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

mick@yumstudio.com.au

@mickgwyther

http://www.facebook.com/michael.gwyther

http://www.linkedin.com/profile/view?

id=20201325