E-learning Innovations Australian Flexible Learning Framework

1. E-learning Innovations Australian Flexible Learning Framework Using ePortfolios with ESL adult learners Robyn Raleigh, Dora Troupiotis, Drew Roberts Adult Multicultural Education Services

2. Overview • AMES & the AMEP • Pilot project • Implementation • ePortfolios & Mahara • Student & teacher feedback • Outcomes

3. 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.

4. Ourclients • 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)

5. AMEP • 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

6. Features of CSWE • 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.

7. Pilot project and aims Use of e-Portfolios by adult CALD learners in face-to-face and distance learning. Aims for: Learners - benefits of e-Portfolios to record their learning experiences and employment histories. Teachers -e-Portfolios as e-learning and record keeping tools. AMES - models, strategies and resources for integration of e-portfolios in delivery in 2011

8. Project team and implementation • Project Manager • Team Leader • Project support officer • 2 different English levels/curriculum • Face-to-face classes • 1 beginner class • 2 intermediate classes • Distance learning • 3 students • 5 teachers at 4 sites including 2 Distance Learning (DL) teachers at two sites Learners attend 4 to 5 days a week from 3-5 hours a day Access to computer lab with the teacher 1-2 hours per week • 4 eMentors half day a week to support The pilots took place in Term 3

9. 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

10. ePortfolios Plan Create Collect Collaborate Develop Self-assess Reflect Review Share Connect Network Present

11. What might ePortfolios offer our learners?

12. E-portfolios& ESL learners • English Language proficiency • Challenges • Access • New pedagogies • Linking to meaningful settlement outcomes • Educational backgrounds • Concept of ePortfolios • Digital literacy

13. 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

16. 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

17. Jhansi’s video

18. Mahara forum

19. Desley’s video

21. Student feedback: Mahara ☺ Survey Focus group feedback Teacher related feedback • 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

22. 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

23. 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

24. Teacher Feedback • 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 • 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/

25. Possible benefits for AMES learners • Diverse & integrated learning opportunities • Consolidates student-centredlearning • Opportunities for isolated students to connect • Increase digital literacy • Future study at TAFE Image: http://flexenews.flexiblelearning.net.au/

26. Issues & challenges for AMES Teacher training Disparate learner ICT skill levels Selling concept to students and teachers Finding most appropriate system Conveying the concept Resources for adult ESL learners Will it be time-saving / time-neutral?

27. Intermediate level • Prerequisite ICT skills • Short special-skills focus course? • Develop assessment tasks for eP projects based on evolving learner needs • Develop checklist for successful eP So, what next? Ideal class assessment • 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 prep support • Video instructions • Intro to context of eP’s • Support docs, Wiki • eMentor network • Student eMentors

28. 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! Quotes from ePortfolios Australia Conference 2010 http://www.dailygalaxy.com/photos/uncategorized/2008/05/07/ape_2.jpg

29. For further information: Dora Troupiotis eLearning Coordinator / Project Manager Resources, Learning & Innovation AMES DoraT@ames.net.au Drew Roberts Project Support Officer RobertsD@ames.net.au Wiki http://eportfolios.amesvic.wikispaces.net/