May 17, 2004
National Skills Shortages Strategy
From Brendan Nelson's website a media release about the new getatrade.gov.au website
The media release says "The new Strategy will take an industry approach to skill needs and tackle many of the significant disincentives which can turn young people away from choosing trades as a career."
Links to (pdf) fact sheets about:
1. innovative skills shortages projects
2. regional skills shortages
3. transitions and student to work arrangements ‘adopt a school’ –
4. industry engagement in
5. new apprentices roundtable
6. labour market projections to support industry
7. building on the success of the national industry
8. science and emerging technology careers
9. report of the senate inquiry into current and future skills needs
are located at http://www.getatrade.gov.au/fact_sheets/fact.htm
June 02, 2004
Workplace Learning Conference, 2003, USA
got to come back here when I have a clear block of time
June 13, 2004
Blended Learning: How to integrate online and traditional learning
By Kaye Thorne, 2003, Kogan Page: London, ebook, ISBN 0-7494-3901-7
Thorne writes from the perspective of learning functions within an organisation, and blended learning as a new method for increasing organisational performance. The target audience is the 'trainer, performance coach, facilitator, developer, internal consultant, learning designer, educator or line manager.' (page 1)
P18 "The real importance and significance in blended learning lies in its potential. If we forget the title and focus on the process, blended learning represents a real opportunity to create learning experiences that can provide the right learning at the right time and in the right place for each and every individual, not just at work, but in schools, universities and even at home. It can be truly universal, crossing global boundaries and bringing groups of learners together through different cultures and time zones. In this context blended learning could become one of the most significant developments of the 21st century."
At regular intervals through the book, Thorne poses questions to the reader that encourage reflection on the information presented, and linkages to the reader's specific context.
This book would be a good one to lend to staff who are interested in integrating some aspects of online learning with their existing practice, and those staff who are looking for detailed guidance on how to go about training needs analyses and responding to those analyses.
In Chapter 2 she explores blended learning in terms of meeting the needs of learners, with a brief summary of the following as they apply to learning:
- Honey and Mumford's learning styles
- Kolb's learning cycle
- Gardner's Multiple Intelligences
- Goleman's Emotional Intelligence
A suggested approach for initiating the use of blended learning within an organisation is outlined.
Implementing blended learning with reference to learning styles requires insight on the part of the learner. Thorne provides guidance in how this process could be facilitated and stresses the need for negotiating with the learner 'who they are will impact on what they want to do and how they are able to achieve their goals. (page 45)
The roles of the trainer, line manager, and personal coach are explored in chapter 3.
Chapter 4 discusses 'Designing Blended Learning', starting with an exploration of creativity and innovation (pages 56-65) in the design and planning process.
The checklists on pages 69-70 would provide a valuable evaluation for the instructional designer.
Interestingly the chapter on 'Designing Blended Learning' concentrates on designing the online learning experience.
In Chapter 5 Thorne addresses issues such as feedback and evaluation of training as it relates to the design process, and also advice regarding Training Needs Analysis.
Chapter 6 is packed with case studies, which include information from those involved in the use of blended learning within the following organisations (mix of UK and USA):
- Rolls-Royce plc
- Diageo plc
- DaimlerChrysler UK Ltd
- Avis Europe plc
- Ashridge
- Basic Skills Agency
- Computeach International
- CNDL Group
- Nationwide Trust
- The US Department of Health and Human Services
- THINQ Limited
Pages 120-121 provide a summary of 'lessons learnt' from all case studies.
Chapter 7 provides advice aimed at the trainer in managing their role, professionally and personally.
Chapter 8 reiterates key points from the proceeding chapters, and points a way forward while emphasising the benefits of blended learning.
Overall I can see this book being useful for the training professional and staff development or human resources personnel. It talks very much to the trainer in terms of their role in creating blended learning and provides information that would be useful for building a business case for the increased use of blended learning approaches within an organisation.
For someone based in an educational institution, I think key sections of this book are Chapters 2, 4 and 6 (especially for those involved with promoting blended learning to enterprises.
Questions to answer:
What have I learnt from this book?
