Recent Changes

Friday, July 18

  1. page home edited ... There are many free, low cost, easily accessible tools available that can make a real differen…
    ...
    There are many free, low cost, easily accessible tools available that can make a real difference in supporting, engaging and retaining your learners.
    In terms of teacher experience with and confidence in technology, some could be described as early adopters, but the majority would fall into the category of mainstream users. Almost all are digital immigrants[1]. What they do have in common is their passion for teaching and learning and their commitment to learners in ACE.
    ...
    performed well.
    You can download the final report by clicking on the link below.

    {AACE-Final_Report.pdf}
    Tips for teachers
    (view changes)
    11:22 pm
  2. page home edited ... In terms of teacher experience with and confidence in technology, some could be described as e…
    ...
    In terms of teacher experience with and confidence in technology, some could be described as early adopters, but the majority would fall into the category of mainstream users. Almost all are digital immigrants[1]. What they do have in common is their passion for teaching and learning and their commitment to learners in ACE.
    The trials demonstrate that good teachers, even when relatively inexperienced in any particular online technology can deliver successfully if these key success factors are present and managed well. It demonstrates that although the size of the organisation impacts on access to resources, it does not necessarily guarantee success. Small organisations with limited resources also performed well.
    Report will be available soon!{AACE-Final_Report.pdf}
    Tips for teachers
    ...
    to deliver.
    The

    The
    learner groups
    ...
    were impressive.
    The

    The
    learner groups
    ...
    across Victoria.
    The

    The
    technologies ranged
    ...
    much more.
    Each project team was asked to share three tips for teachers - lessons they had learned during the course of their project that would help other teachers interested in including more ICT into their teaching.
    ...
    three headings:
    1 Planning and preparation 2 Working with ACE learners and teachers 3 Using technology
    Click on the link below to download the complete document.
    (view changes)
    11:20 pm
  3. 11:19 pm

Wednesday, May 14

  1. page home edited ... Report will be available soon! Tips for teachers These ‘Tips ‘Tips for Teachers’ ... to…
    ...
    Report will be available soon!
    Tips for teachers
    These ‘Tips‘Tips for Teachers’
    ...
    to deliver.
    The

    The
    learner groups
    ...
    were impressive.
    The

    The
    learner groups
    ...
    across Victoria.
    The

    The
    technologies ranged
    ...
    much more.
    Each

    Each
    project team
    ...
    their teaching.
    They

    They
    have been
    ...
    three headings:
    1 Planning and preparation 2 Working with ACE learners and teachers 3 Using technology
    Click on the link below to download the complete document.
    (view changes)
    5:08 pm
  2. 5:04 pm
  3. page home edited ... Report will be available soon! Tips for teachers The following is a collection of ‘Tips Th…
    ...
    Report will be available soon!
    Tips for teachers
    The following is a collection of ‘TipsThese ‘Tips for Teachers’ were contributed by
    ...
    Adult &
    Community
    Community Education (ACE)
    ...
    highly individual
    projects
    projects involved the
    ...
    learner group,
    in
    in either accredited
    ...
    and communication
    technology
    technology (ICT) including
    ...
    diverse, both
    in
    in size and
    ...
    to deliver.
    The

    The
    learner groups
    ...
    and potential
    to
    to improve learner
    ...
    were impressive.
    The

    The
    learner groups
    ...
    a range
    of
    of settings including
    ...
    Police entrance
    exam,
    exam, rural and
    ...
    communities across
    Victoria.
    The
    Victoria.
    The
    technologies ranged
    ...
    to the
    effective
    effective use of
    ...
    accessible Web
    2.01
    2.00 technologies such
    ...
    much more.
    Each

    Each
    project team
    ...
    their project
    that
    that would help
    ...
    their teaching.
    They

