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.
Monday, April 11, 2011
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.
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