- Australian Flexible Learning Framework (AFLF) (58)
- Australian Institute of Training and Development (AITD) (31)
- I & J Management Services (Australia) (13)
- Flexible Learning Advisory Group (FLAG) (12)
- 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)
- Proceedings: EADTU 25th anniversary conference 2012: the role of open and flexible education in European higher education systems for 2020: new models, new markets, new media
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. The Conference presents the most recent results of task forces and projects with regard to quality assurance in e-learning; networked curricula involving strategic partnerships between universities; online or virtual mobility; and knowledge sharing with business.
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a ... Show Full Abstract
Conference name: European Association of Distance Teaching Universities' Annual Conference
Corporate authors: European Association of Distance Teaching Universities
Geographic subjects: Europe
Resource type: Conference
Subjects: Higher education; Teaching and learning; Technology;
- Higher Educators Advancing the Disability Standards - Universities online Project
The Disability Standards for Education (DSE) were published in 2005 to clarify the obligations of Australian education providers under the Disability Discrimination Act (1992) which seeks to eliminate discrimination against people with disabilities. The key object of the DSE is to establish processes and structures aimed at enabling students with disability to engage in education on the same basis as all other students. This means that a student or prospective student with disability is given opportunities and choices which are comparable to those for students without disabilities. HEADS-UP (Higher Educators Advancing Disability Standards – Universities online Project) is a consortium of agencies which has developed an e-learning resource for Australian universities to ensure they are aware of and meet their obligations under the DSE. The resource consists of a suite of eight interactive lessons which were evaluated for effectiveness at the University of Canberra and the Australian National University. The final product is freely available to all Australian universities.
The Disability Standards for Education (DSE) were published in 2005 to clarify the obligations of Australian education ... Show Full Abstract
- The MOOC: what the research says
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author reviews] the history of this innovative education delivery mode, highlights the main university actors who developed the MOOC, addresses the issue of the ‘openness’ or cost-freeness of the MOOC, and describes how the MOOC works. [The author] also discusses the issue of supergroups: how can 100,000 students be taught at once? [The author] then looks at assessment methods and so-called connectivist MOOCs. [The article concludes with a review of] the results of about 100 studies on the MOOC.
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author ... Show Full Abstract
- Satellite lessons: vocational education and training for isolated communities
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and training (VET) courses are being delivered to students in isolated homesteads and remote Aboriginal communities by Interactive Distance eLearning (IDL). IDL provides satellite-supported two-way broadband voice, one-way video and Internet access for school-age and adult distance education. Adults commonly access VET courses offered by WITAFE using the equipment provided to their children who are students of a 'School of the Air' or through community facilities in remote Aboriginal communities.
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and ... Show Full Abstract
- Peer assessment for massive open online courses (MOOCs)
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative ... Show Full Abstract
- 'It took me ages to work out': multiple challenges of digital distance vocational learning
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low socioeconomic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with individual students and video diaries recorded by them during module study. Areas of challenge include: where and when to go online, finding support for digital study, navigating virtual learning environments and knowing what is relevant, technologies in the workplace, making connections between workplace technologies and [information and communication technology] ICT for study, and storing and organising digital information. As university education goes increasingly online, the research aims to improve institutional awareness and provision for widening participation, and makes suggestions for improving the experience of digital distance vocational learning.
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low ... Show Full Abstract
- E-learning technologies for foundation skills practitioners: project report
The National Foundation Skills Strategy for Adults, which was introduced in 2012, brings a national focus to improving foundation skills for all adults with priority given to disadvantaged learners. While foundation skills development includes the acquisition of language, literacy and numeracy (LLN) skills it extends beyond this established field to include the critical application of LLN and employability skills for multiple purposes in multiple contexts. An important component is information and communication technology (ICT) skills and digital literacy required for participation in the present-day workplace.
The National Foundation Skills Strategy for Adults, which was introduced in 2012, brings a national focus to improving ... Show Full Abstract
- System, scholar or students?: which most influences online MBA course effectiveness?
Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and blended management education literature, [the author] hypothesized that instructor behaviors would be most predictive of online course outcomes. However, [the] study of 48 online Master of Business Administration courses found that although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction).
Considering the increasingly challenging resource environments in many business schools, this study examined whether course ... Show Full Abstract
- Web 2.0 applications as alternative environments for informal learning: a critical review
Enthusiastic educational commentators are casting the internet in a new light through the emergence of so-called 'Web 2.0' technologies, which place learners at the centre of online activities and facilitate supposedly new forms of creation, collaboration, and consumption. [Some] educationalists have even heralded a 'Web 2.0 transformation of learning' with 'potentially groundbreaking implications for the field of education' (Thomas 2008). Yet such enthusiasm has been tempered by a more sceptical reaction throughout other sectors of the educational and technology communities.
Enthusiastic educational commentators are casting the internet in a new light through the emergence of so-called 'Web 2.0' ... Show Full Abstract
Authors: Selwyn, Neil
Conference name: CERI-KERIS International Expert Meeting on ICT and Educational Performance
Resource type: Conference
Subjects: Technology; Teaching and learning; Research
- Training and development, vol. 41, no. 3, June 2014
Feature articles in this issue include: E-learning panel discussion at [Australian Institute of Training and Development] AITD2014 (pages 8-11); Wearable technologies: shaping the future of learning / Anne Bartlett-Bragg (pages 13-14); Using social media to enable lifelong learning / Martin Swan and Gerald Keating (pages 16-17); Is gamification right for your business / Nicola MacDonald (pages 18-19); Virtually networking / Lisa Butler (pages 20-21); The productivity ladder / Colin Boyd (pages 26-27); Using correct terminology for learning resources / Darshan Shetty (pages 28-29).
Feature articles in this issue include: E-learning panel discussion at [Australian Institute of Training and Development] ... Show Full Abstract
Corporate authors: Australian Institute of Training and Development (AITD)
New Zealand Association for Training and Development (NZATD)
Geographic subjects: Australia; New Zealand; Oceania
Resource type: Journal issue
Subjects: Teaching and learning; Technology; Lifelong learning