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Project Sustainability Australian Flexible learning Framework – E-Learning innovation TNQ TAFE 2009
Learning = Connecting, collaborating and creating
Background to this Project <ul><li>AFLF – e-learning innovations Funding opportunities  are available each year </li></ul>...
Aims of the Project
Aims <ul><li>Reflect  on personal and organisational e-learning competency.  What is possible now, what needs to be learne...
Learning power
Project Learning strategies <ul><li>Reflect and Research – professional development, e-learning, sustainability delivery a...
How do we get it right?
Professional development Approach – Action learning
Methodologies for the TNQ Project Sustainability PD process <ul><li>The 4 R’s aligned with varied learning approaches </li...
Project Sustainability-  Project management plan was based on 2006 AFLF Research “Innovate and integrate” and the  “ Rippl...
Who is involved? <ul><li>Project developer, manager and facilitator </li></ul><ul><ul><li>Colleen Hodgins </li></ul></ul><...
Phase 1- Reflect
We reflected on… <ul><li>Individual learning plans for the project – own skills and knowledge </li></ul><ul><li>Aims of th...
Phase 2 - Refine
Refine <ul><li>What do we have? </li></ul><ul><li>How do we refine? </li></ul><ul><li>Who can help? </li></ul><ul><li>What...
Phase 3 - Re-invigorate
Re-Invigorate <ul><li>Focused on e- learning strategies and resource use </li></ul><ul><li>Assessments for an e-learning c...
Review <ul><li>The project aims </li></ul><ul><li>Project planning development and evaluation processes for AFLF projects ...
 
Our Project Summary <ul><li>We aimed to build on the AFLF  Embedding e-learning innovation research conducted in 2006  and...
How will we use this learning?
Our project website and contacts <ul><li>A website has been developed that captures key activities and learning from this ...
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Project Sustainability Video

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Transcript of "Project Sustainability Video"

