Recent research by Hallam, Harper et al (2008) identifies the need to develop standards and pedagogy to effectively integrate e-portfolios into teaching practice. However, there continues to be wide discussion about the role for, place, use and management of, and standards needed for e-portfolios. Investigation into issues such as interoperability, user and assessor training, support, access and privacy remain ongoing (Curyer, Leeson et al, 2007). This paper will provide an overview of a year-long journey with Desart, the Association of Central Australian Aboriginal Art and Craft Centres and a
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Recent research by Hallam, Harper et al (2008) identifies the need to develop standards and pedagogy to effectively integrate e-portfolios into teaching practice. However, there continues to be wide discussion about the role for, place, use and management of, and standards needed for e-portfolios. Investigation into issues such as interoperability, user and assessor training, support, access and privacy remain ongoing (Curyer, Leeson et al, 2007). This paper will provide an overview of a year-long journey with Desart, the Association of Central Australian Aboriginal Art and Craft Centres and an initial cohort of 12 Aboriginal Artworkers in investigating the potential for using electronic tools for skills recognition with Aboriginal Artworkers in Central Australia. This opportunity comes as a Northern Territory Flexible Learning Innovations Project funded by the Australian Flexible Learning Framework. With the Federal and Territory governments' focus on creating sustainable Aboriginal employment and economic futures, Art Centres are an important part of the agenda. A significant outcome of this project has been the industrywide adoption of these tools from what has traditionally been the domain of training providers and some individual employers. This paper will present a review of the key determinants for such an outcome and provide some insights into working with recognition of prior learning, recognition of current competency, employability skills and e-portfolio software and the practical issues this project has raised for their use. Project outcomes have suggested ways an e-portfolio approach to skills recognition and evidence/artefact collection can contribute to improved industry engagement in gap-analysis and training negotiation.
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