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National guidelines for implementing e-portfolios in VET

E-portfolios are learner-driven collections of digital artefacts articulating experiences, achievements and evidence of learning. There is a wide range of potential benefits for implementing e-portfolios: learners can develop, leverage off and gain recognition of their skills and competence; employers and industry can more efficiently understand and confirm the skills and competence of employees and potential employees, and can also support effective on the job training practices; and training organisations and government can improve recognition of prior learning and current competence outcomes, and facilitate new learning and teaching methods to better respond to the needs of learners and industry. These guidelines are aimed at implementers of e-portfolios for vocational education and training (VET) sector learners, including teachers and trainers as well as management. They provide practical guidance and recommendations on the challenges to successfully implementing e-portfolios in the VET sector. These challenges include: understanding e-portfolio privacy and ownership issues; managing access to both verified and unverified e-portfolio content; storing e-portfolio content securely and persistently; and embedding e-portfolios and facilitating learner transitions. The guidelines have been designed for e-portfolio implementers to interpret and adapt to their local context as required. A set of functional specifications has been produced to complement this document, which discusses and describes technical implementation approaches for e-portfolios and related systems.

E-portfolios are learner-driven collections of digital artefacts articulating experiences, achievements and evidence of ...  Show Full Abstract  

Authors: O'Neill, Owen; Miller, Allison; Gladman, Kristena;
Date: 2013
Geographic subjects: Australia; Oceania
Resource type: Guide
Series name: National VET E-learning Strategy
Subjects: Vocational education and training; Teaching and learning; Technology

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Functional specifications for VET e-portfolio implementers and developers

This resource was developed within the context of the national VET E-portfolio Guidelines and is designed to support the implementation of e-portfolio systems in the vocational education and training (VET) sector. While e-portfolios are learner-driven collections of digital artefacts and can contain a wide range of content, this document focuses specifically on the role that e-portfolios can play in enabling learners to manage access to verifiable Attainment Information. Attainment Information includes units of competency, accredited modules and qualifications or accredited courses as defined by the Australian Qualifications Framework (AQF). The purpose of this document is to provide practical, technically focused information for implementers of e-portfolio and related systems. It outlines a number of potential technical implementation approaches and considers the advantages and disadvantages of each one.

This resource was developed within the context of the national VET E-portfolio Guidelines and is designed to support the ...  Show Full Abstract  

Authors: O'Neill, Owen; Gladman, Kristena; Lapham, Bronwyn;
Date: 2013
Geographic subjects: Australia; Oceania
Resource type: Guide
Series name: National VET E-learning Strategy
Subjects: Vocational education and training; Technology; Teaching and learning

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MOOCs: Massive Open Online Courses [January 2014 update]

This paper updates developments in Massive Open Online Courses (MOOCS), particularly where they may concern European higher education. MOOCs are growing, and while the highest concentration is in the US, around one third of MOOCs involve European higher education institutions. The European Commission has expressed interest in, and support for, exploring the possibilities MOOCs offer. MOOCs have also developed in other regions where existing education structures are well-developed. These courses are not viewed as a replacement for traditional higher education, but as an adjunct to it through blended learning, lifelong learning and continuing professional education. There are concerns about MOOCs but European institutions see forms of technology-enhanced learning in a positive light.

This paper updates developments in Massive Open Online Courses (MOOCS), particularly where they may concern European higher ...  Show Full Abstract  

Authors: Gaebel, Michael
Date: 2014
Geographic subjects: Europe
Resource type: Paper
Series name: EUA occasional papers
Subjects: Higher education; Teaching and learning; Technology;

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Understanding skills and performance challenges in the logistics sector

This report examines recent changes in the logistics sector with special focus on technological change and the implications for future skills and training needs. It uses a mixed methodology including data analysis, literature review and a series of in-depth interviews and round tables as the basis for analysis. Also included with this publication is an executive summary, slide pack and infographic, presenting the findings contained within the report.

This report examines recent changes in the logistics sector with special focus on technological change and the implications ...  Show Full Abstract  

Authors: Winters, Gwenn; McDonough, Charlotte; Willis, Tim
Date: 2014
Geographic subjects: Great Britain; Europe
Resource type: Report
Series name: UKCES evidence report
Subjects: Industry; Technology; Skills and knowledge;

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Assessment e-Risk Survey of key stakeholders 2014: an Australian enquiry into VET online e-assessment: support document

This document is the third of three reports prepared as part of the Flexible Learning Advisory Group (FLAG) commissioned enquiry into online e-assessment in Australia. This enquiry was commissioned by FLAG to do two things: (1) to explore the perception among some stakeholders that the use of technology-assisted assessment (online e-assessment) represents a risk to quality training outcomes; and (2) to seek ways to address these concerns by examining available solutions that ensure the veracity of online e-assessment and the reliable authentication of candidate identity. The purpose of this third report is two-fold. First, to more fully explain the nature, scope, and analysis of the Assessment e-Risk Survey; and second, to present the collated responses of the four stakeholder groups (including verbatim comments) at the level of individual survey questions. The survey created a wealth of information. The intention of this support document is to make this information available in a form that will be useful to other researchers, policy advisers, and practitioners.

