The document discusses the benefits of eCommunities, a statewide online community for teachers in TAFE NSW (Technical and Further Education New South Wales). Quotes from various TAFE institutes indicate that eCommunities has provided efficiencies through collaboration across institutes, supported innovation and improvement to help TAFE compete, and built teaching quality through professional development. Some institutes have replicated the eCommunities model locally for internal communications and training.
The document discusses International Professional Learning Communities (IPLCs) funded by the Welsh government that allow educators to collaborate with schools in other countries. It provides examples of IPLCs that Wales has with Canada focused on literacy, New Zealand on bilingual education, and countries like the US and India on topics like reducing the impact of poverty on attainment, math, and numeracy. The IPLCs have led to improvements in teaching practices, policies, and student outcomes in Wales based on methods observed abroad. Wales also benefits from Chinese language assistants in over 50 schools who help teach Mandarin and develop cultural understanding.
Effective local strategies to boost quality job creation, employment and part...OECD CFE
This expert meeting of the ESSSA initiative will provide a unique opportunity to share international experience in addressing the issue of skills mismatch as a way to contribute to more inclusive growth and good quality job creation across Southeast Asian countries.
The document discusses the benefits of eCommunities, a statewide collaboration platform for TAFE NSW institutes. Quotes from various institutes indicate that eCommunities provides efficiencies through a statewide perspective, supports innovation and competitiveness, builds teaching quality through self-learning resources, and has served as a model for local collaboration sites.
This document provides three things to consider when adding visual elements to a learning design: how the visuals will support learning such as illustrating content or drawing attention, where the visuals will be used such as online, in-person, or blended environments, and how to find and adapt or create visuals including determining the appropriate type, size, format, and alt text for the visual content and learning objectives.
Chapter 8 (guidelines and communication strategies for disclosure)metalkid132
This document discusses self-disclosure and providing personal feedback. It explains that self-disclosure involves revealing information about oneself and is important for building intimacy. When self-disclosing, one should share feelings using "I statements" and describe specific behaviors, emotions, and impacts. The document also provides guidance on giving constructive feedback by describing behaviors objectively, praising positive behaviors, and giving criticism respectfully with suggestions. It emphasizes the importance of boundaries and recommends directly establishing boundaries by stating personal rules and needs in a polite, non-defensive manner.
Learning design workshop at Riverina InstituteTAFENSW Online
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Self disclosure risks and benefits on social networksTAFENSW Online
This document discusses 5 principles of communication privacy management that people use to control their private information when sharing it with others. It then examines both the risks and benefits of self-disclosure on social networks for teachers. The risks include altering student perceptions, identity theft, and mixing personal and professional lives. The benefits include increasing positive attitudes towards teachers and courses, and knowledge sharing within one's area of expertise. It concludes by providing tips for teachers on managing privacy with students on social media, such as using privacy settings, being discreet, and discussing privacy rules.
The document discusses International Professional Learning Communities (IPLCs) funded by the Welsh government that allow educators to collaborate with schools in other countries. It provides examples of IPLCs that Wales has with Canada focused on literacy, New Zealand on bilingual education, and countries like the US and India on topics like reducing the impact of poverty on attainment, math, and numeracy. The IPLCs have led to improvements in teaching practices, policies, and student outcomes in Wales based on methods observed abroad. Wales also benefits from Chinese language assistants in over 50 schools who help teach Mandarin and develop cultural understanding.
Effective local strategies to boost quality job creation, employment and part...OECD CFE
This expert meeting of the ESSSA initiative will provide a unique opportunity to share international experience in addressing the issue of skills mismatch as a way to contribute to more inclusive growth and good quality job creation across Southeast Asian countries.
The document discusses the benefits of eCommunities, a statewide collaboration platform for TAFE NSW institutes. Quotes from various institutes indicate that eCommunities provides efficiencies through a statewide perspective, supports innovation and competitiveness, builds teaching quality through self-learning resources, and has served as a model for local collaboration sites.
This document provides three things to consider when adding visual elements to a learning design: how the visuals will support learning such as illustrating content or drawing attention, where the visuals will be used such as online, in-person, or blended environments, and how to find and adapt or create visuals including determining the appropriate type, size, format, and alt text for the visual content and learning objectives.