    They
    have been
    ...
    three headings:
    1

    1
    Planning and
    ...
    Using technology
    To find out more about the project, visit the website at
    www.acfe.vic.edu.au
    Tips for Teachers
    Planning and preparation
    All teams reported that planning and preparation are vital
    to an enjoyable and productive online learning experience,
    be it in the classroom or in the form of a fully distance
    model, especially if it is a new experience.
    Here is what they found in relation to the following three
    technologies:
    1. online virtual classrooms
    2. online learning management systems, and
    3. the new Web 2.0 environment.
    Working with online virtual classrooms such as Live
    Classroom and Elluminate:
    n While existing materials such PowerPoint presentations
    and quizzes can be used in a virtual classroom session,
    they may need modification to take full advantage
    of the features of that environment, for example, the
    whiteboard or the polling tool.
    n The polling tool allows you to ask the group to respond
    to pre-prepared questions - great for getting immediate
    feedback or to check understanding of a topic. It can
    also be saved and printed for recordkeeping purposes.
    n Allow plenty of planning / preparation / familiarisation
    time, especially in the early stages.
    n If at all possible, program staff time to cover the whole
    educational cycle of design, implementation and
    evaluation, that is, not only class teaching hours.
    n Virtual classrooms are a highly successful way to
    organise meetings with people who find it difficult to
    travel to face-to-face meetings.
    Working with online learning management systems
    such as Moodle or TAFE VC:
    n Estimate the time required to undertake the project and
    double it.
    n Find a source of face-to-face and on-site assistance
    and mentoring. Make sure your mentor is very
    familiar with your chosen platform and available while
    developing your course.
    n Teaching materials need special attention - modify them
    if necessary to be used for independent study or for
    students who can fast track through the course using
    the online component.
    n There is a need to keep the group (teachers and
    learners) together - a sense of community is important.
    Introducing the new web 2.0 environment
    n Allow time for students to become used to the
    technology.
    n Plan for plenty of lead time for teachers to become
    familiar with the e-learning product: its tools and
    practices.
    n Make sure the teachers understand and feel
    comfortable with the new web 2.0 tools as a teaching
    environment before trying them with the class.
    n Timetable wiki training into the course timetable in the
    planning stages.
    n Respond rapidly to any student contributions

