acpet vic elearning_induction2011

www.acpet.edu.au

Creating futures

ACPET - Vic Government e-Learning Program 2011Intermediate Induction

www.acpet.edu.au Creating futures

Programme

•Introductions, Objectives, Requirements, Goal Setting•Mentoring Blog Site•Models of e Learning content and delivery•Mentor Training•Using Learning Object Repositories•Workshop dates reminder


Program Overview


Program PlanningProject Deliverables


Program PlanningProject Deliverables

Handout - Draft Delivery Template~Handout – Usability Testing

• Purpose• Rationale• Unit/Curriculum information• High level learning objectives• Learning objectives• Learning design• High level structure• Detailed design blueprints

DraftMay 20DraftMay 20

FinalJuly 22FinalJuly 22


Program PlanningOnline Meeting Dates


Program PlanningRTO Visits

www.acpet.edu.au

Self Paced, Fully online

Preparation for F2F Workshop

Blended – F2F and online workshops

Collaborative online learning with peers

Information and Knowledge sharing

Models

www.acpet.edu.au

•What can I deliver? (Course Content)•What methods can I use? (Tools)•How can I deliver? (Distribution)•How can I teach? (Facilitation)•How can I assess (Compliance)•How do I evaluate (Continuous Improvement)

Questions

www.acpet.edu.au

Web 1Web 1 Web 2Web 2

•Read Only•Content Publishing•Read Only•Content Publishing

•Read-Write Web•User Generated Content•Social Software•Multimedia publishing

•Read-Write Web•User Generated Content•Social Software•Multimedia publishing

Evolutions

www.acpet.edu.au

Web 1Web 1 Web 2Web 2

•Text•Bulletin Boards•Discussions•Messengers•Email

•Text•Bulletin Boards•Discussions•Messengers•Email

•Sharing Information & Knowledge•Collaborative learning•Social Learning•People

•Sharing Information & Knowledge•Collaborative learning•Social Learning•People

Evolutions

www.acpet.edu.au

5 Stages of Workplace Learning

www.acpet.edu.au

http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html

Informal Learning


Program Planning

Blog Comments activity

What do you value in training?

Project Planning Outcome Statements


Training ValuesVisit the Blog Post – What do you value in Training?


Training ValuesVisit the Blog Post – What do you value in Training 2? (Small Groups)


Program Planning

Your evaluation methods and questioning should capture information from each learner to enable you to reflect on their reported satisfaction level with you, course materials and the virtual environment/tools you used.

Evaluation

Handout: How can I evaluate my learning resource


Program Planning

•Survey Monkey

•Feedback Tool (Moodle)

-available as a plug in

•Lime Survey

•Quality Indicators

Evaluation - Methods


ElluminateLogging into Elluminate for the online sessions

• Sherrill will provide a link for these• Practice link in Induction (Blog)• Presentation• Q and A• Reporting back on progress


Elluminate

Logging into Elluminate – optimise your connection speed

• Set your Connection Speed to the Internet

• Open the Preferences dialog under the Tools>> Preferences.

• Select Connection choose the correct speed from the Connection Speed drop-down menu.


Web 2

•Social Bookmarks•RSS and Google Reader•Twitter•Useful Blogs and Websites

Web 2 Tools


Google Reader

• Using Google reader you can add RSS feeds from websites you want to follow. RSS stands for "Really Simple Syndication" and they allow for you to catch a "feed" from various websites, blogs, wikis, audio/video sites.

• To find out if RSS feeds are available on websites look for this logo or something similar:

Web 2 Tools – Google Reader

Handout: Setting up Google Reader and adding RSS feeds


Models of e Learning

•Useful Networks

http://saframework.wordpress.com/

http://www.flexiblelearning.net.au/

http://www.groups.edna.edu.au/

http://www.elnet.com.au/

http://elearning.org.au/

http://www.learnx.net/

Using Framework Tools and Networks


Models of e Learning

•Useful Blogs, Wikis and Websites

•

http://www.articulate.com/rapid-elearning/

http://c4lpt.co.uk/handbook/sociallearning.html

http://www.fullcirc.com/

http://blog.cathy-moore.com/



Social Bookmarks

• Social bookmarking systems are web-based services that allow users to bookmark all manner of web based resources, 'tag' those resources with meaningful keywords, and share their bookmarks with others.

