Final Project Blog e-reach

Wow the crazy roller coaster ride has ended…this project has been a great experience both for our RTO and project team. Not only have we now taken the first step into e-learning but we have an online learning platform called e-reach.

In our final blog I will be speaking on behalf of our team members past and present, which from a team of 4 is now only I. I don’t believe this project would have been possible without the support of e-works and the funding received from the Australian Flexible Learning Framework and would like to thank e-works for providing us with this opportunity.

For RTOs thinking of moving into the space of online learning GO FOR IT. I think that RTOs alike would be crazy not to get onto this moving train. This is the future and it's already here! RTOs need to be able to identify what a 21st century learner is and what their learning needs are.

I have captured a few screen dumps of our final product and to my surprise the pictures do not appear to be downloading in some spots. The fantastic site Moodle seems to be having a temperamental day.

Here are some screen dumps of our final product (apologies about the missing graphics).

So how do you go about replicating this; I highly regard obtaining funding to support a project and contacting the state representative for online toolboxes in your state or territory. They will point you in the right direction to commence your online journey.

I would also suggest that you go to the Australian Flexible Learning Framework website and download the e-learning opportunity analysis tool http://designing.flexiblelearning.net.au/tours/tour3_plan.htm

By completing this tool it will help identify the aim of your project but will also identify realistically what you can achieve.

The next step would be to ensure you have a team of staff to support this project a list suggested below.  Depending on your resources will determine how many staff you will have, note that some staff may be able to take on more than one role.

·         Project Manager

·         Content expert

·         Instructional designer

·         Graphics/multi-media and audio developer

·         Publisher of content/editor

Brainstorm and as our e-works consultant Debbie drilled into us PLAN, PLAN, PLAN. You need to plan as much as you can before creating the actually content, this will save time in the long run and ensure there is a logical sequence when creating your content.

A template for storyboarding is recommended that all staff use, this will ensure consistency and also help your publisher when developing the actual content. We used Powerpoint to design our storyboards which proved to be most effective.

Highly recommend checking out the example of toolboxes on the Australian Flexible Learning Framework website this provided us with the stepping stone to commence our designs. Istock is fantastic for purchasing images and jing to create videos a shame we ran out of time for jing L

Our triumph for this project is that we actually completed our toolbox of two units of competency. We have developed two units from TAE40110 Certificate IV in Training and Assessment

·         TAEDES402A Use training packages and accredited course to meet client needs and

·         TAEDEL401A Plan, organise and deliver group-based learning.

We started this project with hopes and dreams of what it could be and have achieved the majority of what we hoped. We may not have used the most advanced software when developing our content however we got the job done and we are happy with the overall result.

During the phase of this project we did come across areas that we were unable to defeat.  We had the intention of delivering a course in TAE40110 Certificate IV in Training and Assessment which would incorporate the two units of competency partially online. Due to lack of interest and enrolments we were unable to commence a course in both February and March as it was not viable to do so. We hope to do so in the near future.

One of the most difficult challenges we faced was our technical expertise and skills within the team. With a team of 4 we were all computer literate however lacked the expertise in e-learning and programs to support content creation.

We also found the use of Moodle extremely overwhelming and difficult at first. We don't believe this program is the most user friendly system to produce learning content. The system is extremely temperamental which doesn’t make sense and the system appears to work only at certain times, requires constant repetition of tasks and is very slow.

Also the design stage and creating storyboards was difficult at first understanding the depth of detail required and the necessity of this. I think it is extremely important to effectively project mange this stage by ensuring all personnel within a team are aware of their role and responsibilities.

We had hoped to use software that created popups, interactive activities using hot potato and the creation of jing tutorials. However lack of resources and time prevailed and therefore these hopes have been left for after this project where we hope to improve upon our current content.

Where to from here

Our plans for the future are to build the e-reach team by employing further personnel with e-learning knowledge and skills.

We hope to continue to develop resources with the commencement of a new unit from TAE40110, TAELLN401A Address adult language, literacy and numeracy skills and to also build upon our current two units by improving the technology and software that was used.

We hope to in the future create a role dedicated to e-learning and content development.

We will also continue our blog and  hope that we gather more follower.

Thanks Lisa Urosevic and the e-reach team

e-Reachin'(2): What a journey: thanks to our extended roadcrew!

So this is the e-Reach Project Leader's final reflection and I cannot overlook the huge contribution of our e-Works roadies. The journey was a long and hard one despite the laughs and manic joke telling. It is hard to summarise the personal journey that I have been on over the last few months as I lived and breathed Moodle and e-Reach. So much has changed!

