Presentation for Induction day for RTOs in the ACPET program.

1. ACPET - Vic Government
e-Learning Program 2012
Intermediate Induction

2. 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

3. Program Overview

4. Program
Planning

5. Program Planning

6. Program Planning
Project 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

7. Program Planning

8. Program Planning
RTO Visits

9. Program Moodle Hub
Head to http://www.yumstudio.com.au/acpet
Log in with:
• Username
(first initial + surname, all lower case)
• Password: acpet

11. This E-
Program Planning learning is
so gone
daddy o
In Groups:
What do you
value in training?

12. Group Snapshot
Use Feedback tool in Moodle - short questionnaire

13. Potential Delivery
Strategies

14. Delivery
Models 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

15. Tools
Potential Tools to underpin a flexible delivery
Virtual Classroom
Learner Management
Systems
Web 2 Portal
(Blog, Wiki,
Manuals, Facebook)
CD ROMS
USB
Existing resources ePortfolios

16. 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

17. 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

18. 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

19. A Model Trainer/Learner
Communication Model
Structured
eLearning Platform Knowledge/Skills
Industry Knowledge Self Paced
Staff Capacity
Collaboration
eLearning Training Tools
Compliance
Authentic Tasks

20. What is my relationship to my learners?
•Trainer
•Mentor
•A Model
•Guide on the Side
•Resource
•?

21. 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

22. Delivery Tools
Classroom Virtual Classroom
Pen and Paper Mobiles/Laptops
Discussion Forum/Voice Thread
Group Work Blogs/Wikis
Resume ePortfolio
Diaries Blog
Reflection Sound/Audio
Demonstration Photos/Video
Work Placement Blogs/Wiki/Electronic
Calenders

23. Text Content is heavy going online……we
know
Theory Case Study
Case Studies Research
Problem Solving Decision Making
Group Work Collaboration
Placement Placement
Reflection Audio
Practice Problem Solving
Information Case Study

24. 4 Big Ideas
Connectivism
Learning is enabled when an individual engages with community
because information is distributed across networks
Collaborative Learning
Knowledge and skills are acquired through working with others
Situated Learning
Effective learning occurs through the same activities, context and culture
in which it will be applied
Informal Learning
Learning is self directed. Learners are intrinsically motivated to acquire
skills and knowledge through a variety of means – discussion, social
media and communities of practise

25. 5 Stages of Workplace
Learning

26. Informal Learning
http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-
rule/2006/11/13/1163266481828.html

27. Informal Learning
http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-
rule/2006/11/13/1163266481828.html

28. Training Values
Visit the Moodle Forum – What do you value in Training?
(Small Groups)

29. Program Planning Your evaluation methods and
questioning should capture
information from each learner to
Evaluation
enable you to reflect on their
reported satisfaction level with you,
course materials and the virtual
environment/tools you used.

30. Program Planning
Evaluation - Methods
•Survey Monkey
•Feedback Tool (Moodle)
•Lime Survey

31. 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

32. Blackboard Collaborate
Logging 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.

33. Blackboard Collaborate Sample session

34. Web 2
Web 2 Tools
•Social Bookmarks
•RSS and Google Reader
•Twitter
•Useful Blogs and Websites

35. Google Reader
Web 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

36. Social Bookmarks
Web 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

37. Social Bookmarks
Web 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

38. Set up Diigo
Web 2 Tools – Diigo
http://www.diigo.com/

39. Post at our Moodle
Text Post
Introduce yourself:
–Name
–Position
–RTO
–Your interest/experience in eLearnng

40. 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

41. Media
Pics Video Text
Audio Flash Docs

42. Activities
Decision
Quiz Demo
Making Trees
Problem
Steps Information
Solving

43. Rapid e Learning Samples

44. Post at our Moodle
Audio 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

45. Call iPadio with your response
Audio 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/

46. Mentoring
Using Framework Tools and Networks
Content Formats – E Standards for Training
•Web (HTML & CSS)
•Text Documents (PDF, RTF, DOC)
•Graphics
•Audio
•Video
•Interactive Content
http://e-
standards.flexiblelearning.net.au/technical_standards/content_formats.ph

47. Mentoring
Using 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

48. Mentoring
Using 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).

49. Mentoring
Using 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

50. Mentoring
Using 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.

51. 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

52. Toolbox
Example of a Learning Object
Come on down to
the Toolbox
repository!
http://toolboxes.flexiblelearning.net.au/