That when promoting blended learning make sure it is more than online + traditional learning. It needs to encompass the full range of possibilities of blending. The case studies provided some useful reminders about the preparation of in house trainers for facilitating a blended approach where they have not been instrumental in the planning and development.
How does this apply to my context?
The process suggested in chapter 2 for promoting a blended learning approach could be adapted to 'selling' blended learning to teaching teams and also enterprises.
The section on creativity and innovation would be good to share with other people within the organisation eg the Flexible Learning Champions, and maybe use in workshops with staff.
July 26, 2004
Centra Trial looking good so far
Started to experiment with the free trial of Centra eMeeting that I registered for at the Beyond the Break Conference. So far it looks good - it is easy to set up a meeting, invite participants, the audio quality is pleasing, powerpoint slides can be brought in, application sharing seems straightforward to do. My only quibble so far is that the text chat window is separate to the main interface and it is up to each person to have the window open, rather than the presenter opening it. Need to play a bit more, also need to try the video conferencing. There has been a lot of interest from colleagues in trying it out too, so now I know a little, I'll be setting up some groups. Mind you, I haven't had much of an experiment with other virtual classroom tools, so there may be better (and worse) alternatives :-)
Application to workplace learning or professional development -
the version that I am trialling did not need administrator access to install, it could be a great type of tool for induction sessions, application sharing could be useful for computer training, showing people around WebCT (the learning management system we use at TAFE Tasmania), web and audio conferencing, cameras could be used in a workplace for observation potentially for assessment evidence. Depending on how the system is set up when you buy it, we might be able to offer video conferencing at people's desktops - I would also like to try this on a dial-up modem connection.
August 13, 2004
Robocup
This is on today in Hobart. More Lego than you'd ever imagine!
Students build robots that can dance, play soccer, follow maps and rescue yowie's.
Schools and science groups get together to work on their programs, build robots and practise against each other in preparation for competition day. The dedication that is required to combine the mehanical and programming aspects is huge, and the students complete the work in their own time.
While some groups may learn about the building and programming in class time, my son has been working on this after school and on the weekends with the wonderful support of Stephen at the local CSIRO Education Centre.
What inspires kids to take this on?
- a challenge where within the guidelines their robot can take any form they desire
- programming can be as simple or complex as each student can get their head around
- competition where participation is as important as winning
- students can use the Lego robot system or any other - the Lego system means that the entry bar is low - there are young primary kids right through to year 12
- and it's fun!
August 17, 2004
Certainly not a wasted morning
On Tuesday morning I met with Anna Henderson, a current FLL, who filled me in on the findings of her project so far.
The Waste Management industry does not have a long history of formalised training, the competency standards were endorsed in 2000 and some areas of Australia have taken them on more than others. A number of factors contribute to the flexibility of training in this area:
- not many RTOs delivering
- RTOs delivering out of their normal geographical area
- no long history of formal training in area - and no baggage!
- many large firms operating in industry
- RTOs promoting to industry the value of participating in training
Training mainly happens on-the-job facilitated by an external trainer eg - a crew may come together at the start of a shift, the trainer tuns through some underpinning knowledge and demonstrations, then the crew gets to work. Observation and some role play or simulation are used as assessment methods along with workplace supervisor feedback. Role plays and simulations are used in areas of higher risk eg toxic waste or confined spaces.
Generally Anna has found that the industry is not keen on the idea of elearning, or use of audio cds in trucks, but it may be used as a tool for entry into training markets such as SE Asia. This resistance may be due to a very practically focussed industry where employees are 'in there doing it.' The industry is also seeing a shift from waste transport to waste minimisation.
The Waste Management Industry has links and many shared competencies with the Transport and Distribution Industry where the training culture is slightly older. The success of the Transport Training Package was promoted to the Waste Mgt Industry.
