The document describes a project called "Project Sustainability" funded by the Australian Flexible Learning Framework to build the e-learning capabilities of staff at TNQ TAFE. The project aimed to reflect on current e-learning competencies, refine resources and strategies for a sustainability unit for e-learning, and reinvigorate professional learning using a workplace action learning model. Key barriers to e-learning implementation identified in previous research such as time constraints and lack of management support would be investigated. The project was managed according to the "Ripples Model" and involved several TNQ TAFE staff participating in reflection, refinement, and review activities to strengthen e-learning practices.

1. Project Sustainability
Australian Flexible learning
Framework – E-Learning innovation
TNQ TAFE
2009

2. Learning = Connecting,
collaborating and creating

3. Background to this Project
 AFLF – e-learning innovations Funding
opportunities are available each year
 advertised 7th
February 2009 Australian
newspaper and AFLF website
 Applications closed 5th
March 2009
 21 funded Qld e-learning innovation Projects
at a cost of $925,200
 TNQ Project Sustainability funded for
$20,000 and TNQ TAFE in kind $20,000.

4. Aims of the Project

5. Aims
 Reflect on personal and organisational e-learning
competency. What is possible now, what needs to
be learned and why?
 Refine resources, learning and assessment
strategies for a sustainability competency unit for an
e-learning context.
 Re- invigorate a professional learning approach for
TNQ project participants that aligns with
collaborative workplace action learning projects.
 Review the capacity of TNQ TAFE to provide timely
and varied support for e-learning competency
development for project participants.

6. Learning power

7. Project Learning strategies
 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
 Refine – learning design and assessment and resources and
learning plans. Project teams, technology support, mentors.
 Re-invigorate – sustainability resources and learning and
assessment design and identify issues in this PD learning model
against the RIPPLES model
 Review – what was achieved, enablers and barriers for this
Professional Development Model.

8. How do we get it right?

9. Professional development
Approach – Action learning

10. Methodologies for the TNQ Project
Sustainability PD process
 The 4 R’s aligned with varied learning
approaches
 Reflect and Research
 Refine
 Re-Invigorate
 Review
 Use RIPPLES model to inform the
development of an effective workplace
project based PD Model for TNQ TAFE

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. Who is involved?
 Project developer, manager and
facilitator
 Colleen Hodgins
 Participants (TNQ)
 Jason VanBallegooyen – (sustainability co-
ordinator TNQ)
 Kim Forde - (sustainability)
 Angela Lauder - (Tourism, business and
sustainability teacher)
 Anita Plos – (Tourism, events management
teacher)
 Robin West – (management teacher)
 Shirley Lynn (ISPDU program designer)
 Paulette Threadingham (ISPDU project
officer)
 Project coach/support
 Tara Walsh (Diploma of e-learning student)
 Technical Support
 Gerry Green – Learning technologies Manager
 John Burns - Learning technologies Officer
 Stakeholders
 Jo Pyne – TNQ TAFE Institute director
 Danny Lovern TNQ TAFE Finance Manager
 Sue Jones – B.E.S.T Faculty Manager
 Sandie McCoy - B.E.S.T Education Manager
 Alicia Contreras - B.E.S.T Administration
Manager
 Arra Kirley - B.E.S.T Administration officer
 Alex Scull - B.E.S.T Administration officer
* BEST – Business, environment sustainability and
tourism faculty

13. Phase 1- Reflect

14. We reflected on…
 Individual learning plans for
the project – own skills and
knowledge
 Aims of the project
 Sustainability competency unit
resources and strategies –
what we have what we need
 On actions outcomes/timelines
and responsibilities
 Project risk factors
 New Technology use in
learning
 Using my.tafe
 RIPPLES model
 Learning philosophies
 Collaboration and project
success
 VGC Blended learning unit
qualification
 Communication and
connecting in work-based
projects
 Unpacking sustainability
Competency units and
assessment

15. Phase 2 - Refine

16. Refine
 What do we have?
 How do we refine?
 Who can help?
 What will it achieve?
 Communication
strategies
 Sharing our learning
 My.tafe use
 Possible learning
strategies
 Searching, sharing
resources for an e-
learning context
 support strategies
across the Project team
 assessment and
learning facilitation
interaction in blended
learning

17. Phase 3 - Re-invigorate

18. Re-Invigorate
 Focused on e- learning
strategies and resource
use
 Assessments for an e-
learning context
 Our enthusiasm to
learn new things
 Our use of my.tafe LMS
 Our use of support staff
 Our personal learning
models for successful
Professional
development
 Sustainability resource
design moving from
face to face to e-
learning use
 E-learning facilitation
strategies

20. Review
 The project aims
 Project planning
development and
evaluation processes
for AFLF projects
 Individual contributions
 Enablers
 Barriers
 Support mechanisms
 The PD approach and
model
 Technology use
 Where to from here?

21. Our Project Summary
 We aimed to build on the AFLF
Embedding e-learning innovation research conducted in
and investigate support models to overcome the
key barriers to e-learning implementation identified
in this research.
 Significant barriers impacting on personal and
organisational development of e-learning for
enhanced VET delivery.
 The key ones being time and alignment with work priorities,
management support and a lack of an organisational
strategic e-learning focus.

22. Project Sustainability- Project management plan was based
on 2006 AFLF Research “Innovate and integrate” and the “
Ripples Model”
http://innovateandintegrate.flexiblelearning.net.au/

23. Future e-learning empowerment
for TNQ staff ……
 Resources
 Research, relevance,
responsibility
 Infrastructure
 Induction, information,
immersion
 People
 Purpose, participatory,
personalised, pronto
 Policies
 Publicised, promoted and
pushed
 Learning
 Local, lateral, listening and
looking
 Evaluation
 Essential, easy, embedded,
educative
 Support
 Sourced, sufficient, staged
and sustainable.

24. Project Sustainability
 A website has been developed that captures key activities and
learning from this project and is available. The website for this
project is located in the TNQ TAFE LMS my.tafe platform.
 Access this site here
http://my.tafe.qld.gov.au/tqaccess/logon.aspx
 The username and password is xtnqsuss
 Colleen Hodgins – Project Manager/Facilitator
colleenhodgins@deta.qld.gov.au
 0419740583