Ann Hardingham

1. E-Portfolios – Case Study
Looking at assessment
challenges in 2011 at CAE
Ann Hardingham

2. 2011 CAE e-Portfolios
On completion of the e-Portfolio trial project in 2010, Delivery Innovation and
teachers within the CAE College have continued to implement the e-portfolios into
both accredited and non-accredited courses.
• The Pre-VCE (non-accredited) course using the unit VBQU155: Evaluate
pathway options, design a learning plan and complete a portfolio for 2011.
• Cert IV Liberal Arts (accredited) course using the units VBQU231 DLA
Research Approaches to Economy & Society and VBQU230 DLA Analyse the
Human Transformations of Nature for e-Portfolio assessment.

3. Rationale
The rationale for this e- Portfolio case study is to compare the assessment strategies
from Semester 1 Liberal Arts 2011, which has been a paper-based course in the past
with a holistic collection, demonstrating and evaluating achievements mapped to key
indicators within the competencies.
The outcome will measure the implementation and challenges in creating and
achieving the e-Portfolio as an assessment tool with the purpose to be used in
application to higher education entrance.
The trial group is enrolled in VBQU231 DLA Research Approaches to Economy &
Society and VBQU230 DLA Analyse the Human Transformations of Nature. The study
involves 22 learners from a range of ages 22 – over 50 years of age.

4. Purpose of the e-Portfolio
An e-Portfolio can demonstrate different facets of an individual’s learning
process. The purpose of this e-Portfolio is to document a learner’s
development over a period of time as well as demonstrate achievements of
set elements within a unit for competency.

5. Resources
To implement the use of an e-Portfolio as a tool for submitting assessments
consideration needs to be given to:
• Tools that can assist in the collection of reflections – MP3
devices, camera, software for manipulation of files, computer access, e-
Portfolio software
• Support material for learners who lack confidence in the use of the
computer
• Class time to demonstrate applications and software such as audacity, up-
loading files, writing reflections and supporting knowledge with the use of
images and recordings.
• Provide training & support for teachers in the use of software - VUMI

6. Assessment & the individual
In the past, assessment required:
• content driven teaching with “chalk & talk” class room management
• the learner is expected to fit the “model”
• completion of the curriculum as specified.
With the e-Portfolios, we are focusing on:
• highlighting the learner
• exploration of the curriculum content by the learner
• clear outcomes
• implementing strategies to make learning engaging and effective
• the learner’s understanding of what knowledge is required.
http://www.marktreadwell.com/Whatever_Next

7. e-Portfolio and the Independent learner
Layers of the assessment
Individual
Gather
Self-evaluation & development
Assessment & validation

8. http://www.marktreadwell.com/Whatever_Next

9. Learners’ skills in 2011
The survey responses demonstrate from the two groups using the e-Portfolios for 2011:
Have you ever kept a personal portfolio of your academic &
Do you know what an e-Portfolio is? personal achievements?
No
No
Yes
Yes
0 10 20 30
19 19.5 20 20.5 21 21.5 22 22.5
Have you used the following tools?
When using the internet have you ever disclosed personal
information?
Powerpoint
Chat
No
delicious
No
MySpace
Yes
USB Memory Stick
Yes
youTube
Facebook
0 20 40 60 0 5 10 15 20 25 30

10. Tools
Yeti used for group discussions.
Learner recording reflection VUMI used for creating an e-Portfolio
on artwork interpreting
nature at the National
Gallery.
Tools used for recording personal reflection.

11. Sample e-Portfolios
e-Portfolio Sample
e-Portfolio Sample 1

12. 7 Observations
1. Teaching styles
Semester 2 showed a shift in teaching style from instructional based learning towards
investigative, discussion based.
Evaluation: Observed a need for development in teaching styles from ‘teacher role’ to ‘facilitator’ role.
Implementation of PD for teachers to investigate learning styles and adult learning strategies.
Teacher comment: “This semester I’m more of a facilitator… now we start the class with a discussion and
record it. We talk about what we are doing, suggest what we can cover I the class and topics get covered that
I hadn’t thought of. The group show me sites and articles as well”. “Teaching has become collaborative”.
2. Learner Attitudes
With a change in the assessment criteria for semester 2 and the use of alternative tools for recording assessment, the learner
was exposed to different learning environment. The attitude towards this change was divided – some embraced the change to
learner centered assessment and the remainder were left unsure and resistant to the flexibility of the assessment format.
Evaluation: Observed that the learners accepted the use of software & tools for gathering the assessment and submitting but
there was a lack of confidence in their abilities to follow through. There was also a lack of enthusiasm to commit to an
alternative process of assessment that didn’t fit the mold of their learning life.
Learner comment: “…I’m not in ‘e mode’…still a paper & talk man”.

13. 3. Assessment & authentication
The teacher was able to collect of assessments and provide immediate response to the learner. There was the ability to
save assessments online, scan the material and send a recognition of receiving the e-Portfolio. The teacher was able to
retrieve leaner documents quickly. Authentication was validated through the use of images, audio and written
files, many of which were made in class time.
Evaluation: PD in file management and storage prior to commencement of course.
Teacher comment: “I get the work straight away and I can save the files ….but I need to get the folders for all the learners.
The good bit is I can write back straight away to the learner that I have the work”.
4. Dependent & independent learners
Although there is the environment for adult learning there is still the focus on curriculum content rather than the learner and
knowledge application.
Evaluation: Observed within the two groups that the learners were still dependent and reliant on instruction based learning.
This is reinforced by other teachers using ‘what’ rather than ‘whom’ teaching approach.
5. Reflection
Reflection was not regarded as a form of assessment.
Evaluation: Learners were unfamiliar with the reflective practices and relating this to the learning process.
PD in using reflection as a means of recording assessment needs to be instigated at the start of the learner’s course.
Observed that the older age group (35+) demonstrated confidence and experience to embrace the tools. The reflection
demonstrated wider experiences and knowledge but lack depth in evaluation
Learner comment: “I just want a pass…”

14. 6. Skills & confidence
The different age groups showed a range of contact with learning skills in e-technology.
Evaluation: The range of tools used demonstrated that the group had minimal exposure to audio, video and image files as
evidence in assessment. Further development required with the process of up-loading of files. Investigation into PD for teachers
to assist in the implementation e-technology tools.
Learner comment: “I prefer that something comes up to me rather than me having to go to the source…say comes up with the
login. I don’t like the fact that I have to login into an external site and up-load…paper is easier”.
7. Collaboration
Semester 2 allowed collaboration and discussion regarding the outcomes. Learners and the teacher worked together to determine
the topics and what content should be compiled to make up the e-Portfolio for assessment.
Evaluation: Observed a change to the classroom atmosphere through collaboration and discussion. Learner contributed to the
development of the task.

15. Where to from here?
• 2012 implement e-Portfolios into the Certificate IV Liberal Arts course wide
• On-going PD programs for teachers integrating e-learning strategies
• Support program for learners in developing strategies for change
• Develop e-Pedagogy that supports personalised learning for CAE
Past Personalised
Instructional Explore
Individual Collaborative
Set criteria Flexible criteria
What - curriculum Whom - personal
Learning from technology Learning with technology
Acknowledgements
http://www.slideshare.net/rrodgers/constructivism-and-educational-technology
http://cel.curtin.edu.au/ePedagogy/student_centred/student_centred.cfm