|Civil Engineer Students at Dubai Men's College|
Flexibility and meeting learning needs and preferences, while making learning accessible to as many people as possible are key factors, and ICTELT and well-designed blended and distance courses appear to offer the potential to work towards these ideals.
Community and learning
- Tourism - specifically tour guiding
|To view the streaming video of Roger Bryett speaking at the forum about this initiative please click HERE|
- 'Top End Groove' - a project that aims to establish a cultural tourism business and training network. The project aimed to develop and grow indigenous and cultural tourism businesses through the use of technology and eLearning by enabling knowledge sharing, improving access to skills training and creating a central point for promotion and marketing indigenous tourism. Click HERE to listen and find out more about the project
- The Jobs for our Mob project was established to develop an e-training centre which incorporated technology to identify and deliver the pre-vocational skills required for indigenous people wanting to enter the mining, construction or engineering fields.Click HERE to listen and find out more about the project.
- This case study, "Panel beating apprentices take to technology", describes an Australia-wide skill shortage in the automotive vehicle body repair industry first prompted Brisbane North Institute of TAFE todevelop a programme with training materials available on CD-Rom and online, thereby making a traditional industry area more technologically savvy.
Examples of online environments in the VET sector
|Example home page designed for an LMS|
- The Diploma Children's Services - an open Moodle site that is a document and information repository for the qualification
- TAFE Port Adelaide Community Service and Health External Studies - an open Moodle site with information about the qualification and its requirements
- Evidence of informal or professional networks regularly cultivated, contributed to, and participated in online and why these have been important / influential
- Examples of ideas, thinking, innovations from the applicant that have been shared in communities (including online) and what comments, feedback and reactions were elicited
- Illustrations of collaborative creativity, problem-solving and work (including with online contacts and communities)
- Work samples e.g. something the applicant has designed, created, done or written (including video records of processes, images of projects at various stages of completion, and a selection of images of showcase, finished pieces)
- A record of performance e.g. video recording, reflections (audio/written), appraisals (audio/written - elicited and spontaneous)
- Copies of any statements, references, images, video clips, audio, or articles about the applicant's employment or community involvement
- Documents which recognise the applicant's expertise, e.g. copies of licences, awards, prizes, membership of professional bodies - along with reflections / comments around these achievements
- Evidence of training e.g. copies of school reports, certificates or statements about education and training / outline of any course the applicant may have undertaken
- References or letters / performance reviews from employers, work colleagues, clients, community leaders that link specifically to required competencies or elements covered
|Hairdressing, a case study using Mahara|
- "Skills recognition using e-portfolios: Hairdressing, a case study using Mahara": This is a case study, again based in Australia, that is trialling the use of the Mahara online e-portfolio platform to support the existing skills recognition services being offered to students undertaking WRH30106 Certificate III in Hairdressing & WRH40106 Certificate IV in Hairdressing
- Example E-portfolio View: Permaculture - Demonstrating the principles
- Aquaculture example - the machinery: A workplace learning and assessment ePortfolio
- Overview of a short case study (NZ) conducted in 2008, which aimed to foster information literacy with automotive students at Unitec NZ (to read the full paper about multimedia and education, click HERE).
- Example of multimedia used by a boat building student from Unitec NZ to capture their work over time
- Example of students at Unitec NZ in vocational courses using multimedia and mobile devices for reflection, collaboration, inspiration, and creativity
Support: Completion, retention and success
This report ("Student Learning Support Programmes that demonstrate tangible impact on Retention, Pass Rates and Completion") is a combination of summaries and brief case descriptions of some of the effective programmes and other support mechanisms that NZ Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions (click HERE for the executive summary). Findings indicated that there were significantly higher course pass rate for students who used the programme (84.4%, compared to 69.8% for those who did not use the programme), as well as significantly higher final exam pass rates (71.6%, compared to 62.8%). Some of the strategies included the hosting of models, guides, examples and support in a Learning Management System (LMS) alongside personal, one-to-one support, and the use of an online skills survey. However, the main finding was that relationship and trust building, as well as recognition of learning preferences and cultural appropriacy, were key factors for success.
Assessing and assessments
- Facilitate and record a discussion within a trainee's community, where members of that community speak about the applicant
- A narrated 'learning story' (recorded - audio or video)
- Record an oral presentation for the assessor or assessment panel
- Take part in a role play (asynchronously or synchronously - face-to-face or virtually; e.g. in Second Life)
- Demonstrate knowledge/application of skills through a scenario with video/audio evidence recorded
- Be assessed on the job with video/audio evidence recorded
- Complete an online assessmen
- Complete a project that is partly or wholly online, and possibly part of an ePorfolio
- Have skills and knowledge attested to by an appropriate person, e.g. Kaumatua