- Australian Flexible Learning Framework (AFLF) (9)
- Downie, Andrew (8)
- Open University (7)
- Australian Institute of Training and Development (AITD) (6)
- TAFE NSW (6)
- Adams, Samantha (5)
- Beven, Fred (5)
- Cummins, Michele (5)
- Education.au Limited (S. Aust.) (5)
- Johnson, Laurence F. (5)
- Joint Information Systems Committee (Great Britain) (JISC) (5)
- Kinshuk (5)
- Oppermann, Reinhard (5)
- Patel, Ashok (5)
- European Centre for the Development of Vocational Training (Cedefop) (4)
- 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
- 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
- Using blogging as a teaching/learning tool in a postgraduate teacher education programme at the University of the West Indies (UWI): an activity systems analysis
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher education programme that had traditionally been taught face-to-face. Since the 22 teachers of this unit met as a whole group only once a fortnight for most of the semester, blogging was used to introduce course content, to promote reflection and research, and to facilitate teacher interaction. Activity systems criteria such as use of tools, distribution of community learning, interplay of contradictions, and achievement of objectives were used to analyse comments posted to topics on the English Curriculum blog. Two post-blog questionnaires were also administered to gain feedback on interactivity and blog outcomes. Findings suggest that while blogging did promote course content dissemination, it promoted little self-generated research. Teacher interaction was highest on topics of current local concern, while reflection, critical thinking, and risk taking varied with length of teaching experience and individual teacher aptitude. Implications are that in transitioning to online learning in the Caribbean, teacher educators should pay attention to cultural issues and traditions of learning in Caribbean educational systems. With the rapid evolution of elearning resources and ongoing research in mixing traditional and online technologies, a blended learning approach that accommodates a 'flexible learning' philosophy might be best suited for the Caribbean as educators acclimatize to and indigenize technologies.
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher ... Show Full Abstract
- Can m- and e-learning support pathways for meaningful vocation in remote communities?
This paper, based on an upcoming [Cooperative Research Centres] CRC for Remote Economic Participation (CRC-REP) research project - 'Pathways to Employment' - will canvas the proposition that mobile technology can be used as an effective vehicle for vocational learning in remote communities. This proposition in itself is not new and indeed there are a number of examples in the literature that demonstrate the possibilities of mobile and emerging digital technologies in remote Aboriginal and Torres Strait Islander communities in Australia and Indigenous communities elsewhere in the world. However, the application of technologies in vocational learning is often applied to the delivery of mainstream training packages for mainstream employment outcomes. The 'Pathways to Employment' research project will consider pathways from a different starting point than many other research projects, which take as a given, the traditional notion of pathways to employment - typically linear, mainstream oriented and driven - with all the mainstream assumptions that go along with this notion of 'pathway'. This paper foregrounds the research with a consideration of the literature on effective application of digital technologies in vocational learning and the intersection between these technologies, vocational learning and their fit within a pathway. The philosophical underpinnings behind the pathways construct are examined and questioned as to their fit within a remote Aboriginal and Torres Strait Islander context. The paper suggests that the reason the apparently successful applications of digital technologies in remote [vocational education and training] VET programs work is because of their fit with Aboriginal and Torres Strait Islander ontologies, epistemologies and axiologies.
This paper, based on an upcoming [Cooperative Research Centres] CRC for Remote Economic Participation (CRC-REP) research ... Show Full Abstract
Authors: Guenther, John; McRae-Williams, Eva; Townsend, Philip
Conference name: Australian Vocational Education and Training Research Association Conference
Geographic subjects: Australia; Oceania
Resource type: Conference
Subjects: Demographics; Vocational education and training; Indigenous people;
- Virtual learning tools to support the practical learning requirements of brickwork apprenticeships
Brickwork education in Australia relies on the use of traditional learning techniques, particularly around the theoretical aspects of the trade. This challenges many students who have low literacy and numeracy levels. However Australian students, irrespective of their ability levels, are becoming more and more technology savvy. As a result students are less likely to engage as fully as is needed with paper based teaching methods. Tertiary education institutes in the UK have recognised this issue and have been developing ways to re-engage trade based students in the learning process. A number of UK colleges have developed interactive computer programs that simulate bricklaying techniques and reduce the reliance on the need to read, understand and follow written instructions. The author undertook a study tour of a number of UK colleges to understand how 'virtual bricklaying' learning methods are used to encourage students with low literacy levels to engage fully in the learning process. The Fellowship focused on the need to understand: the benefits of and opportunities to replace traditional teaching methods with technical based learning resources; how to successfully implement virtual learning resources into the trade classroom to realise all potential benefits; and the limitations of virtual learning resources (VLRs) and any lessons that have been learned from the UK experience. The author draws out a number of practical recommendations for relevant stakeholders to support the successful use of 'virtual bricklaying' learning methods within apprenticeship programs.