• Your bookmarks available to you anywhere you have an internet connection

Web 2 Tools – Diigo


Set up Diigo

http://www.diigo.com/

Web 2 Tools – Diigo


Set up Twitter

http://www.twitter.com

Web 2 Tools – Twitter


Mentoring

Content Formats – E Standards for Training

•What are content formats?•Why are content formats important?•How do standards facilitate access to content?

http://e-standards.flexiblelearning.net.au/topics/formats.htm



Mentoring

•Web pages with: –images, audio and multimedia–an activity navigation structure–learning content, links and files (pdf, doc, etc)–elearning strategies, activities and assessment

•LMS that houses:–Web pages–Activities–Communication–Self paced assessment

What are we making


Mentoring

• Collection of related web pages, maintained by specialists (as you and I !)

• Each web page is a separate HTML file• Other multi-media components are separate files also,

e.g.. GIF, JPEG, Flash Animations etc

What are web pages again?


Mentoring

• Html pages (Content & Structure)• Photographs & Graphics

(GIF & JPG)• CSS - Style Sheets (Structure & Design)• Flash (Animations/Demonstrations)• Video (WMV, Flash, QuickTime, AVI, MPEG4)• Audio (MP3, RA, Flash, WAV)• Text (pdf, doc, rft, txt)

• Plug ins

Web page assets


MentoringWhat are web pages again?


Mentoring

• Use the Moodle html editor• Use Dreamweaver• Use open source HTML editors• Use a third party tool like ARED, Wimba Create,

Articulate, PowerPoint or Captivate (which exports its content as a html file with an embedded swf file capable of being played in a flash player)

Writing/editing webpage content


MentoringWriting/editing webpage content

•Write, paste text•Embed Multimedia•Insert Images•Add links•Tricky beasts, positioning is hard


Join the portalRegister at http://yum.vic.edu.au/acpet


Post at the PortalRegister at http://yum.vic.edu.au/acpet


Post at the Portal

Introduce yourself:–Name–Position–RTO–Your interest/experience in elearning

Text Post


Post at the Portal

•Unit•Client Group and their characteristics•How existing training is delivered to this group•Your vision for elearning for this delivery•How you see the trainers role in this delivery•Mode of Delivery•Obstacles to overcome/learning to be acquired•Organisational Readiness for elearning

Audio Post at iPadio – Your Proposed Project

www.acpet.edu.au

Rapid e Learning•Short learning curve•Navigation built in •Instructional design encouraged through tools structure and visual queues•Does not require any programming knowledge•Advanced features such as creating links, tests, glossary, FAQ, drill down pages are built-in. Does not require any advanced skills, programming, or HTML knowledge•Easy to import Multimedia

Rapid eLearning


Media

AudioAudio

PicsPics VideoVideo

FlashFlash

TextText

DocsDocs


FLVFLV

AVIAVI WMV

MP4

QuickTime

QuickTime

3GP3GP

Video Output from Rapid elearning Tools to SWFVideo Output from Rapid elearning Tools to SWF

Video Input Formats to Rapid elearning ToolsVideo Input Formats to Rapid elearning Tools


Activities

StepsSteps

QuizQuiz Decision Making Trees

Decision Making Trees

InformationInformation

DemoDemo

Problem Solving

Problem Solving


Mentoring




Mentoring


•Web (HTML & CSS)•Text Documents (PDF, RTF, DOC)•Graphics•Audio•Video•Interactive Content


Handout content_formats.doc


Mentoring

Content Formats – E Standards for Training•use recognised formatting elements in HTML•Include document type and size, e.g. AnnualReport (Word 255KB).

•Use current antivirus to clear your material

•Keep file names short and simple. Avoid capitals, spaces, special characters or symbols (eg the ampersand [&] or dots [.]), or lengthy names


Handout Content Formats & Hints and tips – good practice development for online


Mentoring

Accessibility – E Standards for Training•Content can be used by the widest possible combination of users and computer hardware and software configurations, including people with disabilities. •Content produced to the VET E-standards must meet the following checkpoints: All priority 1 checkpoints 14 priority 2 checkpoints 2 priority 3 checkpoints



Mentoring

Accessibility – E Standards for Training•Text alternatives for images, graphs, video and multimedia should be planned and implemented•Content with high bandwidth requirements (such as video) should also be provided in a low bandwidth alternative (e.g. still images and text). •Access to all content should be possible without the use of scripts (e.g. JavaScript).




Mentoring

Accessibility – E Standards for Training•Test the accessibility of your content using the Web Accessibility Toolbar (Internet Explorer) or the Web Developer Add-in (Firefox)•Web Accessibility Toolbar for Internet Explorer: http://www.visionaustralia.org.au/ais/toolbar/•Web Developer add-in for Firefox: https://addons.mozilla.org/en-US/firefox/addon/60




Mentoring

Client Platforms•Hardware, software and operating systems required by end-users to access electronic resources. When developing content, developers need to have a minimum client platform specification in mind. Developers of VET e-learning content must ensure that content is tested and operable in the stated desktop environment.




