We talk a lot about student engagement. What does it mean to you? Mobile Short Grabs Video Collaboration Use of technology Problem Solving Assessment driven Content
Is it sharing? Participating? Initiating? Leading? Actively learning energised by the opportunities and experiences? We talk a lot about student engagement. What does your RTO do to incorporate Engagement into the design of your courses now to encourage “engagement”?
Supporting Learners is a corner of engagement. Supporting learners encompasses all the skills and knowledge in the course as well as paving the way for sucessful participation.
Looking ahead to how learners will learn on the job now and into the future can help shape how we support learners to embrace new technologies and new ways of sharing knowledge and information.
How will learners learn on the job in the next 10 years? 70%—informal, on the job, experience based, stretch projects and practice 20%—coaching, mentoring, developing through others 10%—formal learning interventions and structured courses. Charles Jennings research at Reuters sought to uncover how workers self reported on how they learnt new skills while on the job. He was also interested in how effective the formal face to face sessions he oversaw were in translating training into performance.
How will learners learn on the job in the next 10 years? 70%—informal, on the job, experience based, stretch projects and practice 20%—coaching, mentoring, developing through others 10%—formal learning interventions and structured courses.
We often think of sign ups to courses as Induction, the enrolment process, government paper work, facilities tours etc. With online learning we have to consider a wider induction, made up of 4 distinct introductions: Technology – Each learning technology you are using should be introduced in an activity that isnt directly connected to assessment or learning activites. Use these are getting to know you opportunities while the learners get to know the technology: Post an introduction to your forum Upload an image of themselves to the LMS Discuss their job role and overall personal aims Comment and build on insights shared by others Time Management – suggested strategies for taking responsibility for understanding deadlines. Made more critical is some learning is to be self paced. Consider regular email reminders, directed personal emails and phone calls to stragglers or those clearly not coping/participating. Consider informal face to face sessions to allow stragglers to catch up Collaborative – will your students being working together in some form of group project? Many learners struggle to work in teams in face to face situations. The weight of sifting ideas, reflecting, adjusting information and opinions, fighting to get their point included can be very difficult once these activities move online. Peer Review activities are the perfect way to introduce learners to collaborative learning. Group work has to be carefully supported by the trainer to be successful. Organising Information – most elearning courses, and indeed all training, still contain access to handout material – be it powerpoint, word documents, PDFs, sound files etc. We ’ ve all seen learners whose face to face folders are a shambles of unorganised paper and handouts. Same goes for digital learners. Support learners to build their digital literacy skills by modelling the organisation of information particularly for: - Storing and retrieving files Saving URLs and web address Following Industry blogs Creating and building networks
Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires one "to recognize and use that power, to manipulate and transform digital media, to distribute pervasively, and to easily adapt them to new forms".  Many of our learners struggle now with traditional forms of literacy, (the ability to read for knowledge, write coherently, and think critically about the written word. ) especially comfort with working with text based information from a variety of sources. Digital literacy does not replace traditional forms of literacy, it builds upon the foundation of traditional forms of literacy.  Digital literacy is the marrying of the two terms digital and literacy, however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word. http://en.wikipedia.org/wiki/Digital_literacy
Question – Why should or has our RTO considered eLearning? Why are we using it? Learner Demand Competitive Edge More time for skills assessment in F2F Respond to Industry demand Reduce reliance on paper from enrolment to assessment to certification Compliance – electronic trails Meet time and distance pressures Innovation
It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS: These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. Face to Face – Trainers and learners participate in online activities or resources during face to face sessions. Flexible, Self Paced Trainer or computer assessed – Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback. Facilitated online – learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. Many RTOs commence using Elearning via the provision to learners of a Resource repository – learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. Informal networks based on knowledge sharing (also known as social learning) – “ The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team ’ s learning, performance and productivity. “ Jane Hart .