Drivers for developing a training culture in Waste include:
- compliance
- interest in environmental factors
- enterprising RTOs
- (Training) Board member enthusiasm
The main push for developing a training culture has come from industry where large companies who serve large areas can see a need for it. There is some prevocational training, but the majority of training happens on the job for people employed in the industry. The training in industry has created enthusiasm- generally people working in this field have not been academically successful, and recognising the skills workers have, really excites them. When learners do well, they re-engage with education. Having training happen on-the-job makes it more engaging, minimises literacy issues, uses a buddy system so learners can rely on each other's knowledge.
I look forward to seeing Anna's final presentation.
Improving Performance
No, not junk emails.
Before getting on a train to Wodonga, I met briefly with Clint Smith at TAFE Frontiers and a current FLL. Clint is investigating workforce development, performance improvement and Learning Management Systems. One system he mentioned was the 'Friday5s' which is an integrated system for workers to set goals, plot actions, and report back on what they have done. Often these are the steps that are missing after providing professional development.
Performance Improvement is an emerging field, and there may well be a conference at the end of November in Melbourne at the end of this year. Watch this space.
August 18, 2004
Wednesday in Wodonga
Wodonga TAFE is set on the outskirts of the town, and is set in some pretty gardens.
I had gone to Wodonga to see the Lirnspace - a flexible learning facility and was not disappointed.
September 02, 2004
Building Box Hill Insitute
On Thursday 19th August I visited Box Hill Insitute in Victoria with Roger Parry and Brian Gepp of Douglas Mawson Institute in SA. We met with Peter in Building Studies who outlined how they are gradually changing their practices in response to industry needs.
There is now one trainer from Building & Construction who is dedicated to workplace visits and assessments and the demand is gradually growing from industry. Building industry growth is creating huge demand for training across the three states talking together that morning - similar issues of tracking apprentices and grappling with flexibility exist. This confirmed my belief that without administrative processes and system that can adapt and change, flexibility in training and assessment will place loads on teachers that are not sustainable. When you scale from 20 to 200 workplace trainees, a 'workaround' system and processes can turn into chaos. Not that I saw that at Box Hill mind you! Just a comment on the need for scalability and systems to support not drive processes.
September 06, 2004
Should we be using Learning Styles?
A report for the Learning & Skills Research Centre in the UK by Frank Coffield, David Moseley, Elaine Hall and Kathryn Ecclestone. ISBN 1853389145.
This research project examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Probably there is not great deal in this report that directly relates to my project, yet I include some comments and quotes from the report here as they relate to learning design as a whole. The context in which the report is situated is the post-16 learning sector which includes community colleges, A levels and Further Education (FE) colleges which equate more or less to the VET sector in Australia.
On page 11 commonalities between the Australian and UK situations emerge in the discussion of workplace learning: “weaknesses in the initial assessment of training needs, in the preparation of individual learning plans, progress reviews, assessment and verification of achievements and career guidance”.
While “a knowledge of learning styles can be used to increase the self-awareness of students and tutors about their strengths and weaknesses as learners” the authors argue that the way learning styles questionnaires are commonly administered does nothing to promote learners actually making use of that information. (p37)
September 07, 2004
Factors affecting workplace learning
Factors affecting the implementation of training and learning in the workplace by Ridoutt, Dutneall, Hummel and Selby Smith. NCVER 2002 ISBN 1740960602. Explores "the quantitative relationship between factors identified previously in the literature as influencing the extent and intensity of training within organisations across two different industry sectors - entertainment and process manufacturing." (p6)
I first read this paper in 2002 when I was working on a TAFE Tasmania project about workplace learning which included both a snapshot of current practice and also a literature review. What did I learn from this paper then, and again now?
Defining workplace learning is essential to measuring it: the Australian Bureau of Statistics defines on-the-job training as being when an individual participates in a workplace training activity designed to improve their job skills, while working in a job, but workplace learning is much larger than this. It can include 'asking questions of co-workers or colleagues, teaching yourself, being shown how to do your job, watching others work and other activities.' (p12)
Size does matter - but not to the volume of workplace learning, rather the
nature of workplace learning (p8) and the drivers for it (p17-18). Smaller
enterprises 'cannot afford to invest in training not directly related to their
work' (p17) and are unlikely to have a person dedicated to a training function
or human resource development.