Mentoring

Client Platforms




Mentoring

• Three basic steps are required for developing VET e-learning content. Each step may contain a number of additional steps depending on the type of content you’re creating or customising.

The three steps are:• Develop• Package• Describe

Content Packaging, Vetadata, Vet ReLoad


Mentoring

Learning object: a digital resource used for teaching and learning. In practice it will usually provide a self contained learning experience and related information, resources and activities.



Mentoring

Packaging Content: •ensures it will be portable and can be used by software such as LMSs, or directly in a browser without further modifications by the user.•Technically, a ’content package‘ is a zip file which contains the actual content as well as a file containing machine readable information describing the structure, navigation and presentation of this content.



Mentoring

Navigation•Creating your navigation structure in the package and not within the content means that the navigation will be able to be interpreted and utilised by software such as an LMS or browser. •It can also enable the use of advanced LMS features such as tracking through content and allows more flexibility for display. •Finally, this method also maximises the available space on the screen for the actual content.



Mentoring

Example of a Learning Object


Come on down to the Toolbox repository!


Mentoring

Example of a Learning Object


interactive e-learning and assessment resources featuring scenarios, images and activities.

www.acpet.edu.au

Toolboxes

http://toolboxes.flexiblelearning.net.au/

Mentoring

www.acpet.edu.au

Toolboxes


Mentoring Moodle

Mentoring


Mentoring

Visit the Toolbox Repository


then search for and download an object



Mentoring

Toolboxes can be edited and enhanced:– Content (text)– Documents (word, pdf, excel etc)– Images– Multimedia presentation (flash text,

images)– Audio and Video

t

Toolbox Customisation


Mentoring

• Learning objects are also available at LORN• LORN allows teachers and trainers to find and use online training resources from Australia's vocational education and training (VET) sector. • http://lorn.flexiblelearning.net.au/

Toolbox Customisation


Mentoring

VET Reload Tool•the process of creating a content package can be a simple with the Reload tool•VET Reload is used for packaging and describing e-learning content. The tool enables content to be packaged so that its structure and navigation can be interpreted and applied across a range of learning management systems•a learning management system (LMS) is a software system that allows the development and delivery of educational courses over the internet.



Mentoring

The tool can be used to create IMS Content Packages, SCORM 1.2 content packages, and corresponding VET metadata (Vetadata).

Handout VET Reload Tool Instructions

VET Reload Activity

www.acpet.edu.au

Learners are changing•Internet•Mobility•Generational•Unfolding jobs and changing job roles•Generic Skills

Learners

www.acpet.edu.au

Ways Learners Learn•when they teach someone else/use immediately.•when they practice what they learned.•when engaged in a group discussion.•when they see a demonstration.•from audio-visual presentation•from reading.•from lecture.

Way Learners Learn


Learning Styles

VARK Questionarire

Do they effect teaching and learning?


Models of e learningPrinciples underpinning effective & engaging elearning

Most e learning courses purpose is to share information, support learners to make correct judgments, perform new tasks or existing tasks in a new way.

However, most courses focuses on sharing information rather than performance improvements.

What do you expect your learners to be able to do

after completing the training?


Models of e learningPassive Learning

•Slabs of Text•Multiple Choice Questions•Few opportunities to apply knowledge•Poor demonstration of skills•Inadequate follow up with face to face assessment/further training•High drop out rate/low engagement


Models of e learningText Text Text

•Reading is best done offline. •Many elearning courses require a lot of reading. •If most of your course is text-based, find a solution that best supports reading rather than building a course


Models of e learningLearners come in all shapes and sizes

Learners exhibit a variety of learning style preferences•Active•Reflective•Visual•Experiential•Auditory•Sensing


Models of e learningLets cater for them!

• Reduce reliance on text

(Audio, Visuals, Video)• Use multimedia• Engage learner to think through online material(learning activities)

• Put back industry knowledge


Models of e learningPush or Pull?


Models of e learningPush or Pull? – Cathy Moore


Models of e learningPush or Pull?


Models of e learningPush or Pull? – Cathy Moore


Models of e learningCathy Moore

Real world actions that learners need to takeReal world actions that learners need to take

Realistic online activity that helps learners practice those actions

Realistic online activity that helps learners practice those actions

http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/


Models of e learningCathy Moore

•Character faces a challenge•Show not tell•Make learners justify their choices. Challenge their assumptions and make them think deeply about the material.•Contextual feedback will help learners see where they went wrong


Models of e learningCathy Moore – example of push


Models of e learningCathy Moore – example of pull


Models of e learningDiscovery Based Learning

Discovery Based Learning rather than telling and testing is the strongest approach for teaching most types of content

•How do we get the learners to pull this information?

