Top tips and techniques for getting started (or expanding) your flexible training options
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Learners are looking for flexible training options that allow them to learn anytime, any where and from any device. Designing and implementing flexible or blended learning programs can be challenging as they require trainers rethink their current training program. These slides showcase some best practice examples of flexible learning design techniques which will allow you to get started (or benchmark) your existing flexible training program. You will walk away with some useful resources and some solid actions to kick start your flexible training program design process (or which will help you breath some life into your existing implementation).
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Top tips and techniques for getting started (or expanding) your flexible training options
- 1. vanguardvisions.com.au Top tips and techniques for getting started (or expanding) your flexible training options 28 January 2015 CY O’Connor Institute Allison Miller
- 2. Find these slides at: slideshare.net/vanguardvisions
- 3. Workshop Overview • How is VET changing? • Are all flexible training options the same • Best practice flexible learning design principles • Where to from here?
- 4. vanguardvisions.com.au How is VET changing?
- 5. How is VET changing? • Competitive/Demand driven funding models • Industry-driven – meeting skills needs over social needs • More accountability • Downsizing of workforce • Less student support services • Need for increased course completions • Demand for flexible training options • Others?
- 6. Internet is already a game changer Source: Deloitte Access Economics Pty Ltd (2013) – http://www.deloitte.com/view/en_AU/au/services/financial-advisory/deloitte-access-economics/05660fd56ab1e310VgnVCM1000003256f70aRCRD.htm
- 7. Where do you sit on the Digital Superhighway Matrix? You KNOW about delivering training online You DON’T KNOW about delivering training online You KNOW how to deliver training online DIGITAL NAVIGATOR (Destination) DIGITAL BLINDSPOT (Overtaken) You KNOW DON’T how to deliver training online DIGITAL HITCHHIKER (Transit) DIGITAL ROADKILL (Death) Adapted from an e-business matrix originally developed by Allison Miller, Vanguard Visions, Ian Newton, TAFE NSW North Coast Institute and Wendy Perry, Workforce Blueprint
- 8. vanguardvisions.com.au VET is changing … How does this impact you / your work?
- 9. vanguardvisions.com.au Are all flexible training options the same?
- 10. Are all flexible training options the same? Individual Class Wider community Works on own Works with other learners Works with wider community what-is-elearning.wikispaces.com E-training Blended Flipped
- 12. E-Training Learning Management System •Individual Checklists •Reports/Logs •Grade book CC-BY Image: by mklpper – Chinese Teacher http://www.flickr.com/photos/mklapper/5812224468/ CC-BY Image: by HackNY.org - Fall 2010 hackNY Student Hackath - http://www.flickr.com/photos/hackny/5686024942/
- 13. Blended Learning Management System •Individual Checklists •Grade book •Reports/Logs •Forums etc Eportfolio •Personal learning space •Tags Webinar •Group •Recordings
- 14. Blended Learning Management System • Individual Checklists • Grade book Eportfolio • Personal learning space • Tags Webinar • Group • Recordings CC-BY Image: by mklpper – Chinese Teacher http://www.flickr.com/photos/mklapper/5812224468/ CC-BY Image: by HackNY.org - Fall 2010 hackNY Student Hackath - http://www.flickr.com/photos/hackny/5686024942/
- 15. Flipped Learning Management System • Individual Checklists • Grade book Eportfolio • Personal learning space • Tags Webinar • Group • Recordings
- 16. Flipped CC-BY Image: by mklpper – Chinese Teacher http://www.flickr.com/photos/mklapper/5812224468/ CC-BY Image: by HackNY.org - Fall 2010 hackNY Student Hackath - http://www.flickr.com/photos/hackny/5686024942/ Learning Management System • Individual Checklists • Grade book Eportfolio • Personal learning space • Tags Webinar • Group • Recordings
- 17. CC-BY Image: Father and son fishing - http://commons.wikimedia.org/wiki/File:Father_and_son_fishing_little_boy_helps_his_father_to_fish.jpg Moving to learning-centred methodologies
- 18. Learning-centred methodologies Individual Learning Plans Action/Project based learning Problem seeking & solving learning (Design thinking) Work-based/Situated learning Service learning Peer/Collective (Tribe/Gang) learning Professional Learning Communities /PLNs (Circles) Informal/Just-in-Time/Social/Self-organised learning Scenario-based learning Authorship / Story-telling learning Others?
- 19. vanguardvisions.com.au There are many flexible training options … How does this impact you / your work?
