Read through the three lecturer scenarios.Each scenario has the lecturer’sProgram Plan and a Dialogue with Beth, the OLS e-facilitator. When you are finished reading, note down observations about how each lecturer facilitates in the Facilitation observation notessection, found at the end of the each scenario.
Scenario 1: Geri, an ICT lecturer
Program Profile
Qualification
Training Package – C130 Diploma of Information Technology (Network Engineering)
Name of Units/Elements
8 clustered units of competency in Project Management
Duration of Program
One Semester (20 Weeks)
Learner Profile
- Aged between 17 and 35, 90% male learners
- Completed Certificate III of Information Technology and Certificate IV of Information Technology (Network Management) or equivalent
- About 50% go on to university with credits for this Diploma course, the rest predominantly find jobs in Network Engineering some go into other TAFE studies
- These learners are sufficiently technically proficient to be able to engage in online learning without difficulty
Delivery Mode
- Blended delivery – online and face to face
- All material is online in WebCT
- The Facilitator is available face to face for one of the six weekly hours assigned to this program
- Learners can choose to only attend supervised assessments if they are progressing well
- Some learners choose to attend each weekly session to discuss their progress individually
Technology Support
- Learners need access to a Personal Computer configured to the Internet
- Facilitator has strong web page development skills so she is able to modify and update program materials
Key Resources
This program uses an adapted (e-Kit) version of the Toolbox for Diploma of Information Technology (Network Engineering).
Assessment Tasks
Learners must;
- Submit a project specification document and a project plan via an online ‘assignment drop box’
- Compile a portfolio which includes:
- Postings to online discussions
- Reports and tables e-mailed to the facilitator
- Results for online quizzes
- Complete a supervised online text
Dialogue
[Beth] Why did you decide to deliver this program as e-learning?[Geri] The students want to be network engineers. They do not understand the need for the theory of project management even though it represents 60% of the core of their Diploma. They complained that the previous face to face classes were far too theoretical and lacked workplace application. I looked around and found a Toolbox which focused on project management units in a network engineering context.
[Beth] Could you tell us about 3 effective e-learning strategies underpinning this program?
[Geri] While the students work through the material on the web site following a week by week schedule to construct their knowledge, I facilitate with the following activities:
- Discussions – the learners post to online discussions as part of their assessment and I respond to every post within a day. I only ever respond publicly in a positive manner and send a private email if I need to address any negative issues. I also make sure I address each post using the learner’s name.
- Emails – Some of the assessment work is submitted by email. I respond to these within a day and try to be constructive rather than critical in my responses. Through the emails I endeavour to guide the learners to correct their work.
- Learning buddy – I encourage everyone to collaborate with a learning buddy online. I provide a file structure where they can both post assessments and encourage them to discuss their solutions and possible improvements.
[Beth] What works well in this program?
[Geri] The learners like the fact that they don’t have to attend 6 hours of Project Management lectures. They now have all the theory at their fingertips and build their own understanding of the project management concepts in an applied environment.
They also like the regular and constructive feedback for the many formative assessment activities they are required to do.
[Beth] How could you enhance this program?
[Geri] I am planning to add more activities and information to clarify some challenging areas of the program. I will also insist that everyone responds to others’ discussion posts to encourage more collaborative learning.
Facilitation observation notes:
Keep a record of your notes here…
Scenario 2: June, a Hospitality and Tourism lecturer
Program Profile
Qualification
Certificate III in Hospitality (Operations)
Learner Profile
- Year 11 and 12 Students living in remote areas of Tropical North Queensland.
- Majority of these students are fluent users of mobile phones, Instant Messaging and the Internet.
Delivery Mode(s)
- Blended
- Face-to-face workshops
- Print based references and learning guides
- Videos
- Online support via instant messaging my institute’s Learning Management System (LMS)
- Text messaging (SMS) using mobile phones
- Video/teleconferencing
Technology Support
- Learners need access to an Internet configured PC.
- Access to course materials and communication with the facilitator other users is available from home or from a technology- equipped Flexible Learning Centre run by the Institute.
- Facilitator has developed skills in video streaming and web design to support the online component of this course.
Key resources
This course uses self-paced learning guides. Some of the workbook activities are facilitated via telephone role plays and web based discussions.
Assessment Methods
- Online and SMS quizzes
- Participation in workshop activities such as role plays and supervised printed tests
- Work experience reports and workplace observations
Next page: Dialogue…
Dialogue
[Beth] What course/unit are you delivering via e-learning?[June] I’m delivering Certificate III in Hospitality (Operations) to Year 11 and 12 students in nine remote high schools.
