This Powerpoint has been created to support trainers in the renewable energy trades area. It has an associated e-resource at http://renewableenergytraining.wikispaces.com
Hybridoma Technology ( Production , Purification , and Application )
Effective E-learning for Renewable Energy Training
1. Effective E-learning
for Renewable Energy Training
Marlene Manto
SA E-learning Coordinator
CC licensed Flickr photo by Teckie Kev
2.
3. Why should you bother? Because I live too far
away to come to class.
CC licensed Flickr photo by talisen
4. Why should you bother? Because having to learn
theory in a lecture can be
reeeeally boring.
CC licensed Flickr photo by cybrarian77
5. Because I don’t always
Why should you bother? understand the first
time, and I want to be
able to go over
something again.
CC licensed Flickr photo by energy citizens
6. Because I have a
Why should you bother? disability and need to be
able to learn in a different
way than the others.
CC licensed Flickr photo by kevinpratt
7. Because I’m so bored
Why should you bother? with teaching the same
stuff…in the same
way…over and over
again…..
CC licensed Flickr photo by Montauk Beach
8.
9. What is E-learning?
E-learning...includes all forms of electronically supported
learning and teaching...E-learning often involves both out-of-
classroom and in-classroom educational experiences via
technology applications and processes such as web-based
learning, computer-based learning, virtual education
opportunities and digital collaboration…It can be self-paced or
instructor-led and includes media in the form of
text, image, animation, streaming video and audio.
Wikipedia
10.
11. “E-learning means to
put our current
classroom resources
online…right?” Cc licensed Flickr photo by NASA Goddard Photo and Video
13. “E-learning
doesn’t apply
to trades
training.”
Cc licensed Flickr photo by JWinfred
14. “E-learning
is just
reading text
on a
screen.”
Cc licensed Flickr photo by Dave Bezaire & Susi Havens-Bezaire
15. “It’s about reducing
costs…getting rid of us
Cc licensed Flickr photo by CERTs trainers.”
16. Students want e-learning. According
to the results of the 2011 national
Benchmarking Survey of VET
students….
• 90% would like at least a little e-
learning in their course
• 26% want a lot of e-learning
Source: http://e-learningindicators.flexiblelearning.net.au/survey_results_all.htm
17. What are the benefits?
STUDENTS RTO’S TRAINERS
• Flexible - can study • Increased retention • Can automate tasks
around work/family • Can reduce overall • Sharing of
• Can respond to costs skills/knowledge
different learning • Reduces carbon • Reduced classroom
styles footprint delivery time
• Access anywhere • Consistency of • Availability of experts
• Self-paced delivery (eg with • Can spend time with
• Can be more HPIs) those who need it
engaging • ? more
• More control over • Can be more
learning motivating and fun!
• Freedom to fail • ?
• ?
18.
19. “There are many opportunities for e-learning
e.g. an apprentice electrician needs to
understand Ohms law - perfect for e-learning.
[There are] many very "dry" topics that would be
best served delivered in a smart interactive e-
learning presentation."
Jim Munro, Director,ABSC Group
http://www.linkedin.com/groups/Elearning-Conversations-4543260/about
20. "When I am convinced that the only way to
properly assess a particular skill is in the work
place and/or through practical demonstration ... I
usually organise a way to 'watch' the person
perform the skill.
This may be through the person video recording
themselves, or by live link-up through Skype, or
my personal favourite, live to a group via a
webinar."
John Radvan, WEA Hunter
21. “Trades students love technology if they can see
a reason for its use. Let them find, play and
learn with automotive, construction, engineering
and volumetric apps!"
Tracie Regan, Wide Bay Institute of TAFE
22. “One reason apprentices became Diesel mechanics was
they "Were no good with electrical stuff". Teaching the
subject was hard work...Even with the best
lecturers, 10% of the students had to do re-sits or
additional studies because they did not finish their work.
I also taught the subject using the support of the
computers. The result was...
- No students needing re-sits
- Students finishing in less than 4 days (normally 5 day
study)
- Less teaching and less stress (allowing time to be
spent with students who were struggling).”
Jim Kesting (previously Heavy Vehicles, TAFE SA)
31. Kobak Pty Ltd, Flagstaff Hill SA
Kobak Pty Ltd
….is using iPads for WHS
requirements including
completing reports verbally
and taking photos for
evidence of compliancy.
32. TAFE NSW Riverina Institute
….repackaged 3 existing units of competence
undertaken by their Electrotechnology
students.
They were developed in Moodle using a variety of e-learning strategies eg:
Power points, screen grabs, quizzes, videos, You-tube and other tools to
enhance the learning experiences of students.
http://accesstoskills.wikispaces.com/AS046
33. SA Plant Operator Training – Lonsdale, SA
….adapted their Forklift delivery training into
mobile learning for marginalised and
disengaged learners.
