John Smith Head of Teacher Education and Learning Solutions Canberra Institute of Technology (CIT) 02 6207 4819 john.smith@cit.act.edu.au

Reports, Papers and Publications

~ Summary of Final Report, December 2002 (PDF, 398KB)
~ Final Report, December 2002 (PDF, 475KB)
~ ACT presentation, December 2002 (PowerPoint, 404KB)
~ Interim Report comments, September 2002 (PDF, 80KB)
~ Postcard: The FLLL (Flexible Learning Leader's Life), 11 December 2002

Implications

Summary of 2002 implications

Recommendations to increase engagement of VET teachers with Flexible Learning are:

• Get to know just what can be done online through opportunities to
  • see examples of best practice
  • network and benchmark
  • gain experience as an online learnerUse reliable, up to date equipment and infrastructure:appropriate hardware and softwarefast, low cost internet connection
  • supportive technical servicefacilitative ICT designed to educational needs educational, Graphical and Technical design support
  • good quality professional development identified skills for simple to complex tasksmentorsImprove work design throughrecognition and support for new work roles
  • agreed ways of counting work effortparticipation of managers at all levels

Professional Development Goal

To investigate factors that influence acceptance and uptake of innovations, particularly information and communication technology, in flexible learning.

To recommend strategies that can increase the engagement of the VET teaching workforce with Flexible Learning

Strategies

Research, forums and conferences, visits, interviews with practitioners and managers, theorizing and reflecting

Summary of Learning

Summary of 2002 learning

• Uptake of ICT in flexible learning is a multi-faceted and complex issue
• Three categories of factors impact on the uptake:
  • educational approach a teacher’s beliefs about good practice may prevent/encourage them to reject/adopt ICT in flexible learning
  • technological capabilityissues that may discourage teachers from using the online medium are:
    • personal competency
    • levels of ICT available
    • poor quality ICT infrastructure
  • work designpractitioners found::
    • online learning was expensive in money and time
    • worked lacked support and recognition from management
    • time pressures of current workloads and professional development worked against innovation
• Those planning professional development must identify which factors need addressing for a particular situation

The Future

• Increasing demand from learners for the flexibility and independence that online learning opportunities can add to their courses
• Increasing demand for online resources that take full advantage of readily available technologies (eg streaming video, interactive simulations, etc)
• Increasing need for ICT skilling of VET staff
• Greater demand for professional development opportunities that assist VET staff develop skills in online resource development
• Increasing demand for assistance with professional development planning
  

Updated: 19 April, 2004