Making the most out of your online tools for Making the most out of your online tools for teaching and in learning VET?teaching and in learning VET?
ACPET - Vic Government e-learning Program 2011
God not these ol’ stories
again….
God not these ol’ stories
again….
Agenda
eLearning is about collaboration, communication
and community
Questions of content, assessment and facilitation
Mood Meter
High as a kite on expresso
High as a kite on expresso
Having Bex &
good lie down
Having Bex &
good lie down
Calm & ready to rip
Calm & ready to rip
Smiling while multi tasking
Smiling while multi tasking
Fogged InFogged In
Content V Facilitation V Evidence
Why go down the elearning road?Why go down the elearning 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• Extend your community of learners
• 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• Extend your community of learners
Delivery Design ChoicesFace to Face Self Paced
OnlineFacilitated
Content Activities Assessment
Course Content
Tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s
Tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s
Types of Content “Context”
• Textbook or “Reference” style(job aids, online support or help)Static – Just in Time
• Courseware(Content & simple assessment)
• Workplace /Interactive(case study/scenario/decision making tree)Interactive
• Demonstration(simulation/screencast)
Self Paced Content issues
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.
Content – The YouTube tendency
Claps!
I am using online content of some sort with learners – videos, websites, cd-roms, apps, purpose built or off the shelf content
I am using online content of some sort with learners – videos, websites, cd-roms, apps, purpose built or off the shelf content
Claps!
I am running webinars to run tutorials or class get together’s with my learners
I am running webinars to run tutorials or class get together’s with my learners
Claps!
I encourage my learners to demonstrate their skills using smart phone video or photographs
I encourage my learners to demonstrate their skills using smart phone video or photographs
Claps!
I use discussion forums to ask questions, post problems and develop interaction between learners
I use discussion forums to ask questions, post problems and develop interaction between learners
Claps!
I sign up learners to our social media to maintain connection with them during, before and after their training
I sign up learners to our social media to maintain connection with them during, before and after their training
2 minutes
Share one really good idea you’ve had for using technology with learners….
Some trends…
Assessment submission
Free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
Decision making trees
• Knowledge retrieval and application
• Problem Solving• Scenario driven• Quiz based but can track
users interaction with a process
• Applying appropriate resources
• Self paced or Group
Discussion and social learning
• Knowledge and Skills• Group problems• Application to workplace• Learner’s stories• Contributes to formative
assessment• Assessment carrot to
ensure involvement
Student placement
• Share experiences• Wiki/LMS/Social Media• Industry Knowledge• Common issues• Variety in the sector• Private V Shared• Ethics & Confidentiality• “Case Study” style assessment creates
learning for subsequent learners
Peer Review
• Develop a rubric with learners• Check for mapping• Distribute back to learners as
marking guide• Rehearse the marking guide• Conduct presentations
(summative)• Collect peer review• Redraft and resubmit• Share and assess
Mobile evidence
• Evidence Capture• Voice – Text – Video –
Images• Student, 3rd Party,
Assessor• How much evidence is
enough?• Skills & Knowledge• Supplementary
evidence
Demonstration as content
• Film learners/third party/supervisor demonstrations
• Ensure learner speaks to camera to describe what they have done, job requirements, conditions and special aspects of job
• Add to LMS as content• Learners view same job in variety of
conditions and settings
Student productivity/digital literacy & Educational/Workforce Futures
Free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
Digital Literacy
70:20:10
Induction – ongoing learner skills
TechnicalTechnical
Time ManagementTime Management
CollaborativeCollaborative
Organising InfoOrganising Info
Engagement – Engagement
2 minutes
Share one really good way you have generated discussions with
your learners during training
Communicating/Facilitating
Communicating with learners online using discussion forums and webinars. Communicating with learners online using discussion forums and webinars.
Webinar facilitationKeep 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 assessments
Multiple ways of participating – voice, discussions, white board, brainstorming, breakout rooms.
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 assessments
Multiple ways of participating – voice, discussions, white board, brainstorming, breakout rooms.
Discussion facilitation
•Link to assessment
•Participants sharing experiences & prior knowledge – “learners stories”
•Application to workplace or experience
•Make pre readings short
•Mix of problems, case studies, reflections
•Peer Review
•Voice or Text
•Link to assessment
•Participants sharing experiences & prior knowledge – “learners stories”
•Application to workplace or experience
•Make pre readings short
•Mix of problems, case studies, reflections
•Peer Review
•Voice or Text
Yammer
Google Hangouts
www.google.com/+/learnmore/hangouts
Any Questions?
Presenter – Michael Gwyther
@mickgwyther
http://www.facebook.com/michael.gwyther
http://www.linkedin.com/profile/view?
id=20201325
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