Assessment Part 2

Blended Learning Strategies – Design 2

E-Portfolio

The construction of an e-portfolio for the automotive students at Otago polytechnic would be of benefit to the students by recording the record of learning and giving them their own platform to continue throughout their careers to show lifelong learning and record tasks they carry out on a daily basis.

Using a range of compatible platforms such as Flickr Blog or Blogger, which fit in with the way the material, needs to assessed in and easy to follow style. So that with photos and information relating to the photo, is clearly written in order to show learning and understanding. The benefit of using a open style of platform will allow encouragement and comments from other industry experienced experts offering their guidance. Local industry supporters would also be able to follow their work experience student through there course and have a better understanding of their abilities and progress.

One of the aspects of the automotive repair industry is that “the car you are working on is not the only one with that very same fault in it.” So an e-portfolio can help a technician record a large range of repairs for future benefit, alongside of the benefits as a living CV document, a record of learning, quality control and proof of quality workmanship.

Overall Strategy and Dimensions	Content	Activities	*Communication Interactions	Assessment
Strategy: E-portfolio	Assessment criteria covered and highlighted, standards and expectations	Task records with details retaining to each specific task that requires knowledge/skill to be demonstrated. Uploaded job cards / photos/ videos of tasks.	Access to E-portfolio -workplace employers -workshop team/group -Potential employers Scheduled tutor feedback to check progress	Final submission for marking and checking that criteria is meet. Feedback required
Dimensions:	Record of learning to demonstrate levels of ability and knowledge.	Reflection of tasks Students to comment on their learning by giving feedback on their learning	Students able to view each other’s e-portfolio and leave constructive comments.	E-portfolio is used as a record of work the student has attempted and completed. Matrix for marking

 

Delivery

This type of learning would be taught with an instructional lesson(s) to get them started and buy into the concept. The criteria would be clearly set out so the students knew exactly what expected. There would be scope to allow the students to create any design or style that worked for them for their own e-portfolio. Initially this would take place on campus and would develop to a fully off campus task.

Flexibility

Taking this type of approach to gathering information around a students’ learning would be a very flexible model, working in and around all of life’s other challenges. Working to a course program would put some end of course time restrictions onto it but it would fit very nicely with the automotive apprentice where the students’ needs are controlled more by the jobs coming into the workshop that day than following a particular schedule.

Learning

The learning comes in from the reflection and the process of running through each part of a task mentally after the event allowing for thought on improvement of practices and procedures.

Assessment

A matrix template would be needed to allow the assessor to check off the tasks against the criteria of the course or unit standard as they went through each e-portfolio.

Reference;

http://wikieducator.org/Flexible_Learning/Strategies_for_Flexible_Learning

A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005).

Otago Polytechnic - Carpentry Department – Matt Thompson.