People go through life continuously gaining new skills and knowledge, often through their lifewide and workplace experiences. However, when they arrive as students at our formal learning institutions we often treat them as ‘empty vessels’, not taking into consideration these prior skills and experiences or offering them credit towards their formal qualification. In 2006, the Council of Australian Governments (COAG) recognised that there were many benefits for recognising existing skills, especially in existing workers, “so that wherever possible their training time is reduced” (Committee of Australian Governments, 2006, p. 4). In order to support this the Australian Commonwealth Government provided funding to the State and Territory Governments to enable the implementation of a variety of strategies to increase the number of recognition of prior learning (RPL) assessments across the Australian Vocational Education and Training (VET) sector. Curyer et al (2007) recognised that eportfolios provide an effective way to support individuals manage their lifelong learning records. Perry (2009) recognised that eportfolios provide an effective means of supporting the evidence gathering process for recognition of existing skills/knowledge for RPL assessment. Mobile devices such as smart pens, flip video cameras, point of view glasses/devices and mobile/smart phones, have also been touted as offering improved ways of gathering evidence for the RPL process (Miller, 2011). However, to date there are very few examples in the Australian VET sector where eportfolios are being successfully used to support RPL assessments. This paper will present the emerging issues which appear to be preventing the wider adoption of eportfolios for RPL assessment, including the ‘clunkiness’ of existing eportfolio systems; the low digital literacy skills of assessors and learners to effectively capture and manage digital evidence and information; the limited view of assessment and the lack of support for lifelong learning; and the short term vision for allowing learners access to their eportfolios beyond their formal learning experience so learners cannot see the purpose of putting in the effort to establishing an eportfolio for their RPL assessment. Other barriers such as the limited time made available to undertake the RPL process and assessor’s confidence in using technology or a holistic approach to RPL will also be argued. A possible model for using eportfolios to support the RPL will be presented which would encourages the reuse and repurposing of RPL evidence for gaining employment/promotion and/or entry into higher education etc through a proactive approach to supporting lifelong learning and the collection of evidence which support this process.

1. Assessing existing skills and
knowledge through e-portfolios
ePIC 2012
Allison Miller
11 July 2012
vanguardvisionsconsulting.com.au

2. Putting into context …

3. Main pathways taken by
Australian students between
these sectors
Source: Australian National Report on the Development and State of the
Art of Adult Learning and Education (DEEWR)
flexiblelearning.net.au http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Asia%20-%20Pacific/Australia.pdf

4. Main pathways taken by
Australian students between
these sectors
Source: Australian National Report on the Development and State of the
Art of Adult Learning and Education (DEEWR)
flexiblelearning.net.au http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Asia%20-%20Pacific/Australia.pdf

5. Australian vocational education
and training (VET) sector
• National training system =
• skilling workers
• provide pathways to higher education
• National framework =
• National (industry specific) Training Packages
• Australian Qualifications Framework =
• Certificate I to Advanced Diplomas to Grad Certs
• 5000 training organisations with 1.7 millions students

7. Image: http://en.wikipedia.org/wiki/File:Australian_Energie_ressources_and_major_export_ports_map.svg

8. There were many benefits for recognising
existing skills, especially for workers “so
that wherever possible their training time
is reduced”
Committee of Australian Governments, 2006

9. E-portfolios provide a way to support
successful learning pathways by enabling
learners to manage their lifelong learning
records
Curyer et al, 2007

10. E-portfolios provide an effective means of
supporting the evidence gathered for
recognition of existing skills and/or
knowledge for recognition of prior learning
(RPL)
Perry, 2009

11. Discovering new ways of
collecting evidence

12. Smart pen Flip video

13. Point of View glasses Smart phones
POV Glasses Image: http://products.streamfolio.com/products/2012-camera-glasses Smart Phone Image: http://www.fotopedia.com/items/flickr-3284315932

14. bit.ly/ePFKarenDarby

15. bit.ly/J-J2012HQPP

16. E-portfolios & RPL …

17. E-portfolios and RPL
Step One -
Facilitated
Self
Assessment
Step Five Step Two -
Qualification Evidence
or Gap identified/
Training generated
Info is
Learner
Focussed
Step Four - Step Three
Verification - Mapped to
process Template
Based on the RPL - Done Well in VET model by McKenna & Mitchell, 2006

18. E-portfolios and RPL
Step One - Templates
Facilitated
Self
Assessment Exemplars
Example
Step Five Step Two -
Qualification Evidence
or Gap identified/
Training generated
Info is
Learner
Focussed
Step Four - Step Three
Verification - Mapped to
process Template

19. E-portfolios and RPL
Step One -
Facilitated
Self
Assessment
Smart pens
MP3 Recorders
Step Five Step Two -
(audio)
Qualification Evidence
or Gap identified/
Training generated
Info is autobiography (blog)
Learner
digital story
Focussed
resume
Step Four - Step Three
Verification - Mapped to
process Template

20. E-portfolios and RPL
Existing: Step One -
Tags -
Facilitated
- third party reports Self using unit
- HR records Assessment
codes
- work examples
- project reports/Outputs
- scanned Step Five
certificates Step Two -
- blogs/wikis etc
Qualification Evidence
or Gap identified/
Training generated
Info is
Learner
Generated: Focussed
- point of View (POV)/video
- digital stories
- audio
- reflections -
Step Four
Verification
Step Three
- Mapped to
- challenge tests
process Template

21. E-portfolios and RPL
Step One -
Facilitated
Self
Assessment
Uploaded and shared
in e-portfolio space –
Step Five Step Two -
- regular feedback
Qualification Evidence
or Gap identified/
(comments)
Training generated
- peer support Info is
- sharing & comparing Learner
Focussed
Step Four - Step Three
Verification - Mapped to
process Template

22. E-portfolios and RPL
Step One -
Facilitated
Self
Assessment
Confirm comments from third
parties (vumi)
Step Five Control Groups/Gateways
Step Two -
Qualification Evidence
or Gap (Mahara/PebblePad)
identified/
Training generated
Info is
LearnerPeer reviews (Curtin’s
iPortfolio)
Focussed
Export/Import Views
(Mahoodle)
Step Four - Step Three
Verification - Mapped to
process Template

23. E-portfolios and RPL
Step One -
Facilitated
Self
Assessment
Record Keeping Process
(export from Moodle
Step Five
Grade Book)
Step Two -
Qualification Evidence
or Gap Issue identified/
Qualification
Training generated
Info is (Digitally signed
Learner documents/PDF/Digitary)
Focussed
Personal Learning Plan
e-Resume
Step Four - Step Three
Verification - Mapped to
process Template

24. But where are all of the
sustainable examples?

25. bit.ly/eFPIanHall

26. Why aren’t we seeing more?
Clunky tools
- 2-3 steps to create,
restricted formats,
layouts and file sizes
……
Narrow views
- About assessment is for,
evidence gathering,
Digital literacy lifelong learning ……
- uploading, file
compression, presenting
yourself online, formatting,
multimedia ……
Image: http://img.fotocommunity.com/Architecture/Cityscape/eiffel-tower-a18958212.jpg

27. Allison Miller
0400 732 270
allison@vanguardvisions.com.au
vanguardvisionsconsulting.com.au
vanguardvisionsconsulting.com.au