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eLearning 2008 Day 1

eLearning 2008 Day 1. Julie Collareda. TAFE NSW – Sydney Institute. Program. Day 1 – Overview Day 2 – 21 st Century learning and new technologies Day 3 – Communication and management tools Day 4 – Developing an eLearning program Day 5 – Examples and feedback.

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eLearning 2008 Day 1

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  1. eLearning 2008Day 1 Julie Collareda

  2. TAFE NSW – Sydney Institute

  3. Program • Day 1 – Overview • Day 2 – 21st Century learning and new technologies • Day 3 – Communication and management tools • Day 4 – Developing an eLearning program • Day 5 – Examples and feedback

  4. Workshop outcomes • Background to eLearning • Creating innovative eLearning programs • Planning • Developing • Delivery

  5. Day one • Designing an eLearning program: • What is eLearning? • Importance of eLearning • Current research • Ripples Model • Australian context

  6. eLearning? “As a component of flexible learning, e-learning involves the application of electronic media in the delivery of flexible vocational education and training (VET) programs. It can include the use of web, CD-ROM or computer-based learning resources in the classroom, workplace or home, as well as online access to course activities such as group discussions and online assessment activities” (Australian Flexible delivery framework 2005)

  7. eLearning • Use of networked information and communications technology in teaching and learning • educational processes that utilise information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities.

  8. Why? • Individual perceptions of teachers and their reluctance to adopt a changing role • Facilitators of learning rather than experts • Organisations not having a clear way to move forward and providing the necessary support structures. • Complex issue

  9. Cynefin framework • Tend to concentrate on the simple and less complicated processes • Do not address the complex and chaotic issues • This leads to ongoing disorder and hence people revert to their comfort zone when making decisions. • As the Cynefin Framework predicts, this leads to complacency and in turn leads to failure.

  10. Research • Technology • Fundamental change • Jasinski 2006 • Clear vision • Champions • Multiple perspectives/stakeholders • Time and resources • No one way

  11. 3 key components • The innovation – the types, attributes, market need, benefits and pedagogical impact • The innovators and adopters – the human factor including beliefs and attitudes, readiness, collaboration, personal impact and relationships • The organisation – the culture and systems including technology

  12. Mainstream adopters • Shared decision making • Peer support • A focus on teaching and learning • A focus on highly ‘adoptable’ uses of technology (Geoghegan 1995 cited in Jasinski 2006)

  13. RIPPLES implementation model • Resources • Infrastructure • People • Policies • Learning • Evaluation and • Support.

  14. Research outcomes • Mainstream adopters having the available time • Need for a greater emphasis on eLearning pedagogy • Organisational readiness • The purposeful use of technology. • Targeted support for embedding such as technical, pedagogical and administrative leadership • Need for diverse strategies and styles • Early adopters can limit opportunities • A strength-based orientation

  15. 4 phase model • Needs-assessment/selection/funding • Development of the innovative practices • Early adoption • Mainstream adoption.

  16. Jasinski 2006

  17. Teachers engaging in eLearning • Benefits of technology • Using iPODS

  18. Australian Vocational Education • Australian Qualifications Framework (AQF) • Australian Quality Training Framework (AQTF) • Training packages • National recognition

  19. COAG • intergovernmental forum in Australia • role of COAG is to initiate, develop and monitor the implementation of policy reforms that are of national significance

  20. Targets • Delivery targets for: • Recognition of prior learning • Workplace delivery • Indigenous Certificate III and above • Indigenous remote delivery • 15-19 year olds • 20-24 year olds • 45-64 year olds • Delivery to students with disabilities • Skill shortage area

  21. Targets continued • Delivery and assessment of employability skills. • The recent changes to the AQTF • Convergence of Training Packages • Delivery of skill sets for specific industry needs. • Offshore Skills Assessment

  22. Flexible Learning in Australia • The Australian Flexible Learning Framework (AFLF) • with e-learning skills • professional development opportunities • products, resources and • support networks to meet today's increasingly technology-driven learning environment.

  23. AFLF • The Framework is a national strategy collaboratively funded by the Australian Government and all states and territories at AUD$15 million annually. • 2000-2004 • New Framework

  24. Day one-summary • Designing an eLearning program: • What is eLearning? • Importance of eLearning • Current research • Ripples Model • Australian context

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