E-learning Innovations Australian Flexible Learning Framework. Using ePortfolios with ESL adult learners. Robyn Raleigh, Dora Troupiotis, Drew Roberts. Adult Multicultural Education Services. Overview. AMES & the AMEP Pilot project Implementation ePortfolios & Mahara - PowerPoint PPT Presentation
Australian Flexible Learning FrameworkUsing ePortfolios with ESL adult learners
Adult Multicultural Education ServicesRobyn Raleigh, Dora Troupiotis, Drew Robertsflexiblelearning.net.au/innovations1OverviewAMES & the AMEPPilot projectImplementationePortfolios & MaharaStudent & teacher feedbackOutcomes
flexiblelearning.net.au/innovationsRobyn2AMESThe largest provider of English language and settlement services in Victoria & major supplier of specialist employment and training services.
Our clients are refugees and newly arrived migrants.
12,000 clients from 93 countries including China, India, Ethiopia, Vietnam, South Korea
Age range17 65+ years (majority 25 35 years)
Migrant categories of AMEP students: Skilled (1422), Temporary (1501), Family (1047), Humanitarian (719)
flexiblelearning.net.au/innovationsRobyn4Students part of Adult Migrant Education Program (AMEP)
The AMEP program is provided by the Federal Government through the Department of Immigration and Citizenship (DIAC). Its purpose is to help newly arrived migrants and refugees settle successfully in Australia, primarily through the provision of basic English language tuition and associated services
5Self-paced learning where the emphasis is on flexibility to meet individual learner needs and ability
Criterion referenced assessment to assess and report on student achievements
Certificate is divided into core and elective modules
Modules are written in terms of very general genre categories, for example, description, recount, instruction or information texts and cover aspects of language learning
Modules are comprised of a group of Learning Outcomes (LOs) that contribute to the purpose of the module
Certificates are written at the general level of curriculum with the teacher determining the details of the teaching syllabus and program.
Features of CSWEflexiblelearning.net.au/innovationsRobyn6Pilot project and aims
Use of e-Portfolios by adult CALD learners in face-to-face and distance learning.
Aims for:Learners - benefits of e-Portfolios to record their learning experiences and employment histories.
Teachers -e-Portfolios as e-learning and record keeping tools.
AMES - models, strategies and resources for integration of e-portfolios in delivery in 2011flexiblelearning.net.au/innovationsDora / Good morning everyone. I will be giving you a quick introduction to the project and how we went about setting it up.
Our project was one of the 2010 E-Learning Innovation funded projects. Our project piloted the creation of e-Portfolios by adult Culturally and Linguistically Diverse learners in face-to-face and distance learning settings. In particular we used Mahara for the eportfolios and we will explain why later on in this presentationThe project were aims were threefold:With the Learners we wanted them to develop skills and understanding of the benefits of e-Portfolios to record their learning experiences and employment histories.With the Teachers we wanted them to increase their skills and their understanding of e-Portfolios as e-learning and record keeping tools. And for AMES as an organisation we wanted to be able to Develop models, strategies and resources to support the integration of e-portfolios in AMES course delivery in 2011
7Project team and implementationProject Manager Team LeaderProject support officer 2 different English levels/curriculum
Learners attend 4 to 5 days a week from 3-5 hours a dayAccess to computer lab with the teacher 1-2 hours per week5 teachers at 4 sites including 2 Distance Learning (DL) teachers at two sitesFace-to-face classes1 beginner class 2 intermediate classes
Distance learning3 students
4 eMentors half day a week to supportThe pilots took place in Term 3 flexiblelearning.net.au/innovationsDoraJust a quick word on the project team 5 teachers at 4 sites took part in the pilot and this includes 2 Distance Learning (DL) teachers at two different sites4 eMentors supported the teachers at the sites (two of whom are here with us today)In AMES there are leadership roles to support delivery and the eMentors have one day time release to support, provide training and mentor staff in the development of the skills and knowledge needed to integrate e-learning options and blended learning models in delivery.The eMentors were given an additional half day for the duration of the project to support the teachers.
