Acpet vic elearning_induction2011

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  • Michael
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  • Acpet vic elearning_induction2011

    1. 1. ACPET - Vic Government e-Learning Program 2011 Intermediate Induction
    2. 2. Programme <ul><li>Introductions, Objectives, Requirements, Goal Setting </li></ul><ul><li>Mentoring Blog Site </li></ul><ul><li>Models of e Learning content and delivery </li></ul><ul><li>Mentor Training </li></ul><ul><li>Using Learning Object Repositories </li></ul><ul><li>Workshop dates reminder </li></ul>
    3. 3. Program Overview
    4. 4. Program Planning Project Deliverables
    5. 5. Program Planning Project Deliverables
    6. 6. Program Planning Project Deliverables <ul><li>Handout - Draft Delivery Template ~ </li></ul><ul><li>Handout – Usability Testing </li></ul><ul><li>Purpose </li></ul><ul><li>Rationale </li></ul><ul><li>Unit/Curriculum information </li></ul><ul><li>  High level learning objectives </li></ul><ul><li>  Learning objectives </li></ul><ul><li>  Learning design </li></ul><ul><li>  High level structure </li></ul><ul><li>  Detailed design blueprints </li></ul>Draft May 20 Final July 22
    7. 7. Program Planning Online Meeting Dates
    8. 8. Program Planning RTO Visits
    9. 9. <ul><li>Self Paced, Fully online </li></ul><ul><li>Preparation for F2F Workshop </li></ul><ul><li>Blended – F2F and online workshops </li></ul><ul><li>Collaborative online learning with peers </li></ul><ul><li>Information and Knowledge sharing </li></ul>Models
    10. 10. <ul><li>What can I deliver? (Course Content) </li></ul><ul><li>What methods can I use? (Tools) </li></ul><ul><li>How can I deliver? (Distribution) </li></ul><ul><li>How can I teach? (Facilitation) </li></ul><ul><li>How can I assess (Compliance) </li></ul><ul><li>How do I evaluate (Continuous Improvement) </li></ul>Questions
    11. 11. Web 1 Web 2 <ul><li>Read Only </li></ul><ul><li>Content Publishing </li></ul><ul><li>Read-Write Web </li></ul><ul><li>User Generated Content </li></ul><ul><li>Social Software </li></ul><ul><li>Multimedia publishing </li></ul>Evolutions
    12. 12. Web 1 Web 2 <ul><li>Text </li></ul><ul><li>Bulletin Boards </li></ul><ul><li>Discussions </li></ul><ul><li>Messengers </li></ul><ul><li>Email </li></ul><ul><li>Sharing Information & Knowledge </li></ul><ul><li>Collaborative learning </li></ul><ul><li>Social Learning </li></ul><ul><li>People </li></ul>Evolutions
    13. 13. 5 Stages of Workplace Learning
    14. 14. http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html Informal Learning
    15. 15. http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html Informal Learning
    16. 16. Program Planning <ul><li>Blog Comments activity </li></ul><ul><li>What do you value in training? </li></ul>Project Planning Outcome Statements
    17. 17. Training Values Visit the Blog Post – What do you value in Training?
    18. 18. Training Values Visit the Blog Post – What do you value in Training 2? (Small Groups)
    19. 19. Program Planning <ul><li>Your evaluation methods and questioning should capture information from each learner to enable you to reflect on their reported satisfaction level with you, course materials and the virtual environment/tools you used. </li></ul>Evaluation Handout: How can I evaluate my learning resource
    20. 20. Program Planning <ul><li>Survey Monkey </li></ul><ul><li>Feedback Tool (Moodle) </li></ul><ul><li>-available as a plug in </li></ul><ul><li>Lime Survey </li></ul><ul><li>Quality Indicators </li></ul>Evaluation - Methods
    21. 21. Elluminate Logging into Elluminate for the online sessions <ul><li>Sherrill will provide a link for these </li></ul><ul><li>Practice link in Induction (Blog) </li></ul><ul><li>Presentation </li></ul><ul><li>Q and A </li></ul><ul><li>Reporting back on progress </li></ul>