The economic climate also plays a significant role in the employment of
apprentices and trainees, with increasing levels of subcontracting, industrial
relations concerns and more short term work, employers may be reluctant to commit to an apprenticeship (p22). Where an organisation has a 'capacity building model' for making decisions about training, this is the most favourable for training activity.
Table 26 from page 48: Proportion of worksites surveyed offering training by types of training provided
Types of training provided: Proportion (%) of worksites surveyed
Induction training: 85.1
On-the-job training: 98.8
Mentoring: 60.5
Structured job rotation: 42.3
In-house staff development courses: 66.9
Regular staff/management meetings: 82.5
Regular team meetings: 77.8
Opportunities to attend other worksites: 61.7
A system for evaluating and learning from unusual events, incidents, problems etc: 55.9
Although nearly 80% of businesses contribute in some way to formal learning
for their employees, 60% of those that don't are small businesses. (p49)
In conclusion (p70-1) the authors argue that trainers are increasingly
recognising the informal learning that takes place, and that "better ways
of identifying, describing and measuring this 'unrecognised' training is a key
step towards improving its efficacy". Also education providers need to look
at the way learning is supported in the workplace already, and introduce some
structure to it - with the aim of recognising such learning. The rate of change
in the enterprise is also a strong factor in participation in training: 'is the
enterprise is not currently being subjected to change of some sort, then
it is unlikely to be in the training market' (p71)
September 28, 2004
E-Learning Flexible Frameworks and Tools: Is it too late ? – the Director's Cut
Derek Morrison, Director, Centre for the Development of New Technologies in Learning, University of Bath, discussess the issues around institutions locking into one VLE, or Virtual Learning Environment, and some of the alternatives available. This paper (word doc) includes several screenshots that may be a good resource for demonstrating the possibilities.
He reaches the conclusion that...
"My opening statements raised the spectre of an e-learning monoculture developing unless we reduce our dependency on a few mainstream commercial players. The JISC et al vision plus work taking place in the international open source community suggests that this is exactly the wrong time to be 'locking in' to any one solution. Unfortunately, key decision makers within institutions may not be receiving the message and place greater emphasis on bringing themselves into line with the enterprise decisions already made by other institutions in their regional or collaboration cohort."
October 12, 2004
Preparing learners and workplaces in the effective use of flexible delivery for workforce training
Smith, P.J. 2000 Preparing learners and workplaces in the effective use of flexible delivery for workforce training in AVETRA Conference Papers 2000 - need to find an online source
Many studies have demonstrated learners' lack of preparedness for flexible delivery and low preferences for self directed and text based resources (Smith, 2000, p1). This has been demonstrated across both technology students and apprentices, demonstrating that the findings are not restricted to one field of study (Smith, 2000, p1).
Models for moving towards effective open learning
Smith (2000, p 2) found that learners exhibit:
· "a low preference for self directed learning
· a high preference for learning in contexts that are instructor-led, where the program of instruction is well-organised, and where expectations of learners are made very clear by the instructor,
· a strong preference for learning in social environments, where there were warm and friendly relationships established between the learner and the instructor, and with other learners."
These findings indicate a need for finding mechanisms for providing this structure, communication and collaboration where learners prime mode of learning is on-the-job. As 96% of businesses in Tasmania employ fewer than 20 employees it is unlikely most workplace learners will have opportunities to build networks of co-learners within their own workplace. In addition, with the priority being placed on work productivity rather than learning, what structure may exist may disappear without notice to learners, for example, scheduled training may be deferred or cancelled when sick leave of other workers requires the learner to remain onsite rather than attend training. The potential for TAFE trainers to become virtual mentors, providing support and progress checking on a more regular basis using online technologies may address some of these challenges. For learners who do not attend training courses where they meet and discuss with other learners in their industry, the potential offered by technology for forming communities and networks must be investigated further.
October 14, 2004
Preparing for Flexible Delivery
Preparing for Flexible Delivery
by Peter Smith, Lyn Wakefield, Ian Robertson for NCVER 2002
Providers need to make sure that mechanisms are established to assist learners in developing self directed learning skills. This may be an area where the elearning foundation may be able to assist in developing a range of information literacy skills (P9). Another benefit may be through increasing opportunity for contact that is not dependent on f2f physical presence.
