Acpet Vic eLearning Induction 2012

ACPET - Vic Government e-Learning Program 2012

Intermediate Induction

Programme

•Introductions, Objectives, Requirements, Goal Setting•Mentoring Moodle Site•Models of e Learning content and delivery•Mentor Training•Using Learning Object Repositories•Workshop dates reminder

Program Overview

Program Planning

Program Planning

Program PlanningProject Deliverables

Handout - Draft Delivery Template~Handout – Usability Testing

• Purpose• Rationale• Unit/Curriculum information• High level learning objectives• Learning objectives• Learning design• High level structure• Detailed design blueprints

DraftJune 1

FinalJuly 20

Program Planning

Program PlanningRTO Visits

Program Moodle HubHead to http://www.yumstudio.com.au/acpet Log in with:• Username

(first initial + surname, all lower case)• Password: acpet

Program Planning

In Groups:

What do you value in training?

This E-learning is so gone daddy o

Group SnapshotUse Feedback tool in Moodle - short questionnaire

Potential Delivery Strategies

DeliveryModels of training delivery that compliment the use of a LMS

Fully Online

Knowledge Preparation for F2F Skills Workshop

Blended – Mix of online & F2F

Skill recognition/currenc

y/RPLSkills update on

demand Collaborative Learning with Peers

Compliance

Induction

ToolsPotential Tools to underpin a flexible delivery

Learner Management Systems

Virtual Classroom

Web 2 Portal(Blog, Wiki, Facebook)Manuals,

CD ROMSUSB

Existing resources ePortfolios

Asynchronous Learning

Any learning event where interaction is delayed over time. This allows learners to participate according to their schedule, and be remote from the trainer•Email•Discussion Forums•CD ROMS•Textbooks•Video/Audio resources•Web searches/Social Networking sites

Synchronous Learning

Any learning event where interaction happens simultaneously in real-time. •Virtual Classrooms•Shared Whiteboards•Application Sharing•Teleconferencing•Videoconferencing •Virtual Worlds •Face to Face Workshops

Infrastructure-Support

Help Desk Online enrolments

Email and Phone

Web help – guides, FAQ

Out of hours learner support Integration with Student

Management Software

Assessment Reporting

A Model

Knowledge/Skills

Industry Knowledge

Staff Capacity

ComplianceeLearning Training Tools Collaboration

Authentic Tasks

Trainer/LearnerCommunication Model

Self Paced

eLearning PlatformStructured

What is my relationship to my learners?

•Trainer•Mentor•A Model•Guide on the Side•Resource•?

Fully Online Knowledge Preparation for F2F Skills Workshop

Blended – Mix of online & F2F

Skill recognition/currenc

y/RPL Collaborative Learning/Projects

with Peers

Face to face Classroom based

Delivery Options

ClassroomPen and PaperDiscussionGroup WorkResumeDiariesReflectionDemonstrationWork Placement

Delivery Tools

Virtual ClassroomMobiles/LaptopsForum/Voice ThreadBlogs/WikisePortfolioBlogSound/AudioPhotos/VideoBlogs/Wiki/Electronic Calenders

Text Content is heavy going online……we know

TheoryCase StudiesProblem SolvingGroup WorkPlacementReflectionPracticeInformation

Case StudyResearchDecision MakingCollaborationPlacementAudioProblem SolvingCase Study

ConnectivismLearning is enabled when an individual engages with community because information is distributed across networks Collaborative LearningKnowledge and skills are acquired through working with othersSituated LearningEffective learning occurs through the same activities, context and culture in which it will be appliedInformal LearningLearning is self directed. Learners are intrinsically motivated to acquire skills and knowledge through a variety of means – discussion, social media and communities of practise

4 Big Ideas

5 Stages of Workplace Learning

http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html

Informal Learning

http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html

Informal Learning

Training ValuesVisit the Moodle Forum – What do you value in Training?(Small Groups)

Program Planning Your evaluation methods and questioning should capture information from each learner to enable you to reflect on their reported satisfaction level with you, course materials and the virtual environment/tools you used.

Evaluation

Program Planning

•Survey Monkey

•Feedback Tool (Moodle)

•Lime Survey

Evaluation - Methods

Blackboard CollaborateLogging into Elluminate for the online sessions

• Sherrill will provide a link for these• Practice link in Induction (Moodle)• Presentation• Q and A• Reporting back on progress

Logging into Elluminate – optimise your connection speed

• Set your Connection Speed to the Internet

• Open the Preferences dialog under the Tools>> Preferences.

• Select Connection choose the correct speed from the Connection Speed drop-down menu.

Blackboard Collaborate

Blackboard Collaborate Sample session

Web 2

•Social Bookmarks•RSS and Google Reader•Twitter•Useful Blogs and Websites

Web 2 Tools

Google Reader

• Using Google reader you can add RSS feeds from websites you want to follow. RSS stands for "Really Simple Syndication" and they allow for you to catch a "feed" from various websites, blogs, wikis, audio/video sites.