Our team of four girls came together with hopes and dreams that we wanted to share with our learners-to-be. We came to e-Works passionate and committed but without much skill. (My idea of elearning was email.)  Some of us were trepidatious, some excited, all were a little nervous. We were only a small RTO in the not for profit sector with no IT department to do fancy graphics for us or bail us out if we got stuck.  Could we ever learn what we needed to?  The best part was we weren't alone, there was always a friendly and encouraging voice an email, tweet or phone call away at e-Works, and as I told Bernadette the other day, we adopted them as part of our ATN team immediately.

From our first session at e-Works, what impressed and inspired us the most was the passion and commitment of the staff at e-Works. I was astounded (and a little lost) at the jargon which I knew one day would all make sense; and I am glad to say it did. I now can tweet and embed googledocs coding in my Moodle with the best of them (I even know what that means!!).   In fact every time we learnt a new word we would use itto confuse and astound our colleagues as often as possible - it caused staff meeting minute chaos! (heheh)

We had seven days of intense training with e-Works, and each day we returned with a deeper understanding, not just using the technology, but using it in a way where learner's interests being our guide to design and content.  We used androgogical (adult learning) methods, social learning and recognition of multiple learning styles and apply these in the e-learning model. For example we took social learning to the elearning environment by using online discussion boards to broaden learner's access to each other's ideas and develop their own. We focussed on what was current in industry and the importance of technology - not just as trainers, but also how technology will change their industry. How do we adapt the way we train others when change is happening so quickly?  We learnt about 'web questing'. (I am itching to try that one again!) But also we talked about incorporating the learning journey into the online delivery. It's not the 'dump content and run model' that some describe.  It changed the way I think about training and structure; it made me a better trainer.  

Most importantly it was the fast response when IT trouble struck or we became unstuck. Their advice was always practical and we couldn't have reached this point without their constant support. Every time we feared we would come apart all the e-Works team were quick with an encouraging word or useful tip.  They cared about our little team and overachieving goals as much as the project, and for that we all (past and present e-Reach team members) thank you!! :)  

The best part of all is that this project will be uploaded onto LORN and available for everyone to use! Despite our struggles, we will succeed to make this e-Reach project a reality. I hope that everyone will enjoy using our units in the future and it achieves the goals we set out with. I will come back and use and improve it again.

And to my little e-Reach team; thanks. Thanks for making it a magical crazy journey.
To the last pea sitting in the pod: don't give up, you are almost there!  

We're Julie's girls.   



  

e-Reachin': A Reflection of the Project Leader's Journey

The two units of TAE40110 (DES402A and DEL401A) have been re-written into a format that meets the learning needs of members studying this course. Due to the nature of our members who deliver a wide variety of courses, it was essential that these units were delivered in a way that reflected their diverse learning needs.  Therefore unit DES402A uses images and examples from a range of training packages. This also familiarises learners with a variety of training packages, so they have an idea of the diverse opportunities available in the VET Sector.  While these units contain assessments and activities, it is important to note this resource do not contain the complete unit.  They only address the underpinning knowledge to support delivery and assessment of these two units and are not designed to be used exclusively for delivery.  These units were designed to ensure that the underpinning knowledge is taught in a holistic and logical manner. By using the online learning platform, I hope to ensure consistency and quality in training in the foundation blocks of knowledge that underpin the entire TAE40110 course. The aim was to find explanations and examples that take learners on a journey that makes sense to them, and clear up some of the misunderstandings and misinformation that exist in the VET Sector. 

I chose these two units to meet three critical areas that I believe are essential for new and existing trainer/assessors to understand when designing and delivering a course.   They include:

·        the overview of the VET Sector

·        how to read unit, training package and course codes

·        using the NTIS website

·        reading a qualification summary

·        the difference between a unit, a skill set, a qualification and an accredited course

·        the role of auditors

·        Understanding the AGTF and AQF

·        What is an RTO

·        Current trends in training methods (the role of technology and green skills)

·        Where the RTO fits into the VET heirarchy

·        the connection between training and the Australian workforce industries

·        Theory behind learning styles (DEL401A)

In DES402A I aimed to cover information gaps that are inherent, as the industry assumes all trainer/assessors would understand these concepts.  These gaps include; the role of auditors, what is an RTO, current industry trends in education, current industry trends in the Australian workforce.  Also it was important to clarify that this course is about preparing trainers to work as a specialist within industry and as a trainer of adults, a message which for some learners has been lost in the complexities of the Certificate IV in Training and Assessment.    

