Review june15 tqr_projectpalm_vetfutures2010


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Review june15 tqr_projectpalm_vetfutures2010

  1. 1. TQR VET Futures Project PALM 2010 Staff capability project Getting to the husk of it!
  2. 2. TQR Strategic Plan 2010-2013 <ul><ul><li>Mission – To strengthen the economic and social capacity of regional communities by delivering flexible, innovative learning solutions </li></ul></ul><ul><ul><li>Skilling people </li></ul></ul><ul><ul><li>Building relationships </li></ul></ul><ul><ul><li>Developing our capability </li></ul></ul><ul><ul><li>Sustainable practices </li></ul></ul><ul><ul><li>A rich teaching and learning culture focused on: </li></ul></ul><ul><ul><li>Blended delivery </li></ul></ul><ul><ul><li>Innovations through ICT </li></ul></ul><ul><ul><li>Sustainable practices </li></ul></ul>
  3. 3. Context: Project PALM <ul><li>2009 TQR regional skills stock-take identified that the immediate capability needs in Teaching and Learning skills were: </li></ul><ul><ul><li>Instructional design </li></ul></ul><ul><ul><li>Delivery through e-learning /distance learning/holding videoconferences </li></ul></ul><ul><ul><li>Assessment Foundations/RPL process and methods/Designing RPL tools </li></ul></ul><ul><li>Project PALM Methodology </li></ul><ul><ul><li>Problem based learning – engagement and identification of issues, collaborative, enquiry based and outcomes focused with a view to implementation into teaching practice, semester 1 and 2, 2010. </li></ul></ul>
  4. 4. PALM acronym and Metaphors
  5. 5. PALM project ? <ul><li>P - Problem and project based </li></ul><ul><li>A - Active and action based </li></ul><ul><li>L - Learning with multiple support modes </li></ul><ul><li>M - Model – Focused, problem based not to mention….. teacher initiated and management supported! </li></ul><ul><li>Doing things in a new way but with a new “spirit” confirming and reiterating an established practice but with a new set of “eyes” and a capacity to change and reinvigorate </li></ul>
  6. 6. Timeline – 5 months Phase 1 February Plan, connect communicate Phase 2 Clarify, project development Phase 3 April PBL Coaching mentoring Phase 4 May PBL Learning Activities Generic Workshops Phase 5 June Implement, share Review and Report
  7. 7. Phase 1 February 2010 Project Management Plan Develop Project Team Sponsor, facilitators, stakeholders Finalise TQR staff Capability Project PALM strategy Publicise Project Information sessions
  8. 8. Phase 2 March 2010 Participants collaboratively develop and refine learning and action plans aligned with PBL issue Develop Communication tools training options Attend/ complete networking and information activities
  9. 9. Phase 3 April 2010 Commence learning activities Identify current Training options and Leverage other VET Futures projects Develop generic Web-conference training sessions Populate TQR my.TAFE space with PALM information and activities Update L&T Networks Stake-holders and Institutes PALM presentations
  10. 10. Phase 4 May 2010 Project participants Work on action plan Formal and informal Learning approaches used Facilitator Connecting Coaching and monitoring Team updates progress
  11. 11. Phase 5 June 2010 Implement Share project learning And Outcomes Team and VTA area Report document project learning my.tafe Blog, voicethread presentations Review project plan Outcomes TQR Capability Project report
  12. 12. Project Methodology – 5C’s <ul><li>Clarify stakeholder and learner needs /issues/ problem based learning approaches and capability champions </li></ul><ul><li>Connect – learners, communities of practice/learning networks </li></ul><ul><li>Communicate – consistent and creative and technological </li></ul><ul><li>Collaborate/Co-operate, Create – share and participate in personal and cooperative learning activities with clear outcomes </li></ul><ul><li>Capability – implement, measure and achieve outcomes and plan future strategies </li></ul>
  13. 13. TQR PALM Project Facilitators The “Fronds” Special thanks to Jenny Butler (SQIT) and each HR manager and Staff development officer in TQR Institutes and the support from TQR learning technologies staff
  14. 14. TNQ BRIT CQIT WBIT MIT SQIT <ul><li>Information and update sessions </li></ul><ul><li>1000 people </li></ul><ul><li>Face to face </li></ul><ul><li>Videoconferences </li></ul><ul><li>iConnect Web-conferences </li></ul><ul><li>MOVI VC trials </li></ul>Project PALM projects >150 participants - $ 400 per person 5 Generic web-conference training sessions iConnect web-conferences - > 100 sessions T&L /TAFE Qld networks Carpentry Automotive Hair and Beauty Business Ve-Mentoring QLD TQR VET Futures network TQR Institutes campuses iConnect moderator CoP
  15. 15. 21 st century workplace learning
  16. 16. Finally what we did was… <ul><ul><li>Designed professional development from the inside out – It works! </li></ul></ul><ul><ul><li>Shared the learning and facilitation and development across the TQR organisation – Is possible and sustainable </li></ul></ul><ul><ul><li>Understood the diverse learning needs of our VET Teachers and collaboratively planned phased learning approaches (formal and informal) Just in time learning that is focused on teaching practice. </li></ul></ul><ul><ul><li>Knowing and learning as an active supported and social process – Support is vital, time, money and management. </li></ul></ul><ul><ul><li>Integrated information technology use across the organisation – Takes time and needs strategic planning and policy to sustain </li></ul></ul><ul><ul><li>Managed support and monitored – buy-in from all stakeholders. Project Plans </li></ul></ul><ul><ul><li>Connected to the identity of the new organisation –TQR - Shared learning and coaching and used a virtual team approach </li></ul></ul><ul><ul><li>Leveraged the value of ‘ignorance’ and discussed what was needed and what needed to be learned right now - everything of value and creative comes out of not knowing and that is okay! </li></ul></ul>
  17. 17. What we know… <ul><li>Educators are driven by passion, as much as expertise, but they are time poor and PD has in the past been compliance focused not teaching and learning focused. </li></ul><ul><li>Teachers are caught within their own assumptions but move beyond those of the present by being involved in learning as a “Just in time” problem based social activity that can be immediately applied to their own teaching and learning context. </li></ul><ul><li>Project PALM provided the vision and support to energise people to reinvigorate collaboratively and apply new learning to their teaching and learning practice! </li></ul>
  18. 18. TQR VET Teachers Digital habitat 2010 and beyond? <ul><li>“ learning together is a complex achievement that weaves communal and individual engagement, aspirations and identities. </li></ul><ul><li>2010-2011 provides us with an opportunity to source funding to build on the project PALM multiple models of staff development and weave pedagogical and technological approaches for the future of the VET system and the capability of our core business drivers – learning and facilitation designers! (aka Teachers and support staff) </li></ul><ul><li>If it means cracking a coconut with our heads or varying our strategies it is well worth it! PS did you know that there are at least 20 different ways to open a coconut!!! </li></ul>