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Balancing consistency and
flexibility in the development of
online qualifications (courses)
Vocational Education and Train...
2
Contents
– From templates to VET online.
– Format for today
– Diploma of Conservation and Land Management
– Diploma of N...
3
Objectives for today
– Template improved navigation
– Three examples from “VET Online Project”
– Format
– Unit overview ...
4
Diploma of Conservation and Land Management
Situation Analysis
 Unit: Develop interpretive activities
 Cohort: Histori...
5
Diploma of Conservation and Land Management
This is our story teller (your left):
Andrew Spiers
More of his work later
F...
6
Example of how
this site is
designed to
build learning
7
Diploma of Conservation and Land Management
Learning Technologies
 Articulate Storyline
 Camtasia
 VoiceThread
 Shar...
8
Diploma of Nursing
Situation Analysis
 The Story: 28 units developed and delivered in 18 months
 The Cohort: Local, re...
9
Diploma of Nursing
Learning Design
 Blended Learning
 Scaffolded
 Tailored
 Visual and Interactive
1. Introductory a...
10
Diploma of Nursing
Learning Technologies
 Blackboard Collaborate
 VoiceThread
 Laerdal vSim
 eTrain Clinical Skills...
11
Diploma of Nursing
Outcomes
 28 units developed and delivered to students in 18 months
 Overwhelming positive student...
12
Diploma of Salon Management
Situation Analysis
 Cohort: Small business owner aspirations
Very Social – like people
Vis...
13
Diploma of Salon Management
Learning Design
 Scaffolded
 Tailored
 Visual
 Too early for outcomes – Adjustments we ...
14
Summary of our model
– Navigation helps to satisfy common repetitious needs, especially static
– Students find consiste...
Balancing consistency and flexibility in the development of online qualifications (courses) in Vocational Education and Tr...
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Balancing consistency and flexibility in the development of online qualifications (courses) in Vocational Education and Training | Zachary Watt & Tony Allan - Charles Darwin University | TLCANZ17

Pedagogical support teams trying to enable consistency and flexibility in online instructional design, face seemingly opposing needs. Instructional designers seek flexibility in order to promote dynamic learning, but at the same time there is a need to maintain consistency and structure to give students an efficient learning environment.
This presentation will share Charles Darwin University’s (CDU) approach in relation to its “VET Online” program, which used a structured collaborative model to developing online qualifications each containing multiple Blackboard Learn™ sites.

Regulatory compliance requirements in vocational education and student surveys highlighted a need for a template to ensure the Standards for Registered Training Organisations 2015 (Standards) were being achieved, and to provide a consistent experience for students. This raises an issue about what is an appropriate level of pedagogic influence that a template ought to create. CDU decided to confine the scope of influence to navigation, and where possible ensure requirements dictated by the Standards were being routinely met.

The next step in process was to help develop the capacity of staff to build high quality online offerings. CDU created a project based collaborative model that enabled the solution of emerging issues on a project by project basis. This has resulted in online qualifications that reflect the culture of each team and the strengths of individual lecturers, at the same time capturing common (transferable) learnings in a central team, who could continue facilitation of future projects, and progressively share knowledge and practices.

From a simple premise of developing consistency through navigationally focused templates, whilst encouraging personalised instructional design, using a collaborative project approach, CDU has created an opportunity to steadily develop strength in the online space.

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Balancing consistency and flexibility in the development of online qualifications (courses) in Vocational Education and Training | Zachary Watt & Tony Allan - Charles Darwin University | TLCANZ17

