Michael Coghlan discusses how TAFE SA needs to change and adapt to global trends in education. Some key points are: - TAFE SA needs to shift its primary focus from assessment back to learning. - Courses and resources should be made more openly available on the internet to increase access and collaboration. - Multiliteracy skills are important for students to acquire. - TAFE SA could offer MOOCs and short informal courses to expand its reach. - Social media should be used more actively to promote the work of individual lecturers and students.

1. Michael Coghlan
TAFE SA
May 24th, 2013

2. TEACHING AND LEARNING OUTCOMES
(circa 2000)

3. TAE CERTIFICATE OUTCOMES - 2013

4. HOW WE’VE CHANGED:
• We have changed from being an organisation
primarily concerned with LEARNING, to an
organisation whose primary concern is
ASSESSMENT.

5. GLOBAL TRENDS
(NMC sponsored retreat on
The Future of Education)
• Work is increasingly Global and
Collaborative
• People learn anywhere, anytime
(BYOD – bring your own device)
• Mobile
• Openness — content, resources,
courses, research, attitudes
• The CLOUD
• Ownership (copyright) and privacy
• Access, and Scale are redefining
what we mean by quality
and success (MOOCS)
• Notion of literacy is being
redefined (multi- or transliteracy)
• Rise of Informal Learning
• New Business Models

6. BYOD (Bring Your Own Device)
People learn anywhere anytime
• this we're doing reasonably well; policies have
been adjusted so students bear own
responsibility; wireless network throughout
TAFE
• overarching principle –
it is no longer one size
fits all

7. MOBILE
• more than 50% of the world now
access the Internet via a mobile
device
• teaching staff are beginning to
create materials for epublishing formats (but need to be wary of
adopting any one product/platform)
• Moodle 2.0 will assist as it reformats automatically for the mobile
screen; also apps available for all smartphones
• again, we're doing reasonably well in this area but it will
change constantly and rapidly
• use and production of educational apps – ideally we
would have a team of staff monitoring this constantly

9. OPENNESS
• resources
• courses
• attitude
• communication

10. OPENNESS - Resources
• will be helped by the implementation of Alfresco - will give staff at
least the option of sharing across TAFE, and even beyond;
• need to have some resources free for public perusal (a la Open
University UK - http://www.open.edu/openlearn/); outdated modes of
copyright need to be set aside - ie all content is owned by
the Minister (????)
• these kinds of rules/regulations were introduced in a time of content
scarcity. This is not the case anymore – we live in an age of
content abundance.
• see https://www.coursera.org/
http://ed.ted.com/about
https://www.khanacademy.org/

11. OPENNESS - Courses
• same as above re resources; MIT, Stanford,
Otago Polytechnic, etc have made many and
in some cases all the content of their courses
publicly available
• some TAFESA Moodle
courses could/should be made
public

12. OPENNESS – Attitude/Communication
• shared decision making; give staff real rights to
participation; encourage robust and public
discussion using online asynchronous forums; (we alrea
dy have Yammer, and could easily be done in Moodle)
• management could model and lead this
process - blogging?
(see Greg Whitby (NSW school principal)
http://bluyonder.wordpress.com/)
• privacy covers up weaknesses; publicness reveals
weaknesses and encourages people to find
solutions ('crowd-sourcing')

13. The defining competency...
“...the ability to integrate the talents of
dispersed individuals and organisations is
becoming the defining competency for
managers and firms.”

15. THE CROWD:
Collective wisdom?
Stupidity of the masses?

16. INFORMAL LEARNING
• we could be offering short non-accredited
courses, (eg Regency Gastronomic Adventures);
even just discrete units of competence
• this harks back to something TAFE used to do
very well – classes for the community - it's
how many people prefer to
learn and it builds bridges with
the community > future
customers; creates trust in
the brand

17. NEW LITERACIES
• literacy is no longer just about reading and writing; there is
now the concept of multiliteracies (also called
transliteracy); these wider concepts encompass digital,
critical, techno, video, media literacies to name a few
• the acquisition of multiliteracy skills is highlighting the new
digital divide - the divide that separates people
according to how they discover, process, and share
information/learning
• should we offer a course in Multiliteracy as a pre-requisite?
or as an enrichment class for TAFE and wider community?
• Box Hill TAFE does this via a compulsory induction unit for
students