Brickwork education in Australia relies on the use of traditional learning techniques, particularly around the theoretical ... Show Full Abstract
- Criteria for the evaluation of computer software: the development of an evaluation form
Criteria for the evaluation of computer software for computer assisted learning are discussed, and incorporated into an evaluation form. The focus is on aspects of programme design which increases the level of interactivity between the user and the computer. The evaluation form (included as an appendix) can be printed on both sides of a single A3 page, and allows for the comparison of similar programs by the allocation of a score.
Criteria for the evaluation of computer software for computer assisted learning are discussed, and incorporated into an ... Show Full Abstract
- Japan's period of high economic growth and science and technology education: the role of higher education institutions
The intent of this paper is to examine quantitative expansion in technology education during the high economic growth period, and its consequences, with a particular focus on the reinforcement of science and technology at institutions of higher education. Over the 1955-1975 period the number of science and technology students nearly quintupled and the bulk of this growth was the result of three governmental plans to boost student capacity in these fields: (1) 'the 8000-student plan'; (2) 'the 20,000-student plan'; and (3) 'the rapid increase plan'. The first two of these were essentially a part of Japan's manpower strategy aimed at achieving economic growth. However, even amid favourable economic conditions the implementation of these plans did not progress smoothly and in particular it was difficult to regulate the quantitative scale of growth at public (non-national) universities and private universities. For this reason the government was forced to provide massive financial support for these institutions in exchange for cooperation with the plan. Also, while the effort to reinforce science and technology education involved the establishment of a new school format known as 'colleges of technology', most of the quantitative expansion during this period took place in the undergraduate faculties of universities.
The intent of this paper is to examine quantitative expansion in technology education during the high economic growth ... Show Full Abstract
- Disruptive education: technology-enabled universities
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in particular. Australia's successful export model of international education has come under stress since the global financial crisis, with improved quality in overseas universities and a high Australian dollar diminishing Australia's advantages over universities in other English-speaking countries. Changing technology may offer other opportunities for Australian universities to grow and engage with clients.
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in ... Show Full Abstract
- Changing course: ten years of tracking online education in the United States
This document reports on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,800 colleges and universities, the report addresses the following key issues: (1) massive open online courses (MOOCS); (2) are we heading for online 2.0?; (3) is online learning strategic?; (4) how many students are learning online?; (5) who offers online?; (6) does it take more faculty time and effort to teach online?; (7) are learning outcomes in online comparable to face-to-face?; (8) has faculty acceptance of online increased?; and (9) barriers to widespread adoption of online learning.
This document reports on the state of online learning among higher education institutions in the United States. The study is ... Show Full Abstract
- Introducing MOOCs to Africa: New Economy Skills for Africa Program - ICT
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open educational resources] OER and others rely on commercial content that can include video, multimedia and computer applications as well as text and graphics. MOOCs have the potential to enhance online education in developing countries by facilitating collaboration between people, places and technology. In fact, Coursera, the American MOOC platform provider, has recently partnered with the World Bank and the Tanzanian government to provide MOOCs to African students in an [information and computer technology] ICT education initiative. In this paper, the Tanzanian pilot project is investigated as a lens through which to examine the strengths and weaknesses of MOOCs in the developing world.
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open ... Show Full Abstract