Chapter 8 (guidelines and communication strategies for disclosure)metalkid132
This document discusses self-disclosure and providing personal feedback. It explains that self-disclosure involves revealing information about oneself and is important for building intimacy. When self-disclosing, one should share feelings using "I statements" and describe specific behaviors, emotions, and impacts. The document also provides guidance on giving constructive feedback by describing behaviors objectively, praising positive behaviors, and giving criticism respectfully with suggestions. It emphasizes the importance of boundaries and recommends directly establishing boundaries by stating personal rules and needs in a polite, non-defensive manner.
Learning design workshop at Riverina InstituteTAFENSW Online
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Self disclosure risks and benefits on social networksTAFENSW Online
This document discusses 5 principles of communication privacy management that people use to control their private information when sharing it with others. It then examines both the risks and benefits of self-disclosure on social networks for teachers. The risks include altering student perceptions, identity theft, and mixing personal and professional lives. The benefits include increasing positive attitudes towards teachers and courses, and knowledge sharing within one's area of expertise. It concludes by providing tips for teachers on managing privacy with students on social media, such as using privacy settings, being discreet, and discussing privacy rules.
Workshop delivered by the Scottish Inter-University Service Users and Carers Network on 'gap mending' at the 'Shaping Our Future: Relationships Matter Conference' on 31 May 2019 at the University of Strathclyde.
In the WDMCS New Tech schools, we provide an education embedded in a culture of trust, respect, and responsibility. Students are expected to meet learning outcomes in eight areas: written communication, oral communication, collaboration, technology literacy, work ethic, content proficiency, critical thinking, and global awareness. With project-based learning, the seamless use of technology, and a distinct school culture, we prepare our students with the skills needed to be successful in today’s world beyond high school.
Indiana INTERNnet is a free program that matches employers with students for internship opportunities in Indiana. It was formed in 2001 in response to Indiana's "brain drain" issue. The program operates a searchable database of over 14,000 students and 6,000 employers to connect them with nearly 900 available internship positions. Internships provide benefits for both students, who gain practical work experience, and employers, who can assess potential future employees.
The document outlines the execution timeline and operating assumptions for establishing Community Roots Academy (CRA), a proposed charter school. The timeline details activities from 2010-2011 for gathering support, submitting charter applications, student and teacher recruitment, facility acquisition and renovations, and opening in August 2011. Operating assumptions include that CRA will serve preschool through 8th grade, open with 100-140 students, and be financially supported through state per-pupil funding. The document also provides details on CRA's guiding principles, including values-based and project-based learning, community partnerships, and environmental stewardship.
Hea workshop on using social media in learning and teachingClaudia Megele
This document discusses using digital storytelling to promote collaborative practice between different professionals in a continuing professional development module. Students in the module create a short digital story to analyze a current issue and plan for service improvement. This allows professionals from different fields to work together on shared problems to improve outcomes for service users. An evaluation found that the digital storytelling approach created a level playing field for collaboration and increased understanding between professions. The document argues for better promoting interprofessional education and practice through opportunities for reflection in both organizations and universities.
The document proposes a three-tier program to improve primary and secondary education in India. It involves simultaneous development of infrastructure, teachers, and education quality. Key aspects include developing a network of schools with model academies, increasing education spending, providing training and incentives for teachers, and implementing a value-based curriculum focused on developing students' moral, social, and spiritual qualities. Over 155,000 post offices across India would be utilized to provide multimedia resources and connectivity, helping students learn on their own through intrinsic motivation. The plan aims to address issues like poor foundations, dropout rates, and unemployability by improving the primary education system.
Driving e-learning, e-assessment and e-portfolio innovations in the higher ed...ePortfolios Australia
This document discusses challenges and solutions related to innovations in e-learning, e-assessment, and e-portfolios in higher education and vocational training. It outlines some key challenges, such as poor quality e-learning materials and issues with authentication, online quizzes, and teacher professional development. It then provides examples of innovative practices using e-portfolios and e-learning from various institutions. Finally, it discusses strategies for sustaining technological innovations, such as having senior leadership support, making the business case, and ensuring adequate resources, infrastructure, policies and technical support are in place. The overall message is that while challenges exist, institutions can promote acceptance of innovations by being strategic, learning from pilots, and continually reviewing outcomes.
