The enacted learners identities Framework: the potential e-portfolios use in vocational education

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The document discusses the potential use of e-portfolios in vocational education to support learners' negotiated identities. It outlines different types of learner identities that can develop, including resistant, persistent, transitioning, and enacted identities. Key elements that shape learner identities are discussed, such as purpose, networks, identity resources, and agency. The document advocates recognizing diverse knowledge systems and contextualizing learning objects for vocational learners.

Education Technology

CHARLES DARWIN UNIVERSITY

The enacted learners
identities framework: the
potential e-portfolios use in
vocational education

Ruth Wallace

Social Partnerships in Lifelong Learning

Negotiated learning identities
CHARLES DARWIN UNIVERSITY

‘Deep learning requires the learner
being willing and able to take on a
new identity in the world, to see
the world and act on it in new
ways’ (Gee 2007:172).

Social Partnerships in Lifelong Learning

Enacted Learner Identities
CHARLES DARWIN UNIVERSITY

• Resistant
– I am part of my community and that’s not going to
change
• Persistent
– The bastards won’t beat me

• Transition
– I am not sure how I fit here but am trying out
different hats to see how they work
• Enacted
– I can handle anything now

Social Partnerships in Lifelong Learning

Elements of Learner Identities
CHARLES DARWIN UNIVERSITY

• Purpose
• Networks (bonding, bridging and
linking ties
• Identity resources
• Processes and strategies
• Alignment of community, family and
workplace identities
• Sense of Agency
• Access to information and resources

Social Partnerships in Lifelong Learning

Diverse knowledge systems
CHARLES DARWIN UNIVERSITY

Social Partnerships in Lifelong Learning

Diverse Knowledge Systems
CHARLES DARWIN UNIVERSITY

Artwork by Joanne Nasir see
cdu.edu.au/centres/spill for detailed
information about copyright , the artist Social Partnerships in Lifelong Learning

Recognising knowledge systems
CHARLES DARWIN UNIVERSITY

Social Partnerships in Lifelong Learning

Gaming theory
CHARLES DARWIN UNIVERSITY

• Embedded support through
stages
• Sufficiently frustrating
• Peer recognition
• Desire to repeat and improve
• Leads to regular rewards
• Customisable
• Looks like the learner
Social Partnerships in Lifelong Learning

Learning objects
CHARLES DARWIN UNIVERSITY

Examples of digital learning objects
made by Aboriginal people for
learning and assessment are
soon to be released on
www.cdu.edu.au/centres/spill/rese
arch_outputs

Social Partnerships in Lifelong Learning

Key principles and challenges
CHARLES DARWIN UNIVERSITY

• Identifying purpose
• Recognising and building learner
identities
• Ownership and control
• Industry alignment
• Embedded LLN and IT skills
• Connections across sectors
• Contextualised learning objects
Social Partnerships in Lifelong Learning

Thank you
CHARLES DARWIN UNIVERSITY

Contact

ruth.wallace@cdu.edu.au

www.cdu.edu.au/centre/spill

Social Partnerships in Lifelong Learning

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The enacted learners identities Framework: the potential e-portfolios use in vocational education

1. CHARLES DARWIN UNIVERSITY The enacted learners identities framework: the potential e-portfolios use in vocational education Ruth Wallace Social Partnerships in Lifelong Learning

2. Negotiated learning identities CHARLES DARWIN UNIVERSITY ‘Deep learning requires the learner being willing and able to take on a new identity in the world, to see the world and act on it in new ways’ (Gee 2007:172). Social Partnerships in Lifelong Learning

3. Enacted Learner Identities CHARLES DARWIN UNIVERSITY • Resistant – I am part of my community and that’s not going to change • Persistent – The bastards won’t beat me • Transition – I am not sure how I fit here but am trying out different hats to see how they work • Enacted – I can handle anything now Social Partnerships in Lifelong Learning

4. Elements of Learner Identities CHARLES DARWIN UNIVERSITY • Purpose • Networks (bonding, bridging and linking ties • Identity resources • Processes and strategies • Alignment of community, family and workplace identities • Sense of Agency • Access to information and resources Social Partnerships in Lifelong Learning

5. Diverse knowledge systems CHARLES DARWIN UNIVERSITY Social Partnerships in Lifelong Learning

6. Diverse Knowledge Systems CHARLES DARWIN UNIVERSITY Artwork by Joanne Nasir see cdu.edu.au/centres/spill for detailed information about copyright , the artist Social Partnerships in Lifelong Learning

7. Recognising knowledge systems CHARLES DARWIN UNIVERSITY Social Partnerships in Lifelong Learning

8. Gaming theory CHARLES DARWIN UNIVERSITY • Embedded support through stages • Sufficiently frustrating • Peer recognition • Desire to repeat and improve • Leads to regular rewards • Customisable • Looks like the learner Social Partnerships in Lifelong Learning

9. Learning objects CHARLES DARWIN UNIVERSITY Examples of digital learning objects made by Aboriginal people for learning and assessment are soon to be released on www.cdu.edu.au/centres/spill/rese arch_outputs Social Partnerships in Lifelong Learning

10. Key principles and challenges CHARLES DARWIN UNIVERSITY • Identifying purpose • Recognising and building learner identities • Ownership and control • Industry alignment • Embedded LLN and IT skills • Connections across sectors • Contextualised learning objects Social Partnerships in Lifelong Learning

11. Thank you CHARLES DARWIN UNIVERSITY Contact ruth.wallace@cdu.edu.au www.cdu.edu.au/centre/spill Social Partnerships in Lifelong Learning

The enacted learners identities Framework: the potential e-portfolios use in vocational education

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