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Acpet Vic eLearning Induction 2012
 

Acpet Vic eLearning Induction 2012

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Presentation for Induction day for RTOs in the ACPET program.

Presentation for Induction day for RTOs in the ACPET program.

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  • Michael
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  • Heidi – just an example
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  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • 21/11/11

Acpet Vic eLearning Induction 2012 Acpet Vic eLearning Induction 2012 Presentation Transcript

  • ACPET - Vic Governmente-Learning Program 2012Intermediate Induction
  • Programme •Introductions, Objectives, Requirements, Goal Setting •Mentoring Moodle Site •Models of e Learning content and delivery •Mentor Training •Using Learning Object Repositories •Workshop dates reminder
  • Program Overview
  • ProgramPlanning
  • Program Planning
  • Program PlanningProject Deliverables Handout - Draft Delivery Template~ Handout – Usability Testing • Purpose Draft • Rationale • Unit/Curriculum information June 1 • High level learning objectives • Learning objectives Final • Learning design • High level structure July 20 • Detailed design blueprints
  • Program Planning
  • Program PlanningRTO Visits
  • Program Moodle Hub Head to http://www.yumstudio.com.au/acpet Log in with: • Username (first initial + surname, all lower case) • Password: acpet
  • This E-Program Planning learning is so gone daddy o In Groups: What do you value in training?
  • Group Snapshot Use Feedback tool in Moodle - short questionnaire
  • Potential DeliveryStrategies
  • DeliveryModels of training delivery that compliment the use of a LMS Fully Online Compliance Knowledge Preparation for F2F Skills Workshop Induction Skill Blended – Mix of recognition/currenc online & F2F y/RPL Skills update on demand Collaborative Learning with Peers
  • Tools Potential Tools to underpin a flexible delivery Virtual ClassroomLearner Management Systems Web 2 Portal (Blog, Wiki, Manuals, Facebook) CD ROMS USBExisting resources ePortfolios
  • Asynchronous Learning Any learning event where interaction is delayed over time. This allows learners to participate according to their schedule, and be remote from the trainer •Email •Discussion Forums •CD ROMS •Textbooks •Video/Audio resources •Web searches/Social Networking sites
  • Synchronous Learning Any learning event where interaction happens simultaneously in real-time. •Virtual Classrooms •Shared Whiteboards •Application Sharing •Teleconferencing •Videoconferencing •Virtual Worlds •Face to Face Workshops
  • Infrastructure-Support Help Desk Online enrolments Out of hours learner support Integration with Student Management Software Email and Phone Web help – guides, FAQ Assessment Reporting
  • A Model Trainer/Learner Communication Model Structured eLearning Platform Knowledge/Skills Industry Knowledge Self Paced Staff Capacity CollaborationeLearning Training Tools Compliance Authentic Tasks
  • What is my relationship to my learners?•Trainer•Mentor•A Model•Guide on the Side•Resource•?
  • Delivery Options Fully Online Knowledge Preparation for F2F Skills Workshop Face to face Classroom based Blended – Mix of online & F2F Skill recognition/currenc y/RPL Collaborative Learning/Projects with Peers
  • Delivery ToolsClassroom Virtual ClassroomPen and Paper Mobiles/LaptopsDiscussion Forum/Voice ThreadGroup Work Blogs/WikisResume ePortfolioDiaries BlogReflection Sound/AudioDemonstration Photos/VideoWork Placement Blogs/Wiki/Electronic Calenders
  • Text Content is heavy going online……we knowTheory Case StudyCase Studies ResearchProblem Solving Decision MakingGroup Work CollaborationPlacement PlacementReflection AudioPractice Problem SolvingInformation Case Study
  • 4 Big IdeasConnectivismLearning is enabled when an individual engages with communitybecause information is distributed across networksCollaborative LearningKnowledge and skills are acquired through working with othersSituated LearningEffective learning occurs through the same activities, context and culturein which it will be appliedInformal LearningLearning is self directed. Learners are intrinsically motivated to acquireskills and knowledge through a variety of means – discussion, socialmedia and communities of practise
  • 5 Stages of WorkplaceLearning
  • Informal Learninghttp://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html
  • Informal Learninghttp://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html
  • Training ValuesVisit the Moodle Forum – What do you value in Training?(Small Groups)
  • Program Planning Your evaluation methods and questioning should capture information from each learner toEvaluation enable you to reflect on their reported satisfaction level with you, course materials and the virtual environment/tools you used.