Service Learning Introduction.07 Fixed By The MogChris Mogensen
This document provides an introduction to service learning. It discusses the benefits of service learning for learners, including obtaining real-world experience, exploring career options, and developing critical thinking skills. Models of best practice from STFX University are presented, emphasizing the importance of coordination, evaluation, faculty support, and partnerships between educational institutions and community organizations. Characteristics of successful partnerships, such as communication and problem solving, are also outlined.
This document provides an overview of the work of Tata Institute of Social Sciences, Aide et Action International, and Aide et Action's iLEAD Guwahati skill training program. It discusses iLEAD Guwahati's establishment in 2009, its goal of providing vocational training and employment opportunities for marginalized youth, and its delivery of training programs in four trades. It also describes the internship experience of an MSW student at iLEAD Guwahati, including community outreach activities, case studies conducted, and recommendations provided to strengthen iLEAD's alumni association and community mobilization efforts.
This document outlines a program to establish student-led enterprise societies at colleges. It discusses NACUE's goals of empowering students through education, networking and representation. The program guides colleges to set up these societies to foster entrepreneurship across all subjects. Students would attend introductory events, recruit members, and receive support from NACUE and business advisors to help the societies grow sustainably.
This document summarizes the vision and work of Ako Ōtautahi - Learning City Christchurch, an organization that aims to make learning accessible for everyone in the city. Their goals are to increase acknowledgment and visibility of diverse learning opportunities, and ensure those with less social capital can access learning. They facilitate conversations, events, and partnerships to connect groups and inspire innovation in the learning ecosystem. The organization is committed to creating opportunities that promote equity, access, and innovation in learning for all members of the Christchurch community.
La Trobe's success developing the student experience - Professor Jessica Vand...Studiosity.com
Professor Jessica Vanderlelie - La Trobe's Pro Vice-Chancellor Student Success - is one of Australia's most dedicated drivers of the student experience. Which makes it even more appropriate that she welcomed 'Students First 2019' delegates this year.
Listening to students is a critical part of driving effective change. Jessica described La Trobe University’s initiatives to put student feedback at the centre of the university. Delegates also heard that 70% of Studiosity users felt they’ll get a higher grade, 81% of Studiosity users felt more confident, and Studiosity users were 44% more likely to stay enrolled.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
An introduction to the Youth Economic Participation Initiative, as presented in March 2015 at the Comparative and International Education Society conference in Washington, DC. The presentation includes a look at critical institutional factors, strategies for supporting emerging entrepreneurs, engagement of key communities, and fostering of a community of practice.
Matsiti & NSW DEC Careers presentation 2014MATSITI
The document discusses initiatives by the NSW Department of Education and Communities to increase Aboriginal representation in the teacher workforce. It outlines programs such as the Join Our Mob campaign, Aboriginal teacher education scholarships, and strategies to promote teaching as a career choice to Aboriginal students and communities. The department aims to address underrepresentation and support Aboriginal teachers, with initiatives focused on attraction, recruitment, development and retention.
Gemwise Education Network proposes a project to establish educational infrastructure and provide e-learning services in rural India. The project aims to build schools with facilities like classrooms, labs, libraries and farms to provide hands-on learning. It will create a wireless network to connect schools and deliver customized online content and tutoring. The network will train teachers to improve learning outcomes. Gemwise will collaborate with NGOs and organizations to coordinate, fund and manage the project. It seeks partnerships to develop content, expand reach and provide teacher training to improve rural education.
This document provides an agenda and summary for a conference on "Skills for Work: A practical approach for school leaders" held on March 16, 2016 at the Park Hotel in Kilmarnock. The morning sessions included welcome remarks, keynote speeches on developing skills for work from Education Scotland and the General Teaching Council Scotland. Participants then engaged in roundtable discussions. The afternoon featured presentations from local primary schools on their skills for work programs, followed by more roundtable discussions. The goal of the event was to give school leaders practical ideas for implementing skills for work curricula to better prepare students for future careers or education.
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
The document outlines Concordia College's marketing framework to guide strategic enrollment planning and student recruitment. It identifies several guiding principles focused on student success, including making students the priority, improving the learning experience, allocating resources to support goals, and ensuring quality advisement and assessment. The framework also emphasizes student retention, connectedness to faculty/staff, celebrating student diversity and success, and using technology to connect the community. It identifies goals in areas like recruitment, programs/services, infrastructure, diversity, partnerships, image/reputation, and accountability. Strategies are provided under each goal to help achieve enrollment targets and student outcomes.