  1. 1. Project Sustainability Australian Flexible learning Framework – E-Learning innovation TNQ TAFE 2009
  2. 2. Learning = Connecting, collaborating and creating
  3. 3. Background to this Project <ul><li>AFLF – e-learning innovations Funding opportunities are available each year </li></ul><ul><ul><li>advertised 7 th February 2009 Australian newspaper and AFLF website </li></ul></ul><ul><ul><li>Applications closed 5 th March 2009 </li></ul></ul><ul><li>21 funded Qld e-learning innovation Projects at a cost of $925,200 </li></ul><ul><li>TNQ Project Sustainability funded for $20,000 and TNQ TAFE in kind $20,000. </li></ul>
  4. 4. Aims of the Project
  5. 5. Aims <ul><li>Reflect on personal and organisational e-learning competency. What is possible now, what needs to be learned and why? </li></ul><ul><li>Refine resources, learning and assessment strategies for a sustainability competency unit for an e-learning context. </li></ul><ul><li>Re- invigorate a professional learning approach for TNQ project participants that aligns with collaborative workplace action learning projects. </li></ul><ul><li>Review the capacity of TNQ TAFE to provide timely and varied support for e-learning competency development for project participants. </li></ul>
  6. 6. Learning power
  7. 7. Project Learning strategies <ul><li>Reflect and Research – professional development, e-learning, sustainability delivery and current competence. Group workshops, blogs, del.icio.us, online resources and project website, announcements and individual learning plans </li></ul><ul><li>Refine – learning design and assessment and resources and learning plans. Project teams, technology support, mentors. </li></ul><ul><li>Re-invigorate – sustainability resources and learning and assessment design and identify issues in this PD learning model against the RIPPLES model </li></ul><ul><li>Review – what was achieved, enablers and barriers for this Professional Development Model. </li></ul>
  8. 8. How do we get it right?
  9. 9. Professional development Approach – Action learning
  10. 10. Methodologies for the TNQ Project Sustainability PD process <ul><li>The 4 R’s aligned with varied learning approaches </li></ul><ul><ul><li>Reflect and Research </li></ul></ul><ul><ul><li>Refine </li></ul></ul><ul><ul><li>Re-Invigorate </li></ul></ul><ul><ul><li>Review </li></ul></ul><ul><li>Use RIPPLES model to inform the development of an effective workplace project based PD Model for TNQ TAFE </li></ul>
  11. 11. Project Sustainability- Project management plan was based on 2006 AFLF Research “Innovate and integrate” and the “ Ripples Model” http:// innovateandintegrate.flexiblelearning.net.au /
  12. 12. Who is involved? <ul><li>Project developer, manager and facilitator </li></ul><ul><ul><li>Colleen Hodgins </li></ul></ul><ul><li>Participants (TNQ) </li></ul><ul><ul><li>Jason VanBallegooyen – (sustainability co-ordinator TNQ) </li></ul></ul><ul><ul><li>Kim Forde - (sustainability) </li></ul></ul><ul><ul><li>Angela Lauder - (Tourism, business and sustainability teacher) </li></ul></ul><ul><ul><li>Anita Plos – (Tourism, events management teacher) </li></ul></ul><ul><ul><li>Robin West – (management teacher) </li></ul></ul><ul><ul><li>Shirley Lynn (ISPDU program designer) </li></ul></ul><ul><ul><li>Paulette Threadingham (ISPDU project officer) </li></ul></ul><ul><li>Project coach/support </li></ul><ul><ul><li>Tara Walsh (Diploma of e-learning student) </li></ul></ul><ul><li>Technical Support </li></ul><ul><ul><li>Gerry Green – Learning technologies Manager </li></ul></ul><ul><ul><li>John Burns - Learning technologies Officer </li></ul></ul><ul><li>Stakeholders </li></ul><ul><ul><li>Jo Pyne – TNQ TAFE Institute director </li></ul></ul><ul><ul><li>Danny Lovern TNQ TAFE Finance Manager </li></ul></ul><ul><ul><li>Sue Jones – B.E.S.T Faculty Manager </li></ul></ul><ul><ul><li>Sandie McCoy - B.E.S.T Education Manager </li></ul></ul><ul><ul><li>Alicia Contreras - B.E.S.T Administration Manager </li></ul></ul><ul><ul><li>Arra Kirley - B.E.S.T Administration officer </li></ul></ul><ul><ul><li>Alex Scull - B.E.S.T Administration officer </li></ul></ul><ul><ul><li>* BEST – Business, environment sustainability and tourism faculty </li></ul></ul>
  13. 13. Phase 1- Reflect
  14. 14. We reflected on… <ul><li>Individual learning plans for the project – own skills and knowledge </li></ul><ul><li>Aims of the project </li></ul><ul><li>Sustainability competency unit resources and strategies – what we have what we need </li></ul><ul><li>On actions outcomes/timelines and responsibilities </li></ul><ul><li>Project risk factors </li></ul><ul><li>New Technology use in learning </li></ul><ul><li>Using my.tafe </li></ul><ul><li>RIPPLES model </li></ul><ul><li>Learning philosophies </li></ul><ul><li>Collaboration and project success </li></ul><ul><li>VGC Blended learning unit qualification </li></ul><ul><li>Communication and connecting in work-based projects </li></ul><ul><li>Unpacking sustainability Competency units and assessment </li></ul>
  15. 15. Phase 2 - Refine
  16. 16. Refine <ul><li>What do we have? </li></ul><ul><li>How do we refine? </li></ul><ul><li>Who can help? </li></ul><ul><li>What will it achieve? </li></ul><ul><li>Communication strategies </li></ul><ul><li>Sharing our learning </li></ul><ul><li>My.tafe use </li></ul><ul><li>Possible learning strategies </li></ul><ul><li>Searching, sharing resources for an e-learning context </li></ul><ul><li>support strategies across the Project team </li></ul><ul><li>assessment and learning facilitation interaction in blended learning </li></ul>
  17. 17. Phase 3 - Re-invigorate
  18. 18. Re-Invigorate <ul><li>Focused on e- learning strategies and resource use </li></ul><ul><li>Assessments for an e-learning context </li></ul><ul><li>Our enthusiasm to learn new things </li></ul><ul><li>Our use of my.tafe LMS </li></ul><ul><li>Our use of support staff </li></ul><ul><li>Our personal learning models for successful Professional development </li></ul><ul><li>Sustainability resource design moving from face to face to e-learning use </li></ul><ul><li>E-learning facilitation strategies </li></ul>
  19. 19. Review <ul><li>The project aims </li></ul><ul><li>Project planning development and evaluation processes for AFLF projects </li></ul><ul><li>Individual contributions </li></ul><ul><li>Enablers </li></ul><ul><li>Barriers </li></ul><ul><li>Support mechanisms </li></ul><ul><li>The PD approach and model </li></ul><ul><li>Technology use </li></ul><ul><li>Where to from here? </li></ul>
  20. 21. Our Project Summary <ul><li>We aimed to build on the AFLF Embedding e-learning innovation research conducted in 2006 and investigate support models to overcome the key barriers to e-learning implementation identified in this research. </li></ul><ul><li>Significant barriers impacting on personal and organisational development of e-learning for enhanced VET delivery. </li></ul><ul><ul><li>The key ones being time and alignment with work priorities, management support and a lack of an organisational strategic e-learning focus. </li></ul></ul><ul><li>Some successful enablers </li></ul>
  21. 22. How will we use this learning?
  22. 23. Our project website and contacts <ul><li>A website has been developed that captures key activities and learning from this project and is available as a link in the final project report. Each participant was interviewed and their issues and improvement strategies are recorded as part of this final evaluation. The website for this project is located in the TNQ TAFE LMS my.tafe. </li></ul><ul><li>Access this site here http:// my.tafe.qld.gov.au/tqaccess/logon.aspx </li></ul><ul><li>The username and password is xtnqsuss </li></ul><ul><li>Colleen Hodgins – Project Manager/Facilitator [email_address] </li></ul><ul><li>0419740583 </li></ul>
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