Embedding e-learning: Engaging teachers Alexandra Mannell Project Manager Holmesglen Training and Development © Holmesglen

E-Learning Grant 2008 Holmesglen submitted two projects under the 2008 e-Learning Grant: Project 1 – Online resource development Project 2 – ‘Teachers embedding e-learning solutions (TEES)’. Both projects focused on embedding e-learning with teachers at the local level.

Holmesglen submitted two projects under the 2008 e-Learning Grant:

Project 1 – Online resource development

Project 2 – ‘Teachers embedding e-learning solutions (TEES)’.

Both projects focused on embedding e-learning with teachers at the local level.

Online resource development Aim: To develop blended learning resources within priority areas for use via the TAFE VC Methodology: Teachers contracted as content experts to develop learning resources featuring online activities

Aim: To develop blended learning resources within priority areas for use via the TAFE VC

Methodology: Teachers contracted as content experts to develop learning resources featuring online activities

Online resources developed LMFFT4003A Organise production processes LMFFT4010A Identify and calculate production costs BSBHRM502A Manage human resources management information systems FNSICIND401B Apply principles of professional practice to financial services industry RYMT Plan an integrated lesson using communicative language teaching methodology HLTAP401A Confirm physical health status

LMFFT4003A Organise production processes

LMFFT4010A Identify and calculate production costs

BSBHRM502A Manage human resources management information systems

FNSICIND401B Apply principles of professional practice to financial services industry

RYMT Plan an integrated lesson using communicative language teaching methodology

HLTAP401A Confirm physical health status

Sample online resource elective unit in Certificate IV in Furnishing Technology ta rget cohort is qualified tradespeople seeking to upgrade skills and knowledge to become production supervisors draws heavily on learner’s workplace. LMFFT4003A Organise production processes:

elective unit in Certificate IV in Furnishing Technology

ta rget cohort is qualified tradespeople seeking to upgrade skills and knowledge to become production supervisors

draws heavily on learner’s workplace.

Blended format Section created on TAFE VC Learning resource available as download. Resource advises learners when to access online activities Online activities available Production related documentation (eg plans, blank workplace templates) available as downloads to be completed and submitted

Section created on TAFE VC

Learning resource available as download. Resource advises learners when to access online activities

Online activities available

Production related documentation (eg plans, blank workplace templates) available as downloads to be completed and submitted

Project findings Most teachers had not previously developed resources or been exposed to blended learning – significant instructional design support was required. Several teachers were unfamiliar with the TAFE VC and tools available. All units were AQF4 or higher. Discussion focused on developing online activities at an appropriate cognitive level .

Most teachers had not previously developed resources or been exposed to blended learning – significant instructional design support was required.

Several teachers were unfamiliar with the TAFE VC and tools available.

All units were AQF4 or higher. Discussion focused on developing online activities at an appropriate cognitive level .

Successes Nine local teachers exposed to resource development and blended learning concepts Six teaching centres will have access to an online learning resource Several resources are cross-qualification. Good levels of student enrolment could result in 2009

Nine local teachers exposed to resource development and blended learning concepts

Six teaching centres will have access to an online learning resource

Several resources are cross-qualification. Good levels of student enrolment could result in 2009

Challenges Encouraging teaching staff to embrace online learning in a meaningful way Developing educationally sound online activities for higher AQF units Encouraging teachers to use e-learning resources within their normal delivery Ensuring resources meet unit requirements

Encouraging teaching staff to embrace online learning in a meaningful way

Developing educationally sound online activities for higher AQF units

Encouraging teachers to use e-learning resources within their normal delivery

Ensuring resources meet unit requirements

Teachers embedding e-learning solutions (TEES) Aim: To develop the e-learning capability of teachers at the local level Methodology: Snowball model of information flow between e-learning ‘champions’ or TEES and other teachers in their teaching centres

Aim: To develop the e-learning capability of teachers at the local level

Methodology: Snowball model of information flow between e-learning ‘champions’ or TEES and other teachers in their teaching centres

TEES at work Ten TEES from ten teaching centres, three with no previous e-learning experience Departments received backfill support to allow TEES to meet regularly over two semesters and work with others TEES completed training program ‘Supporting Learning With Online Tools’ (SWOLT)

Ten TEES from ten teaching centres, three with no previous e-learning experience

Departments received backfill support to allow TEES to meet regularly over two semesters and work with others

TEES completed training program ‘Supporting Learning With Online Tools’ (SWOLT)

TEES at work TEES trained five teachers in own departments in the SWOLT program Each TEES developed an exemplar TAFE VC course to demonstrate Teachers then developed their own TAFE VC courses and used them in class delivery Teachers were paid $300 for courses that met the project requirements

TEES trained five teachers in own departments in the SWOLT program

Each TEES developed an exemplar TAFE VC course to demonstrate

Teachers then developed their own TAFE VC courses and used them in class delivery

Teachers were paid $300 for courses that met the project requirements

Successes Three teachers exposed to e-learning facilitation for the first time; two extremely successfully TEES joined forces to deliver the SWOLT program to cross-disciplinary teachers, creating good networking opportunities Twenty-five teachers developed and delivered own TAFE VC course; forty-three additional teachers granted access Over 1500 students enrolled in the new courses

Three teachers exposed to e-learning facilitation for the first time; two extremely successfully

TEES joined forces to deliver the SWOLT program to cross-disciplinary teachers, creating good networking opportunities

Twenty-five teachers developed and delivered own TAFE VC course; forty-three additional teachers granted access

Over 1500 students enrolled in the new courses

Challenges Meeting project outcomes – ten TEES commenced but only seven completed One TEES from Building and Construction was unable to garner colleague support and withdrew Loss of the TEES facilitator/mentor Encouraging teachers to continue to develop and deliver online learning

Meeting project outcomes – ten TEES commenced but only seven completed

One TEES from Building and Construction was unable to garner colleague support and withdrew

Loss of the TEES facilitator/mentor

Encouraging teachers to continue to develop and deliver online learning

E-Learning Grant 2009 Aim: Holmesglen proposes to adopt an Institute wide facilitory approach to online learning Methodology: To work more directly with teaching centres to specifically assist teachers deliver training using online tools, particularly utilising existing e-learning resources

Aim: Holmesglen proposes to adopt an Institute wide facilitory approach to online learning

Methodology: To work more directly with teaching centres to specifically assist teachers deliver training using online tools, particularly utilising existing e-learning resources