We wanted to see how appropriate ePortfolios were for our client groups so we trialed it at 2 different English levels/curriculumFace-to face classes were used 1 beginners class and 2 intermediate classes3 Distance Learning learners at intermediate level took part also.Just a little of information about how classes work at AMES. Most learners attend a 4 to 5 day-class from 3 to 4 hours a day.As part of their course they go to a computer lab with their teacher mainly either once or twice a week ranging from 1 or 1 and a half hours each time.The pilots took place in Term 3
8Our approachStructured and scaffolded training for pilot teachers: workshops before, during the pilotEvaluation day after the pilot , including an online survey of teachers and another for the studentseMentors half day a week to support go in computer room and assist with the technologyProject support officer, phone, email, visitsCommunication via wiki participant information, teacher diary, issues, breakthroughs, support docs
We approached our project by providing two days of training for the teachers and the eMentors. The first training day was the second last week of term 2 and the second training Day was in the second week of Term 3 once the classes had started. We also had a whole day in term 4 after the pilot finished to evaluate the pilots, share resources and discuss plans, strategies and models for the futureeMentors had an additional half day time release to provide technical support and go in to the computer lab with the teacher.The Project Support Officer provided support to both the teachers and eMentors at the training days, via phone, email and even visits. The Project Support Officer also looked after the wiki and provided admin support in Mahara through creation of Mahara accounts and especially helped with troubleshootingA wiki was set up for the project as a means of communications, sharing of resources and for the teachers to be able to keep a diary of their activities.9
PlanCreate Collect CollaborateDevelopSelf-assessReflectReviewShareConnectNetworkPresentePortfoliosflexiblelearning.net.au/innovationsDrewBefore we talk more about a pilot what is an e-portfolio? The AFLF says that:
An e-portfolio is a learner-driven collection of digital objects demonstrating experiences, achievements and evidence of learning.
E-portfolios provide learners with a structured way of recording their learning experiences and work history.
E-portfolios can include a wide range of digital evidence such as created documents, scanned documents, audio, video, photographs, and blogs.
Its a tool for self-development and reflection.
Its portable and stable archive that learners can carry with them between institutions.
It can be used to share experiences, network with others, It can assist learners to apply for work and study, or present RPL.It potentially provides teachers with assessment evidence, and lessons that cater to a wider variety of learner styles (camera, video, MP3, audio) and in an integrated way . And students then have control and continued access to their assessments and thats probably one of the most exciting aspects.
What might ePortfolios offer our learners?flexiblelearning.net.au/innovationsDrew The elective modules of the CSWE curriculum allow for AMEP teachers to design a syllabus based on learner needs. The emphasis is on flexibility to meet individual learner needs and ability, which often varies greatly across AMES learner groups.
ePortfolios have the potential to support this kind of flexibility, and at the same time offer continuity to students who are seeking clear goals and study/career pathways; who are often struggling to assess how their skills, experience and life goals fit into a new life in Australia. Life-long Learning is one of the core concepts an eP for the Australian Flexible Learning Framework
It provides a space for increased participation outside the classroom, post-course, in-between jobs, in-between institutions. And most ESL learners I know cant get enough: they are hungry for more. ePortfolios can also be shared with peers increasing students social network in learner-focused environment.
Provides meaningful assessment opportunities students can use online resumes and job applications created in class; and record RPL for future study or employment.
The use of ePortfolios in Australia is on the rise. At some stage soon many of our learners are going to encounter ePortfolios if this is the case, many adult CALD learners should probably be given a head-start in ePortfolios during their English tuition.
11E-portfolios & ESL learnersChallengesEnglish Language proficiencyEducational backgroundsAccessNew pedagogiesLinking to meaningful settlement outcomesConcept of ePortfoliosDigital literacyflexiblelearning.net.au/innovationsDrewePortfolios provide many opportunities for students and teachers, but they also present adult ESL learners with a number of hurdles and a whole bag difficult concepts to grapple with. As if they didnt