    22. 22. Elluminate Logging into Elluminate – optimise your connection speed <ul><li>Set your Connection Speed to the Internet </li></ul><ul><li>Open the Preferences dialog under the Tools>> Preferences . </li></ul><ul><li>Select Connection choose the correct speed from the Connection Speed drop-down menu. </li></ul>
    23. 23. Web 2 <ul><li>Social Bookmarks </li></ul><ul><li>RSS and Google Reader </li></ul><ul><li>Twitter </li></ul><ul><li>Useful Blogs and Websites </li></ul>Web 2 Tools
    24. 24. Google Reader <ul><li>Using Google reader you can add RSS feeds from websites you want to follow. RSS stands for &quot;Really Simple Syndication&quot; and they allow for you to catch a &quot;feed&quot; from various websites, blogs, wikis, audio/video sites. </li></ul><ul><li>To find out if RSS feeds are available on websites look for this logo or something similar: </li></ul>Web 2 Tools – Google Reader Handout: Setting up Google Reader and adding RSS feeds
    25. 25. Models of e Learning <ul><li>Useful Networks </li></ul>http://saframework.wordpress.com/ http://www.flexiblelearning.net.au/ http://www.groups.edna.edu.au/ http://www.elnet.com.au/ http://elearning.org.au/ http://www.learnx.net/ Using Framework Tools and Networks
    26. 26. Models of e Learning <ul><li>Useful Blogs, Wikis and Websites </li></ul>http://www.articulate.com/rapid-elearning/ http://c4lpt.co.uk/handbook/sociallearning.html http://www.fullcirc.com/ http://blog.cathy-moore.com/ Using Framework Tools and Networks
    27. 27. Social Bookmarks <ul><li>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. </li></ul><ul><li>Your bookmarks available to you anywhere you have an internet connection </li></ul>Web 2 Tools – Diigo
    28. 28. Social Bookmarks <ul><li>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. </li></ul><ul><li>Your bookmarks available to you anywhere you have an internet connection </li></ul>Web 2 Tools – Diigo
    29. 29. Set up Diigo <ul><li>http://www.diigo.com/ </li></ul>Web 2 Tools – Diigo
    30. 30. Set up Twitter <ul><li>http://www.twitter.com </li></ul>Web 2 Tools – Twitter
    31. 31. Mentoring <ul><li>Content Formats – E Standards for Training </li></ul><ul><li>What are content formats? </li></ul><ul><li>Why are content formats important? </li></ul><ul><li>How do standards facilitate access to content? </li></ul><ul><li>http://e-standards.flexiblelearning.net.au/topics/formats.htm </li></ul>Using Framework Tools and Networks
    32. 32. Mentoring <ul><li>Web pages with: </li></ul><ul><ul><li>images, audio and multimedia </li></ul></ul><ul><ul><li>an activity navigation structure </li></ul></ul><ul><ul><li>learning content, links and files (pdf, doc, etc) </li></ul></ul><ul><ul><li>elearning strategies, activities and assessment </li></ul></ul><ul><li>LMS that houses: </li></ul><ul><ul><li>Web pages </li></ul></ul><ul><ul><li>Activities </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Self paced assessment </li></ul></ul>What are we making
    33. 33. Mentoring <ul><li>Collection of related web pages, maintained by specialists (as you and I !) </li></ul><ul><li>Each web page is a separate HTML file </li></ul><ul><li>Other multi-media components are separate files also, e.g.. GIF, JPEG, Flash Animations etc </li></ul>What are web pages again?
    34. 34. Mentoring <ul><li>Html pages (Content & Structure) </li></ul><ul><li>Photographs & Graphics (GIF & JPG) </li></ul><ul><li>CSS - Style Sheets (Structure & Design) </li></ul><ul><li>Flash (Animations/Demonstrations) </li></ul><ul><li>Video (WMV, Flash, QuickTime, AVI, MPEG4) </li></ul><ul><li>Audio (MP3, RA, Flash, WAV) </li></ul><ul><li>Text (pdf, doc, rft, txt) </li></ul><ul><li>Plug ins </li></ul>Web page assets
    35. 35. Mentoring What are web pages again?
