- Australian Flexible Learning Framework (AFLF) (58)
- Australian Institute of Training and Development (AITD) (31)
- Flexible Learning Advisory Group (FLAG) (14)
- I & J Management Services (Australia) (13)
- Australian National Training Authority (ANTA) (9)
- New Zealand Association for Training and Development (NZATD) (9)
- European Centre for the Development of Vocational Training (Cedefop) (8)
- Mitchell, John (8)
- Bowman, Kaye (7)
- Guiney, Peter (7)
- Ehlers, Ulf-Daniel (6)
- International Vocational Education and Training Association (IVETA) (6)
- Learning and Skills Council (Great Britain) (LSC) (6)
- Scottish Further Education Unit (SFEU) (6)
- Blass, Eddie (5)
- National guidelines for implementing e-portfolios in VET
E-portfolios are learner-driven collections of digital artefacts articulating experiences, achievements and evidence of learning. There is a wide range of potential benefits for implementing e-portfolios: learners can develop, leverage off and gain recognition of their skills and competence; employers and industry can more efficiently understand and confirm the skills and competence of employees and potential employees, and can also support effective on the job training practices; and training organisations and government can improve recognition of prior learning and current competence outcomes, and facilitate new learning and teaching methods to better respond to the needs of learners and industry. These guidelines are aimed at implementers of e-portfolios for vocational education and training (VET) sector learners, including teachers and trainers as well as management. They provide practical guidance and recommendations on the challenges to successfully implementing e-portfolios in the VET sector. These challenges include: understanding e-portfolio privacy and ownership issues; managing access to both verified and unverified e-portfolio content; storing e-portfolio content securely and persistently; and embedding e-portfolios and facilitating learner transitions. The guidelines have been designed for e-portfolio implementers to interpret and adapt to their local context as required. A set of functional specifications has been produced to complement this document, which discusses and describes technical implementation approaches for e-portfolios and related systems.
E-portfolios are learner-driven collections of digital artefacts articulating experiences, achievements and evidence of ... Show Full Abstract
- Functional specifications for VET e-portfolio implementers and developers
This resource was developed within the context of the national VET E-portfolio Guidelines and is designed to support the implementation of e-portfolio systems in the vocational education and training (VET) sector. While e-portfolios are learner-driven collections of digital artefacts and can contain a wide range of content, this document focuses specifically on the role that e-portfolios can play in enabling learners to manage access to verifiable Attainment Information. Attainment Information includes units of competency, accredited modules and qualifications or accredited courses as defined by the Australian Qualifications Framework (AQF). The purpose of this document is to provide practical, technically focused information for implementers of e-portfolio and related systems. It outlines a number of potential technical implementation approaches and considers the advantages and disadvantages of each one.
This resource was developed within the context of the national VET E-portfolio Guidelines and is designed to support the ... Show Full Abstract
- MOOCs: Massive Open Online Courses [January 2014 update]
This paper updates developments in Massive Open Online Courses (MOOCS), particularly where they may concern European higher education. MOOCs are growing, and while the highest concentration is in the US, around one third of MOOCs involve European higher education institutions. The European Commission has expressed interest in, and support for, exploring the possibilities MOOCs offer. MOOCs have also developed in other regions where existing education structures are well-developed. These courses are not viewed as a replacement for traditional higher education, but as an adjunct to it through blended learning, lifelong learning and continuing professional education. There are concerns about MOOCs but European institutions see forms of technology-enhanced learning in a positive light.
This paper updates developments in Massive Open Online Courses (MOOCS), particularly where they may concern European higher ... Show Full Abstract
- eLearning in Commonwealth Asia 2013
This study is an attempt to analyse the eLearning scenario in the Commonwealth Asian countries comprising of Bangladesh, Brunei Darussalam, India, Malaysia, Maldives, Pakistan, Singapore and Sri Lanka. Elearning is a broad term generally used to refer to web-based learning, online learning, blended learning, networked learning, distributed learning, flexible learning, etc. Educational institutions are attracted towards use of [information and communications technology] ICT that provides them with more flexibility and options to reach the students in various ways. The findings indicate that the implementation of eLearning in Commonwealth Asian countries is an increasing trend. Though institutions are facing different challenges, the enthusiasm among the faculty and staff is high. Institutions are integrating ICTs and online technologies in their programmes, which are largely offered in blended mode.