Choosing electives:

Like most courses, the choice of electives required a great deal of consideration about the direction and purpose of the course. While our course does not include the units TAEDEL501A Facilitate e-learning and TAESUS501A - Analyse and apply sustainability skills to learning programs, we did want l learners to experience the online learning environment as a student, and to consider how to incorporate green skills. The reason for this is that we wanted to ensure the foundation blocks of training and assessment were properly established, and these units would be offered as advanced options delivered as single units as part of the JA Professional Development program. The electives chosen for the course are:

1.      TAELLN401A Address language literacy and numeracy skills

2.      TAEASS502A Design and develop assessment tools

3.      TAEDEL301A Provide work skill instruction

Where are we at?

Despite going from a team of four to a team of one, all the content for DES402A, including activities and assessments are complete and accessible online.   All content for DEL401A is either complete or is written and ready to be put online. Lisa is currently completing the final pages and two Jing videos of content on using the NTIS website, as the website has been recently updated and the videos need to reflect this.  The assessment templates for the practice RTO ‘Skillz Learning’ are uploaded in the ‘assessment template folder’, but are also available in ‘resources and links folder’.  

The outstanding components are the ‘splash’ or introductory pages for each unit including a bibliography. The bibliography has been written, and is currently available in a word format. It just needs to be uploaded onto a ‘splash’ page.

The PowerPoint slide on the Industry page (page 1) needs Ken Gooding to have a look at, for some reason it is no longer working properly and I can’t figure out why. 

A final tidy up of the web pages – including deleting the webpages test2 and test3background, the ATN introduction page (or update the induction page). Finally the ‘Induction Pack folder’ needs to upload our enrolment forms and handbooks (form 11).   

The units need to be packaged for LORN.  It will take approximately 1 ½ hours at e-works to get this done. The funding date for this is 1 May 2011.

Two peas in a pod!!!

There were two peas in a pod and now there is one :(( please send me the smallest violin in the world.

What shall I do without my Mars bar...

Live a long and happy life!! and get on with the project only 4 weeks to go woohoo....

TAE On Scope!!

We did it! We did it!  Woop woop!!

28 February 2011

"What's for lunch?" Lisa asked.

"Moodle salad" came the reply.

"What, Moodles again?"

"I threw in a Wiki for something different."

18 February 2011; Feeling Moodlicious!!

There is nothing more thrilling than a break through, except perhaps more than one, and today was the day!!!

I made my first, second and even third Moodle Web page, and can do a basic lesson! #jumps for joy# You know I think we might be getting the hang of this. Sort of. On the most simplist level anyway...

9 February 2011

Had a half day session with e-works today and what a relief all questions answered and more information gained!  We realised that we were on the right track however just needed re-assurance as to the path we were heading down and what we were trying to achieve. Also scored some tips and extra tools like jing, kompzer, articulate etc. have decided that we are to finalise the storyboards this week, all text, spelling no point creating and having to edit. We start to build next week.

Going down the path of creating a sequence of web pages for the two units using our story boards and activities both in moodle and using external programs, we think Wimba will be the tool however could also be done in Moodle. 

4 February 2011

And then, there were two.

Commenced the set-up of our learning platform, configured the look and feel, inserted text and pretty pictures J not too technical, but there was a lot of fussing around, it was a bit challenging at times. Especially when it comes to the look, colours, fonts etc.

Created the course and all the background information, still need to assign roles but will get to it. Found that the Moodle user manual provided is not easy to follow. Oh where oh where has ‘insert a youtube video’ gone? 

Started to think about how to build our storyboard and what tools to use within Moodle. We have some ideas from training however now that we are thinking about how to build them we are finding that there are more and more questions we need answered.

Had a little play on Wimba create today, was able to create a html page however had difficulty inserting media items. Should we use Wimba, or create a web page in Moodle or maybe a lesson. How do you import external activities?

We think we need to schedule another training session! 

21 January 2011; meeting with eWorks

So with our heads high and our USBs at maximum capacity, Team E-Reach headed back to eWorks to demonstrate our progress. After a few gasps of delight with Deb (for we hadn't seen each others work) we realised that all our efforts had paid off. While there were still some inconsistencies in style and format that needed to be dealt with, our sequencing, colours and information chunking will do nicely.

In the afternoon we had time with Ken to review Wimba Create. With the help of 'Grumpy Joe' and his coffee antics Ken guided us on a super human pace through the  wide world of web questing.  I think this time we got it, sort of...  Yep.   Thanks Ken!   Also we had a think about Canfield's learning styles which was new to all of us. this was a good lead in towards webquesting.

So tomorrow's mission: Back to the board room to tidy up those inconsistencies, and once we have made some hard and fast decisions on the finer details we will be ready to (gulp) create it into a virtual wonderland. And who knows, perhaps webquesting will make an appearance in the next unit! 

January 18-19 2011: All aboard E-Reach Discovery, next stop your imagination!