    36. 36. Mentoring <ul><li>Use the Moodle html editor </li></ul><ul><li>Use Dreamweaver </li></ul><ul><li>Use open source HTML editors </li></ul><ul><li>Use a third party tool like ARED, Wimba Create, Articulate, PowerPoint or Captivate ( which exports its content as a html file with an embedded swf file capable of being played in a flash player ) </li></ul>Writing/editing webpage content
    37. 37. Mentoring Writing/editing webpage content <ul><li>Write, paste text </li></ul><ul><li>Embed Multimedia </li></ul><ul><li>Insert Images </li></ul><ul><li>Add links </li></ul><ul><li>Tricky beasts, positioning is hard </li></ul>
    38. 38. Join the portal Register at http://yum.vic.edu.au/acpet
    39. 39. Post at the Portal Register at http://yum.vic.edu.au/acpet
    40. 40. Post at the Portal <ul><li>Introduce yourself: </li></ul><ul><ul><li>Name </li></ul></ul><ul><ul><li>Position </li></ul></ul><ul><ul><li>RTO </li></ul></ul><ul><ul><li>Your interest/experience in elearning </li></ul></ul>Text Post
    41. 41. Post at the Portal <ul><li>Unit </li></ul><ul><li>Client Group and their characteristics </li></ul><ul><li>How existing training is delivered to this group </li></ul><ul><li>Your vision for elearning for this delivery </li></ul><ul><li>How you see the trainers role in this delivery </li></ul><ul><li>Mode of Delivery </li></ul><ul><li>Obstacles to overcome/learning to be acquired </li></ul><ul><li>Organisational Readiness for elearning </li></ul>Audio Post at iPadio – Your Proposed Project
    42. 42. <ul><li>Rapid e Learning </li></ul><ul><li>Short learning curve </li></ul><ul><li>Navigation built in </li></ul><ul><li>Instructional design encouraged through tools structure and visual queues </li></ul><ul><li>Does not require any programming knowledge </li></ul><ul><li>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 </li></ul><ul><li>Easy to import Multimedia </li></ul>Rapid eLearning
    43. 43. Media Audio Pics Video Flash Text Docs
    44. 44. FLV AVI QuickTime 3GP Video Output from Rapid elearning Tools to SWF Video Input Formats to Rapid elearning Tools WMV MP4
    45. 45. Activities Steps Quiz Decision Making Trees Information Demo Problem Solving
    46. 46. Mentoring <ul><li>Content Formats – E Standards for Training </li></ul>Using Framework Tools and Networks
    47. 47. Mentoring <ul><li>Content Formats – E Standards for Training </li></ul><ul><li>Web (HTML & CSS) </li></ul><ul><li>Text Documents (PDF, RTF, DOC) </li></ul><ul><li>Graphics </li></ul><ul><li>Audio </li></ul><ul><li>Video </li></ul><ul><li>Interactive Content </li></ul>Using Framework Tools and Networks Handout content_formats.doc
    48. 48. Mentoring <ul><li>Content Formats – E Standards for Training </li></ul><ul><li>use recognised formatting elements in HTML </li></ul><ul><li>Include document type and size, e.g. AnnualReport (Word 255KB) . </li></ul><ul><li>•Use current antivirus to clear your material </li></ul><ul><li>•Keep file names short and simple. Avoid capitals, spaces, special characters or symbols (eg the ampersand [&] or dots [.]), or lengthy names </li></ul>Using Framework Tools and Networks Handout Content Formats & Hints and tips – good practice development for online
    49. 49. Mentoring <ul><li>Accessibility – E Standards for Training </li></ul><ul><li>Content can be used by the widest possible combination of users and computer hardware and software configurations, including people with disabilities. </li></ul><ul><li>Content produced to the VET E-standards must meet the following checkpoints :   All priority 1 checkpoints   14 priority 2 checkpoints 2 priority 3 checkpoints </li></ul>Using Framework Tools and Networks
    50. 50. Mentoring <ul><li>Accessibility – E Standards for Training </li></ul><ul><li>Text alternatives for images, graphs, video and multimedia should be planned and implemented </li></ul><ul><li>Content with high bandwidth requirements (such as video) should also be provided in a low bandwidth alternative (e.g. still images and text). </li></ul><ul><li>Access to all content should be possible without the use of scripts (e.g. JavaScript). </li></ul>Using Framework Tools and Networks Handout content_formats.doc
    51. 51. Mentoring <ul><li>Accessibility – E Standards for Training </li></ul><ul><li>Test the accessibility of your content using the Web Accessibility Toolbar (Internet Explorer) or the Web Developer Add-in (Firefox) </li></ul><ul><li>Web Accessibility Toolbar for Internet Explorer: http://www.visionaustralia.org.au/ais/toolbar/ </li></ul><ul><li>Web Developer add-in for Firefox: https://addons.mozilla.org/en-US/firefox/addon/60 </li></ul>Using Framework Tools and Networks Handout content_formats.doc
    52. 52. Mentoring <ul><li>Client Platforms </li></ul><ul><li>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. </li></ul>Using Framework Tools and Networks Handout content_formats.doc
