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Using Mahara ePortfolios for Vocational Industry Currency

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Presentation at Mahara Hui 2017 by Christine Nicholas (Gouldburn Ovens Institute of TAFE) in Auckland, New Zealand, on 6 April 2017.

YouTube presentation link can be found here: https://youtu.be/VyHRyGWBJ98

Published in: Education
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Using Mahara ePortfolios for Vocational Industry Currency

  1. 1. Using Mahara ePortfolios for Vocational Industry Currency By Christine Nicholas Monday, 10 April 2017 Chris Freeman V1.0 1
  2. 2. Project Purpose: • The purpose of the project was to upskill Goulburn Ovens Institute of TAFE (GOTAFE) teachers/trainers in the use of Mahara ePortfolios to capturing evidence of vocational and VET currency, experience and professional development. • GOTAFE received funding from the VET Development Centre to deliver this project. Monday, 10 April 2017 Chris Freeman V1.0 2
  3. 3. Outcomes for the project – One system to capture staff professional development, VET currency and experience – Enable staff to record • work done outside the workplace • keep track of their professional development • memberships, • activities, • employment and education, • reflections and • information on project experience. Monday, 10 April 2017 Chris Freeman V1.0 3
  4. 4. Outcomes for the project • Other outcomes included: – Assist Manager and staff with staff reviews – Upskill teachers the gain confidence to introduce their ePortfolios to their students. Monday, 10 April 2017 Chris Freeman V1.0 4
  5. 5. How the project worked • 2 hour workshop where teachers were given the following overview and then they created their own ePortfolio under guidance and training. Monday, 10 April 2017 Chris Freeman V1.0 5
  6. 6. Australian standards VET sector Australian Skills Quality Authority (ASQA) standards require teachers to be: Qualified, Experienced, Current in both A. VET – Education B. Vocation – Industry
  7. 7. VCR Teachers are currently using the Vocational Competency Record (VCR) which provides a matrix of your qualifications, experience and currency at the Unit level. This demonstrates that you have the credentials to deliver that unit.
  8. 8. CURCAT GOTAFE teachers were asked to complete a CURCAT report which provides a prompt to think about HOW you are maintaining Industry currency.
  9. 9. Storage of evidence myHR Certificates . Licences Signed Resume Staff development record Qualified – VET and Industry Experience – VET and industry Currency - VET CURCAT methods eg Industry log/ journal Industry short courses Currency - Industry ePortfolio
  10. 10. ePortfolio • Showcases your professionalism as a VET practitioner • Builds upon your personal CURCAT report to show how you maintain your industry currency
  11. 11. Maintaining Industry Currency • The CURCAT reports showed teachers that they are really good at maintaining industry currency. • The CURCAT report showed that VET Practitioners use up to 27 strategies to maintain industry currency, and they are all valid strategies.
  12. 12. Strategies in CURCAT • Broadly, these strategies fall under the headings: – Personal and professional industry networks – eg employer conversations, committees, employed students – Industry experiences – eg employment in industry, industry release – Mentors, coaches, benchmarking with peers – Training – eg industry courses – Active enquiry - personal research: internet, publications
  13. 13. Using the ePortfolio to showcase • Using an ePortfolio teachers are able to showcase the evidence and demonstrate that they are maintaining industry currency. Monday, 10 April 2017 Chris Freeman V1.0 13
  14. 14. Pathway Industry Research and Training
  15. 15. Pathway Industry Engagement and Practice
  16. 16. Training Started • Teachers were shown how to log into Mahara • They were shown how to update their profile • They were shown how to create a journal and use the tags to identify the year they did their currency update Monday, 10 April 2017 Chris Freeman V1.0 16
  17. 17. Creating folders Monday, 10 April 2017 Chris Freeman V1.0 17
  18. 18. Creating a journal and using tags Monday, 10 April 2017 Chris Freeman V1.0 18
  19. 19. Creating their resume Monday, 10 April 2017 Chris Freeman V1.0 19
  20. 20. Create a page Monday, 10 April 2017 Chris Freeman V1.0 20
  21. 21. Create a collection Monday, 10 April 2017 Chris Freeman V1.0 21
  22. 22. Evaluation methodology • Participants were surveyed at the commencement of the project to evaluate their current understanding of ePortfolios. This allowed the training to be customised to beginner and advanced sessions. Monday, 10 April 2017 Chris Freeman V1.0 22
  23. 23. Evaluation methodology Participants then completed Feedback following the training sessions. Data was gathered regarding: • Trainer competence • Workshop experience • Confidence in participants’ ability to use the ePortfolio • Confidence in participants’ understanding of the need to use ePortfolios for gathering evidence of their Vocational Currency activities and reflections Results were overwhelmingly positive on all aspects of the training. Monday, 10 April 2017 Chris Freeman V1.0 23
  24. 24. Evaluation methodology • However, feedback from the participants indicated that some participants preferred a written manual rather than videos, and so a Training Manual was also created. • Specific areas of improvement would be follow up refresher courses. Monday, 10 April 2017 Chris Freeman V1.0 24
  25. 25. Outcomes for the organisation • 20 Training Workshops initially planned. 29 Training Workshops were actually delivered. • 109 staff participated in the training • 4 Training Videos were created, plus 1 Training Manual • 85 participants gave feedback, which was overwhelmingly positive. Monday, 10 April 2017 Chris Freeman V1.0 25
  26. 26. Potential Improvements • Approx 1/3 of teaching staff have undertaken the training. • A continuation of training into 2017, – with refresher sessions will be required to capture all staff plus – embed the knowledge and skills of the participants who are new to ePortfolio platforms. Monday, 10 April 2017 Chris Freeman V1.0 26
  27. 27. Potential Improvements • This training allowed staff to better understand the ASQA and HESG compliance requirements of Industry Currency. • Improvements in linking the information gathered in the ePortfolios with the HR system need to occur. Monday, 10 April 2017 Chris Freeman V1.0 27
  28. 28. Maximising the benefits of the project for GOTAFE • GOTAFE needs to better articulate how each of the VET Practitioner Capabilities, including both VET and Vocational professional development and currency, tie together into a seamless system of development and compliance recording. Monday, 10 April 2017 Chris Freeman V1.0 28
  29. 29. • The feedback from participants was that: – The training was highly valuable in increasing their knowledge and understanding of Vocational Currency, – The training allowed them to better understand how to use ePortfolios as a professional tool of value to themselves and to their students. Monday, 10 April 2017 Chris Freeman V1.0 29

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