have skills, will travel: e-portfolios for apprentices
TRANSCRIPT
Next Generation Learning Conference 2009
Have skills, will travel – E-portfolios for apprentices
Our strategy
“ Deployed creatively and efficiently, technology can transform the further education system on which people depend for learning new things,
upgrading their skills and gaining qualifications.”
Our vision_________________________________________
Becta wants to see:
• strategic investments based on effective procurement
• confident staff
• fit-for-purpose technology
• intelligent buildings and learning spaces
• effective and efficient business systems
• informed learners in the workforce – with people
choosing what, where, when and how to learn
What is a portfolio?
• A flat, portable case for carrying loose papers, drawings, etc.• A range of investments held• The position and duties of a Minister or Secretary of State• A set of pieces of creative work intended to demonstrate a person’s ability
• — ORIGIN Italian portafogli, from portare ‘carry’ + foglio ‘leaf’
• Progress files
E-Portfolios
• Owned by the learner• Portable• Resources for learning• Tools to support processes• Reflection• Evidence of achievements
E-assessment
• There are cost and time saving benefits linked to E-assessment, as well as harder to define improvements in the learner experience.
• To help Becta understand how ready the further education sectors are to deliver e-enabled high stakes examinations AlphaPlus consultancy were contracted to survey the sector to gauge institutional readiness.
Experience of introducing e-testingExperience of introducing e-testing
•Deciding to introduce e-testing• decision almost always been made by a curriculum leader• no evidence of strategic decisions to adopt e-testing • many colleges report a rapid move by curriculum leaders to adopt e-
testing
The decision to adopt e-testing is generally made quickly by programme tutors nowadays. As soon as the qualification becomes available with e-testing, the tutors generally elect for it.
Stockton Riverside College
Experience of introducing e-testingExperience of introducing e-testing
• Selecting an Awarding Body• the provider elected to begin e-testing with the awarding body they were
already working with.• when taking on a new qualification today, the availability of e-testing from a
particular awarding body would be an influencing factor.• evidence of providers changing from one awarding body to another (for a
particular qualification, typically Skills for Life and/or Key Skills) to take advantage of relatively subtle differences in e-testing provision between the awarding bodies.
Why use e-assessment?
• Easier to administer with individual candidates• Potentially greater security• Potentially wider examination “windows”• Easier to manage verification processes• Faster turnaround of results and reporting• Potentially easier to deal with support and accessibility issues for learners with
specific needs
Work-based learning providers increasingly report benefits from use of e-learning resources
Mackinnon Partnership: Use of ICT and e-learning by work-based learning providers 2006
73%67%
54%
37%32%
18%
46%42%
31%
39%
24%
16%
0%
10%
20%
30%
40%
50%
60%
70%
80%
improved learnersatisfaction
improvedoutcomes
improvedretention
improvedemployer
satisfaction
reduced costs attracted morelearners
Benefit
% o
f pro
vide
rs u
sing
res
ourc
es
2006 2005
Work-based learner perspective• Learners are more likely to stay in their learning programme if they have access to
technology – improved retention rates.
• The majority of learners agree that technology has allowed their learning programmes to be better tailored to their learning needs – personalised learning.
• A significant number of learners agree that using technology makes them more motivated to learn – improved achievement and retention.
• Over half of those interviewed said they would like to use technology more as part of their learning programme. E2E (entry to employment) learners are even more likely to want to use technology
• Most learners believe they have sufficient access to a computer – this is significantly reduced for E2E learners
Association of Learning Providers (ALP) 2007
Key stakeholders for e-portfolios
Key stakeholders have many interfaces
E-portfolio module in a functional landscape
Functional modules
Presentation Assessment
ReflectionTransition
Planning
Monitoring
Core e-portfolio requirementsAdditional needs for apprenticeship Learning Providers
Low emphasis
Apprenticeship focused modules
There is a wealth of information but not always easy to find
Scope of current work
•Write Information Advice Guidance (IAG) to fill identified gaps
•Undertake a review of the use of e-portfolio for apprenticeship support activity in Australia, and confirm the relevance of practice in Western Europe
•Undertake a review of other materials and projects
•Scope how to Provide IAG on e-portfolio implementation
•Scope and report on how best to engage with Learning Providers, NAS, awarding bodies and SSC’s etc
Key Findings 1
•e-Portfolios must enable 21st century learning •e-Portfolio purpose and use must consider both efficiency (reduced
bureaucracy, auditing) and effectiveness (more interactive & engaging experience)
•Adoption and sustainability of apprenticeship e-portfolios depend on a national approach that requires strong incentives such as inclusion in inspection
•Concern that e-portfolio investment and implementation without the underpinning infrastructure/employability data ‘clearing house’ to support transitions and lifelong requirement raises risks and limits efficiency gains
•Addressing assessment policies, skills and effectiveness of assessors and reducing the burden on the employer and learner is key to success
•IAG focus should be on 14-19 Apprenticeship group as if this group successfully adopt e-portfolios then more likely to progress to advanced apprenticeships or other learning
Key Findings 2
•Range of e-portfolio definitions and purpose •E-portfolios offer a range of benefits if they effectively address
engagement, navigation, access to right resources and trusted tracking•Little understanding of trust, privacy & security needed in a user-controlled
personal information related services, or authentication of shared work•Concern regarding duplication of data, data integrity (authenticate
sources), and retention and how e-portfolios fit with MIAP & SIF initiatives in mind of providers and employers
•Little familiarity with e-portfolio standards and related specifications and that this is an Awarding Body concern
Points to consider
• What do you want e-portfolios to achieve?• What functions are key for your needs?• What are the views of your staff and what support will they need?• What systems will your e-portfolios have to integrate with?• What are the requirements of the awarding bodies you use?• Can you support multiple e-portfolio systems ie if learners bring their own?• How will you know if your implementation of e-portfolios is a success?
Contact…
Ann HughesBectaMillburn Hill RoadScience ParkCoventry CV4 7JJ
T +44 (0)24 7679 7383F +44 (0)24 7641 1418M +44 (0)7500 079245E [email protected]