice across the USP region  Certificate IV in Hospitality Operations across the USP region.  PacificTAFE is planning to adopting this model across its programmes  Enable PacificTAFE to work closely with industries and to have closer alignment in workforce development.  Research into our practices in the USP region and fulfilling our strategic plan priorities. 16
  17. 17. REFERENCES  Cameron, R. (2012). Recognising workplace learning: the emerging practices of e‐RPL and e‐PR. Journal ofWorkplace Learning, 24(2), 85-104.  Competency-Based Education:A PowerfulWay to Link Learning and theWorkplace. (2017, February 06). Retrieved April 01, 2017, from learning/competency-based-education-a-powerful-way-to-link-learning-and-the-workplace/  DePaul, K. (n.d.). Competency Based Education gains momentum [Web log post]. Retrieved March 22, 2017, from   Moran,W.,Vozzo, L., Reid, J-A., Pietsch, M., & Hatton, C. (2013). How can technology make this work? Preservice teachers, off-campus learning and digital portfolios. Australian Journal ofTeacher Education, 38(5), 116-130,  Roberts, P., Maor, D., & Herrington, J.(2016). ePortfolio-Based Learning Environments: Recommendations for Effective Scaffolding of Reflective Thinking in Higher Education. Education Technology & Society, 19(4), 22-33,  Revised Bloom’sTaxonomy. (n.d.). Retrieved April 01, 2017, from 17