acpet elearning program 2013 induction

eLearning Program 2013 InductioneLearning Program 2013 Induction

ACPET - Vic Government e-learning Program 2011

Thanks to ACPET now only

Kryptonite can stop me from making e-learning at will at

my RTO!!!

Thanks to ACPET now only

Kryptonite can stop me from making e-learning at will at

my RTO!!!

The Aim…..

….for your RTO to acquire skills & knowledge to design, develop and deliver a trial of a chosen unit of competency through blended delivery…..

….for your RTO to acquire skills & knowledge to design, develop and deliver a trial of a chosen unit of competency through blended delivery…..

What is e-learning?

e-learning uses electronic media to deliverflexible vocational education and training. It includes:  access to, downloading & use of web, CD ROM or computer, smart phone & tablet based  learning resources in the  classroom, workplace or home  online access to and participation in course activities 

What is not e-learning?

One size fits all?

Why go down the e-learning road?• 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

• Meet time and distance pressures

Introducing……………..

Let’s head to Yammer to find out a bit more about each other and your plans:

http://www.yammer.comLog in with Username and Password you created

Introducing……………..

•Unit you will attempt•How existing training is delivered for this unit•Why is elearning a good fit for this unit?•Your vision for eLearning for this delivery (Be Bold!)•Existing e resources for this unit•Principles to make eAssessment a success•Resistance/Obstacles to overcome•The Big Question about eLearning!

Blended Learning Modes

Face to Face

Face to Face

Self Paced

Self Paced

Online Facilitated

Online Facilitated

Applying Blend to your course(s)

Face to Face Self PacedOnline

Facilitated

Content

Activities

Assessment

Face to Face examples

• Quiz• Assessment• Mobile• Video & Audio• Group work• Digital Literacy

Self Paced examples• Compliance • Scenarios• Decision

making trees• Course Content• Assessment• Guided readings• RPL

Facilitated online examples• Group research projects• QnA of industry experts/past learners• Online lecture• Assessment task pitch & presentation• Peer Review of learners’ work• Role play• Group problem solving• Remote trainee/third party assessor catch up• Assessment verification and moderation• RPL

Training TrendsModels of Delivery

Fully OnlineFully OnlineKnowledge Preparation for F2F Skills Workshop

Knowledge Preparation for F2F Skills Workshop

Blended – Mix of online & F2F

Blended – Mix of online & F2F

Skill recognition/currency/RPL

Skill recognition/currency/RPL

Skills update on demand

Skills update on demand

Collaborative Learning with Peers

Collaborative Learning with Peers

Blended Learning Modes

Face to Face

Face to Face

Self Paced

Self Paced

Online Facilitated

Online Facilitated

Face to Face Learning Pedagogies

• Singe location• Technology can be

integrated

Face to Face Infrastructure

• Furniture• Whiteboard• Interactive Whiteboards• Computers/Tablets• Video & Audio• Electronic

presentations

Face to Face Assessment

• Skills Assessments

• Group Project• Individual stories

from the workplace

Face to Face Good Practice

Spend teaching time on demonstrating and assessing practical skills.

Incorporate technology through sharing demonstration video, web resources, group work or knowledge assessment.

Capture skills demonstrations using smart phone video, audio and photos.

Self Paced Pedagogy• Make it engaging• Pull versus Push• Activities with

workplace context• Problem Solving• Information acquisition• Employability Skills• Underpinning

knowledge

Self Paced Infrastructure

• Learner Management System

• Vendor Course Content

• Consultant developed• Rapid eLearning in-

house

Self Paced Assessment

• Problem Solving• Multimedia• Less reliance on text• Decision making tree• Reason to use content

Self Paced Examples

• Problem Solving• Multimedia• Less reliance on text• Decision making tree• Reason to use content

http://www.youtube.com/watch?v=Mj5M4KCfTwo

Self Paced Good Practice

Give learners something to do with the content. Even if your course is info heavy, provide opportunities to apply learning to workplace context in the role they will occupy.

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 of on the job of decision making.

Online Facilitated Pedagogy

• Synchronous• Asynchronous

Online facilitated Pedagogy (Synchronous)• Online workshops &

tutorials• Assessment Task

presentation• Group Work

presentations & peer review

• Learner support (one on one or Group)

Online Facilitated Infrastructure (Synchronous)• Virtual Classrooms• Telephone & Video

Conference Systems• VOIP

Online Facilitated Assessment (Synchronous)• Body Language• Mix of activities in

session• Peer Review• Assessment

Presentations

Synchronous example - Webinar

• Follow the link to Blackboard Collaborate in our Moodle

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.

Blackboard Collaborate

Blackboard Collaborate Sample session

Webinar Good Practice

Keep lecturing to a minimum. Use the group to work through scenarios and problems. Promote discussion and the sharing of perspectives.

Provide peer review opportunities for learners to feed back on each others projects, placements, issues at work etc.

Give learners multiple ways of participating – voice, discussions, white board, brainstorming, break out rooms.

Online facilitated Pedagogy (Asynchronous)• Discussion• Sharing• Placement &

Assessment• Social Media• Group work

Online Facilitated Infrastructure (Asynchronous)

• Email• Online Discussion and

or Voice Boards• Learner Management

Systems• Blogs & Wikis• Social Networking

Online Facilitated Assessment (Asynchronous)• Activities need to be

linked to Assessment• Trainers need to

monitor and actively moderate

Asynchronous example - Discussions

• Visit the Discussions in Moodle:- Introduce yourself- FAQ- Ideas, Resources & Links

Discussions Good Practice•Link to assessment•Base on participants sharing experiences & prior knowledge – “learners stories”•Application to workplace or experience•Make pre readings short•Mix of problems, case studies, reflections•Commenting/Building on postings•Use to demonstrate employability skills•Track to determine contribution to group•Peer Review

http://www.youtube.com/watch?v=UM_Y2NSJcmE

Straw Poll – Which Blended Model is best for your RTO?