Workshop delivered by the Scottish Inter-University Service Users and Carers Network on 'gap mending' at the 'Shaping Our Future: Relationships Matter Conference' on 31 May 2019 at the University of Strathclyde.
In the WDMCS New Tech schools, we provide an education embedded in a culture of trust, respect, and responsibility. Students are expected to meet learning outcomes in eight areas: written communication, oral communication, collaboration, technology literacy, work ethic, content proficiency, critical thinking, and global awareness. With project-based learning, the seamless use of technology, and a distinct school culture, we prepare our students with the skills needed to be successful in today’s world beyond high school.
Indiana INTERNnet is a free program that matches employers with students for internship opportunities in Indiana. It was formed in 2001 in response to Indiana's "brain drain" issue. The program operates a searchable database of over 14,000 students and 6,000 employers to connect them with nearly 900 available internship positions. Internships provide benefits for both students, who gain practical work experience, and employers, who can assess potential future employees.
The document outlines the execution timeline and operating assumptions for establishing Community Roots Academy (CRA), a proposed charter school. The timeline details activities from 2010-2011 for gathering support, submitting charter applications, student and teacher recruitment, facility acquisition and renovations, and opening in August 2011. Operating assumptions include that CRA will serve preschool through 8th grade, open with 100-140 students, and be financially supported through state per-pupil funding. The document also provides details on CRA's guiding principles, including values-based and project-based learning, community partnerships, and environmental stewardship.
Hea workshop on using social media in learning and teachingClaudia Megele
This document discusses using digital storytelling to promote collaborative practice between different professionals in a continuing professional development module. Students in the module create a short digital story to analyze a current issue and plan for service improvement. This allows professionals from different fields to work together on shared problems to improve outcomes for service users. An evaluation found that the digital storytelling approach created a level playing field for collaboration and increased understanding between professions. The document argues for better promoting interprofessional education and practice through opportunities for reflection in both organizations and universities.
The document proposes a three-tier program to improve primary and secondary education in India. It involves simultaneous development of infrastructure, teachers, and education quality. Key aspects include developing a network of schools with model academies, increasing education spending, providing training and incentives for teachers, and implementing a value-based curriculum focused on developing students' moral, social, and spiritual qualities. Over 155,000 post offices across India would be utilized to provide multimedia resources and connectivity, helping students learn on their own through intrinsic motivation. The plan aims to address issues like poor foundations, dropout rates, and unemployability by improving the primary education system.
Driving e-learning, e-assessment and e-portfolio innovations in the higher ed...ePortfolios Australia
This document discusses challenges and solutions related to innovations in e-learning, e-assessment, and e-portfolios in higher education and vocational training. It outlines some key challenges, such as poor quality e-learning materials and issues with authentication, online quizzes, and teacher professional development. It then provides examples of innovative practices using e-portfolios and e-learning from various institutions. Finally, it discusses strategies for sustaining technological innovations, such as having senior leadership support, making the business case, and ensuring adequate resources, infrastructure, policies and technical support are in place. The overall message is that while challenges exist, institutions can promote acceptance of innovations by being strategic, learning from pilots, and continually reviewing outcomes.
Service Learning Introduction.07 Fixed By The MogChris Mogensen
This document provides an introduction to service learning. It discusses the benefits of service learning for learners, including obtaining real-world experience, exploring career options, and developing critical thinking skills. Models of best practice from STFX University are presented, emphasizing the importance of coordination, evaluation, faculty support, and partnerships between educational institutions and community organizations. Characteristics of successful partnerships, such as communication and problem solving, are also outlined.
This document provides an overview of the work of Tata Institute of Social Sciences, Aide et Action International, and Aide et Action's iLEAD Guwahati skill training program. It discusses iLEAD Guwahati's establishment in 2009, its goal of providing vocational training and employment opportunities for marginalized youth, and its delivery of training programs in four trades. It also describes the internship experience of an MSW student at iLEAD Guwahati, including community outreach activities, case studies conducted, and recommendations provided to strengthen iLEAD's alumni association and community mobilization efforts.
This document outlines a program to establish student-led enterprise societies at colleges. It discusses NACUE's goals of empowering students through education, networking and representation. The program guides colleges to set up these societies to foster entrepreneurship across all subjects. Students would attend introductory events, recruit members, and receive support from NACUE and business advisors to help the societies grow sustainably.