A face to face training session is an example of synchronous learning. These synchronous events can be integrated easily within a single location – for example: during a face-to-face session, industry leaders may join the class using Skype or a virtual classroom. Typical face to face learning events in a mature blended learning approach may include: Face-to-face workshop, tutorial or skills training program conducted at an RTO or workplace. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions. Trainers “flip” the classroom and offer content online so that face to face time can be around working through and applying new skills. Learners may also access resources online or submit assessment tasks electronically, collaborate on group tasks using Social Media, Learner Management systems or Blogs and Wikis.
Many elearning implementations have failed for a variety of reasons. High amongst these is a lack of engaging content and activities for learners. For example: - Asking learners to read large slabs of text online or uploading PDFs and PowerPoint's for learners to read. Self Paced learner puts assessment at the heart of learning content. Writing content and developing learning activities requires an approach to take advantage of the medium, which favours reducing the amount of text, using multimedia (video, audio and graphics) and interactivity and feedback for user responses. Instead of creating an outline of content, start by asking, “ How do we get the learners to pull this information? ” , "What do learners need to know to solve problems at work?", "How do we get learners to use information to solve problem based assessment and test their decision making?". Here the Activity/Assessment requires learners to explore provided content to solve the problem presented rather than as in traditional elearning and course manuals the need to read through a barrage of information before attempting an often-unrelated assessment task or activity. Photo Credit: http://www.flickr.com/photos/89165847@N00/6951917119/ Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “ content ” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “ quiz ” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making. Some examples of engaging content includes: Video demonstration of a workplace process or communication An “ Ask my Co Workers ” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making tree The Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. 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. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann . Links to paste in for participants: Cathy Moore - http://blog.cathy-moore.com/ Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/
Typical synchronous learning events facilitated online in a mature blended learning approach may include: Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions. learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMS Individual or group student support provided by a trainer using voice over internet tools such as Skype or Google Chat
Typical asynchronous learning events in a mature blended learning approach may include: Discussion based activities accompanied by short readings or resources that elicit learners application of skills and knowledge to the workplace context Sharing of ideas and learning resources through discussion forum, social bookmarks or Twitter Blog or Wiki diary posts by learners to support work placement assessment, including participation and verification by third party or workplace assessor Use of social network tools such as social bookmarks, RSS Feeds, Blogs to collect and share electronic resources Group work projects using combination of discussion forums, SMS, Blog or Wiki post, Google Documents
A variety of blended learning modes are currently used by Australian RTOs for a variety of purposes.
Blended Activity here For each course we can determine the best mix of delivery modes according to: Infrastructure available to deliver in each mode Capability of our organisation and our learners to teach and learn in each mode Strategic choices about how to package courses for blended learning The types of content we will need to delivery Learning activities Assessment methods and potential for assessment submission.
Here is a quick indicative guide to which assessment types compliment each of the delivery modes E –Assessments are now the norm. These can include: Quiz Decision making trees Written submission Provision of video, audio, images and text as evidence of competency with skills Portfolio of evidence of knowledge and skills Student placement diary and assessment A good understanding of Blended Delivery modes can help RTOs choose the best assessment method for their content and the technology that underpins it. Link to paste http://www.flexiblelearning.net.au/shared/docs/e_assessment_guidelines_for_the_vet_sector.pdf
Mobile Evidence Capture Evidence Capture Voice – Text – Video – Images Student, 3 rd Party, Assessor How much evidence is enough? Skills & Knowledge Content delivered through QR Codes Quiz Knowledge retrieval Student, 3 rd Party, Assessor How much evidence is enough? Simulation Knowledge and Skills Self Paced or Webinar Workplace process and or communication Decision Making Tree Knowledge retrieval and application Problem Solving Applying appropriate resources Discussion and Social Learning Knowledge and Skills Group problems Application to workplace Learner ’ s stories Assessment carrot to ensure involvement Placement Knowledge and Skills Workplace context Industry Knowledge Common issues Variety in the sector Private V Shared Ethics & Confidentiality Self paced or Group
CCA eLearning Presentation
eLearningOne size doesn’t fit all
Strategies for supporting learnersBest practice Blended Learning Case Studiesthat explore how RTOs are using learningtechnologies for Assessment, RPL, LearningContent and active training.How can learning technologies can underpin arange of RTO activity beyond training includingMarketing, Business collaboration and teambuilding.