18. MOOCS (Access and Scale)
• Massive Open Online Courses have already be
come part of accepted delivery for many main
stream higher ed organisations; someone will
do it in VET; we don't know if it will work, but
why not lead and try it? free unless
assessment and qualifications required
• Mark Keough first proposed this model at
least 10 yrs ago
• See https://www.coursera.org/

19. NEW BUSINESS MODELS
• MOOCs?
• open resources/courses?
• short informal courses?
• Skills for All is an opportunity to do things
differently
Further Reading:
1. Wikinomics (Don Tapscott, Anthony Williams)
2. Public Parts (Jeff Jarvis)

20. PROMOTE EXPERT LECTURERS
• promote individual specialist lecturers and
use them to help the public identify with the brand of
TAFE
Examples: http://ed.ted.com/about;
https://www.khanacademy.org/)

21. GLOBAL/COLLABORATIVE
APPROACHES TO WORK
• linked with discussion on openness; could be modelled by
leadership/management via public communication and debate
(eg UniSA’s unijam)
• collaboration could be emphasised as a principal form of assessment
(design for cheating) - an alternative to testing/Moodle quizzes done
alone in isolation
• this is not what happens in the real world; collaborative assessment more
accurately mirrors workplace practice
• more PD needed on other models of delivery - problem based learning
(PBL), scenario based, Assessment for Learning (A4L); Flipped Learning -
http://flipped-learning.com/
• strong links here with Employability Skills - they are the skills graduates
will need to function in a more global and collaborative workplace

22. EMPLOYABILITY SKILLS
• Communication
• Teamwork
• Problem Solving
• Initiative and Enterprise
• Planning and Organising
• Self-management
• Learning
• Technology

23. “Soft skills are the hard skills of industry.”
(Jeremy Blain - Cegos Asia Pacific)

24. OWNERSHIP OF MATERIALS -
COPYRIGHT
• Who owns materials? new systems of copyright
should be embraced eg Creative Commons licensing
- Federal Govt and Department of Health in SA are
already backing this approach
http://www.ausgoal.gov.au/creative-commons

25. OWNERSHIP OF MATERIALS -
COPYRIGHT
• the copyright issue really is a circuit breaker;
giving away free content is how you become
known (I am a case in point)
• content will not generate repeat business –
the support and services we offer around
that content will if we do that well
• we can sell some premium content, but it
needs to be a mixed approach - some for sale;
some for free

26. “Smart firms are treating intellectual property
like a mutual fund – they manage a balanced
portfolio of IP assets, some protected and
some shared.”

27. SOCIAL MEDIA???

28. SOCIAL MEDIA
• to do this effectively you need to be active
and transparent on the open web; a
minimum is a Facebook site; other
complementary sites:
• YouTube (TAFE SA already has its own channel) but
individuals need to be free to publish to own sites and
tag content 'TAFESA'
• Twitter (corporate and individual accounts)
• Flickr (for photos; corporate and individual accounts)
• Blog (corporate and individual accounts)
• Podcast (TAFE SA has the Podzone; http://podzone.tafesa.e
du.au/)

29. SOCIAL MEDIA
• In a nutshell, you publish often and widely. If you write a
blog post, publish a photo or video telling your network
about it on Twitter and Facebook. It's about shameless
self-promotion, or put another way, it's about being open,
honest and public.
• enable and encourage individuals (staff and
students) to contribute to social networks and
the open web without reprisal TO PUBLICISE
THE GOOD THINGS THAT HAPPEN IN TAFE
• publish student testimonials

31. 2013 Australian Horizon Report
Near-Term Horizon: One Year or Less
• Learning Analytics
• Mobile Learning
• Massively Open Online Courses
• Social Media
Mid-Term Horizon: Two to Three years
• 3D Printing
• Information Visualization
• Location-Based Services
• Open Badges
Long-Term Horizon: Four to Five years
• Flexible Displays
• The Internet of Things
• Virtual and Remote Laboratories
• Wearable Technology

32. IN SUMMARY:
1. Make more TAFE SA courses available for public perusal on the
open web
2. Set aside outdated modes of copyright
3. Adopt Creative Commons licensing
4. Emphasise collaboration as a principal form of assessment
5. Encourage robust and public discussion using online
asynchronous tools
6. Enable and encourage individuals (staff and students) to
contribute to social media
7. Promote specialist lecturers on social media
8. Offer a course in Multiliteracy/compulsory induction unit
9. Provide more Professional Development on alternative models of
delivery
10. Launch a MOOC?

33. WHITHER KODAK??