•Well designed case studies, scenarios, decision making trees can create a need for the learners to pull the information

•You can present some simple questions or problem-solving activities that require a solution.


Models of e learningDiscovery Based Learning – Case Studies

Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice


Models of e learningDiscovery Based Learning – Decision Making Trees

Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices

The process of finding the solutions to the problems is more important than the solutions themselves.


Models of e learningDiscovery Based Learning – Decision Making Trees

Learners can investigate the possible outcomes ofchoosing those options.

They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action.


Models of e learningDiscovery Based Learning – Problem Based Learning

Learners to solve "authentic" problems by the process of continually encountering the type of ill-structured problems typically confronted by workers and practicing professionals

The process of finding the solutions to the problems is more important than the solutions themselves


Models of e learningDiscovery Based Learning – Find out more

Case Studieshttp://designing.flexiblelearning.net.au/gallery/content/case_studies.htm

Decision Making Treeshttp://designing.flexiblelearning.net.au/gallery/activities/decision_making_tree.htm

Problem Based Learninghttp://designing.flexiblelearning.net.au/gallery/activities/problem_based.htm


Models of e learningDiscovery Based Learning – Principles

•Organise Content into Small Chunks•Build Upon Prior Knowledge.•Create processes where the learner can practice using the information in a context that integrates it with prior experience. •Provide Real-World Context. •Focus on meaning and not information•Tap into the learner’s motivation. •Have the learners do something with the information that you give them. • Ask learners how the course content is relevant.•Confirm that the scenarios are accurate and realistic•Use of Text with Images, Slideshows, PowerPoint presentations, Video and Audio


Models of e learningDiscovery Based Learning – Exercise

Lets create a scenario


Mentor Training

You will use a range of content in your learning resources. These content types may include: •Text •Images (including photos, illustrations, artwork, clipart and diagrams) •Interactions and activities •Theories and ideas. Some of this content you will create yourself, but some will come from a third party source.

Third party means the content was created by and is owned by another entity.

Copyright


Mentor TrainingCopyright

• If you use content that isn’t entirely your creation, you will need to consider copyright.

• Copyright laws state that the creator (or copyright owner) of content owns the right to use and reproduce their work

• You need to get their permission in writing before you include their material in your learning resources or you will be breaking the law.

• What kind of places would you find copyrighted material? In books, on the Internet, in magazines. Even objects (like cars, cans of drink) in photos can be protected copyright is they are recognisable as trademarked products.


Mentor TrainingCopyright

As you complete your detailed design blueprints, you should keep track of your content sources. The Copyright Register enables you to list content sources, contact details and track approval. It can be used as a record for future redevelopment of the resource you are making. Each row of your copyright register will be focused on a single instance

of third party materials.


Mentor TrainingCreative Commons

Creative Commons is a nonprofit that offers flexible copyright management tools for creative work.Offering your work under a Creative Commons license does not mean giving up your copyright. It means offering some of your rights to any taker, and only on certain conditions.


Mentor TrainingCreative Commons License Types

Attribution - This applies to every Creative Commons work. Whenever a work is copied or redistributed under a Creative Commons license, credit must always be given to the creator.

Non commercial - Lets others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only.

No Derivative Works - Lets others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.

Share Alike - Allows others to distribute derivative works only under a license identical to the license that governs your work.



Flickr Creative Commons – http://www.flickr.com/creativecommons/Open Source Music - http://www.opensourcemusic.com/ Wikimedia Commons - http://commons.wikimedia.org/

Yahoo Creative Commons Search Toolhttp://search.yahoo.com/cc

Designing and implementing eLearning with Creative Commons (Australian Flexible Learning Framework)http://designing.flexiblelearning.net.au/gallery/activities/creative_commons.htm

Creative Commons informationAustralia – http://creativecommons.org.au Creative Commons (Global) – http://creativecommons.org/



Images - Most pull from Flickr's extensive collection

•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/

Images - Most pull from Flickr's extensive collection

•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/

Audio

•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia Commons

Video

•MOD Films•Internet Archive•SpinXpress

Audio

•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia Commons

Video

•MOD Films•Internet Archive•SpinXpress

http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html


Teachers Toolkit

•Required functionality to support e-learning in Australian vocational education and training •specifies the minimum web and desktop-based functionality requirements needed to support e-learning•e-learning functionality required by teachers and trainers.

VET Teacher E-learning Toolkit

Handout VET Teacher E-learning Toolkit


Workshop Dates

•Wednesday 6th April

•Understanding your Learner Management System

acpet vic elearning_induction2011

Documents

websites web

websites http

diigo http

internet connection

informal learning

twitter http

learning resource

webbased services