Initiating, Innovating, Integrating:

Blending it in

Workbook for

Learnscope Workshop

10th October 2007

Prepared by Delia Bradshaw

HANDOUT 1: Integrating innovation

A. PRESENT:How does change occur in your organisation? ______

B. PAST:What recent new ideas and practices have lasted?

______

Choosing one example, can you say WHY it endured?

______

______

C. FUTURE:How do you foresee the innovations from this year’s Learnscope being integrated or embedded into your organisation?Identify two key factors that will be needed to make this happen.

______

______

______

HANDOUT 2: Where are you? (Coonara Case Study)

Media on the Move, AFLF, 2006

Coonara: Drivers (2006) / Our organisation
Keeping up with new technology
Addressing individual student’s needs
Professional growth for teachers
Strategic plan - technology as integral not marginal
Extending blended learning options
Others?
  • Tick those that apply to your organisation too

Coonara:Technical resources (2006) / Our organisation
Hardware
Organisation / ­no server
­seven PCs and two laptops
­cameras and microphones for recording
Students / ­access to 12 PCs in computer room
­six MP3 players
­six headsets
Bandwidth
­cable: Optus Broadband
Software
Organisation / ­free and open source software (e.g.Audacity and podOmatic)
Server space
Organisation / ­space rented from commercial company
­identified need for increased storage space
­able to source, identify content appropriate for online casts
IT staff capacity
Pedagogy / ­part-time teacher supports e-learning
Technology / ­no IT department
­volunteer IT support person available some nights
IT staff co-operation
­support is in kind
Coonara: Organisational culture (2006) / Our organisation
Critical mass
­currently five people with some knowledge and understanding of online casting
­passionate, committed believers are crucial
Key people
Key people needed / ­designated person as ELearning Champion
­people in charge willing to provide educational leadership and seek funding
Management commitment
Commitment needed / ­need support from Committee of Management (CoM)
­Strategic Plan needs to include eLearning
Policies
Existing / ­existing policies cover privacy, access and equity, the Internet and Code of Conduct etc
Needed / ­need to be specific polices about what can and cannot be done with online casting
­need to update ‘Code of Conduct’ - safety, privacy, harassment, copyright
­need to update contractual agreements – lending/borrowing hardware
Resourcing
Planned resourcing / ­when e-learning is included in Strategic Plan, the costs for equipment will be covered
­future resource considerations include PD
Content
Teachers / ­will source relevant ready made content that can be adapted if necessary
Students / ­will involve students in research - assessing online casts for relevance and quality
Teacher readiness
­sessional employment is a barrier to ongoing teacher development
­but … success by individual teachers helps change attitudes
Professional development
PD needed / ­technical PD needs to be educationally meaningful for teachers
­a new set of skills is required if teachers are to facilitate online
Learner pressure/readiness
Pressure / ­most current students are not asking for more online access (limited home access to computers/internet)
­can see new groups wanting online casting
Readiness / ­students will need to be develop new habits of logging on, checking sites, downloading
  • How does your organisation differ?

flexiblelearning.net.au

  • HANDOUT 3: innovate & integrate tools

innovate & integrate, AFLF, 2007


Enablers for embedding innovative e-learning checklist /
Strategy for enabling innovators to thrive in VET

The Four-phase strategy /
Four-phase strategy
– flowchart

Four-phase strategy
– key questions phase 1 /
Four-phase strategy
– key tasks phase 1

Four-phase strategy
– key questions phase 2 /
Four-phase strategy
– key tasks phase 2

Four-phase strategy
– key questions phase 3 /
Four-phase strategy
– key tasks phase 3

Four-phase strategy
– key questions phase 4 /
Four-phase strategy
– key tasks phase 4

Four-phase strategy
– template 1 /
Four-phase strategy
– template 2

flexiblelearning.net.au

HANDOUT 4: innovate & integrate: Embedding innovative practices

Skim through, with 2008 in mind:

  • Two that are already in place AND
  • Two highly desirable ones that are possible within the next year.

Enablers for embedding innovative e-learning

(N.B: A shortened version prepared by Delia Bradshaw)

This checklist is a synthesis of the enablers for fostering innovative e-learning identified by approximately 300 VET contributors to the Innovate and Integrate project. It is an amalgam of open ended questions from the RIPPLES survey, the input from case studies, feedback to the Framework, the collaborative work on the research wiki and input from interviews.

The enablers are structured around the seven components of the RIPPLES model and represent the types of support required to embed innovative e-learning practice.

1. RESOURCES

The financial resources needed to develop and use innovative practices in e-learning.

1.1Sources of funding
1.1.1Hard money /
  • Commit recurrent funding to resource innovation growth and sustainability.

1.1.2 Soft money /
  • Access a range of external funding…

1.2Costs /
  • Use open source tools to keep costs down.

2. INFRASTRUCTURE

The technological capabilities of your organisation.This includes communication system, networks, hardware, software, administrative and production facilities.