A workplace learner’s position in organisation affects the types of choices they are allowed to make about learning; this may include participation, style of activity and subject matter.
The time that would be needed to achieve individual learning plans for all learners is seen as a barrier (p45).
Role conflict - learner vs. worker
Workplace learning can easily be interrupted because of overriding imperatives for production, finite resources, and finite skills ranges. Independent or resource based learning may be seen as time -out more so than on campus training (P23)
Learners “largely become responsible for their own skills development ... and the activities used to develop that skill are largely initiated by them” (p34)
Enterprises
"The literature review indicated that those workplaces which have developed an effective training environment are characterised by the following:
· Development of articulated training policy that indicates the valuing of learning and learners
· Implementation of training structures that provide access to identified trainers and other
· Personnel, and space in the production schedule to enable learning to occur
· Skilling training staff to support:
· Development and management of self-directed learning
· Acquisition of needed skills and knowledge
· Engagement in the community of practice at the workplace to support authentic learning
· availability of learning resources—human, physical, courseware"(P8)
Hawke (1998), like Field (1997), observed that workplaces vary greatly on a range of features, which influence the development, and delivery of formal training programs:
· The extent to which learning is valued and rewarded within the enterprise
· The role of knowledge in setting the competitive climate for the enterprise
· The size of the workplace or site
· The range of products, processes and/or services provided by the workplace
· The capacity and willingness of the workplace to network with other related organisations (p22)
Supervisor involvement increases learner ownership of learning (p59)
Where supervisors were seen by their staff to be taking an interest in staff development, and where the supervisor had taken ownership of that responsibility, there was evidence that staff also took a greater degree of ownership.
So what is the potential of Flexible Delivery in the workplace?
Methods
· Considerable customisation
· Wider range of resources - those that are integrated are more effective and favoured more than resource based and independent training models (p20)
· Also needed are clear connections to the context within which the new knowledge is to be used, and access to human interaction that may be provided through mentoring, demonstration, problem solving and opportunity for discussion with fellow workers or learners. (P21)
· Learners able to be close to the action and be able to ask questions
· Classes - because able and encouraged to ask questions (in contrast to workplaces)
· Spiral of responsibility
· Smaller businesses eg hairdressing salons - learners more closely supervised and easier to observe other workers because of physical proximity (P31)
What is feasible?
Summarised from pages 43-47
· New learning is best situated in existing knowledge
· Assistance to learners to understand their learning within the broader context of the workplace
· The development of their own learning goals
· Development and negotiation of their own learning goals - feasibility dependent on setting of learning outcomes and timing of completion
· Discussion to assist in identifying authentic workplace tasks through which learning could be pursued.
· Systems for monitoring the learning that took place
· Learning through scaffolding
· Development of knowledge through a spiral of responsibility
· Use of a broad range of resources for training eg expert others, demonstrations and practice, training resource banks
· Recognition that employees are both workplace and learners.
Barriers to use of flexible delivery in the workplace include:
· It is time consuming
· Supervisors not equipped with necessary skills
· Incongruency with training plans
More detail on page 47
Recommendations are in detail on pages 72- 77
October 16, 2004
Diffusion of Innovation Theory
Theories of Persuasive Communication and Consumer Decision Making
Bunch of articles about various theories from the centre for interactive advertising.
