Flexiblelearning.net.au Bending the Tools Exceeding Expectations of Lifelong Learners through...

flexiblelearning.net.au

Bending the Tools

Exceeding Expectations of Lifelong Learners through Flexible Learning

Peter Le Cornu

Program Director, Communication and Leadership

Australian Flexible Learning Framework


Introduction

• Lifelong Learners

• Flexible Learning

• Expectations of Lifelong Learners

• Using Resources from the Framework

• How Learners benefit from Flexible Learning


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


Learners

Love to Learn32%

Learn to Earn31%

Barriers prevent

22%

Not on your life

15%


0

10

20

30

40

50

60

70

80

%

On the job In-HouseTraining

ExternalTraining

Study forQual

Education & Training Undertaken


Students enrolled in Public VET (by age)

23%

14%

42%

19%

2%

<2020-2425-4445-64>64


0

5

10

15

20

25

30

%

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

Age

Participation rate by age


Barriers to Learning


Expectations: Flexible Learning

Learnerswant choice about:

When they learn Where they learn

How they learn What they learn


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


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


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


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


Expectations: Administration

• Comprehensive information

• Enrol online

• Apply for Recognition

• Pay online

• Retrieve Results – web / mobile phone

• Access library resources

• Job Searching


Expectations: Information Age

• I want it now!!

• Just in time

• Just for me

• Pull the best fromanywhere in the world


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

accident• Downloads

instructions• Lessons learnt

reviewed a week later


Toolboxes

Scenario

Audio

AudioTranscript


Equity Toolboxes


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


Toolboxes: impact on learning

Strongly agree30%

Agree53%

Neutral13%

Disagree4% Strongly

disagree0%


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


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.”


Flexiblelearning.net.au


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

and exhibition spaces• Ion Transmissions –

250 trainees


Partnerships• Adelaide Institute of

TAFE• Northern Territory

Insurance Office• Financial Services

Training


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.


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.


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’


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.’


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

background• Used CyberTots

Toolbox to gain Cert. III in 6 weeks


-200

-

200

400

600

800

1,000

1,200

Jan-0

0

Apr-

00

Jul-00

Oct

-00

Jan-0

1

Apr-

01

Jul-01

Oct

-01

Jan-0

2

Apr-

02

Jul-02

Oct

-02

Jan-0

3

Apr-

03

Jul-03

Oct

-03

Jan-0

4

Apr-

04

Jul-04

Oct

-04

Jan-0

5

Apr-

05

Jul-05

Oct

-05

Ind

ex fo

r ra

w d

ata

(D

ec-0

1 =

100)

Flexible Learning: It’s Happening


Peter Le Cornu

• [email protected]

• http://lecornu.blogspot.com

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

• Flexible Learning Website:

• http://flexiblelearning.net.au

Flexiblelearning.net.au Bending the Tools Exceeding Expectations of Lifelong Learners through...

Documents

Transcript of Flexiblelearning.net.au Bending the Tools Exceeding Expectations of Lifelong Learners through...