2.1 Teaching technology – technology used in learning delivery
2.1.1 Technology infrastructure /
  • Robust baseline infrastructure – fast, reliable and efficient

2.1.2 Improved administrative systems /
  • Improved administrative and compliance systems so that staff can focus on delivery and innovation.

2.1.3 Preparation space /
  • An e-learning technology hub for…

2.1.4 Teaching space /
  • All classrooms have computers, DVDS and Internet access

2.1.5 Provide essential tools /
  • Laptops, mobile phones, PDAs & Web 2.0 tools.

2.2 Production technology – technology to develop resources
2.2.1 Baseline technology toolkit /
  • Each teacher has a laptop with wireless connectivity, a PDA and MP3 player.

2.2.2 The essential suite of technology tools: /
  • Digital cameras, video recorders, audio recorders, headphones, free software, Web 2.0 tools.

2.2.3 Technology access /
  • Firewall resolutions.

2.2.4 Communication /
  • Consult with educators regarding blocking decisions.

2.3 Communication technology – to communicate with learners
2.3.1 Access to Web 2 tools for communication.
2.4 Student technology – to access and participation
2.4.1 E-learning induction /
  • More emphasis on informing and inducting learners about e-learning scope.

2.4.2 Ensure the fundamentals are in place /
  • Ensure and not assume computer literacy skills.

2.4.3 Increase access /
  • Computer pools open at weekends for better access

3. PEOPLE

The social and human elements of your organisation. This includes the goals, skills, talents, backgrounds, beliefs, opinions and feelings of the people who make up your organisation as well as those of your customers and clients.

3.1 Commitment to innovation
3.1.1Nurture a culture of innovation and lifelong learning /
  • Encourage an ethos of lifelong learning

3.1.2 Articulate a vision for innovation /
  • Legitimise the role of innovators … give them authority.

3.1.3 Resource the vision /
  • Commit the time, support, resources…

3.1.4 Model e-learning innovations in work practices /
  • Use social software tools for communication

3.1.5 Shared decision making to increase participation /
  • Involve practitioners in technology decisions

4. POLICIES

The written and unwritten rules, practices, traditions, and regulations that govern your organisation's day-to-day operations.

  • An innovation policy to legitimise, to embed…

5. LEARNING

The learning outcomes of a training or educational program. This also refers to a focus on the learner's overall experience within a training or educational program.

5.1 Return the focus to pedagogy
5.1.1 Research to increase impact /
  • Research trends and good practices and use this to establish a coherent e-learning innovation plan.

5.1.2 Have a pedagogy focus /
  • Put learning and teaching above technology.

5.2 Consider client perspectives
5.2.1 Gather evidence of e-learning need in local contexts /
  • Provide evidence that learners want innovative e-learning.

5.2.2 Provide better induction to e-learning pedagogy /
  • Ensure learners have the adequate prerequisite skills to participate.

5.2.3 Provide better incentives to participate in innovation initiatives /
  • Offer briefings and inductions on what to expect from e-learning.

6. EVALUATION

An assessment of student goals, technology, technology plans, and the costs and benefits associated with a new e-learning program.

  • Put more effort into evaluation and feedback.

7. SUPPORT

Support has four components: Training, Technical support, Pedagogical support, and Administrative leadership.

7.1 Training support
7.1.1 Provide the support of time /
  • Provide time to research, think about the possibilities, investigate, experiment, make mistakes, learn new things, develop understandings, develop quality e-learning resources, access training, share with colleagues, plan for integration, make the transition to new practices.

7.1.2 Provide support that is personalised, localised, just-in-time /
  • Mentoring from experienced e-learning practitioners with a proven implementation record

7.1.3 Increase awareness /
  • Have an extensive in-house marketing campaign.

7.1.4 Include casual staff /
  • Find out people’s passions and support that. Start with what engages them.

7.1.5 Have a variety of strategies /
  • Have mentors for newbies.

7.1.6 Target training for IT support staff /
  • Support IT staff to keep up with the times and understand how fast ICT is changing.

7.2 Technical support /
  • Competent, interested and friendly support

7.3 Pedagogical support
7.3.1 Recognise the significance of personal qualities and attributes /
  • Understand risk is OK

7.3.2 Modelling by peers, mentors and local champions /
  • Implement small innovative practices with a mentor and with recognition for achievement.

7.3.3Opinion leaders and champions /
  • Employ an e-learning champion to be an enabler to support, coach and guide and drive the process

7.3.4 Sharing, collaborating and networking /
  • Recognise the value of networking opportunities, workshops, showcases and conferences.

7.4 Administrative leadership
7.4.1 Target senior champions /
  • Identify a senior advocate to drive the process and enable the innovation process.

7.4.2 Active support by line managers /
  • Allocating time as part of the innovation process.

References

innovate & integrate website

Media on the Move website

Coonara Case Studywebsite

2007 Networks Community Forum: INNOVATE AND INTEGRATE Discussion Forum

Network of Champions: Embedding innovative practices

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