• To find out if RSS feeds are available on websites look for this logo or something similar:

Web 2 Tools – Google Reader

Handout: Setting up Google Reader and adding RSS feeds

Social Bookmarks

• Social bookmarking systems are web-based services that allow users to bookmark all manner of web based resources, 'tag' those resources with meaningful keywords, and share their bookmarks with others.

• Your bookmarks available to you anywhere you have an internet connection

Web 2 Tools – Diigo

Social Bookmarks

• Social bookmarking systems are web-based services that allow users to bookmark all manner of web based resources, 'tag' those resources with meaningful keywords, and share their bookmarks with others.

• Your bookmarks available to you anywhere you have an internet connection

Web 2 Tools – Diigo

Set up Diigo

http://www.diigo.com/

Web 2 Tools – Diigo

Post at our Moodle

Introduce yourself:–Name–Position–RTO–Your interest/experience in eLearnng

Text Post

•Short learning curve•Navigation built in •Instructional design encouraged through tools structure and visual queues•Does not require any programming knowledge•Advanced features such as creating links, tests, glossary, FAQ, drill down pages are built-in. Does not require any advanced skills, programming, or HTML knowledge•Easy to import Multimedia

Rapid eLearning

Media

Audio

Pics Video

Flash

Text

Docs

Activities

Steps

Quiz Decision Making Trees

Information

Demo

Problem Solving

Rapid e Learning Samples

Post at our Moodle

•Unit•Client Group and their characteristics•How existing training is delivered to this group•Your vision for eLearnng for this delivery•How you see the trainers role in this delivery•Mode of Delivery•Obstacles to overcome/learning to be acquired•Organisational Readiness for eLearnng

Audio Post at iPadio – Your Proposed Project

Call iPadio with your response

Ring 1800-802569Enter the Registered Number: 1161409317625 #Enter the Pin number: 5676Begin your phonecast

Channel Homepage: http://www.ipadio.com/channels/MichaelGwyther/

Audio Post at iPadio – Your Proposed Project

Mentoring

Content Formats – E Standards for Training

•Web (HTML & CSS)•Text Documents (PDF, RTF, DOC)•Graphics•Audio•Video•Interactive Content

Using Framework Tools and Networks

http://e-standards.flexiblelearning.net.au/technical_standards/content_formats.php

Mentoring

Content Formats – E Standards for Training•use recognised formatting elements in HTML•Include document type and size, e.g. AnnualReport (Word 255KB).•Use current antivirus to clear your material•Keep file names short and simple. Avoid capitals, spaces, special characters or symbols (e.g. the ampersand [&] or dots [.]), or lengthy names

Using Framework Tools and Networks

Mentoring

Accessibility – E Standards for Training•Text alternatives for images, graphs, video and multimedia should be planned and implemented•Content with high bandwidth requirements (such as video) should also be provided in a low bandwidth alternative (e.g. still images and text). •Access to all content should be possible without the use of scripts (e.g. JavaScript).

Using Framework Tools and Networks

Mentoring

Accessibility – E Standards for Training•Test the accessibility of your content using the Web Accessibility Toolbar (Internet Explorer) or the Web Developer Add-in (Firefox)•Web Accessibility Toolbar for Internet Explorer: http://www.visionaustralia.org.au/ais/toolbar/•Web Developer add-in for Firefox: https://addons.mozilla.org/en-US/firefox/addon/60

Using Framework Tools and Networks

Mentoring

Client Platforms•Hardware, software and operating systems required by end-users to access electronic resources. When developing content, developers need to have a minimum client platform specification in mind. Developers of VET e-learning content must ensure that content is tested and operable in the stated desktop environment.

Using Framework Tools and Networks

Mentoring

• Three basic steps are required for developing VET e-learning content. Each step may contain a number of additional steps depending on the type of content you’re creating or customising.

The three steps are:• Develop• Package• Describe

Example of a Learning Object

Come on down to the Toolbox repository!

http://toolboxes.flexiblelearning.net.au/

Toolbox

Example of a Learning Object

interactive e-learning and assessment resources featuring scenarios, images and activities

http://toolboxes.flexiblelearning.net.au/

Toolbox

Toolbox

Toolbox

Toolboxes can be edited and enhanced:– Content (text)– Documents (word, pdf, excel etc)– Images– Multimedia presentation (flash text,

images)– Audio and Video

t

Toolbox Customisation

Learners are changing•Internet•Mobility•Generational•Unfolding jobs and changing job roles•Generic Skills

Learners

Ways Learners Learn•when they teach someone else/use immediately.•when they practice what they learned.•when engaged in a group discussion.•when they see a demonstration.•from audio-visual presentation•from reading.•from lecture.

Way Learners Learn

Learning Styles

VARK Questionnaire

Do they effect teaching and learning?

Models of e learningPrinciples underpinning effective & engaging eLearnng

Most e learning courses purpose is to share information, support learners to make correct judgments, perform new tasks or existing tasks in a new way.

However, most courses focuses on sharing information rather than performance improvements.

What do you expect your learners to be able to do

after completing the training?