    53. 53. Mentoring <ul><li>Client Platforms </li></ul>Using Framework Tools and Networks Handout content_formats.doc
    54. 54. Mentoring <ul><li>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: </li></ul><ul><li>Develop </li></ul><ul><li>Package </li></ul><ul><li>Describe </li></ul>Content Packaging, Vetadata, Vet ReLoad
    55. 55. Mentoring <ul><li>Learning object: </li></ul><ul><li>a digital resource used for teaching and learning. In practice it will usually provide a self contained learning experience and related information, resources and activities. </li></ul>Content Packaging, Vetadata, Vet ReLoad
    56. 56. Mentoring <ul><li>Packaging Content: </li></ul><ul><li>ensures it will be portable and can be used by software such as LMSs, or directly in a browser without further modifications by the user. </li></ul><ul><li>Technically, a ’content package‘ is a zip file which contains the actual content as well as a file containing machine readable information describing the structure, navigation and presentation of this content. </li></ul>Content Packaging, Vetadata, Vet ReLoad
    57. 57. Mentoring <ul><li>Navigation </li></ul><ul><li>Creating your navigation structure in the package and not within the content means that the navigation will be able to be interpreted and utilised by software such as an LMS or browser. </li></ul><ul><li>It can also enable the use of advanced LMS features such as tracking through content and allows more flexibility for display. </li></ul><ul><li>Finally, this method also maximises the available space on the screen for the actual content. </li></ul>Content Packaging, Vetadata, Vet ReLoad
    58. 58. Mentoring <ul><li>Example of a Learning Object </li></ul>Content Packaging, Vetadata, Vet ReLoad Come on down to the Toolbox repository!
    59. 59. Mentoring <ul><li>Example of a Learning Object </li></ul>Content Packaging, Vetadata, Vet ReLoad interactive e-learning and assessment resources featuring scenarios, images and activities.
    60. 60. Toolboxes <ul><li>http://toolboxes.flexiblelearning.net.au / </li></ul>Mentoring
    61. 61. Toolboxes <ul><li>http://toolboxes.flexiblelearning.net.au/ </li></ul>Mentoring
    62. 62. Toolboxes <ul><li>http://toolboxes.flexiblelearning.net.au/ </li></ul>Mentoring Moodle Mentoring
    63. 63. Mentoring <ul><li>Visit the Toolbox Repository </li></ul><ul><li>http://toolboxes.flexiblelearning.net.au/ </li></ul><ul><li>then search for and download an object </li></ul>Content Packaging, Vetadata, Vet ReLoad
    64. 64. Mentoring <ul><li>Toolboxes can be edited and enhanced: </li></ul><ul><ul><li>Content (text) </li></ul></ul><ul><ul><li>Documents (word, pdf, excel etc) </li></ul></ul><ul><ul><li>Images </li></ul></ul><ul><ul><li>Multimedia presentation (flash text, images) </li></ul></ul><ul><ul><li>Audio and Video </li></ul></ul><ul><li>t </li></ul>Toolbox Customisation
    65. 65. Mentoring <ul><li>Learning objects are also available at LORN </li></ul><ul><li>LORN allows teachers and trainers to find and use online training resources from Australia's vocational education and training (VET) sector. </li></ul><ul><li>http://lorn.flexiblelearning.net.au/ </li></ul>Toolbox Customisation
    66. 66. Mentoring <ul><li>VET Reload Tool </li></ul><ul><li>the process of creating a content package can be a simple with the Reload tool </li></ul><ul><li>VET Reload is used for packaging and describing e-learning content. The tool enables content to be packaged so that its structure and navigation can be interpreted and applied across a range of learning management systems </li></ul><ul><li>a learning management system ( LMS ) is a software system that allows the development and delivery of educational courses over the internet. </li></ul>Content Packaging, Vetadata, Vet ReLoad
    67. 67. Mentoring <ul><li>The tool can be used to create IMS Content Packages, SCORM 1.2 content packages, and corresponding VET metadata (Vetadata). </li></ul><ul><li>Handout VET Reload Tool Instructions </li></ul>VET Reload Activity
    68. 68. <ul><li>Learners are changing </li></ul><ul><li>Internet </li></ul><ul><li>Mobility </li></ul><ul><li>Generational </li></ul><ul><li>Unfolding jobs and changing job roles </li></ul><ul><li>Generic Skills </li></ul>Learners
    69. 69. <ul><li>Ways Learners Learn </li></ul><ul><li>when they teach someone else/use immediately. </li></ul><ul><li>when they practice what they learned. </li></ul><ul><li>when engaged in a group discussion. </li></ul><ul><li>when they see a demonstration. </li></ul><ul><li>from audio-visual presentation </li></ul><ul><li>from reading. </li></ul><ul><li>from lecture. </li></ul>Way Learners Learn
    70. 70. Learning Styles <ul><li>VARK Questionarire </li></ul>Do they effect teaching and learning?