Photo Credit: http://www.flickr.com/photos/66606673@N00/4384954672/CC: http://creativecommons.org/licenses/by-nc-sa/2.0/Spend teaching time ondemonstrating and assessingpractical skills.Incorporate technology throughsharing demonstration video,web resources, group work orknowledge assessment.Capture skills demonstrationsusing smart phone video, audioand photos.Technology can be integratedFace to Face
Photo Credit: http://www.flickr.com/photos/66606673@N00/4384954672/CC: http://creativecommons.org/licenses/by-nc-sa/2.0/Make it engagingPull versus PushWorkplace contextProblem SolvingInformation acquisitionEmployability SkillsUnderpinning knowledgeGive learners something to dowith the content. Provideopportunities to apply learningto workplace context in the rolethey will occupy.“content” can be provided in avariety of forms using video,audio and some text.Don’t just test memory, testunderstanding, problem solvingand consequences of on thejob of decision making.Self Paced
Photo Credit: http://www.flickr.com/photos/66606673@N00/4384954672/CC: http://creativecommons.org/licenses/by-nc-sa/2.0/Online workshops & tutorialsAssessment Task presentationGroup Work presentations &peer reviewLearner support(one on one or Group)Keep lecturing to a minimum.Group work through scenariosand problems. Promotediscussion and sharing ofperspectives.Provide peer reviewopportunities for learners tofeed back on each others workGive learners multiple ways ofparticipating – voice,discussions, white board,brainstorming, break outrooms.Online facilitated – “Live”learning
Photo Credit: http://www.flickr.com/photos/66606673@N00/4384954672/CC: http://creativecommons.org/licenses/by-nc-sa/2.0/DiscussionSharingPlacement & AssessmentSocial MediaGroup work•Link to assessment•Base on participants sharingexperiences & prior knowledge– “learners stories”•Application to workplace orexperience•Make pre readings short•Mix of problems, case studies,reflections•Comment/Build on postings•Use to demonstrateemployability skills•Track to determinecontribution to group•Peer ReviewOnline facilitated – “Own time”learning
Photo Credit: http://www.flickr.com/photos/66606673@N00/4384954672/CC: http://creativecommons.org/licenses/by-nc-sa/2.0/Face to Face Self PacedOnlineFacilitatedContentActivitiesAssessmentActivity - What’s your blend?
Photo Credit: http://www.flickr.com/photos/25691430@N04/4347819911/CC: http://creativecommons.org/licenses/by-sa/2.0/AssessmentDistribution &CollectionAssessmentDistribution &CollectionAssessmentResponseAssessmentResponseAssessmentManagementAssessmentManagementAssessmentVerification &ModerationAssessmentVerification &ModerationeAssessment activities include the design ofassessment tools, the delivery ofassessments and the reporting, storing andtransferring of assessment data.eAssessment activities include the design ofassessment tools, the delivery ofassessments and the reporting, storing andtransferring of assessment data.
Photo Credit: http://www.flickr.com/photos/25691430@N04/4347819911/CC: http://creativecommons.org/licenses/by-sa/2.0/Directdemonstration/observationIndirect demonstrationProductsWorkplace documentsQuestions - written andoralAssignmentsThird party reportsSelf-assessmentSimulationPortfoliosIndirect demonstrationProductsWorkplace documentsAssignmentsThird party reportsSelf-assessmentSimulationPortfoliosProductsQuestions - written andoralAssignmentsThird party reports