The E-Reach Team are all hands on deck as storyboarding fills our screens with images, podcasts and wonderful things that go pop! (Or will when we work out how.)  Creativity and caffeine flowed freely, as three different styles of instructional design began to take shape.  Case studies were re-written, photos cropped and text boxes were highlighted then unhighlighted and highlighted again. The unit is 'Using Training Packages to meet client needs', and we wanted to draw inspiration from many types of training packages from business, cooking, environment and technology to name a few.

LU chose a logical navigation approach to reading the NTIS website showed creativity and will be the envy of face to face trainers everywhere.   'Powerpoint was a great tool as it was a visual representation of how it would look for the learner' she said. We realised that the more detail about the knowledge sequencing was required, but after a few trial and errors, and extra thought the following questions helped overcome that hurdle.
What does the learner need to know?
What sequence is logical for the learner?
Is this sufficient to provide the learner with skills and knowledge they need?
  
KG's use of cooking metaphors with flavoursome imagery stopped office traffic.  You will see what we mean at Converge 2011.

MW moved to case studies based on current VET topics: 'The Educational Crisis: training the twenty first century workforce for jobs that do not yet exist, using technology that is still being built, to solve problems we barely have begun to recognise are problems.'  With a twist on the retail training package, futuristic shopping was the order of the day, as she braved the world of microchipped shopping carts, mobile phone technology and automated wine tasting.

While in greenskills, learners will visit Flinders Chase National Park, solving a dilemma in eco-tourism.  In this case study they will investigate what skills and knowledge volunteers require to work safely in this unfamiliar environment. These case studies focussed on learners recognising the skills and knowledge of future employment areas in Australia's changing employment landscape, and the challenges facing trainers to cope.

How, where and when to follow delivery with activities and assessments were a hot topic as 'navigation' and 'conformity of design' questions lingered. We bent the rules around yesterday's colours of choice as imagination should not be restricted to rules, or should they?   Restriction of the few images available struck us as a big concern - could the ideas brewing be made a reality with this crew visiting the digital world?

Would all the ideas achieve the learner outcomes we hoped in a professional manner? Tomorrow at Eworks all questions would be answered.

January 17, 2011: Storyboarding -Our project leader surges into the unknown

Storyboarding has begun using Powerpoint to record our ideas, and help us visualise the learner experience in our VC.  It sounded straight forward enough, but day one began with a steep learning curve.

The E-Reach Team had a deep think about what we had learned so far  - sequencing, matching colours, content, navigation tools, chunking information and a plan for everyone to follow were high on our list. 
Our own ideas were on the drawing board; engaging learners on the hottest topics in VET; how will technology influence industry and training? Thinking green: sustainability/environmental issues, and filling in any knowledge gaps as they popped up. 

With a quick chat to our Jobs Australia web page expert, we had a list of JA colour palettes and 2011 logos to help with our design.   Ater a quick word of advice on 'white space', font sizes, our StoryBoard Code Guide was ready.  With a quick glance at completed toolboxes on the Australian Flexible Learning Framework website http://toolboxes.flexiblelearning.net.au/preview/index.htm like the scouts, we felt prepared for anything. It seemed simple enough until we were confronted with a big blank screen. Where to begin?  Could planning truly prepare us for the rush of ingenuity that was now required?  Well, eventually...

A snippet from the Diary of a devoted Project Leader:

Attempt one: 10:37am. My tall skinny latte (in a recyclable mug) was empty and my computer screen was blank.  Phone calls were made, emails read.  Start somewhere, anywhere!  The content was ready, but it needed to engage learners.  As a trainer once said to me, start with what you know, and take them where they need to go.  I am visual, so are a lot of people.  I know about drop down boxes. I'll start there. People like hyperlinks, hyperlinks are good...   I had begun.

Attempt two:   Go to flickr for some inspiration  - Creative Commons only!  An image of a crane represented the topic of industry, and the colours matched the JA colour palette on our StoryBoard guide. Success! Adding stripes in three JA colours gave us more colour and a definitive title space. A little navigation was added.   It was an improvement but something was missing.  

Attempt three:  Ah, that would be the unit code, logo, and white space. After a rethink with the team our training wheels were off.  Team E-Reach were on our way. 

 

January 17, 2011

Our project leader has been working away like a trouper on a storyboard about industry and the introductory page for the Jobs Australia VC. We're feeling confident as at least we have the subject matter decided upon and now its a case of putting the flesh and the fat on the bones, so to speak....MW has taken a keen interest in a industrial feel and look for the front page - tres chic !

This is courtesy of Flickr......very handy site indeed!
We are all looking foward to more e-learning with Deb on thursday.