flex-e-bility

In 2005, the Department of Education, Science and Training published the 2005 E-Learning Benchmarking Project – Final Report (I & J Management Services, 2005). This document reported on findings related to the adoption of e-learning technologies against 12 indicators that ‘could be used to measure the uptake and use of e-learning on VTE clients and VTE providers’ (I & J Management Services, 2006, p.6). The survey involved collection of data from Registered Training Organisations, VTE students and VTE teachers and trainers. The 2006 survey results are now available.

Survey Responses	2005	2006
Registered training organisation	403	487
VTE Students	443	875
VTE Teachers and Trainers	478	733
Notes 36 of RTOs were TAFE colleges, 65 ACE, 65 schools and 355 other 75% of student responses were from TAFE 74% of teacher/trainer responses from TAFE

E-learning is defined as the use of electronic media in VTA.

It includes access to, downloading and use of web-, CD ROM- or computer-based learning resources in the classroom, workplace or home. It also includes online access to and participation in course activities (eg. Online simulations, online group discussions); directed use of the Internet, mobile and voice technologies for learning and research purposes; structured learning-based email communication; and online assessment activities. E-learning does not include e-mail dissemination of course information, e-mail communication between teacher/trainer and learner on a single learning issue, or online administration or learning activities. (I & J Management Services, 2006, pp.7-8)

A summary of 2006 survey results is provided here with comparison to the results from 2005.

	2004	2005	2006
Estimated VTE unit enrolments that use e-learning	3-4%	6-8%	17% (approx)
Notes Increase is primarily associated with those RTOs that were previously using e-learning and is is not consistent across the VTE sector 51% of RTO are not using e-learning 70% of small, private, industry and community providers use no e-learning 16% of small providers use e-learning extensively
Students who would recommend e-learning to a friend or work colleague	n/a	75%	65%
% of VTE teacher and trainers delivering units using e-learning
Online access to/downloading of learning materials and resources	n/a	67%	63%
Electronic submission of work	n/a	61%	61%
Use of multimedia interactive learning resources in a classroom	n/a	59%	50%
Online access to and participation in course activities	n/a	46%	45%
Remote use of multimedia interactive learning resources	n/a	42%	40%
Online assessment activities	n/a	34%	39%
Structured learning-based email communication	n/a	36%	36%
Use of Flexible Learning Toolboxes	n/a	31%	32%
Posting messages to a group through an online bulletin board	n/a	33%	29%
Online simulations	n/a	20%	23%
Online group discussion	n/a	27%	22%
Use of mobile technologies	n/a	n/a	17%
Use of voice technologies	n/a	n/a	15%
Use of Web 2 technologies	n/a	n/a	14%

Ever thought where IT help started.

Have a look here .....

QUT is one of a number of educational institutions that has established a site to support podcasts.

Mark Landy has published an interesting and comprehensive review of George Siemens' online publication Knowing Knowledge.

Siemens' notion of connectivism which is described as A Learning Theory for the Digital Age.

The Australian Flexible Learning Framework report Networks, Connections and Community: Learning with Social Software aims to ‘investigate how social software technologies could best support: knowledge sharing and capability development of VET practitioners; and Vocational Education and Training delivery.

Using a Wikipedia definition, social software is described as enabling ‘people to rendezvous, connect or collaborate through computer mediated discussion and to form online communities’.

The research included an online survey of 46 vocational practitioners, 14 commissioned success stories, and desk research. Collaborative research in the form of a wiki and a blog.was also conducted. This strategy is acknowledged to bias responses towards those who are most likely to engage with social software.

Ø The four most used social softwares with students were digital stories (17%), blogs and wikis (14%) and photo publishing (13%).

Ø VET respondents were optimistic about the potential of social software to achieve better learning outcomes for students.

Ø A blended learning approach is recommended by slecting the appropriate strategy and technology in context.

Ø Social software is more likely to be used for knowledge sharing than individual learning.

Ø Fewer than half of respondents use blogs (45%), social bookmarking (41%), virtual conferencing (39%) and wikis (38%).

Ø VET respondents were most interested in finding out more about photo publishing (47%), social bookmarking (47%), podcasting (46%); blogs, wikis and digital stories (approx. 40%); virtual conferencing and 3D (approx. 30%).

Inspirations for the use of social software are identified as: modeling of the use of social software by someone else, and having a real need to use one or more of the social software tools. The context needs to be relevant and authentic.

It is generally concluded that ‘VET practitioners have begun to test the applicability of social software in their teaching practice in a broad range of ways. At this stage the indications are that it is still early days and they are very much ‘trail-blazing’. (p.39).

That:

1. Social software is valuable.
2. The successful use of social software relies on a spirit of openness.
3. The ‘Net Gen’ is a significant client group of the future.
4. Like email, social software may well become ‘ubiquitous’! (p.58)

Evans, V., & Larri, L. (2007). Networks, connections and community: Learning with social software: Australian Flexible Learning Framework.