flex-e-bility

e-Portfolio Space on TAFEVC

The e-Portfolio is available for students to develop their own personal space. It can also be used by teachers to facilitate online collaboration.
Register yourself and spread the news. Go to: http://eport.tafevc.com.au

E-portfolio network

This network is for VET professionals interested in exploring the uses of e-portfolios in a teaching and learning environment.
You can now join this network at:http://www.groups.edna.edu.au/course/view.php?id=211

This paper is a report of providers’ use of national Flexible Learning Toolboxes in 2003 and providers’ intentions for 2004. It outlines the story of Toolboxes in terms of their usage, uptake, impact on flexible learning in general and the distinct benefits of Toolbox development for Australia’s providers of vocational education and training (VET). The purpose of the report is to identify:

• the extent of Toolbox use across Australia;
• the range of usage modes and the delivery conditions of these Toolboxes;
• the attitudes of providers to Toolboxes as training resources; and
• the impact that national funding of Toolbox development has had on the take-up and sustainability of e-learning in the VET sector.
  

Go to: http://www.flexiblelearning.net.au/toolbox/documents/reports.htm#10

Early discussion about 'interactivity' in using online technology tended to be dominated by 'technical interactivity'. That is, interactivity related to the computer responding to the learner 'clicking' on the screen so that the program would respond. In some cases these items were effective in portraying conepts that are difficult to convey using text. There are some very good examples of animations which demonstrate activities that ere not possible to observe in a live situation.
However, much of what is/was described as interactive is little more that pointless technical trickery that encourages surface learning through a 'click and move on' mentality. That is, they look impressive but do not require the learner to engage in any meaningful cognitive, affective or kinaesthetic activity that might lead to learning.
Current interpretations of 'interactivity' are broader in scope. They encourage 'social interactivity' through the use of the communications capability of technology. And, do not assume that the learner is 'chained to the computer' There is meaningful interaction between individuals in the mutual construction of knowledge and understanding.
Garrison and Anderson (2003) identify six forms of interaction.
1. teacher - student 2. student - student 3. student - content 4. teacher - content
5. teacher - teacher 6. content - content.

Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. London: RoutledgeFalmer.

Many of us are aware of Rogers' normal curve that describes 2.5% of the population as innovators, 13.5% as early adopters, 34% as early majority, 34% as late majority and 16% as laggards (Rogers, 1995, p.262). Whilst these categories may be useful in terms of providing a common language to discuss the uptake of innovation, the literal acceptance of the normal distribution is dangerous. More useful are the descriptors of the charactersitics of these classifications.

BUT - individual uptake of technology is based on'perception'. Rogers' provides four factors that influence individual likelihood of adoption.

1. Relative advantage: perveived advantage over existing practices, systems.
2. Compatibility: perceieved compatibility with values and beliefs.
3. Trialability: How easy it is to try the innovation in a safe environment.
4. Observability: How easy it is to observe the benefits of the innovation.

Rogers, E. (2005, 5th edition). Diffusion of innovations. New York, Free Press.

Both Houses of Parliament have passed the Skilling Australia's Workforce Bill 2005 and the Skilling Australia's Workforce (Repeal and Transitional Provisions) Bill 2005. The Skilling Australia’s Workforce Bill sets out the objectives for the new national training system and describes the commitment by the Australian Government and the State and Territory Governments to support the new arrangements. The associated Repeal and Transitional Provisions Bill will repeal the Australian National Training Authority Act 1992 and the Vocational Education and Training Funding Act 1992 and provides for the transitional arrangements for the transfer of functions and responsibilities from the Australian National Training Authority to the Department of Education, Science and Training.

Source: Australian Training Fast Facts, edition 221, August 2005

For full report go to http://theage.com.au/articles/2005/08/20/1124435173538.html?oneclick=true accessed 21 August 2005 Labor has accused the federal government of abandoning more than one million students across the country with its decision to withhold TAFE funding from all states and territories. "Around 1.25 million students across Australia have been stranded this week after the Howard government broke its promise and refused to deliver federal funding to Australia's TAFE colleges," Ms Macklin said in a statement. But Minister for Vocational Education and Training Gary Hardgrave said changes were not being forced on TAFEs. "We're not forcing anyone onto an individual contract, we're simply saying part of the agreement is you should at least offer your best teachers the chance to earn more money," Mr Hardgrave told ABC radio. © 2005 AAP [if gte vml 1]>

Cool Results: engaging clients in e-learning - An online event will be held from 12-14 September aimed at showcasing examples of e-learning that meet the needs of a range of clients! It follows on from the engaging and highly successful 'Using cool tools for e-learning' online event of 8-10 June. Vocatoinal education and training practitioners and other educationalists are invited to register and participate.

Further information: http://flexiblelearning.net.au/networks/events.html

'An interest in pedagogy should come first, technology second' (Ko & Rossen, 2001, p.17)

These authors assert that a very basic familiarity with computers and the Internet will more than suffice. Teachers need to be able to:
1. Set up folders and directories on a hard drive
2. use word processing software properly
3. handle email communications, including attachments
4. use a browser to access the World Wide Web

Ko, S., & Rossen, S. (2001). teaching online. A practical guide. Boston: Houghton Mifflin Company.