This study is an attempt to analyse the eLearning scenario in the Commonwealth Asian countries comprising of Bangladesh, ... Show Full Abstract
- Not yet sold: what employers and community college students think about online education
Online education is rapidly moving into the higher education mainstream. Research suggests that some forms of online education can result in equal or better learning outcomes for students compared to in-classroom instruction. At the same time, however, online classes may not serve all students equally well. In particular, those who are already struggling to keep up with their college work are more likely to drop out of online classes than classes taught face-to-face. Separating hype from substance and tracking how online education is actually affecting students and other key stakeholders will be crucial as this way of teaching and learning evolves. This research brief takes stock of the experiences and views of people directly affected by online learning in higher education - in this case, employers and community college students.
Online education is rapidly moving into the higher education mainstream. Research suggests that some forms of online ... Show Full Abstract
- The future of e-ducation: the impact of technology and analytics on the education industry
Technology is having an unprecedented impact on education; its future is being shaped by current and emerging technologies that are drastically changing the way in which learning and teaching are experienced. Education is increasingly becoming individualised, customised and more accessible as a result of combining open source technology, the Internet, mobile and multi-faceted technology, virtual learning environments and learning analytic technology. This report reflects on the innovation and the complexities that are currently emerging in education as a result of these technological advancements. Building on this, the report will examine why these technologies are changing the landscape of education and how they will be pivotal in achieving the United Nations' goal for universal education by 2015.
Technology is having an unprecedented impact on education; its future is being shaped by current and emerging technologies ... Show Full Abstract
- VET e-standards for training: recommendations for 2014
The vocational education and training (VET) e-standards were developed by the E-standards for Training business activity under the Australian Flexible Learning Framework, and continue to be maintained under the National VET E-learning Strategy. The e-standards are reviewed and ratified by the E-standards Expert Group (EEG), which is the National Senior Officials Committee (NSOC) endorsed technical standards body for the VET sector. Standards ratified by the EEG are endorsed by the Flexible Learning Advisory Group (FLAG) for implementation by the states and territories and relevant national agencies. This document provides a summary of the VET e-standards. The e-standards recommendations are intended to remove barriers to e-learning, and ensure maximum interoperability of VET systems and content. The e-standards maximise the viability, integrity and portability of e-learning resources and are developed with the aim to ensure that resource development follows internationally accepted specifications. The technologies and applications used to build and deliver the resources ensure the most consistent operation and widest possible use and reuse of those resources.
The vocational education and training (VET) e-standards were developed by the E-standards for Training business activity ... Show Full Abstract
- VET e-learning content development guidelines
This guide, originally developed by the Australian Flexible Learning Framework's E-standards for Training activity, provides information on how to develop and customise e-learning content according to the e-learning standards (e-standards). These e-standards have been endorsed by the National Senior Officials Committee (NSOC) for use in all Australian states and territories. This guide has been updated to reflect the recently released e-standards for 2014. This guide is aimed at anyone involved in the planning, management or development of vocational education and training (VET) e-learning resources.
This guide, originally developed by the Australian Flexible Learning Framework's E-standards for Training activity, provides ... Show Full Abstract
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- Increasing access through mobile learning
As the use of mobile devices increases, so is interest in harnessing their power for education and training. Mobile learning (mLearning) is an emerging field that, with the availability of open educational resources and rapid growth of mobile technologies, has immense potential to revolutionise education - in the classroom, in the workplace, and for informal learning, wherever that may be. With mLearning, education becomes accessible and affordable for everyone. This book contributes to the advancement of the mLearning field by presenting comprehensive, up-to-date information about its current state and emerging potential. The book will help educators and trainers in designing, developing and implementing high-quality mLearning curricula, materials and delivery modes that use the latest mobile applications and technologies. The 16 chapters, written by 30 contributors from around the world, address a wide range of topics, from operational practicalities and best practices to challenges and future opportunities. Researchers studying the use of mLearning in education and training, including as a means of supporting lifelong learning, will also find the experiences shared in this book to be of particular interest.
As the use of mobile devices increases, so is interest in harnessing their power for education and training. Mobile learning ... Show Full Abstract