    Click
    on the
    wiki or blog.
    n When using photos from a site like Flickr, check copyright
    conditions (‘Royalty Free’ does not necessarily
    mean ‘free’).
    n Be creative! There are lots of new Web 2.0 tools that
    are free and easy
    link below to use.
    Working with ACE
    learners and teachers
    Everyone agreed that understanding
    download the needs of your
    learners, and working within the capabilities of the
    teachers, is essential. They agreed that the single most
    important aspect to a successful and enjoyable technology
    based course is induction.
    Here are some more insights:
    n Know and understand the student demographic and
    their relationship with ICT.
    n Anticipate that some participants will be reluctant to
    accept e-learning.
    n Make the learning outcomes and activities that
    incorporate ICT relevant to the students, for example,
    by learning how the internet works through topics
    relevant to a workplace or the life interests of students.
    n Allow time/resources to train students in effective use of
    your chosen technology.
    n If you can, get a data projector into every room and
    learn how to use it well. The potential for bringing
    multiple kinds of media and literacies into the classroom
    this way is significant. Young learners in ACE are very
    receptive to information that is screen and networkbased.
    n Explore the connections between screen-based and
    portable media, for example, Google Earth and the
    Melways. Learners can compare the way similar
    information is presented with differing kinds of text
    related to different contexts.
    n Find alternative ways to present the same material, for
    example, on-screen and on-paper; written and spoken;
    using a range of images to introduce a theme; use video
    to record explanations for later playback if possible.
    n Before a student enrolls, explain to them what the
    online component of the course will entail. Make sure
    all students are aware of any pre-requisites or technical
    requirements.
    n When delivering online, plan carefully for those students
    who want extra work or work ahead of the rest of the
    class.
    n Encourage a sense of community if you are delivering
    fully online. You can do this very effectively by
    maintaining contact with students before / during /
    after your online course and by responding rapidly to
    emails.
    n If possible, provide out of class access to computers
    for participants for the duration of the course.
    Consider lending laptops to the students. It can
    significantly speed up the learning process.
    Using technology
    Not everything was (or usually is) plain sailing. However,
    for those who had the smoothest journeys, it was because
    they spent considerable time planning and communicating
    with the staff members and students involved.
    Some strategies that have worked:
    n A successful computer & IT project requires coffee,
    more coffee and sometimes tears.
    n It is crucial to do as much planning as possible in the
    early stages. Give particular consideration to timelines,
    resource allocation and the time to be devoted to issues
    like software testing, training of staff and learning new
    systems.
    n Research should happen early and this needs to be
    included in the timelines and resource allocation.
    Changing hardware or software is very difficult and
    costly once a project is in progress.
    n Check out your computer room setup for up-to-date
    computer resources.
    n Check out the speed of the internet connection and
    make sure that it works.
    n Good reliable hardware and software are important.
    n Check and purchase the necessary equipment early.
    n Firewalls can be an issue with some Web 2.0
    applications as well as virtual classrooms. Test
    everything before you decide to utilise it as part of a
    class.
    If you would like more information about any one of the project trials,
    you can visit their websites by accessing http://www.acfe.vic.edu.au/actionplans
    complete document.
    {AACE-04.pdf}
    [1] A digital native is a person who has grown up with digital technology such as computers, the Internet, mobile phones and MP3. A digital immigrant is an individual who grew up without digital technology and adopted it later. A digital native might refer to their new "camera"; a digital immigrant might refer to their new "digital camera". Source: Wikipedia: http://en.wikipedia.org/wiki/Digital_native. Accessed January 2008
    (view changes)
    5:03 pm
  4. page home edited ... Professional development (in-house, regional and state) needs to cater for mainstream adopters…
    ...
    Professional development (in-house, regional and state) needs to cater for mainstream adopters and will require diverse strategies and styles.
    There is a strong need for a mentoring program; just-in-time and just-for-me peer support.
    ...
    support is crucial and often still lacking in the sector. crucial.
    Introducing ICTs extends the boundaries for learners and teachers outside the classroom and significantly extends the organisation’s potential educational reach.
    A good induction / orientation process ensures successful learner outcomes.
    ...
    Report will be available soon!
    Tips for teachers
    The following is a collection of ‘Tips for Teachers’ contributed by teachers and managers from ten Victorian Adult &
    Community Education (ACE) organisations who participated in the 2007 AccessACE project. Their highly individual
    projects involved the trial of a locally developed blended learning approach designed for a particular ACE learner group,
    in either accredited or pre-accredited training. The projects incorporated many uses of information and communication
    technology (ICT) including online learning environments and social software. The organisations were very diverse, both
    in size and capacity to deliver.
    The learner groups and the technologies were also very varied. Project outcomes in terms of reach, results and potential
    to improve learner retention were impressive.
    The learner groups included a range of young VCAL students, students with disabilities, mature aged learners in a range
    of settings including women studying in return to work programs, young men studying to pass the Police entrance
    exam, rural and remote learners, as well as students from culturally and linguistically diverse (CALD) communities across
    Victoria.
    The technologies ranged from virtual classrooms and online delivery platforms such as Moodle and the TAFE VC to the
    effective use of data shows in the VCAL classroom. Many trials incorporated a variety of free and easily accessible Web
    2.01 technologies such as wikis, podcasts, slideshows, pictures from Flickr, and much more.
    Each project team was asked to share three tips for teachers - lessons they had learned during the course of their project
    that would help other teachers interested in including more ICT into their teaching.
    They have been categorised under three headings:
    1 Planning and preparation 2 Working with ACE learners and teachers 3 Using technology
    To find out more about the project, visit the website at
    www.acfe.vic.edu.au
    Tips for Teachers
    Planning and preparation
    All teams reported that planning and preparation are vital
    to an enjoyable and productive online learning experience,
    be it in the classroom or in the form of a fully distance
    model, especially if it is a new experience.
    Here is what they found in relation to the following three
    technologies:
    1. online virtual classrooms
    2. online learning management systems, and
    3. the new Web 2.0 environment.
    Working with online virtual classrooms such as Live
    Classroom and Elluminate:
    n While existing materials such PowerPoint presentations
    and quizzes can be used in a virtual classroom session,
    they may need modification to take full advantage
    of the features of that environment, for example, the
    whiteboard or the polling tool.
    n The polling tool allows you to ask the group to respond
    to pre-prepared questions - great for getting immediate
    feedback or to check understanding of a topic. It can
    also be saved and printed for recordkeeping purposes.
    n Allow plenty of planning / preparation / familiarisation
    time, especially in the early stages.
    n If at all possible, program staff time to cover the whole
    educational cycle of design, implementation and
    evaluation, that is, not only class teaching hours.
    n Virtual classrooms are a highly successful way to
    organise meetings with people who find it difficult to
    travel to face-to-face meetings.
    Working with online learning management systems
    such as Moodle or TAFE VC:
    n Estimate the time required to undertake the project and
    double it.
    n Find a source of face-to-face and on-site assistance
    and mentoring. Make sure your mentor is very
    familiar with your chosen platform and available while
    developing your course.
    n Teaching materials need special attention - modify them
    if necessary to be used for independent study or for
    students who can fast track through the course using
    the online component.
    n There is a need to keep the group (teachers and
    learners) together - a sense of community is important.
    Introducing the new web 2.0 environment
    n Allow time for students to become used to the
    technology.
    n Plan for plenty of lead time for teachers to become
    familiar with the e-learning product: its tools and
    practices.
    n Make sure the teachers understand and feel
    comfortable with the new web 2.0 tools as a teaching
    environment before trying them with the class.
    n Timetable wiki training into the course timetable in the
    planning stages.
    n Respond rapidly to any student contributions on the
    wiki or blog.
    n When using photos from a site like Flickr, check copyright
    conditions (‘Royalty Free’ does not necessarily
    mean ‘free’).
    n Be creative! There are lots of new Web 2.0 tools that
    are free and easy to use.
    Working with ACE
    learners and teachers
    Everyone agreed that understanding the needs of your
    learners, and working within the capabilities of the
    teachers, is essential. They agreed that the single most
    important aspect to a successful and enjoyable technology
    based course is induction.
    Here are some more insights:
    n Know and understand the student demographic and
    their relationship with ICT.
    n Anticipate that some participants will be reluctant to
    accept e-learning.
    n Make the learning outcomes and activities that
    incorporate ICT relevant to the students, for example,
    by learning how the internet works through topics
    relevant to a workplace or the life interests of students.
    n Allow time/resources to train students in effective use of
    your chosen technology.
    n If you can, get a data projector into every room and
    learn how to use it well. The potential for bringing
    multiple kinds of media and literacies into the classroom
    this way is significant. Young learners in ACE are very
    receptive to information that is screen and networkbased.
    n Explore the connections between screen-based and
    portable media, for example, Google Earth and the
    Melways. Learners can compare the way similar
    information is presented with differing kinds of text
    related to different contexts.
    n Find alternative ways to present the same material, for
    example, on-screen and on-paper; written and spoken;
    using a range of images to introduce a theme; use video
    to record explanations for later playback if possible.
    n Before a student enrolls, explain to them what the
    online component of the course will entail. Make sure
    all students are aware of any pre-requisites or technical
    requirements.
    n When delivering online, plan carefully for those students
    who want extra work or work ahead of the rest of the
    class.
    n Encourage a sense of community if you are delivering
    fully online. You can do this very effectively by
    maintaining contact with students before / during /
    after your online course and by responding rapidly to
    emails.
    n If possible, provide out of class access to computers
    for participants for the duration of the course.
    Consider lending laptops to the students. It can
    significantly speed up the learning process.
    Using technology
    Not everything was (or usually is) plain sailing. However,
    for those who had the smoothest journeys, it was because
    they spent considerable time planning and communicating
    with the staff members and students involved.
    Some strategies that have worked:
    n A successful computer & IT project requires coffee,
    more coffee and sometimes tears.
    n It is crucial to do as much planning as possible in the
    early stages. Give particular consideration to timelines,
    resource allocation and the time to be devoted to issues
    like software testing, training of staff and learning new
    systems.
    n Research should happen early and this needs to be
    included in the timelines and resource allocation.
    Changing hardware or software is very difficult and
    costly once a project is in progress.
    n Check out your computer room setup for up-to-date
    computer resources.
    n Check out the speed of the internet connection and
    make sure that it works.
    n Good reliable hardware and software are important.
    n Check and purchase the necessary equipment early.
    n Firewalls can be an issue with some Web 2.0
    applications as well as virtual classrooms. Test
    everything before you decide to utilise it as part of a
    class.
    If you would like more information about any one of the project trials,
    you can visit their websites by accessing http://www.acfe.vic.edu.au/actionplans

