TQR VET Futures Project PALM 2010

Getting to the husk of it!

Context:TQR VET FuturesProject PALM 2010 2009 TQR regional skills stock-take identified that the

immediate capability needs in Teaching and Learning skills were: Instructional design Delivery through e-learning/distance learning/holding

videoconferences Assessment Foundations/RPL process and

methods/Designing RPL tools Project PALM Methodology

Problem based learning – engagement and identification of issues, collaborative, enquiry based and outcomes focused with a view to implementation into teaching practice, semester 1 and 2, 2010.

PALM acronym and Metaphors

21st century teacher capability development PD Renewal –doing things in new ways but

with a new spirit confirming and reiterating an established practice but with a focus on renovation and the development of a rich learning culture for all – Automotive

So… Integrating available and emerging technology in the context of mindful inquiry collaborative projects, access to resources, tools and support which promotes pedagogical renewal does work! – iConnect web-conferencing information and moderator training

21st century workplace learning

PALM project ?

P- Problem and project based A- Active and action based L-Learning with multiple support modes M-Model – Focused, problem based

not to mention….. teacher initiated and management supported!

Doing things in a new way but with a new “spirit” confirming and reiterating an established practice but with a new set of “eyes” and a capacity to change and reinvigorate

Timeline – 5 months

Phase 1February

Plan, connectcommunicate

Phase 2 March

CommunicationTechnology

Training -iConnect

Phase 3AprilPBL

Coachingmentoring

Phase 4May

PBL Learning Activities

Generic Workshops

Phase 5June

Implement, shareReview and

Report

Phase1: Clarify, connect communicate

Develop a project name/ acronym – PALM Project? Co-ordinate Project team development – Invitations/secondments

for internal TQR facilitators and support mechanisms identified. Get buy in from stakeholders, develop marketing and information

sessions and documentation (PALM project plans) Finalise project management plan– ratify with sponsor and

market program , identify relevant networks, personnel and communication options and use these to conduct information sessions using available technology, iConnect, videoconference and face to face sessions .Design and set up a my.TAFE module on TQR my.tafe space, and leverage communication corridor options, teaching and learning networks etc.

Develop template for staff personal problem based learning action plans

Phase 1

February 2010

Project Management Plan

DevelopProject Team

Sponsor, facilitators,stakeholders

Finalise TQR staff Capability

Project PALM strategy

Publicise ProjectInformation sessions

Phase 2: Plan, Communicate using Educational Technology

Orientation sessions for PALM Project – Institute based Participants identify PBL issues and develop a personal

learning and action plan in conjunction with their team/ managers/ facilitators using supplied template

Individuals then apply for learning and development funding in PALM submitting their learning and development plan and action plan with manager support to HR unit in Institute

Faculty managers/Institute Directors approve applications and forward to Project manager Capability Project

Participants complete first level communication technology training/refresher – Video-conferencing , elluminate and my.tafe familarisation

Learning and development options identified and scheduled from PALM Project timetable

PALM Facilitators The “Fronds”

Identify and approach staff

Use existing networks and tools – VE-Mentoring, RPL, TROPICS, elluminate moderators, E-learning past students, draft voice thread.

Change mentors and learning champions – educational managers/Institute Directors and faculty heads

Reference the project management communication strategy

Use a team based approach – TQR capability project team

Clarify the WIFM for participants internal facilitators etc.

Market and publicise through Institute Directors

Phase 2

March 2010

Participants collaboratively

develop and refine

learning and actionplans

aligned with PBL issue

Develop Communication

tools training options

Attend/ complete networking

and informationactivities

Phase 3: Project team – Problem based learning.

Project PALM projects developed and ratified: Reflecting and reviewing what you do/know,

what you need to learn Providing underpinning knowledge and skills

development in focus areas– small group activities/personal coaching and mentoring

Finalise PBL action plan for enhancement of current practice and commence activities aligned with Project outcomes.

Project Manager/Facilitator supports and monitors Project participants.

Phase 3

April 2010

Commence learning activitiesIdentify current

Training options and Leverage otherVET Futures

projects

Develop generic Web-conference training sessions

Populate TQR my.TAFE space with

PALM informationand activities

Update L&T Networks

Stake-holders and Institutes

PALM presentations

Phase 4: Learning team – Problem based learning.

A Facilitator is assigned to Project teams and coordinates and monitors learning activities for Institute participants

Formal and informal learning options are sourced and advised using available communication strategies using technology keep the team connected.

Team updates

Phase 4

May 2010

Project participants Work on action planFormal and informalLearning approaches

used

Facilitator monitoringTeam updates

progress

Phase 5: Project team – Problem based learning.

Implement and share project outcomes with relevant team and or VTA areas/ teaching and learning networks

Report and document project learning Review project plan and learning

outcomes

Phase 5

June 2010

ImplementShare project

OutcomesTeam and VTA area

Reportdocument project learning my.tafe

Review project planOutcomes

TQR Capability Project report

Project Methodology – 5C’s Clarify stakeholder and learner needs /issues/

problem based learning approaches and capability champions

Connect – learners, communities of practice/learning networks

Communicate – consistent and creative and technological

Collaborate/Co-operate, Create – share and participate in personal and cooperative learning activities with clear outcomes

Capability – implement, measure and achieve outcomes and plan future strategies

Finally…

The PALM approach was premised on:

Designing professional development from the inside out Sharing the learning facilitation and development across the TQR

organisation Understanding diverse learning needs and designing phased learning

approaches (formal and informal) Knowing and learning as an active supported and social process Integrating information technology use across the organisation Managing support and monitoring – buy-in from all stakeholders Connecting to the identity of the new organisation Leveraging the value of ‘ignorance’ as in admitting to not knowing and being

able to ask for help – everything of value and creative comes out of not knowing

Note: Educators are driven by passion, not by expertise. They, like all, are caught within their own assumptions but move beyond those of the present by being involved in learning as a social act.