TQR training and development plan – 4 priority areas
Teaching, learning and assessment
Industry technical currency
Clients, business development and quality improvement
TQR regional skills stock-take – Teaching and Learning skills area immediate capability needs are:
Delivery through e-learning/distance learning/holding videoconferences
Assessment Foundations/RPL process and methods/Designing RPL tools
Problem based learning – engagement, cooperative, enquiry based and outcomes focused.
Learning Cycle of VET Futures (It would be good to develop a picture of this process!)
Learning engagement with technology – Personal learning plan development
Pre-work – management meeting, running a focus group with colleagues to explore the problem and pose research questions
Face to face – working on the research questions with other professionals
COP activities – Learning cycle (PET)
Presentation of output
PET COP – my.tafe
My experience – 21 st century capability development
PD Renewal –doing things in new ways but with a new spirit confirming and reiterating an established practice but with a focus on renovation and the development of a rich learning culture for all - examples
So… Integrating available and emerging technology in the context of mindful inquiry collaborative projects , access to resources , tools and support which promotes pedagogical renewal does work ! - examples
Example of 2009 team project work, plans, templates and workshops using PBL strategies and educational technology in a project based methodology. http://my.tafe.qld.gov.au/tqaccess/logon.aspx user name xtnqsuss password xtenqsuss
PALM project ?
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
My Questions- impacting on my strategies outlined here?
Flexibility in design development and delivery, collaboration with whom? Learning cycle review/flexibility
Institute Director buy in?
TNA – process or model of implementation is there a vision?
Budget discretion - $ 140,000.00 project manager responsibility/ Danny Lovern support? Support for internal participant and facilitators
Staff involvement - expected or invitational?
LVT/ existing staff use/ change mentors
Individual or team focused participation?
Teaching and learning networks/ Lead Institute?
Facilitators for 3 Focus areas?
Design project plan with Project manager
Source existing learning resources – ED Queensland, etc
Timeline Phase 1 February Plan, connect communicate Phase 2 March Communication Technology Training Phase 3 April PBL Activities Workshops Phase 4 May PBL Learning Activities Workshops Phase 5 June Implement, share Review and Report
Phase1: Clarify, connect communicate
Develop a draft project management plan.. use TQR model or AFLF template (reference PROSCI project management 10 steps). including
Human Resource Management
Give project a name or acronym – PALM Project?
Co-ordinate Project team development – Invitations/secondments for internal facilitators and support. Get buy in from stakeholders, develop capability focus area draft plans (PALM project plans)
Finalise project management plan and sub project plans – ratify with sponsor and market program , identify relevant networks, personnel and communication options and use these to conduct information sessions using available technology, elluminate, videoconference and face to face sessions .Design and set up a My tafe module on stat authority site, and leverage communication corridor options. Develop preliminary templates for personal learning and action plans
Phase 1 February 2010 Draft Project Management Plan PROSCI model Develop Project Team Sponsor, facilitators, stakeholders Finalise TQR staff Capability Project Plan Publicise Project Information sessions
Phase 2: Plan, Communicate using Educational Technology
Orientation sessions for PALM Project – Institute based
Participants identify PBL issues and develop a personal learning and action plan in conjunction with their team/ managers/ facilitators using supplied template
Individuals then apply for learning and development funding in PALM submitting their learning and development plan and action plan with manager support to HR unit in Institute
Faculty managers/Institute Directors approve applications and forward to Project manager Capability Project
Participants complete first level communication technology training/refresher – Video-conferencing , elluminate and my.tafe familarisation
Learning and development options identified and scheduled from PALM Project timetable
Phase 2 March 2010 Participants collaboratively develop and refine learning and action plans aligned with PBL issue Complete Communication tools training Attend/ complete networking activities
Phase 3: Project team – Problem based learning.
Attend relevant March workshops (Focus Areas), focused on:
Reflecting and reviewing what you do/know, sharing current practice in Focus areas (my.tafe)
Providing underpinning knowledge and skills development in focus areas– small group activities
Reviewing personal learning and PBL action plan for enhancement of current practice and development of specific outcomes aligned with PBL action plan.
Project Manager/Facilitator assigns participant to a Project team for phase 4 and 5 activities
Phase 3 April 2010 Attend March workshops Review learning and and action plans Connect with Project team for May/ June PBL activities
Phase 4: Learning team – Problem based learning.
A Facilitator is assigned to Project teams and coordinates and monitors learning activities in their team
Formal and informal learning options are available and communication strategies using technology keep the team connected.
Phase 4 May 2010 Learners Work on action plan Formal and informal Learning approaches used Facilitator monitoring Team updates progress
Phase 5: Project team – Problem based learning.
Implement and share project outcomes with relevant team and or VTA areas/ teaching and learning networks
Report and document project learning
Review project plan and learning outcomes
Phase 5 June 2010 Implement Share project Outcomes Team and VTA area Report document project learning my.tafe Review project plan Outcomes TQR Capability Project report
Identify and approach staff
Use existing networks and tools – VE-Mentoring, RPL, TROPICS, elluminate moderators, E-learning past students, draft voice thread.
Change mentors and learning champions – educational managers/Institute Directors and faculty heads
Reference the project management communication strategy
Use a team based approach – TQR capability project team
Clarify the WIFM for participants internal facilitators etc.
Market and publicise through Institute Directors
Project Methodology – 5C’s
Clarify stakeholder and learner needs /issues/ problem based learning approaches and capability champions
Connect – learners, communities of practice/learning networks
Communicate – consistent and creative and technological
Collaborate/Co-operate, Create – share and participate in personal and cooperative learning activities with clear outcomes
Capability – implement, measure and achieve outcomes and plan future strategies
Holistic approach outlined in this presentation is premised on:
Designing professional development from the inside out
Sharing the learning facilitation and development across the organisation
Understanding diverse learning needs and designing phased learning approaches (formal and informal)
Knowing and learning as an active supported and social process
Integrating information technology use across the organisation
Managing support and monitoring – buy-in from all stakeholders
Connecting to the identity of the new organisation
Leveraging the value of ‘ignorance’ as in admitting to not knowing and being able to ask for help – everything of value and creative comes out of not knowing
Note: Educators are driven by passion, not by expertise. They, like all, are caught within their own assumptions but move beyond those of the present by being involved in learning as a social act.