- 20. vanguardvisions.com.au Best practice flexible learning design principles
- 21. Learning Design Learn about this process: blog.cathy-moore.com/2008/05/be-an-elearning-action-hero Learning outcome (Element)
- 22. Encourage interaction CC-By Image: Wikipedia – Google Docs http://uk.wikipedia.org/wiki/Google_Docs CC-By Image: by Vanguard Visions “Practice NBN Digi-forum” https://www.flickr.com/photos/77018488@N03/9318070406
- 23. It’s not all about the content but … CC-By Image: by Creative Commons “Open Textbooks” - http://creativecommons.org/tag/open-textbooks
- 24. It’s not all about the content but … Use your existing content CC-By Image: by Wikimedia – “Book lover” http://commons.wikimedia.org/wiki/File:Book_lover.jpg
- 25. It’s not all about the content but … Record yourself … what you’re already doing CC-By Image: by Wikipedia “Go Pro” http://he.wikipedia.org/wiki/GoPro
- 26. It’s not all about the content but … Use other people’s content Google YouTube National VET Content Repository Wikipedia, Wiki-how-to Creative Commons Slideshare And much, much more…
- 27. It’s not all about the content but … Use the students’ content Screen shot: Pete Aspinall - Occupational Hygiene - LEGO style - https://www.youtube.com/watch?v=p2MXDcNpLvE
- 28. Give them what they need CC-By Video by FrostKnivEz “GTA V: Robbing A Gas Station Store” - https://www.youtube.com/watch?v=4HmrTsiKzgA What will they need to know/do when they need it?
- 29. Chunk and change CC-By Image: by sandra_schoen - http://pixabay.com/en/presentation-gui-e-learning-course-341444/ Be explicit, be visual and avoid the scroll of death
- 30. Make your assessment cheat proof Best way to reduce cheating = increase student motivation ie WIIFM (what’s in it for me [them]?) (Lang 2013 via Morris, 2014) Motivation strategy How flexible training supports this Get to know your students • Add photos of them self • Update their profile • Introductory posts (and ice breakers) Applied/real assessment tasks • Individual learning (and assessment) plans • Eportfolio of evidence (incorporating images, audio, video, written work etc) • Showcase their work online (and get feedback) Peer activities • Work together through forums and Google Drive (Docs) • Choreograph websites and online groups • Group problem solving Projects / Assessments Self-assessment • Write a learning journal
- 31. Start with a new cohort CC-By Image: by JISC - http://www.jisc.ac.uk/blog/what-do-students-entering-he-expect-from-digital-technologies-01-sep-2014 They don’t know how it was done before
- 32. It’s not that easy Finding the time? • Work as a team / divide up the work • Start when something needs updating What to learn? • Be an online learner yourself • Join E-learning Conversations LinkedIn Group Where to start? • Take baby steps and trial something small • Take the lead of others and build on it
- 33. vanguardvisions.com.au Designing flexible training effectively is important … How does this impact you / your work?
- 34. Where to from here?
- 36. vanguardvisions.com.au Allison Miller 0400 732 270 allison@vanguardvisions.com.au vanguardvisions.com.au
Notes de l'éditeur
- Introduce yourself – Allison 20+ years experience in education and training Started in flexible training options in 2005 due to low numbers Then became TAFE SA E-learning Co-ordinator, SA E-learning Co-ordinator, Eportfolio / Higher Pathways Business Manager Now Elearning ebusiness eportfolio consultancy Work with prominent universities and VET providers Workshops / Webinars for ACPET and VELG Training Share the collective knowledge of those people I’ve worked with on online or flexible training programs
- Allison This workshop will cover ….
