flexiblelearning.net.au/innovations
E-learning InnovationsAustralian Flexible Learning
Framework
Using ePortfolios with ESL adult learners
Adult Multicultural Education Services
Robyn Raleigh, Dora Troupiotis, Drew Roberts
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Overview
• AMES & the AMEP
• Pilot project
• Implementation
• ePortfolios & Mahara
• Student & teacher feedback
• Outcomes
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AMES
• The 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.
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Our clients
• 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)
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• Students 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
AMEP
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• Self-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 CSWE
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Pilot project and aimsUse of e-Portfolios by adult CALD learners in face-to-face and distance learning.
Aims for:1. Learners - benefits of e-Portfolios to record
their learning experiences and employment histories.
2. Teachers -e-Portfolios as e-learning and record keeping tools.
3. AMES - models, strategies and resources for integration of e-portfolios in delivery in 2011
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Project team and implementation
• Project Manager
• Team Leader
• Project 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 week
• 5 teachers at 4 sites including 2
Distance Learning (DL) teachers
at two sites
• Face-to-face classes▫ 1 beginner class ▫ 2 intermediate classes
• Distance learning▫ 3 students
• 4 eMentors half day a week to supportThe pilots took place in Term 3
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Our approach• Structured and scaffolded training for pilot teachers: workshops before, during
the pilot
• Evaluation day after the pilot , including an online survey of teachers and another for the students
• eMentors half day a week to support – go in computer room and assist with the technology
• Project support officer, phone, email, visits
• Communication via wiki – participant information, teacher diary, issues, breakthroughs, support docs
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Plan
Create
Collect
Collaborate
Develop
Self-assess
Reflect
Review
Share
Connect
Network
Present
ePortfolios
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Flexible learner-centred
environment
Continuity
Meaningful and relevant assessment
Increased participation
What might ePortfolios offer our learners?
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E-portfolios & ESL learners
Challenges
English Language proficiency
Educational backgrounds
Access New pedagogies
Linking to meaningful settlement outcomes
Concept of ePortfolios Digital
literacy
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Why Mahara? CSWE 1 Learning Outcomes• A1 –Develop a
learning/training plan with support
• A2 – Participate in the formal learning environment
• CSWE 3 Learning Outcomes
• A1 –Develop Independent Learning Plan
• A3 – Demonstrate capacity for independent learning
• Q1 – Write a resume
• Q2 – Write a cover letter
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flexiblelearning.net.au/innovations
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CSWE 3 students who completed pilot
• Arrived last 6 months
• From China, South Korea, Iran,
Columbia, Ethiopia
• Mostly tertiary educated professionals
(but 12% had less than 6 years school)
• Mostly 25–44 years old
• Professional interests: IT/Web design,
beauty therapy, retail, office admin,
tourism
• Many from countries with high digital
literacy (China, South Korea) but not all
• Some students already use a blog as
ePortfolio
• Use a computer at home (100%)
• Use internet & email every day (96%)
• Use social networking (52%), online
banking/shopping (61%), download music
(57%)
• digital cam (87%) and mp3 player (76%)
CSWE 3 students’ ICT skills
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Jhansi’s video
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Mahara forum
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Desley’s video
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Student feedback: Mahara ☺
• 70% of students like using Mahara
• 60% of students felt improvement in ICT skills
• 65% of students said they would like to continue to use Mahara, but 70% said they were unsure of usefulness
SurveyFocus group feedbackTeacher related feedback
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• Menu and tabs confusing for majority of students
• Often contrasted with use-friendliness of Facebook, blogging
• Students didn’t like aesthetic
• Concept of Views difficult for students and teachers
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What did teachers like most about the project?
• Potential for integrated learning
• Real-life application – sending resume links to employers
• Opportunity for learning new ICT skills – students, teachers
• Opportunity to work closely with e-mentors
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Teacher Feedback
Mahara• Difficult to navigate
• “Views” – multiple steps
• Can’t correct student work
• Confusion between User / Group / Friend / View
• Delay in accessing others’ Views
Image: http://www.uusu.org/content/3695//welfare_advice/lifestyle_and_health/stress/
• Added significantly to prep time
• Time-consuming in class
• Requires learners to have wide-range of ICT skills
• Difficult to convey unfamiliar concept to students
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Possible benefits for AMES learners
• Diverse & integrated learning opportunities
• Consolidates student-centred learning
• Opportunities for isolated students to connect
• Increase digital literacy
• Future study at TAFE
Image: http://flexenews.flexiblelearning.net.au/
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Disparate learner ICT skill levels
Finding most
appropriate system
Will it be time-
saving / time-
neutral?
Teacher training
Resources for adult
ESL learners
Conveying the concept
Selling concept to
students and teachers
Issues & challenges for AMES
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• Model teacher eP’s
• Time needed to experiment and develop, and create supportive community of practice
• A minimum of 90 min / week over 1 term for students to establish eP
• Video instructions
• Intro to context of eP’s• Support docs, Wiki
• eMentor network
• Student eMentors
• Develop assessment tasks for eP projects based on evolving learner needs
• Develop checklist for successful eP
• Intermediate level
• Prerequisite ICT skills
• Short special-skills focus course?
Ideal class
prep support
assessment
So, what next?
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An e-portfolio should be an integrated tool,
not an add-on
New technologies always have en element of risk – they are experimental and disruptive. Innovation is always risky!
http://www.dailygalaxy.com/photos/uncategorized/2008/05/07/ape_2.jpg
Quotes from ePortfolios Australia Conference 2010
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For further information:
Dora Troupiotis eLearning Coordinator / Project Manager Resources, Learning & Innovation AMES
Drew Roberts Project Support Officer
Wikihttp://eportfolios.amesvic.wikispaces.net/