  1. 1. Balancing consistency and flexibility in the development of online qualifications (courses) Vocational Education and Training (VET) Tony Allan and Zachary Watt
  2. 2. 2 Contents – From templates to VET online. – Format for today – Diploma of Conservation and Land Management – Diploma of Nursing – Diploma of Salon Management – Summary
  3. 3. 3 Objectives for today – Template improved navigation – Three examples from “VET Online Project” – Format – Unit overview (if it adds value) – Situation analysis – Summary of the learning design – Sample of technology used (how and why)
  4. 4. 4 Diploma of Conservation and Land Management Situation Analysis  Unit: Develop interpretive activities  Cohort: Historically face to face, changed to mostly online  Teaching staff: e.g. all in an eccentric lecturers head wealth of knowledge, fantastic story teller https://parksaustralia.gov.au/kakadu/pub/gunbim.pdf
  5. 5. 5 Diploma of Conservation and Land Management This is our story teller (your left): Andrew Spiers More of his work later For now, just listen. Image of Harry: https://www.anbg.gov.au/biography/butler-william-henry.html
  6. 6. 6 Example of how this site is designed to build learning
  7. 7. 7 Diploma of Conservation and Land Management Learning Technologies  Articulate Storyline  Camtasia  VoiceThread  ShareStream Video Submission
  8. 8. 8 Diploma of Nursing Situation Analysis  The Story: 28 units developed and delivered in 18 months  The Cohort: Local, remote and interstate Studying and working – time poor Visual and activity based learners Minimal experience with online learning Some low level computer literacy Welcoming of Learning Technologies  The Teaching staff: 3 x teaching staff Consultation with team leader & teaching staff Welcoming of collaboration Open to innovation Some prior online experience Time poor Dedicated and passionate
  9. 9. 9 Diploma of Nursing Learning Design  Blended Learning  Scaffolded  Tailored  Visual and Interactive 1. Introductory activity on key concept 2. Self-assessment with immediate feedback 3. Final theory assessment 4. Simulated learning 5. Practical placement
  10. 10. 10 Diploma of Nursing Learning Technologies  Blackboard Collaborate  VoiceThread  Laerdal vSim  eTrain Clinical Skills Simulators  ShareStream Video Submission  iPads  Analytics and Unit Reports  Performance Dashboard and Retention Centre
  11. 11. 11 Diploma of Nursing Outcomes  28 units developed and delivered to students in 18 months  Overwhelming positive student feedback via VET MyView Survey  Two student cohorts graduated, with a third cohort graduating in October  Expanding to accept International Students  Developing further engaging and interactive learning materials  Introduction of downloadable learning materials for offline viewing  Repetition and re-enforcement of Learning via Quizzing and Laerdal vSim clinical skills simulations has resulted in improved student learning and retention, allowing students to complete Sim Block tasks much more efficiently.  Sustainable online course design  The inclusion of Language, Literacy and Numeracy testing, through the use of an external company, VETASSESS, prior to entry into the course has ensured that students are able to meet the requirements for registration as a nurse on completion of the course.  Finalist for CDU VC’s Award for Outstanding Contribution to Student Learning  ANMAC has accepted the Transition to HLT54115 for delivery in 2018 - More work to do!
  12. 12. 12 Diploma of Salon Management Situation Analysis  Cohort: Small business owner aspirations Very Social – like people Visual, kinesthetic learners – pink emails / CIV Prac Challenged by Accounting concepts like BEA  Teaching staff: Consultation with team leader Welcoming of assistance – maybe too much trust Time poor Minimal online experience High staff turn over
  13. 13. 13 Diploma of Salon Management Learning Design  Scaffolded  Tailored  Visual  Too early for outcomes – Adjustments we are making Team teach early unit(s) Designer experience Lecturer receive on the job professional development Future assistance comes from a better understanding
  14. 14. 14 Summary of our model – Navigation helps to satisfy common repetitious needs, especially static – Students find consistency helpful – A project approach can work. Success is more likely when the central team: i. has a variety of technological, pedagogical preferences, and industry sector experience ii. works together on different project, which means collective knowledge over time, and they can identify what is replicable or transferable iii. are prepared to listen and wanting to build sites that reflect the strengths and wants of those who actual facilitate the learning iv. are flexible, in that they are prepared to change their approach to suit each new situation. In particular, accept the operational and political pressures that mean getting online is often not the highest priority or the most appropriate answer

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