The document outlines the development and implementation of ePortfolios at Pacific TAFE, part of the University of the South Pacific, focusing on the Certificate IV in Hospitality Operations. It emphasizes competency-based education and collaboration with various stakeholders to enhance students' skills and employability through digital tools and reflective learning. Future plans include expanding ePortfolio usage to reinforce industry alignment and workforce development across the Pacific region.

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
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2. CREATING SPACES
http://www.cael.orgR/higher-education/competeReferency-
based-education
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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.
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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).
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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
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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
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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
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8. ECONOMIES OF SCALE
Map of The University of the South Pacific region
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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.
.
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10. ePortfolio
Competencies
ESL
Second
Language
Student
centred
opportunities
Learning
Styles +
technology
Target
population
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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.
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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.
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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)
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14. ALIGNMENT OF COMPETENCIES COMPLETED FOR CERTIFICATE IV IN
HOSPITALITY OPERATIONS PROGRAMME
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15. SAMPLE OF THE ALIGNMENT
OF COMPETENCIES
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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.
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17. REFERENCES
 Cameron, R. (2012). Recognising workplace learning: the emerging practices of e‐RPL and e‐PR. Journal
ofWorkplace Learning, 24(2), 85-104. http://dx.doi.org/10.1108/13665621211201689
 Competency-Based Education:A PowerfulWay to Link Learning and theWorkplace. (2017, February
06). Retrieved April 01, 2017, from http://evolllution.com/programming/applied-and-experiential-
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 https://er.educause.edu/blogs/2017/2/competency-based-education-gains-momentum
 http://the-ice.org/
 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, http://dx.doi.org/10.14221/ajte.2013v38n5.9
 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, http://www.ifets.info/journals/19_4/3.pdf
 Revised Bloom’sTaxonomy. (n.d.). Retrieved April 01, 2017, from
http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
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