Theories of Persuasive Communication and Consumer Decision Making
Virtual Learning Environments in the UK
Minshull G. 2004 ‘VLEs: Beyond the Fringe and into the Mainstream’, Proceedings of VLEs: Beyond The Fringe... And Into The Mainstream, FERL, Online, February 2004, http://ferl.becta.org.uk/content_files/pages/news_events/events/Online_events/VLEs%20-%20into%20the%20mainstream.pdf
Context
"...both technically and organisationally. It requires a lot of resources, and significant cultural change within the institution." (P5)
· Providing minority subjects in remote areas is a real driver
Common Drivers
Good PD
· showcase for awareness raising
· short sharp sessions
· cascading - people can't be too techie
· "illustrate complementary practice that would enhance the learning and teaching process"(P13)
· surgery approach - available certain times for specialist assistance
· Course team training - peer support down the track and ownership by whole team
Followup practices
· how to guides
· online support
· replace manuals with FAQs
Common Barriers
· teachers do not feel involved in VLE selection process
· lack of opportunity to develop a vision or expectation of how to use VLEs
· perception that new technology and additional work is being imposed
· teachers do not feel that their specific needs are being addressed
Driving Change
"practices which may be considered acceptable in a pilot may not be considered reasonable on the larger scale required for mainstreaming" p3
Infrastructure
· Support staff need to understand how learners use eg library staff
IT support need to accommodate and plan for usage
Management need to be aware of potential for supporting teaching and learning, financial demands, hardware, software and training - best ways to maximise its potential in any strategy developments.
"Whatever the case, the VLE has to add something to the learning experience for the student, and not just be used for the sake of it. If it doesn't offer something more than the students already get within their classes, then there is no point in them using it" (P26)
Implementation
Practical steps needed to move from a pilot to the mainstream ? (p7) includes some good quotes including one about staff empowerment.
Summary
1. Get the technology right
2. Get the right VLE
3. Understand the costs and support needed
4. Decide how the VLE will be used
5. A supportive Senior Management Team is essential
6. The role of middle managers is also crucial
7. Other key staff should be involved
8. Make it easy for the teaching staff and provide them with good support structures
9. Show staff the advantages to them of using VLEs
10. Use champions (preferably non-IT specialists) to spread the word
11. Provide comprehensive and ongoing staff development
12. Remember the VLE is for the simple things too
13. Don't underestimate the value of the communications tools.
quality control should not become a barrier (p25)
If someone is producing materials solely for their own use, they should have the same quality control procedures as they would use if producing a handout for a face to face classroom session (P25)
November 01, 2004
Fully on-the-job training: Experiences and steps ahead
link to pdf
by Susanne Wood for NCVER
"Fully on-the-job training, the majority of which is conducted in the workplace as part of the normal experience of the employee, is perceived to offer benefits to apprentices/trainees, employers and registered training organisations. This report finds fully on-the-job training is viewed by learners and registered training organisations as a good way to learn as it provides flexibility for all concerned and financial incentives to employers. With appropriate support for learners, benefits of this type of training include learning that is customised, encompasses real work experiences and is relevant to the individual and the enterprise. It also helps to identify ongoing employment opportunities for the learners and employers. Suggested areas for improvement include improving: the level of networking among students, levels of time management skills of learners, the balance between work and study requirements, the level of theory training, and the way trainees are valued in the workplace."
December 10, 2004
FLL Sharing Workshop
Well, the end of the year has come around, over the past two days I have been taking part in the End of Year Sharing Workshop. Each current FLL has presented in 10 minutes a summary of their key learnings from this year, and also past FLLs have provided updates on their activities since completing their project years. It has been interesting to hear about the achievements and challenges, and the diversions!
Coming to this workshop has prompted a review of the year - summing up what I have learnt and also setting some directions for next year in terms of my work plan. Themes for me from this workshop have been change management using strategic approaches, engagement with the learner, and approaches to professsional development for teaching staff. Yesterday Rebecca Cross from DEST spoke about future directions for vocational education and training, which include increased responsiveness to individuals participation in work and society and valuing VET as a valid pathway for young Australians. Leanne Isaacson reminded us to be prepared to act on what you thought was a knock on the door, as you may not hear it again.
Which is where my thinking now turns more so - into taking the ideas I have synthesized this year fowards into action next year and beyond..
A panel session on the final afternoon dealt with the concept 'from ideas to action'.
From Josie Rose: keep the passion burning
From Lyn Ambrose: make a list for the next twelve months, develop a communication plan for your strategy and 'feed them and they will come (to pd sessions)'
From Damon Wallace: use the information that you have gathered. Get involved in policy or strategy development.
From Steve Matheson: Hold tight to your vision.