    71. 71. Models of e learning Principles underpinning effective & engaging elearning Most e learning courses purpose is to share 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?
    72. 72. Models of e learning Passive Learning <ul><li>Slabs of Text </li></ul><ul><li>Multiple Choice Questions </li></ul><ul><li>Few opportunities to apply knowledge </li></ul><ul><li>Poor demonstration of skills </li></ul><ul><li>Inadequate follow up with face to face assessment/further training </li></ul><ul><li>High drop out rate/low engagement </li></ul>
    73. 73. Models of e learning Text Text Text <ul><li>Reading is best done offline . </li></ul><ul><li>Many elearning courses require a lot of reading. </li></ul><ul><li>If most of your course is text-based, find a solution that best supports reading rather than building a course </li></ul>
    74. 74. Models of e learning Learners come in all shapes and sizes <ul><li>Learners exhibit a variety of learning style preferences </li></ul><ul><li>Active </li></ul><ul><li>Reflective </li></ul><ul><li>Visual </li></ul><ul><li>Experiential </li></ul><ul><li>Auditory </li></ul><ul><li>Sensing </li></ul>
    75. 75. Models of e learning Lets cater for them! <ul><li>Reduce reliance on text (Audio, Visuals, Video) </li></ul><ul><li>Use multimedia </li></ul><ul><li>Engage learner to think through online material (learning activities) </li></ul><ul><li>Put back industry knowledge </li></ul>
    76. 76. Models of e learning Push or Pull?
    77. 77. Models of e learning Push or Pull?
    78. 78. Models of e learning Push or Pull? – Cathy Moore
    79. 79. Models of e learning Push or Pull?
    80. 80. Models of e learning Push or Pull? – Cathy Moore
    81. 81. Models of e learning Cathy Moore Real world actions that learners need to take Realistic online activity that helps learners practice those actions http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/
    82. 82. Models of e learning Cathy Moore <ul><li>Character faces a challenge </li></ul><ul><li>Show not tell </li></ul><ul><li>Make learners justify their choices. Challenge their assumptions and make them think deeply about the material. </li></ul><ul><li>Contextual feedback will help learners see where they went wrong </li></ul>
    83. 83. Models of e learning Cathy Moore – example of push
    84. 84. Models of e learning Cathy Moore – example of pull
    85. 85. Models of e learning Discovery Based Learning <ul><li>Discovery Based Learning rather than telling and testing is the strongest approach for teaching most types of content </li></ul><ul><li>How do we get the learners to pull this information? </li></ul><ul><li>Well designed case studies, scenarios, decision making trees can create a need for the learners to pull the information </li></ul><ul><li>You can present some simple questions or problem-solving activities that require a solution. </li></ul>
    86. 86. Models of e learning Discovery Based Learning – Case Studies Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice
    87. 87. Models of e learning Discovery Based Learning – Decision Making Trees Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices The process of finding the solutions to the problems is more important than the solutions themselves.
    88. 88. Models of e learning Discovery Based Learning – Decision Making Trees Learners can investigate the possible outcomes of choosing those options. They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action.