  • Program PlanningEvaluation - Methods•Survey Monkey•Feedback Tool (Moodle)•Lime Survey
  • Blackboard Collaborate Logging into Elluminate for the online sessions• Sherrill will provide a link for these• Practice link in Induction (Moodle)• Presentation• Q and A• Reporting back on progress
  • Blackboard CollaborateLogging into Elluminate – optimise your connection speed• Set your Connection Speed to the Internet• Open the Preferences dialog under the Tools>> Preferences.• Select Connection choose the correct speed from the Connection Speed drop- down menu.
  • Blackboard Collaborate Sample session
  • Web 2Web 2 Tools •Social Bookmarks •RSS and Google Reader •Twitter •Useful Blogs and Websites
  • Google ReaderWeb 2 Tools – Google Reader• Using Google reader you can add RSS feeds from websites you want to follow. RSS stands for "Really Simple Syndication" and they allow for you to catch a "feed" from various websites, blogs, wikis, audio/video sites.• To find out if RSS feeds are available on websites look for this logo or something similar: Handout: Setting up Google Reader and adding RSS feeds
  • Social BookmarksWeb 2 Tools – Diigo• Social bookmarking systems are web-based services that allow users to bookmark all manner of web based resources, tag those resources with meaningful keywords, and share their bookmarks with others.• Your bookmarks available to you anywhere you have an internet connection
  • Social BookmarksWeb 2 Tools – Diigo• Social bookmarking systems are web-based services that allow users to bookmark all manner of web based resources, tag those resources with meaningful keywords, and share their bookmarks with others.• Your bookmarks available to you anywhere you have an internet connection
  • Set up DiigoWeb 2 Tools – Diigohttp://www.diigo.com/
  • Post at our MoodleText Post Introduce yourself: –Name –Position –RTO –Your interest/experience in eLearnng
  • Rapid eLearning •Short learning curve •Navigation built in •Instructional design encouraged through tools structure and visual queues •Does not require any programming knowledge •Advanced features such as creating links, tests, glossary, FAQ, drill down pages are built-in. Does not require any advanced skills, programming, or HTML knowledge •Easy to import Multimedia
  • Media Pics Video Text Audio Flash Docs
  • Activities Decision Quiz Demo Making Trees Problem Steps Information Solving
  • Rapid e Learning Samples
  • Post at our MoodleAudio Post at iPadio – Your Proposed Project •Unit •Client Group and their characteristics •How existing training is delivered to this group •Your vision for eLearnng for this delivery •How you see the trainers role in this delivery •Mode of Delivery •Obstacles to overcome/learning to be acquired •Organisational Readiness for eLearnng
  • Call iPadio with your responseAudio Post at iPadio – Your Proposed Project Ring 1800-802569 Enter the Registered Number: 1161409317625 # Enter the Pin number: 5676 Begin your phonecast Channel Homepage: http://www.ipadio.com/channels/MichaelGwyther/
  • MentoringUsing Framework Tools and Networks Content Formats – E Standards for Training •Web (HTML & CSS) •Text Documents (PDF, RTF, DOC) •Graphics •Audio •Video •Interactive Contenthttp://e-standards.flexiblelearning.net.au/technical_standards/content_formats.ph
  • MentoringUsing Framework Tools and Networks Content Formats – E Standards for Training •use recognised formatting elements in HTML •Include document type and size, e.g. AnnualReport (Word 255KB). •Use current antivirus to clear your material •Keep file names short and simple. Avoid capitals, spaces, special characters or symbols (e.g. the ampersand [&] or dots [.]), or lengthy names
  • MentoringUsing Framework Tools and Networks Accessibility – E Standards for Training •Text alternatives for images, graphs, video and multimedia should be planned and implemented •Content with high bandwidth requirements (such as video) should also be provided in a low bandwidth alternative (e.g. still images and text). •Access to all content should be possible without the use of scripts (e.g. JavaScript).