They developed a ‘Forklift Pre-op
procedure’ resource which could
be viewed on a mobile phone.
They also used QR codes to
create a ‘learning trail’ over a real
forklift.
http://sapot.wwdad.com/moodle/course/view.php?id=27
http://pre2012.flexiblelearning.net.au/content/forklifts-getting-mobile
34. MITAC - Major Industries Training Advisory Council
….successfully built an iPhone App for eProfiling.
This app allows students to log their weekly cards without having access to a
computer improving the regularity with which they log their information. This also
allows the RTO and Employer to more accurately track the progress of the
apprentice, potentially leading to more timely completion of the apprenticeship.
http://accesstoskills.wikispaces.com/AS046
35. TAFE NSW North Coast / Essential Energy
….developed an online learning tool comprising the 5 stages applicants may
need to progress through to obtain an apprenticeship with an Energy
Provider in Australia.
They trialled a variety of technologies to provide remote facilitation and ongoing
tutorial support, and customise existing employability skills and underpinning
numeracy skills resources for the industry.
Case Study: http://pfp2012.wikispaces.com/file/view/NCI_E_3_case_study.pdf
36. Also…others have been doing work with….
• POV (Point of View) technologies for assessment…
• Second Life (virtual 3D worlds)…
• Geotagging….
38. • Mobile learning….
CC licensed Flickr photo by eEvidence
• E-Books…
• And more!!!!!
CC licensed Flickr photo by Zero2cool_DE
39. Feb 2013
Time Management
DC Fundamentals
Refrigeration Basics
Introduction to Budgets
By Meg Rogerson – Monday, 2nd April 2012, 11:52 AM
Forum for Questions
By Mark Rogerson – Thursday, 14th Feb 2013, 9:04 AM
No collaboration – content only – ‘step through’ – for information recall onlyRequires high level of student self-motivation as it is learner-led. Can you think of any examples? [corporate/compulsory staff training]
Similar to old ‘distance education’, but using an LMS instead of learning materials in envelopes.Might have some F2F but the emphasis is on learning from a distance.Requires high level of self-motivation from students as learners work through it…albeit with time-lines.Can you think of any examples? [Higher Ed/distance Uni courses, management upskilling]
This is close to class-room delivery in that it is live, synchronous and immediate. Teacher-led…learners just need to ‘turn up’. Can be recorded.Can you think of any examples? [Centra, webinars that I organise]
This is probably the most common model, as it describes a ‘one stop shop’ where students access their study, whether they are on-campus or distance.More F2F than would be in the Supported Distance model…the Virtual Campus is the ‘back-up’ and is not THE study location. Moodle is an example of a platform (but if the Moodle is just filled with resources, then it isn’t a Virtual Campus…it’s just a resource holder). Can you think of any examples? [Some Moodle courses]
THE most common model for VET….a blend of all!Can you think of any examples?
The drivers are different here…all about variety, motivation and engagement! Usually teacher-led, but the more student involvement there is, the more engagement and motivation.Can you think of any examples? [Skype for support, Blogs, Wikis, video assessment etc]
A story…..This is Neil. Neil Kosh is the owner of KOBAK down at Flagstaff Hill, and he has owned the company for 20 years. But he was ready to close his doors 18 months ago. The new WHS laws were approaching and with the world changing, Neil was sure that he would not be able to change his old way of doing things. Neil and his staff said that they can't use technology and they did not want to. He had a very negative attitude to technology.The light switch moment came when when it was pointed out to Neil that he could programme every GPS plot there is in Saint Vincent's gulf into his fish finder....so he actually was comfortable with technology! So Neil bought all his employees an iPad, which they now use for most of their paperwork, ranging from photographic evidence to voice recordings for JSA reports, Today, 18 months later, KOBAC is working at full capacity with technology assisting their workforce, and the company has a very bright future ahead.
http://accesstoskills.wikispaces.com/AS046
http://sapot.wwdad.com/moodle/course/view.php?id=27Flash activity for pre-op test: http://sapot.wwdad.com/moodle/mod/resource/view.php?id=665http://pre2012.flexiblelearning.net.au/content/forklifts-getting-mobile
http://accesstoskills.wikispaces.com/AS046
Case Study: http://pfp2012.wikispaces.com/file/view/NCI_E_3_case_study.pdf
Mobile learning: http://nswinnovations.wikispaces.com/09-31
But what is more common…is blended learning using a combination of classroom/workshop, workplace and online spaces eg a Moodle (often backed up with webinars for support and/or scheduled lectures.