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  • 1. Using E-Learning and Multimedia to Develop Technical Skills George Siemens Stephen Yurkiw
  • 2. Setting the Scene…
    • Drivers of change
    • New environment
    • Need to implement new approaches to meet needs
    • Integrating vocational and technology
  • 3. Terms
    • Vocational Education
      • Skill-based learning
    • Elearning
      • Technology-enabled learning
    • Vocational E-Learning
      • Skill-based Technology-enabled learning
  • 4. Goals of Education
    • Acquire tools for survival
    • Discover meaning
    • Learning to learn
    • More humane communities
    • Role in social reform/reconstruction
    • Not only to equip to contend with reform, but to initiate
    • Secure democracy
    • Jerold Apps, Dewey, Lindeman, Bergevin
  • 5. Goals of Vocational Education
    • To prepare for gainful employment
    • Must be close to real world
    • Instructor must be successful practitioner
    • Curriculum must reflect content of occupation
    • Create skill set and attitudes needed to succeed in a particular field
  • 6. Change in “Teacher’s” Role
    • Due to focus of individual, social objectives and furthering of technical field, teacher is partner with learner
    • Teacher is helper, facilitator, guide, encourager
    • Student is not object of teaching, but focus of learning
    • Bergevin, Lindeman
  • 7. Learning Ecology What do learners need to learn?
    • Content – text, videos, interactive activities, animations, etc.
    • Forums to connect with learners (i.e. replicate real life in career)
    • Mentorship – apprentice, instructor/chef
    • Access – education outside of a physical location
    • Flexibility – education that accounts for life
  • 8. Reducing Irrelevant Learning
    • Technical students have varying background and skills
    • ALL are at different points
    • Education needs to permit entry and access based on skill/experience
    • Requires complete system change, but the process can be mimicked online – i.e. student controls pace
  • 9. Stages of Knowing
    • Linking – association between concepts/knowledge
    • Reproducing – copying something as taught
    • Interpreting – using existing knowledge to recognize needs and guide actions/decisions in new situation
    • Applying – applying existing knowledge/skills to solve new problems
    • Adapted from Broudy, Smith, Burnett
  • 10. How Can Technology Meet Vocational Education Goals?
    • Technology as a supplement, not replacement
    • Tech improves access & flexibility
    • Tech can communicate skills & theories
    • Tech – better “quality” assurance
    • F2F needed to develop social/industry awareness
  • 11. Elearning Overview
    • History
    • Drivers
    • Why is it changing learning?
    • How is it changing learning?
    • Scope and size
  • 12. Combining Technology & Classroom
    • Blended
    • Saves instruction time
    • Increases learning efficiency
    • Anxiety and intimidation in regular classroom minimized
    • Practice to proficiency
    • Variable learning rates
  • 13. Tools & Technologies
    • Streaming
    • Video
    • Audio – audio blogging, pronunciation, VoIP
    • Internet – LMS, blogging, “simple starts”, email, discussions
    • Software – development, delivery, collaborate
    • Simulations
  • 14. Examples
    • Dining Room Skills
    • Culinary Arts
    • Menu
    • Online Course
  • 15. Our Experiences
    • Culinary Arts
    • Hotel and Restaurant Administration
    • Teaching right way upfront
    • Unlimited repetitive feedback
  • 16. Results
    • Success indicators – no quantitative data yet
    • Initial anecdotal feedback
      • Better learning
      • Marks same as with traditional classes
    • Instructor Observations
    • Student Feedback
  • 17. Student Experiences
    • Student comments
      • Engaging
      • Fun way to learn
      • “I can learn when I want” - Flexibility
      • “I’m in control”
      • No instructor physically present – disorienting to some students
  • 18. Implications
    • Technology as a tool
    • Elearning meets needs of technical education – access, flexibility, quality
    • Theory, skills, relationships, mentorship – can all be taught/enhanced via elearning
  • 19. What is still needed
    • Administration support
    • Model for elearning development – skill based industry (plumbing etc.)
    • Tech advances – ability to stream confidently
    • Training instructors how to develop and use technology in teaching
  • 20. Conclusions
    • Change drivers are significant
    • New student/industry needs require new approaches
    • Continued vocational e-learning can:
      • Expand the field
      • Improve education
      • Result in higher student satisfaction
      • Greater organizational quality control