A Face to Face, Self Paced &

Online Facilitation

B Face to Face and Self Paced

C Self Paced only

D Online facilitation only

eAssessment

Assessment Distribution &

Collection

Assessment Distribution &

Collection

Assessment Response

Assessment Response

Assessment ManagementAssessment Management

Assessment Verification & Moderation

Assessment Verification & Moderation

Assessment activities include the design ofassessment tools, the delivery of assessments and the reporting, storing and transferring of assessment data.

Direct demonstration/observatio

n

Indirect demonstration

Products

Workplace documents

Questions -  written and oral

Assignments

Third party reports

Self-assessment

Simulation

Portfolios

Indirect demonstration

Products

Workplace documents

Assignments

Third party reports

Self-assessment

Simulation

Portfolios

Products

Questions -  written and oral

Assignments

Third party reports

eAssessment

Learners need to know

1.What they must demonstrate to you as the trainer to show workplace competency2.How they need to demonstrate competency3.The methods the assessor will use to measure and assess their competency.

eAssessment evidence

Direct Evidence – things that we, as assessor, observes first-hand, e.g., observation, work samples

Indirect Evidence – things that someone else has observed and reported to us, e.g., third party reports

Supplementary Evidence – other things that can indicate performance, such as training records, questions, written work, portfolios

eAssessment trends• Evidence Capture• Voice – Text – Video – Images• Student, 3rd Party, Assessor• How much evidence is

enough?• Skills & Knowledge• Content delivered through QR

Codes

Mobile EvidenceMobile Evidence

eAssessment trends• Knowledge retrieval• Student, 3rd Party, Assessor• How much evidence is

enough?

QuizQuiz

eAssessment trends• Knowledge retrieval and

application• Problem Solving• Applying appropriate resources• Self paced or Group

Decision makingDecision makingtreestrees

eAssessment trends• Knowledge and Skills• Self Paced or Webinar• Workplace process and or

communication

SimulationSimulation

eAssessment trends• Knowledge and Skills• Group problems• Application to workplace• Learner’s stories• Assessment carrot to ensure

involvement

Discussion & Discussion & Social learningSocial learning

eAssessment trends• Knowledge and Skills• Workplace context• Industry Knowledge• Common issues• Variety in the sector• Private V Shared• Ethics & Confidentiality

PlacementPlacement

http://www.youtube.com/watch?v=8hNlWGqkQ1o

eAssessment Activity 1

eAssessment Activity 2

Activity! Imagine your “blend” !

Face to Face Self PacedOnline

Facilitated

Content

Activities

Assessment

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. 

• 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. 

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. 

Copyright

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.

Creative Commons

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.

Creative Common Licenses

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 Toolhttp://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 informationAustralia – http://creativecommons.org.au Creative Commons (Global) – http://creativecommons.org/

Creative Commons Links

Images - Most pull from Flickr's extensive collection

•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/

Images - Most pull from Flickr's extensive collection

•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/

Audio

•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia Commons

Video

•MOD Films•Internet Archive•SpinXpress

Audio

•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia Commons

Video

•MOD Films•Internet Archive•SpinXpress

http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html

Creative CommonsContent

Web 2

•Social Bookmarks•RSS and Google Reader

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

Set up RSS Reader

RSS Feeds to followhttp://clive-shepherd.blogspot.com.au/

http://janeknight.typepad.com/pick/

http://www.articulate.com/rapid-elearning/

http://blog.cathy-moore.com/

http://connectthinking.com.au/category/blog/

http://www.theelearningexperts.com.au/blog/

Social Bookmarks

• 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

• You can share your bookmarks with learners via a link.

Set up Diigohttp://www.diigo.com/

Implementing Blended Learning• Be proactive• Define your brand• Identify existing strengths &

opportunities• Demonstrate Value• Align to strategic plan, vision, goals• Identify Staff & Building capability• Buy relevant infrastructure• Audit Capacity• Get Help!

http://www.youtube.com/watch?v=DKxpzEWJ4Lk

http://www.flexiblelearning.net.au/http://www.flexiblelearning.net.au/

Flexible Learning Framework

E-learning standards

http://e-standards.flexiblelearning.net.au/http://e-standards.flexiblelearning.net.au/

http://blog.cathy-moore.com/http://blog.cathy-moore.com/

Cathy Moore

Centre for Learning & Performance Technologies

http://c4lpt.co.uk/http://c4lpt.co.uk/

Rapid e Learning Blog

http://www.articulate.com/rapid-elearning/http://www.articulate.com/rapid-elearning/

eLearning Brothers

http://elearningbrothers.com/instructional-design-tips/ http://elearningbrothers.com/instructional-design-tips/

eLearning eXperts

http://www.theelearningexperts.com.au/blog/ http://www.theelearningexperts.com.au/blog/

eLearning Academy – Connect Thinking

http://www.theelearningexperts.com.au/blog/ http://www.theelearningexperts.com.au/blog/

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

ElNet

List of useful links:http://e-learningindicators.flexiblelearning.net.au/docs/11results/2011_e-learning_Benchmarking_Survey_Final_Report.pdf

http://e-learningindicators.flexiblelearning.net.au/docs/09results/2009BenchmarkingSurveyReport.pdf

http://e-learningindicators.flexiblelearning.net.au/survey_results_all.htm

http://www.towardsmaturity.org/article/2009/03/23/building-skills-e-learning http://moodle.org/http://www.flexiblelearning.net.au/shared/docs/e_assessment_guidelines_for_the_vet_sector.pdf

Any Questions?