  • MentoringUsing Framework Tools and Networks Accessibility – E Standards for Training •Test the accessibility of your content using the Web Accessibility Toolbar (Internet Explorer) or the Web Developer Add-in (Firefox) •Web Accessibility Toolbar for Internet Explorer: http://www.visionaustralia.org.au/ais/toolbar/ •Web Developer add-in for Firefox: https://addons.mozilla.org/en-US/firefox/addon/60
  • MentoringUsing Framework Tools and Networks Client Platforms •Hardware, software and operating systems required by end-users to access electronic resources. When developing content, developers need to have a minimum client platform specification in mind. Developers of VET e- learning content must ensure that content is tested and operable in the stated desktop environment.
  • Mentoring• Three basic steps are required for developing VET e-learning content. Each step may contain a number of additional steps depending on the type of content you’re creating or customising. The three steps are:• Develop• Package• Describe
  • Toolbox Example of a Learning Object Come on down to the Toolbox repository!http://toolboxes.flexiblelearning.net.au/
  • Toolbox Example of a Learning Object interactive e-learning and assessment resources featuring scenarios, images and activitieshttp://toolboxes.flexiblelearning.net.au/
  • Toolbox
  • ToolboxToolbox Customisation Toolboxes can be edited and enhanced: – Content (text) – Documents (word, pdf, excel etc) – Images – Multimedia presentation (flash text, images) – Audio and Video t
  • Learners Learners are changing •Internet •Mobility •Generational •Unfolding jobs and changing job roles •Generic Skills
  • Way Learners Learn Ways Learners Learn •when they teach someone else/use immediately. •when they practice what they learned. •when engaged in a group discussion. •when they see a demonstration. •from audio-visual presentation •from reading. •from lecture.
  • Learning StylesDo they effect teaching and learning? VARK Questionnaire
  • Models of e learning Most e learning coursesPrinciples underpinning effective & purpose is to shareengaging eLearnng information, support learners to make correct judgments, perform new tasks or existing tasks in a new way. However, most courses focuses on sharing information rather than performance improvements. What do you expect your learners to be able to do after completing the training?
  • Models of e learningPassive Learning•Slabs of Text•Multiple Choice Questions•Few opportunities to applyknowledge•Poor demonstration of skills•Inadequate follow up withface to faceassessment/further training•High drop out rate/lowengagement
  • Models of e learningText Text Text•Reading is best doneoffline.•Many eLearnng coursesrequire a lot of reading.•If most of your course istext-based, find a solutionthat best supports readingrather than building acourse
  • Models of e learningLearners come in all shapes and sizesLearners exhibit avariety of learning stylepreferences•Active•Reflective•Visual•Experiential•Auditory•Sensing
  • Models of e learningLets cater for them! • Reduce reliance on text (Audio, Visuals, Video) • Use multimedia • Engage learner to think through online material (learning activities) • Put back industry knowledge
  • Pull not Push
  • Pull not Push
  • Pull not Push
  • Pull not Push
  • Pull not Push
  • HowWell designed case studies orscenarios can create a need for thelearners to pull the informationPresent some simple questions orproblem-solving activities that require asolution.
  • Case StudiesExamples of real lifescenarios for problemsolving and decision makingto present the learner with asituation that they may oneday encounter in theirnormal work practice
  • Decision Making TreesPresent learners with situations with choices for dealing withthe problem, with each choice leading to consequences andfurther choicesThe process of finding the solutions to the problems is moreimportant than the solutions themselves.
  • Decision Making Trees
  • Stories!
