E-learning Innovations Australian Flexible Learning Framework

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


Overview

• AMES & the AMEP

• Pilot project

• Implementation

• ePortfolios & Mahara

• Student & teacher feedback

• Outcomes


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.


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)


• 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


• 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


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


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


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


Plan

Create

Collect

Collaborate

Develop

Self-assess

Reflect

Review

Share

Connect

Network

Present

ePortfolios


Flexible learner-centred

environment

Continuity

Meaningful and relevant assessment

Increased participation

What might ePortfolios offer our learners?


E-portfolios & ESL learners

Challenges

English Language proficiency

Educational backgrounds

Access New pedagogies

Linking to meaningful settlement outcomes

Concept of ePortfolios Digital

literacy


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




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


Jhansi’s video


Mahara forum


Desley’s video



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


• 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


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


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


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/


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


• 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?


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


For further information:

Dora Troupiotis eLearning Coordinator / Project Manager Resources, Learning & Innovation AMES

[email protected]

Drew Roberts Project Support Officer

[email protected]

Wikihttp://eportfolios.amesvic.wikispaces.net/

mailto:[email protected]

mailto:[email protected]

http://eportfolios.amesvic.wikispaces.net/

Documents

E-learning Innovations Australian Flexible Learning Framework