    89. 89. Models of e learning Discovery Based Learning – Problem Based Learning Learners to solve &quot;authentic&quot; problems by the process of continually encountering the type of ill-structured problems typically confronted by workers and practicing professionals The process of finding the solutions to the problems is more important than the solutions themselves
    90. 90. Models of e learning Discovery 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
    91. 91. Models of e learning Discovery Based Learning – Principles <ul><li>Organise Content into Small Chunks </li></ul><ul><li>Build Upon Prior Knowledge. </li></ul><ul><li>Create processes where the learner can practice using the information in a context that integrates it with prior experience. </li></ul><ul><li>Provide Real-World Context. </li></ul><ul><li>Focus on meaning and not information </li></ul><ul><li>Tap into the learner’s motivation. </li></ul><ul><li>Have the learners do something with the information that you give them. </li></ul><ul><li>Ask learners how the course content is relevant. </li></ul><ul><li>Confirm that the scenarios are accurate and realistic </li></ul><ul><li>Use of Text with Images, Slideshows, PowerPoint presentations, Video and Audio </li></ul>
    92. 92. Models of e learning Discovery Based Learning – Exercise Lets create a scenario
    93. 93. Mentor Training <ul><li>You will use a range of content in your learning resources.  These content types may include: </li></ul><ul><li>Text </li></ul><ul><li>Images (including photos, illustrations, artwork, clipart and diagrams) </li></ul><ul><li>Interactions and activities </li></ul><ul><li>Theories and ideas.  Some of this content you will create yourself, but some will  come from a third party source.  </li></ul><ul><li>Third party means the content was created by and is owned by another entity.  </li></ul>Copyright
    94. 94. Mentor Training <ul><li>If you use content that isn’t entirely your creation, you will  need to consider copyright.  </li></ul><ul><li>Copyright laws state that the creator (or copyright owner) of content owns the right to use and reproduce their work </li></ul><ul><li>You need to get their permission in writing before you  include their material in your learning resources or you  will be breaking the law.  </li></ul><ul><li>What kind of places would you find copyrighted material?  In books, on the Internet, in magazines. Even objects  (like  cars, cans of drink) in photos can be  protected copyright is they are recognisable as  trademarked products. </li></ul>Copyright
    95. 95. Mentor Training Copyright As you complete your detailed design blueprints, you should keep track of your content sources.  The Copyright Register enables you to list content  sources, contact details and track approval. It can be used as a record for future redevelopment of the resource you are making.  Each row of your copyright register will be focused on a single instance  of third party materials. 
    96. 96. Mentor Training Creative Commons Creative Commons is a nonprofit that offers flexible copyright management tools for creative work. Offering your work under a Creative Commons license does not mean giving up your copyright. It means offering some of your rights to any taker, and only on certain conditions.
    97. 97. Mentor Training Creative Commons License Types <ul><li>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. </li></ul><ul><li>Non commercial - Lets others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only. </li></ul><ul><li>No Derivative Works - Lets others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it. </li></ul><ul><li>Share Alike - Allows others to distribute derivative works only under a license identical to the license that governs your work. </li></ul>
    98. 98. Mentor Training Creative Commons License Types <ul><li>Flickr Creative Commons – http://www.flickr.com/creativecommons/ </li></ul><ul><li>Open Source Music - http://www.opensourcemusic.com/ </li></ul><ul><li>Wikimedia Commons - http://commons.wikimedia.org/ </li></ul><ul><li>Yahoo Creative Commons Search Tool </li></ul><ul><li>http://search.yahoo.com/cc </li></ul><ul><li>Designing and implementing eLearning with Creative Commons (Australian Flexible Learning Framework) </li></ul><ul><li>http://designing.flexiblelearning.net.au/gallery/activities/creative_commons.htm </li></ul><ul><li>Creative Commons information </li></ul><ul><ul><li>Australia – http://creativecommons.org.au </li></ul></ul><ul><ul><li>Creative Commons (Global) – http://creativecommons.org/ </li></ul></ul>
    99. 99. Mentor Training Creative Commons License Types <ul><li>Images - Most pull from Flickr's extensive collection </li></ul><ul><li>Flickr (check the Creative Commons box at the bottom) </li></ul><ul><li>FlickrCC </li></ul><ul><li>Compfight </li></ul><ul><li>FlickrStorm </li></ul><ul><li>everystockphoto </li></ul><ul><li>Open Clipart Library </li></ul><ul><li>Geograph British Isles </li></ul><ul><li>Wikimedia Commons/ </li></ul><ul><li>Audio </li></ul><ul><li>CC Mixter Samples </li></ul><ul><li>Jamendo </li></ul><ul><li>Freesound </li></ul><ul><li>Internet Archive </li></ul><ul><li>Owl Music Search </li></ul><ul><li>SpinXpress </li></ul><ul><li>Wikimedia Commons </li></ul><ul><li>Video </li></ul><ul><li>MOD Films </li></ul><ul><li>Internet Archive </li></ul><ul><li>SpinXpress </li></ul>http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html
    100. 100. Teachers Toolkit <ul><li>Required functionality to support e-learning in Australian vocational education and training </li></ul><ul><li>specifies the minimum web and desktop-based functionality requirements needed to support e-learning </li></ul><ul><li>e-learning functionality required by teachers and trainers. </li></ul>VET Teacher E-learning Toolkit Handout VET Teacher E-learning Toolkit
    101. 101. Workshop Dates <ul><li>Wednesday 6 th April </li></ul><ul><li>Understanding your Learner Management System </li></ul>

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