flexiblelearning.net.au
Bending the Tools
Exceeding Expectations of Lifelong Learners through Flexible Learning
Peter Le Cornu
Program Director, Communication and Leadership
Australian Flexible Learning Framework
flexiblelearning.net.au
Introduction
• Lifelong Learners
• Flexible Learning
• Expectations of Lifelong Learners
• Using Resources from the Framework
• How Learners benefit from Flexible Learning
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Lifelong Learners
• Person who takes responsibility for their own learning and prepared to invest “time, money and effort” in education & training on a continuous basis
• OECD: Individuals without the capacity for lifelong learning are likely to become marginal to the labour force
flexiblelearning.net.au
Learners
Love to Learn32%
Learn to Earn31%
Barriers prevent
22%
Not on your life
15%
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0
10
20
30
40
50
60
70
80
%
On the job In-HouseTraining
ExternalTraining
Study forQual
Education & Training Undertaken
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Students enrolled in Public VET (by age)
23%
14%
42%
19%
2%
<2020-2425-4445-64>64
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0
5
10
15
20
25
30
%
15-19 20-24 25-44 45-64 >64
Age
Participation rate by age
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Barriers to Learning
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Expectations: Flexible Learning
Learnerswant choice about:
When they learn Where they learn
How they learn What they learn
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Expectations: What Learners Value
• Flexibility/Convenience
• Interaction with Teacher
• Quality of Materials & Course Design
• Access to a wide range of Resources
• Assessment and Quality Feedback
• Communication
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Expectations: Pre-enrolment
• Information on what is required to complete the course
• Information about the course
• Who to approach for help
• Information on how to enrol
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Expectations: Teaching/Learning
• Clear instructions on what they are expected to learn
• Helpful feedback from teachers• Requirements for assessment• Communication with teachers using a
variety of media• Timely feedback from teachers• Engaging Learning
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Expectations: Technical Support
• Quick response to technical problems
• Easy access to technical assistance
• Provision of technical assistance throughout course
• Strategies for checking accuracy/quality of information on the internet
• Access to Frequently Asked Questions
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Expectations: Administration
• Comprehensive information
• Enrol online
• Apply for Recognition
• Pay online
• Retrieve Results – web / mobile phone
• Access library resources
• Job Searching
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Expectations: Information Age
• I want it now!!
• Just in time
• Just for me
• Pull the best fromanywhere in the world
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Implications PDA / Phone• Transport Industry• Driver has a car
accident• Downloads
instructions• Lessons learnt
reviewed a week later
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Toolboxes
Scenario
Audio
AudioTranscript
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Equity Toolboxes
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Toolbox Usage
29%
53%
24%
27%31%
12%8%
4%8% 4%
0%
20%
40%
60%
80%
100%
2003 2004
1-19 learners
20-49 learners
50-99 learners
100-150 learners
200+ learners
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Toolboxes: impact on learning
Strongly agree30%
Agree53%
Neutral13%
Disagree4% Strongly
disagree0%
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Adapting a Toolbox
• Analyse existing toolbox content against content of course
• Analyse the modes of delivery provided by the toolbox against the needs of your students
• Activities – use as is, adapt, develop new activities
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Building Blocks to Reality• “I understand how the
frame comes together – I could see how the project looked before I built it, it is so cool.”
• “This method is a lot easier than waiting for the teacher to help you when you are stuck.”
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Learning Centres• Example: LIRNSpace• Open access • Small group• Multimedia labs• Project development
and exhibition spaces• Ion Transmissions –
250 trainees
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Partnerships• Adelaide Institute of
TAFE• Northern Territory
Insurance Office• Financial Services
Training
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Learner Comments• Accessibility after hours, flexibility, repetition
when I need it.• I work full time on a rotating shift so I can’t get to
classes on specific days at specific times. Doing an online course. It’s easy for me to work when I am free.
• I can work as I learn and learn as I work.• I can choose when I do modules and I can finish
them quicker than the allotted time.• It’s convenient as I have small children.
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Learner Comments
• I can work at my own pace from home.
• You can continue just where you left off.
• No rush. Took my time.
• Having the freedom to choose when I have time to study and not having to keep to a timetable has been a great benefit to myself.
flexiblelearning.net.au
Learner Comments• ‘Think it is good, you can come basically at
any time.’ • ‘Fits in well with working fulltime’; • ‘I can’t give up work so this gives me the
opportunity to get skills’; • ‘Works well with school age children’; • ‘I can work around the needs of my three
young children’
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Learner Comments
• ‘I have a disability so this is the only way I can study and not feel pressured to keep up with the other members of the class. I can take longer if I need to’.
• ‘As I live 100 km from the nearest TAFE, I would not have been able to partake in these studies under normal circumstances.’
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Franca: Child Care• Franca La Pila• Needed Qualification• No computer
background• Used CyberTots
Toolbox to gain Cert. III in 6 weeks
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-200
-
200
400
600
800
1,000
1,200
Jan-0
0
Apr-
00
Jul-00
Oct
-00
Jan-0
1
Apr-
01
Jul-01
Oct
-01
Jan-0
2
Apr-
02
Jul-02
Oct
-02
Jan-0
3
Apr-
03
Jul-03
Oct
-03
Jan-0
4
Apr-
04
Jul-04
Oct
-04
Jan-0
5
Apr-
05
Jul-05
Oct
-05
Ind
ex fo
r ra
w d
ata
(D
ec-0
1 =
100)
Flexible Learning: It’s Happening
flexiblelearning.net.au
Peter Le Cornu
• http://lecornu.blogspot.com
• (includes a weblog of current material on Learning, knowledge & technology)
• Flexible Learning Website:
• http://flexiblelearning.net.au