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Bending the Tools

Exceeding Expectations of Lifelong Learners through Flexible Learning

Peter Le Cornu

Program Director, Communication and Leadership

Australian Flexible Learning Framework

flexiblelearning.net.au

Introduction

• Lifelong Learners

• Flexible Learning

• Expectations of Lifelong Learners

• Using Resources from the Framework

• How Learners benefit from Flexible Learning

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Lifelong Learners

• Person who takes responsibility for their own learning and prepared to invest “time, money and effort” in education & training on a continuous basis

• OECD: Individuals without the capacity for lifelong learning are likely to become marginal to the labour force

flexiblelearning.net.au

Learners

Love to Learn32%

Learn to Earn31%

Barriers prevent

22%

Not on your life

15%

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0

10

20

30

40

50

60

70

80

%

On the job In-HouseTraining

ExternalTraining

Study forQual

Education & Training Undertaken

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Students enrolled in Public VET (by age)

23%

14%

42%

19%

2%

<2020-2425-4445-64>64

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0

5

10

15

20

25

30

%

15-19 20-24 25-44 45-64 >64

Age

Participation rate by age

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Barriers to Learning

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Expectations: Flexible Learning

Learnerswant choice about:

When they learn Where they learn

How they learn What they learn

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Expectations: What Learners Value

• Flexibility/Convenience

• Interaction with Teacher

• Quality of Materials & Course Design

• Access to a wide range of Resources

• Assessment and Quality Feedback

• Communication

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Expectations: Pre-enrolment

• Information on what is required to complete the course

• Information about the course

• Who to approach for help

• Information on how to enrol

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Expectations: Teaching/Learning

• Clear instructions on what they are expected to learn

• Helpful feedback from teachers• Requirements for assessment• Communication with teachers using a

variety of media• Timely feedback from teachers• Engaging Learning

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Expectations: Technical Support

• Quick response to technical problems

• Easy access to technical assistance

• Provision of technical assistance throughout course

• Strategies for checking accuracy/quality of information on the internet

• Access to Frequently Asked Questions

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Expectations: Administration

• Comprehensive information

• Enrol online

• Apply for Recognition

• Pay online

• Retrieve Results – web / mobile phone

• Access library resources

• Job Searching

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Expectations: Information Age

• I want it now!!

• Just in time

• Just for me

• Pull the best fromanywhere in the world

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Implications PDA / Phone• Transport Industry• Driver has a car

accident• Downloads

instructions• Lessons learnt

reviewed a week later

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Toolboxes

Scenario

Audio

AudioTranscript

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Equity Toolboxes

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Toolbox Usage

29%

53%

24%

27%31%

12%8%

4%8% 4%

0%

20%

40%

60%

80%

100%

2003 2004

1-19 learners

20-49 learners

50-99 learners

100-150 learners

200+ learners

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Toolboxes: impact on learning

Strongly agree30%

Agree53%

Neutral13%

Disagree4% Strongly

disagree0%

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Adapting a Toolbox

• Analyse existing toolbox content against content of course

• Analyse the modes of delivery provided by the toolbox against the needs of your students

• Activities – use as is, adapt, develop new activities

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Building Blocks to Reality• “I understand how the

frame comes together – I could see how the project looked before I built it, it is so cool.”

• “This method is a lot easier than waiting for the teacher to help you when you are stuck.”

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Learning Centres• Example: LIRNSpace• Open access • Small group• Multimedia labs• Project development

and exhibition spaces• Ion Transmissions –

250 trainees

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Partnerships• Adelaide Institute of

TAFE• Northern Territory

Insurance Office• Financial Services

Training

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Learner Comments• Accessibility after hours, flexibility, repetition

when I need it.• I work full time on a rotating shift so I can’t get to

classes on specific days at specific times. Doing an online course. It’s easy for me to work when I am free.

• I can work as I learn and learn as I work.• I can choose when I do modules and I can finish

them quicker than the allotted time.• It’s convenient as I have small children.

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Learner Comments

• I can work at my own pace from home.

• You can continue just where you left off.

• No rush. Took my time.

• Having the freedom to choose when I have time to study and not having to keep to a timetable has been a great benefit to myself.

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Learner Comments• ‘Think it is good, you can come basically at

any time.’ • ‘Fits in well with working fulltime’; • ‘I can’t give up work so this gives me the

opportunity to get skills’; • ‘Works well with school age children’; • ‘I can work around the needs of my three

young children’

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Learner Comments

• ‘I have a disability so this is the only way I can study and not feel pressured to keep up with the other members of the class. I can take longer if I need to’.

• ‘As I live 100 km from the nearest TAFE, I would not have been able to partake in these studies under normal circumstances.’

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Franca: Child Care• Franca La Pila• Needed Qualification• No computer

background• Used CyberTots

Toolbox to gain Cert. III in 6 weeks

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200

400

600

800

1,000

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Flexible Learning: It’s Happening

flexiblelearning.net.au

Peter Le Cornu

• peter.lecornu@netspeed.com.au

• http://lecornu.blogspot.com

• (includes a weblog of current material on Learning, knowledge & technology)

• Flexible Learning Website:

• http://flexiblelearning.net.au