[Beth] Why did you choose to deliver this program as e-learning?
[June] After participating in a Learnscope project which developed blended print and electronic training materials, I was excited about the technology assisted delivery of practical programs in hospitality and tourism. I had also begun to notice how important mobile phones and the internet were to my students for maintaining their social networks.
[Beth] Could you please describe three key e-learning strategies you use in this delivery?
[June] This program uses a mix of traditional methodologies including face to face workshops and printed texts as well as web based and mobile technology. Three particularly successful delivery strategies are:
- videotaped interviews with local hotel managers give students access to real life expertise and experience in their industry,
- online Instant Messaging using a chat tool and Short Message Service (SMS) text messaging on mobile phones for formal assessment and informal communications, and
- online course content including quizzes and crosswords for self paced review.
[Beth] What works well in this program?
[June] Students are enthusiastic and confident about using familiar technologies that are already an integral part of their social and cultural lives. Communicating electronically provides a great opportunity to build trust and motivation; I am as real to the students as they are to me. Consequently, they feel more involved and committed to completing this course which will really broaden their career prospects in hospitality.
[Beth] What might you change to enhance this delivery?
[June] This program works extremely well. To achieve this sort of success I’d advise anyone embarking on this style of blended delivery to ensure that the following supports are in place:
- Technical support from your organisation’s IT section and design support with building web pages.
- Partnerships with local industry to provide work experience opportunities and advice on the currency and accuracy of online and print based materials.
Next page: Facilitation observation notes…
Facilitation observation notes:
Keep a record of your notes here…
Scenario 3: Allan, an Adult Migrant English Programs lecturer
Program Profile
Qualification
Certificate in Spoken and Written English (CSWE)
These are Adult Migrant English courses funded by the Department of Immigration and Multicultural and Indigenous Affairs (DIMIA).
Each level in the course runs for a ten week term. Learners generally complete a level of the course in two terms.
Learner Profile
- Range in age from 18 to 90
- Represent almost every region world-wide
- Many have suffered in home countries
- Range of literacy levels, though many have limited or no English
- May also be illiterate in their own language
- Some have had no formal education experience
Delivery Mode(s)
- Blended
- Face-to-face classroom work
- Use of Digital Coaching Aids (DCAs) such as Microsoft® PowerPoint® and Photo Story presentations
- WebCT
Technology Support
- Learners need access to an Internet configured PC
- CD-ROMs, USB and local drives available
Key resources
This course uses bilingual support guides and grammar books as well as electronic resources. A series of excursions into the community is also part of the course.
Assessment Methods
- Learners have practice assessment activities that indicate if they are ready for assessment
- Assistance with booking into their nearest Adult Migrant Education Provider for a face to face test
Next page: Dialogue…
Dialogue
[Beth] What course/unit are you delivering via e-learning?[Allan] Adult Migrant English Programs – for learners with very low spoken, reading, listening and writing literacy.
[Beth] Why did you choose to deliver this program as e-learning?
[Allan] I use Microsoft® PowerPoint® and Microsoft® Photo Story because of the potential to combine image, text and sound. These products are easy to use and I can create simple, self paced presentations that really engage my learners and support their language development.
[Beth] What are three key e-learning strategies you use in this delivery?
[Allan] I use a blended methodology which combines conventional face to face approaches to language and literacy learning with a range of Digital Coaching Aids (DCAs). These included using Microsoft® PowerPoint®, Microsoft® Photo Story and SMART Board™. Three e-learning strategies which I’ve found the learners particularly enjoy are:
- using a digital camera to film excursions and class activities. I then use these images to build vocabulary and pronunciation exercises in PowerPoint® and ‘pseudo videos’ in Photo Story,
- adding hyperlinks to PowerPoint® presentations to create small interactivities and extend the context for particular vocabulary, and
- assisting learners to record and replay and add dialogue to Photo Stories so they can listen to themselves and each other and repeat exercises at their own pace.
[Beth] What works well in this program?
[Allan] Learners are able to navigate their way through the presentations on individual computers so they can repeat the exercises as often as they like. The mix of face to face and digital work really appeals to them by maintaining their interest and allowing them to feel supported and secure. They also enjoy seeing images of their own class work and excursions in the materials. This really personalises their learning.
[Beth] What might you change to enhance this delivery?
[Allan] I am looking to add more interaction through using voice tools which do not rely on typed text.
Next page: Facilitation observation notes
Facilitation observation notes:
Keep a record of your notes here…