This document is the third of three reports prepared as part of the Flexible Learning Advisory Group (FLAG) commissioned ...  Show Full Abstract  

Authors: Morris, Tom
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: National VET E-learning Strategy
Subjects: Assessment; Teaching and learning; Research;

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An Australian guide to the risk management of VET online e-assessment: a companion document to the research report into the veracity and authenticity concerns of stakeholders

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the veracity and authenticity of online e-assessment and the quality of training outcomes. The enquiry involved a wide ranging review of Australian and international research and policy reports, and includes an Assessment e-Risk Survey of key stakeholders: employer representatives, (Australian Skills Quality Authority) ASQA and Western Australian Training Accreditation Council (TAC) auditors, Polytechnic West and Central online assessors and online students. The purpose of the guide is to present an overview of the treatment options within a risk assessment context. A 'treatment options' checklist is included in the appendix to assist practitioners to undertake their own context specific risk assessment.

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the ...  Show Full Abstract  

Authors: Morris, Tom
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Guide
Series name: National VET E-learning Strategy
Subjects: Technology; Management; Teaching and learning;

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An Australian enquiry into the veracity and authenticity of VET online e-assessment: a risk management approach to stakeholder concerns

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the veracity and authenticity of online e-assessment and the quality of training outcomes. The enquiry involved a wide ranging review of Australian and international research and policy reports, and includes an Assessment e-Risk Survey of key stakeholders: employer representatives, Australian Skills Quality Authority (ASQA) and Western Australian Training Accreditation Council (TAC) auditors, Polytechnic West and Central online assessors and online students. It was found that the quality of vocational education and training (VET) online e-assessment outcomes cannot be treated as discrete 'e-assessment' issues. What is required is a holistic approach grounded in an understanding of the assessment lifecycle. This report is a comprehensive research report and analysis of findings.

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the ...  Show Full Abstract  

Authors: Morris, Tom
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: National VET E-learning Strategy
Subjects: Teaching and learning; Technology; Assessment;

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Capturing information to improve learner retention and completion of courses: Canberra Institute of Technology

The National VET E-learning Strategy aims to strengthen the Australian training sector's use of new learning technologies and leverage opportunities provided by such projects as the National Broadband Network (NBN) to make major advances in the achievement of government training objectives. The strategy seeks to build the capability of registered training organisations (RTOs), industry and community stakeholders to create more accessible training options and facilitate new ways of learning through technology. In 2013-2014, the Flexible Learning Advisory Group (FLAG) prioritised a program of applied research into various specific technical issues. The goal of this project - 'Capturing information to improve learner retention and completion of courses' - was to identify tools for use by teachers and organisations to gain insight on data from various sources, which will allow them to assess learner capability and develop early intervention strategies to improve learner engagement, improve students' performance and increase completion rates. This report provides an analysis and evaluation of a range of current Learning Analytics (LA) literature and tools within the context of improving learner retention and course completions.

The National VET E-learning Strategy aims to strengthen the Australian training sector's use of new learning technologies ...  Show Full Abstract  

Authors: Neuendorf, Penny
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: National VET E-learning Strategy
Subjects: Research; Teaching and learning; Students;

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eLearning in Commonwealth Asia 2013

This study is an attempt to analyse the eLearning scenario in the Commonwealth Asian countries comprising of Bangladesh, Brunei Darussalam, India, Malaysia, Maldives, Pakistan, Singapore and Sri Lanka. Elearning is a broad term generally used to refer to web-based learning, online learning, blended learning, networked learning, distributed learning, flexible learning, etc. Educational institutions are attracted towards use of [information and communications technology] ICT that provides them with more flexibility and options to reach the students in various ways. The findings indicate that the implementation of eLearning in Commonwealth Asian countries is an increasing trend. Though institutions are facing different challenges, the enthusiasm among the faculty and staff is high. Institutions are integrating ICTs and online technologies in their programmes, which are largely offered in blended mode.

This study is an attempt to analyse the eLearning scenario in the Commonwealth Asian countries comprising of Bangladesh, ...  Show Full Abstract  

Authors: Pulist, S. K.; Mishra, Sanjaya
Date: 2013
Geographic subjects: Bangladesh; Brunei; India;
Resource type: Report
Subjects: Teaching and learning; Technology

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Not yet sold: what employers and community college students think about online education

Online education is rapidly moving into the higher education mainstream. Research suggests that some forms of online education can result in equal or better learning outcomes for students compared to in-classroom instruction. At the same time, however, online classes may not serve all students equally well. In particular, those who are already struggling to keep up with their college work are more likely to drop out of online classes than classes taught face-to-face. Separating hype from substance and tracking how online education is actually affecting students and other key stakeholders will be crucial as this way of teaching and learning evolves. This research brief takes stock of the experiences and views of people directly affected by online learning in higher education - in this case, employers and community college students.

Online education is rapidly moving into the higher education mainstream. Research suggests that some forms of online ...  Show Full Abstract  

Corporate authors: Public Agenda Foundation
Date: 2013
Geographic subjects: United States; North America
Resource type: Report
Series name: Taking stock report (Public Agenda)
Subjects: Teaching and learning; Technology; Higher education;

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