    {AACE-04.pdf}
    [1] A digital native is a person who has grown up with digital technology such as computers, the Internet, mobile phones and MP3. A digital immigrant is an individual who grew up without digital technology and adopted it later. A digital native might refer to their new "camera"; a digital immigrant might refer to their new "digital camera". Source: Wikipedia: http://en.wikipedia.org/wiki/Digital_native. Accessed January 2008
    (view changes)
    4:59 pm
  5. page home edited ... The trials demonstrate that good teachers, even when relatively inexperienced in any particula…
    ...
    The trials demonstrate that good teachers, even when relatively inexperienced in any particular online technology can deliver successfully if these key success factors are present and managed well. It demonstrates that although the size of the organisation impacts on access to resources, it does not necessarily guarantee success. Small organisations with limited resources also performed well.
    Report will be available soon!
    Tips for teachers
    {AACE-04.pdf}

    [1] A digital native is a person who has grown up with digital technology such as computers, the Internet, mobile phones and MP3. A digital immigrant is an individual who grew up without digital technology and adopted it later. A digital native might refer to their new "camera"; a digital immigrant might refer to their new "digital camera". Source: Wikipedia: http://en.wikipedia.org/wiki/Digital_native. Accessed January 2008
    (view changes)
    4:55 pm
  6. file AACE-04.pdf uploaded
    4:53 pm
  7. page home edited ... AccessACE final report Clever uses of ICT in ACE: Key Messages ... the report. {report_f…
    ...
    AccessACE final report
    Clever uses of ICT in ACE: Key Messages
    ...
    the report. {report_front_page_small.jpg}
    A clear understanding and shared strategic vision of the role of ICT in educational delivery is crucial in defining and measuring organisational success.
    ACE needs to have the underpinning infrastructure in place, and needs to develop blended learning programs that work within the IT constraints of the organisation.
    (view changes)
    3:15 pm

More