- So ‘how is VET changing’? Rather than assume you are an ‘empty vessel’, we will take a few moments to share what we already know. Find at another person who you’ve not spoken to today Introduce yourselves – name, campus, position Discuss ‘how is VET changing’? Decide on your top two (to share with the rest of the group) and write them down LEARNER TEACHER ORGANISATION VET
- Put your hand out if you discussed one or more of these
- World is changing dramatically due to the internet Big Bang, Short Fuse Digital Disruption quadrant – Education is predicted to be digitally disrupted in the next 1-2 years
- Where do you sit on this matrix? We need to either be a digital navigator or digital hitchhiker, and so do our students in terms of working in a digital economy. Those RTOs (or staff within an RTO) that don’t become a digital navigator are destined to become digital roadkill
- VET is changing but …. Write down how this is impacting you / your work
- Flexible training options are not the holy grail solving all of our issues in VET, but when utilised in combination with a range of other strategic initiatives (eg business development, relevant training etc), flexible training options can help you, your RTO and your students from becoming digital roadkill. Flexible training options allow you to: Offer greater choice to your students Expand your geographical reach Better track your students’ progress Better meet audit requirements More interesting training programs Telework opportunities Are all flexible training options the same? … hands up – Yes or No Let’s a have a look at a few
- According to Michael Coghlan’s research, there are 7 different flexible or online training options – all are valid depending on the training requirements Individual (learner works on their own) …… Group (learner works with other learners) ….. Community (learner works with a wider network of people)
- Teacher controlled / led
- Teacher / Student controlled led
- Student controlled / led Flipped training can mean: Students reading / listening or viewing the content before they come to class / workshops … then in class they do practical things (we’ll look at what these can be shortly) Flipping the control, where students are given more influence about the training Blended learning environment remains but social media tools are incorporated to allow questionings and discussion with people beyond the learning environment eg industry experts or other students studying the same topic
- Flipping the control to the learner means that the learning is more individualised.
- Flipping some of the control to the learner enables students to develop to learn how to learn … was we teach them how to fish and not just feed them the fish (or the content / whole learning process). With the teacher as the facilitator of learning or guide on the side, students also develop: Critical literacy skills Reflection Problem solving Creative / innovative thinking Design thinking Emerging learning methodologies/pedagogies Learning centred - learn to fish, not just give them the fish Flipped learning (flipping who’s controlling the learning) Action-based Relevance and fit for purpose Collaboration - peers, mentors, industry experts etc Giving learners’ a voice Communication Need learners to be think, do and interact
- Here is a list of delivery models which are ‘learning-centred’ to enable people to develop the many and varied skills that need to be life-long and self-directed learners. This list is by no means extensive, but it does focus on active-learning opportunities, and they can all be implemented more easily through the use of technology. How you implement and assess these requires: Networks to be exposed to new ideas Time to explore new ideas Environments which support the implementation of new and different ways of doing things Resources which enable the implementation of new ideas Communication strategies to positively share how these new or different ways of doing things will benefit everybody Etc, etc, etc,
- There are many flexible training options …. Write down how this is impacting you / your work
- Replace ‘business goal’ with learning outcome / elements – Cathy More What do they need to do? IE – Write something, Ask questions, Speak clearly, Apply safety What activities (action) are needed to achieve this ie reading, researching, practicing What information do they need to complete the activity Read then do, read then do, read then do Cheat / Audit proof: Individualised so very hard to copy Focus on learning as well as assessment
- Need learners to be think, do and interact Students researching some of the content and posting to a forum and explaining why Peer activities using GDocs Debates / Discussions / Decision making via webinar
- Content is every where on the web … so don’t get bogged down thinking you need to create all of the content but … Where does the content come from?
- Where does the content come from? existing learner guides / textbooks / PPT slides / PDFs
- Recording yourself Record any presentations you give now (Go Pro, Flipped camera, MP3, screen capture,)
- Where does the content come from? use other people’s content (while adhering to Copyright Laws – hyperlink or attribute) Google YouTube National VET Content Repository (including Toolboxes) Wikipedia, wiki-how to Creative Commons Slideshare
- Where does the content come from? student’s work (prosumers) Getting permission – CC-BY
- Cathy Moore’s – Petrol Station hold-up
- Scrolling down Visual but not cluttered Clear explicit instructions, expectations (not 24/7) and group norms
- Increasing the intrinsic or ‘what’s in it for me (WIIFM)’ value of online training and assess provides a win-win situation for the online student, through more interaction with other people and a better learning experience as a result. Here are some strategies to increase intrinsic motivation in your students: Use activities which help you interact with your students so you get to know them better. Use a variety of assessments which are real and applied, and that clearly demonstrate your students’ capabilities. Develop peer activities which allow your students to interact and learn from each other. Incorporate self-assessment activities which enable your students to understand why they are learning something and how they can apply what they have learned to other situations.
- Scrolling down Visual but not cluttered Clear explicit instructions, expectations (not 24/7) and group norms
- Designing …. but …. Write down how this is impacting you / your work
- Write yourself one action that you will do when you get back to the workplace Write it into your diary for your next working day Write a note in your diary in 2, 4, 6 weeks – ask yourself … how have I achieved this action?
- Follow this work at
- Allison Thank yous and good byes