This document summarizes the vision and work of Ako Ōtautahi - Learning City Christchurch, an organization that aims to make learning accessible for everyone in the city. Their goals are to increase acknowledgment and visibility of diverse learning opportunities, and ensure those with less social capital can access learning. They facilitate conversations, events, and partnerships to connect groups and inspire innovation in the learning ecosystem. The organization is committed to creating opportunities that promote equity, access, and innovation in learning for all members of the Christchurch community.
La Trobe's success developing the student experience - Professor Jessica Vand...Studiosity.com
Professor Jessica Vanderlelie - La Trobe's Pro Vice-Chancellor Student Success - is one of Australia's most dedicated drivers of the student experience. Which makes it even more appropriate that she welcomed 'Students First 2019' delegates this year.
Listening to students is a critical part of driving effective change. Jessica described La Trobe University’s initiatives to put student feedback at the centre of the university. Delegates also heard that 70% of Studiosity users felt they’ll get a higher grade, 81% of Studiosity users felt more confident, and Studiosity users were 44% more likely to stay enrolled.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
An introduction to the Youth Economic Participation Initiative, as presented in March 2015 at the Comparative and International Education Society conference in Washington, DC. The presentation includes a look at critical institutional factors, strategies for supporting emerging entrepreneurs, engagement of key communities, and fostering of a community of practice.
Matsiti & NSW DEC Careers presentation 2014MATSITI
The document discusses initiatives by the NSW Department of Education and Communities to increase Aboriginal representation in the teacher workforce. It outlines programs such as the Join Our Mob campaign, Aboriginal teacher education scholarships, and strategies to promote teaching as a career choice to Aboriginal students and communities. The department aims to address underrepresentation and support Aboriginal teachers, with initiatives focused on attraction, recruitment, development and retention.
Gemwise Education Network proposes a project to establish educational infrastructure and provide e-learning services in rural India. The project aims to build schools with facilities like classrooms, labs, libraries and farms to provide hands-on learning. It will create a wireless network to connect schools and deliver customized online content and tutoring. The network will train teachers to improve learning outcomes. Gemwise will collaborate with NGOs and organizations to coordinate, fund and manage the project. It seeks partnerships to develop content, expand reach and provide teacher training to improve rural education.
This document provides an agenda and summary for a conference on "Skills for Work: A practical approach for school leaders" held on March 16, 2016 at the Park Hotel in Kilmarnock. The morning sessions included welcome remarks, keynote speeches on developing skills for work from Education Scotland and the General Teaching Council Scotland. Participants then engaged in roundtable discussions. The afternoon featured presentations from local primary schools on their skills for work programs, followed by more roundtable discussions. The goal of the event was to give school leaders practical ideas for implementing skills for work curricula to better prepare students for future careers or education.
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
The document outlines Concordia College's marketing framework to guide strategic enrollment planning and student recruitment. It identifies several guiding principles focused on student success, including making students the priority, improving the learning experience, allocating resources to support goals, and ensuring quality advisement and assessment. The framework also emphasizes student retention, connectedness to faculty/staff, celebrating student diversity and success, and using technology to connect the community. It identifies goals in areas like recruitment, programs/services, infrastructure, diversity, partnerships, image/reputation, and accountability. Strategies are provided under each goal to help achieve enrollment targets and student outcomes.
1. Gaining efficiencies from a State wide effort
• “We couldn’t sustain this type of service at an Institute level. The across‐TAFE
NSW perspective gives teachers a wider view.” Sydney Institute
• “The networks developed across Institutes have brought like‐minded people
together collaborating and sharing.” Illawarra Institute
Supporting TAFE in a competitive market
• “eCommunities supports innovation, drives continuous improvement, and leads cross-organisational
collaboration in TAFE NSW and with its partners.” Hunter Institute
• “eCommunities supports TAFE NSW by assisting in providing quality educational outcomes for students,
customer responsiveness and increases our capability to improve our competiveness which will be important in
a demand driven market.” Riverina Institute
Building quality teaching
• “eCommunities has proven to be very beneficial to the Institute’s efforts to build staff capability.” Hunter
Institute
• “We encourage teachers to use eCommunities for self‐learning. …. It has really helped us to help teachers. They
can get involved with the topics they need, when they need them.” New England Institute
Replicating the model at local level
• “SWSi has copied this model for our internal communications – it’s a change in the culture but early signs are
people enjoy getting fewer emails and having a central space to seek the latest news and tips.” South Western
Sydney Institute
• “We have used the eCommunities model to develop a Moodle site for staff at Riverina Institute. Staff@RI offers
local capability development activities and information.” Riverina Institute
2. Gaining efficiencies from a State wide effort
• “We couldn’t sustain this type of service at an Institute level. The across‐TAFE NSW perspective gives teachers a wider
view.” Sydney Institute
• “The networks developed across Institutes have brought like‐minded people together collaborating and sharing.”