Models of e learningPassive Learning

•Slabs of Text•Multiple Choice Questions•Few opportunities to apply knowledge•Poor demonstration of skills•Inadequate follow up with face to face assessment/further training•High drop out rate/low engagement

Models of e learningText Text Text

•Reading is best done offline. •Many eLearnng courses require a lot of reading. •If most of your course is text-based, find a solution that best supports reading rather than building a course

Models of e learningLearners come in all shapes and sizes

Learners exhibit a variety of learning style preferences•Active•Reflective•Visual•Experiential•Auditory•Sensing

Models of e learningLets cater for them!

• Reduce reliance on text

(Audio, Visuals, Video)• Use multimedia• Engage learner to think through online material(learning activities)

• Put back industry knowledge

Pull not Push

Pull not Push

Pull not Push

Pull not Push

Pull not Push

Well designed case studies or scenarios can create a need for the learners to pull the information

Present some simple questions or problem-solving activities that require a solution.

How

Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice

Case Studies

Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices

The process of finding the solutions to the problems is more important than the solutions themselves.

Decision Making Trees

Decision Making Trees

Stories!

Stories

Stories•Character

•Setting

•Disruption

•Solving the disruption

•Resolution

•Worker

•Workplace

•Problem/Skill

•Asking/Reading/PolicyCommunication

•Learnt the skill

Models of e learningLets create a scenario

•Problem for learner to solve•2 branches to solve, 3 choices per branch

•Feedback on each choice•Content to support learners at each choice(Video, Audio, SOPS, supervisors, PDF, policy etc)

Draft a scenario

Models of e learningCathy Moore

Real world actions that learners need to take

Realistic online activity that helps learners practice those actions

http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/

Models of e learningPush or Pull? – Cathy Moore

Models of e learningPush or Pull? – Cathy Moore

Models of e learningCathy Moore

•Character faces a challenge•Show not tell•Make learners justify their choices. Challenge their assumptions and make them think deeply about the material.•Contextual feedback will help learners see where they went wrong

Training ValuesVisit the Blog Post – What do you value in Training 2? (Small Groups)

Models of e learningDiscovery Based Learning – Find out more

Case Studieshttp://designing.flexiblelearning.net.au/gallery/content/case_studies.htm

Decision Making Treeshttp://designing.flexiblelearning.net.au/gallery/activities/decision_making_tree.htm

Problem Based Learninghttp://designing.flexiblelearning.net.au/gallery/activities/problem_based.htm

Mentor Training

You will use a range of content in your learning resources. These content types may include: •Text, Images, Interactions and activities, Theories and ideas.   Third party means the content was created by and is owned by another entity. 

Copyright

Mentor Training

• If you use content that isn’t entirely your creation, you will need to consider copyright. 

• Copyright laws state that the creator (or copyright owner) of content owns the right to use and reproduce their work

• You need to get their permission in writing before you include their material in your learning resources or you will be breaking the law. 

• What kind of places would you find copyrighted material?  In books, on the Internet, in magazines. 

Copyright

Mentor Training Copyright

As you complete your detailed design blueprints, you should keep track of your content sources. The Copyright Register enables you to list content sources, contact details and track approval. It can be used as a record for future redevelopment of the resource you are making.  Each row of your copyright register will be focused on a single instance of third party materials. 

Mentor TrainingCreative Commons

Creative Commons is a nonprofit that offers flexible copyright management tools for creative work.Offering your work under a Creative Commons license does not mean giving up your copyright. It means offering some of your rights to any taker, and only on certain conditions.

Mentor Training Attribution - This applies to every Creative Commons

work. Whenever a work is copied or redistributed under a Creative Commons license, credit must always be given to the creator.

Non commercial - Lets others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only.

No Derivative Works - Lets others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.

Share Alike - Allows others to distribute derivative works only under a license identical to the license that governs your work.

Mentor TrainingCreative Commons License Types

Flickr Creative Commons – http://www.flickr.com/creativecommons/Open Source Music - http://www.opensourcemusic.com/ Wikimedia Commons - http://commons.wikimedia.org/

Yahoo Creative Commons Search Toolhttp://search.yahoo.com/cc

Designing and implementing eLearning with Creative Commons (Australian Flexible Learning Framework)http://designing.flexiblelearning.net.au/gallery/activities/creative_commons.htm

Creative Commons informationAustralia – http://creativecommons.org.au Creative Commons (Global) – http://creativecommons.org/

Mentor TrainingCreative Commons License Types

Images - Most pull from Flickr's extensive collection

•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/

Audio

•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia Commons

Video

•MOD Films•Internet Archive•SpinXpress

http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html

Networks and Resources

http://www.flexiblelearning.net.au/

Flexible Learning Framework

http://e-learningindicators.flexiblelearning.net.au/index.htm

E-learning indicators

E-learning standards

http://e-standards.flexiblelearning.net.au/

http://www.elnet.com.au/

ElNet

http://blog.cathy-moore.com/

Cathy Moore

Centre for Learning & Performance Technologies

http://c4lpt.co.uk/

Rapid e Learning Blog

http://www.articulate.com/rapid-elearning/

Any Questions?

mick@yumstudio.com.au

0409317625

Thank YouThank You

Workshop Dates

•Wednesday 6th April

•Understanding your Learner Management System