  • Stories
  • Stories•Character •Worker•Setting •Workplace•Disruption •Problem/Skill•Solving the disruption •Asking/Reading/Policy Communication•Resolution •Learnt the skill
  • Models of e learningLets create a scenario
  • Draft a scenario•Problem for learner to solve•2 branches to solve, 3 choices per branch•Feedback on each choice•Content to support learners at each choice (Video, Audio, SOPS, supervisors, PDF, policy etc)
  • Models of e learning Cathy Moore Realistic onlineReal world actions activity that helpsthat learners need to learners practicetake those actions http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/
  • Models of e learningPush or Pull? – Cathy Moore
  • Models of e learningPush or Pull? – Cathy Moore
  • Models ofe learningCathy Moore •Character faces a challenge •Show not tell •Make learners justify their choices. Challenge their assumptions and make them think deeply about the material. •Contextual feedback will help learners see where they went wrong
  • Training ValuesVisit the Blog Post – What do you value in Training 2?(Small Groups)
  • Models of e learningDiscovery Based Learning – Find out more Case Studies http://designing.flexiblelearning.net.au/gallery/content/case_studies.htm Decision Making Trees http://designing.flexiblelearning.net.au/gallery/activities/decision_making_tree.htm Problem Based Learning http://designing.flexiblelearning.net.au/gallery/activities/problem_based.htm
  • Mentor TrainingCopyright You will use a range of content in your learning resources. These content types may include: •Text, Images, Interactions and activities, Theories and ideas. Third party means the content was created by and is owned by another entity.
  • Mentor Training Copyright • If you use content that isn’t entirely your creation, you will need to consider copyright. • Copyright laws state that the creator (or copyright owner) of content owns the right to use and reproduce their work • You need to get their permission in writing before you include their material in your learning resources or you will be breaking the law. • What kind of places would you find copyrighted material? In books, on the Internet, in magazines.
  • Mentor Training CopyrightAs you complete your detailed design blueprints, you should keep track of your content sources.The Copyright Register enables you to list contentsources, contact details and track approval. It can be used as a record forfuture redevelopment of the resource you are making.Each row of your copyright register will be focused on a single instanceof third party materials.
  • Mentor Training Creative CommonsCreative Commons is a nonprofit thatoffers flexible copyright managementtools for creative work.Offering your work under a CreativeCommons license does not meangiving up your copyright. It meansoffering some of your rights to anytaker, and only on certain conditions.
  • Mentor Training „ Attribution - This applies to every Creative Commons work. Whenever a work is copied or redistributed under a Creative Commons license, credit must always be given to the creator. „ Non commercial - Lets others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only. „ No Derivative Works - Lets others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it. „ Share Alike - Allows others to distribute derivative works only under a license identical to the license that governs your work.
  • Mentor Training Creative Commons License TypesFlickr Creative Commons – http://www.flickr.com/creativecommons/Open Source Music - http://www.opensourcemusic.com/Wikimedia Commons - http://commons.wikimedia.org/Yahoo Creative Commons Search Toolhttp://search.yahoo.com/ccDesigning and implementing eLearning with Creative Commons(Australian Flexible Learning Framework)http://designing.flexiblelearning.net.au/gallery/activities/creative_commons.htmCreative Commons information Australia – http://creativecommons.org.au Creative Commons (Global) – http://creativecommons.org/
  • Audio Mentor Training •CC Mixter Samples Creative Commons License Types •Jamendo •FreesoundImages - Most pull from Flickrs •Internet Archiveextensive collection •Owl Music Search •SpinXpress•Flickr •Wikimedia Commons(check the Creative Commons box atthe bottom) Video•FlickrCC•Compfight •MOD Films•FlickrStorm •Internet Archive•everystockphoto •SpinXpress•Open Clipart Library•Geograph British Isles•Wikimedia Commons/http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html
  • Networks and Resources
  • Flexible Learning Frameworkhttp://www.flexiblelearning.net.au/
  • E-learning indicators http://e-learningindicators.flexiblelearning.net.au/index.htm
  • E-learning standardshttp://e-standards.flexiblelearning.net.au/
  • ElNethttp://www.elnet.com.au/
  • Cathy Moorehttp://blog.cathy-moore.com/
  • Centre for Learning & PerformanceTechnologieshttp://c4lpt.co.uk/
  • Rapid e Learning Bloghttp://www.articulate.com/rapid-elearning/
  • Any Questions? mick@yumstudio.com.au 0409317625
  • Thank You
  • Workshop Dates •Wednesday 6th April •Understanding your Learner Management System