Illawarra Institute
Supporting TAFE in a competitive market
• “eCommunities supports innovation, drives continuous improvement, and leads
cross-organisational collaboration in TAFE NSW and with its partners.” Hunter
Institute
• “eCommunities supports TAFE NSW by assisting in providing quality
educational outcomes for students, customer responsiveness and increases our
capability to improve our competiveness which will be important in a demand
driven market.” Riverina Institute
Building quality teaching
• “eCommunities has proven to be very beneficial to the Institute’s efforts to build staff capability.” Hunter Institute
• “We encourage teachers to use eCommunities for self‐learning. …. It has really helped us to help teachers. They can get
involved with the topics they need, when they need them.” New England Institute
Replicating the model at local level
• “SWSi has copied this model for our internal communications – it’s a change in the culture but early signs are people
enjoy getting fewer emails and having a central space to seek the latest news and tips.” South Western Sydney Institute
• “We have used the eCommunities model to develop a Moodle site for staff at Riverina Institute. Staff@RI offers local
capability development activities and information.” Riverina Institute
3. Gaining efficiencies from a State wide effort
• “We couldn’t sustain this type of service at an Institute level. The across‐TAFE NSW perspective gives teachers a
wider view.” Sydney Institute
• “The networks developed across Institutes have brought like‐minded people together collaborating and
sharing.” Illawarra Institute
Supporting TAFE in a competitive market
• “eCommunities supports innovation, drives continuous improvement, and leads cross-organisational
collaboration in TAFE NSW and with its partners.” Hunter Institute
• “eCommunities supports TAFE NSW by assisting in providing quality educational outcomes for students,
customer responsiveness and increases our capability to improve our competiveness which will be important in
a demand driven market.” Riverina Institute
Building quality teaching
• “eCommunities has proven to be very beneficial to the Institute’s efforts to
build staff capability.” Hunter Institute
• “We encourage teachers to use eCommunities for self‐learning. …. It has really
helped us to help teachers. They can get involved with the topics they need,
when they need them.” New England Institute
Replicating the model at local level
• “SWSi has copied this model for our internal communications – it’s a change in the culture but early signs are
people enjoy getting fewer emails and having a central space to seek the latest news and tips.” South Western
Sydney Institute
• “We have used the eCommunities model to develop a Moodle site for staff at Riverina Institute. Staff@RI offers
local capability development activities and information.” Riverina Institute
4. Gaining efficiencies from a State wide effort
• “We couldn’t sustain this type of service at an Institute level. The across‐TAFE NSW perspective gives teachers a
wider view.” Sydney Institute
• “The networks developed across Institutes have brought like‐minded people together collaborating and
sharing.” Illawarra Institute
Supporting TAFE in a competitive market
• “eCommunities supports innovation, drives continuous improvement, and leads cross-organisational
collaboration in TAFE NSW and with its partners.” Hunter Institute
• “eCommunities supports TAFE NSW by assisting in providing quality educational outcomes for students,
customer responsiveness and increases our capability to improve our competiveness which will be important in
a demand driven market.” Riverina Institute
Building quality teaching
• “eCommunities has proven to be very beneficial to the Institute’s efforts to build staff capability.” Hunter
Institute
• “We encourage teachers to use eCommunities for self‐learning. …. It has really helped us to help teachers. They
can get involved with the topics they need, when they need them.” New England Institute
Replicating the model at local level
• “SWSi has copied this model for our internal communications – it’s a change in
the culture but early signs are people enjoy getting fewer emails and having a
central space to seek the latest news and tips.” South Western Sydney Institute
• “We have used the eCommunities model to develop a Moodle site for staff at
Riverina Institute. Staff@RI offers local capability development activities and
information.” Riverina Institute