53. Toolbox
Example of a Learning Object
interactive e-learning
and assessment
resources featuring
scenarios, images
and activities
http://toolboxes.flexiblelearning.net.au/

54. Toolbox

55. Toolbox
Toolbox Customisation
Toolboxes can be edited and
enhanced:
– Content (text)
– Documents (word, pdf, excel etc)
– Images
– Multimedia presentation (flash text,
images)
– Audio and Video
t

56. Learners
Learners are changing
•Internet
•Mobility
•Generational
•Unfolding jobs and changing job roles
•Generic Skills

57. 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.

58. Learning Styles
Do they effect teaching and learning?
VARK
Questionnaire

59. Models of e learning Most e learning courses
Principles underpinning effective & purpose is to share
engaging 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?

60. Models of e learning
Passive Learning
•Slabs of Text
•Multiple Choice Questions
•Few opportunities to apply
knowledge
•Poor demonstration of skills
•Inadequate follow up with
face to face
assessment/further training
•High drop out rate/low
engagement

61. Models of e learning
Text Text Text
•Reading is best done
offline.
•Many eLearnng courses
require a lot of reading.
•If most of your course is
text-based, find a solution
that best supports reading
rather than building a
course

62. Models of e learning
Learners come in all shapes and sizes
Learners exhibit a
variety of learning style
preferences
•Active
•Reflective
•Visual
•Experiential
•Auditory
•Sensing

63. Models of e learning
Lets 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

64. Pull not Push

65. Pull not Push

66. Pull not Push

67. Pull not Push

68. Pull not Push

69. How
Well designed case studies or
scenarios can create a need for the
learners to pull the information
Present some simple questions or
problem-solving activities that require a
solution.

70. 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

71. 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.

72. Decision Making Trees

73. Stories!

74. Stories

75. Stories
•Character •Worker
•Setting •Workplace
•Disruption •Problem/Skill
•Solving the disruption •Asking/Reading/Policy
Communication
•Resolution •Learnt the skill

76. Models of e learning
Lets create a scenario

77. 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)

78. Models of e learning
Cathy Moore
Realistic online
Real world actions activity that helps
that learners need to learners practice
take those actions
http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/

79. Models of e learning
Push or Pull? – Cathy Moore

80. Models of e learning
Push or Pull? – Cathy Moore

81. Models of
e learning
Cathy 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

82. Training Values
Visit the Blog Post – What do you value in Training 2?
(Small Groups)

83. 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

84. Mentor Training
Copyright
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.

85. 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.

86. 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.

87. 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.

88. 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.

89. Mentor Training
Creative Commons License Types
Flickr Creative Commons – http://www.flickr.com/creativecommons/
Open Source Music - http://www.opensourcemusic.com/
Wikimedia Commons - http://commons.wikimedia.org/
Yahoo Creative Commons Search Tool
http://search.yahoo.com/cc
Designing and implementing eLearning with Creative Commons
(Australian Flexible Learning Framework)
http://designing.flexiblelearning.net.au/gallery/activities/creative_commons.htm
Creative Commons information
Australia – http://creativecommons.org.au
Creative Commons (Global) – http://creativecommons.org/

90. Audio
Mentor Training •CC Mixter Samples
Creative Commons License Types •Jamendo
•Freesound
Images - Most pull from Flickr's •Internet Archive
extensive collection •Owl Music Search
•SpinXpress
•Flickr •Wikimedia Commons
(check the Creative Commons box at
the 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

91. Networks and Resources

92. Flexible Learning Framework
http://www.flexiblelearning.net.au/

93. E-learning indicators
http://e-learningindicators.flexiblelearning.net.au/index.htm

94. E-learning standards
http://e-standards.flexiblelearning.net.au/

95. ElNet
http://www.elnet.com.au/

96. Cathy Moore
http://blog.cathy-moore.com/

97. Centre for Learning & Performance
Technologies
http://c4lpt.co.uk/

98. Rapid e Learning Blog
http://www.articulate.com/rapid-elearning/

99. Any Questions?
mick@yumstudio.com.au
0409317625

100. Thank You

101. Workshop Dates
•Wednesday 6th April
•Understanding your
Learner Management
System