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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 forthe theory of project management even though it represents 60% of the core of theirDiploma. They complained that the previous face to face classes were far too theoreticaland lacked workplace application. I looked around and found that DEST had produced atoolbox 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 byweek schedule to construct their knowledge, I facilitate with the following activities:

Discussions the learners post to online discussions as part of their assessment andI respond to every post within a day. I only ever respond publicly in a positivemanner and send a private email if I need to address any negative issues. I alsomake sure I address each post using the learners name.

Emails Some of the assessment work is submitted by email. I respond to thesewithin 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 encouragethem to discuss their solutions and possible improvements.

I received an e-mail from one of my part time learners acknowledging my work towards thee-learning environment I strive to achieve. They said, It was a rather pleasant change to

find someone who realises that distance education needs rapid response and the ability tokeep students motivated. I have done a lot of external and distance work and have only

found a couple who have matched you in this. Thanks. I look forward to meeting you againif I do any more of your units.

[Beth] What works well in this program?

[Geri] The learners like the fact that they dont have to attend 6 hours of ProjectManagement lectures. They now have all the theory at their fingertips and build their ownunderstanding of the project management concepts in an applied environment.They also like the regular and constructive feedback for the many formative assessmentactivities 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 challengingareas of the program. I will also insist that everyone responds to others discussion posts toencourage more collaborative learning.

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Facilitation observation notes:

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E-learning in practice

Scenario 2: June, a Hospitality and Tourism lecturer

Program Profile

QualificationCertificate 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

o Face-to-face workshopso Print based references and learning guideso Videoso Online support via instant messaging my institutes Learning Management

System (LMS)o 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 bythe Institute.

Facilitator has developed skills in video streaming and web design to support theonline component of this course.

Key resourcesThis course uses self-paced learning guides. Some of the workbook activities are facilitatedvia 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

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Dialogue

[Beth] What course/unit are you delivering via e-learning?

[June] Im delivering Certificate III in Hospitality (Operations) to Year 11 and 12 studentsin 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 andelectronic training materials, I was excited about the technology assisted delivery of practical programs in hospitality and tourism. I had also begun to notice how importantmobile 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 faceworkshops and printed texts as well as web based and mobile technology. Threeparticularly successful delivery strategies are:

videotaped interviews with local hotel managers give students access to real lifeexpertise and experience in their industry,

online Instant Messaging using a chat tool and Short Message Service (SMS) textmessaging 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 arealready an integral part of their social and cultural lives. Communicating electronicallyprovides a great opportunity to build trust and motivation; I am as real to the students asthey are to me. Consequently, they feel more involved and committed to completing thiscourse 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 Id adviseanyone embarking on this style of blended delivery to ensure that the following supportsare in place:

Technical support from your organisations IT section and design support withbuilding web pages.

Partnerships with local industry to provide work experience opportunities andadvice on the currency and accuracy of online and print based materials.

Next page: Facilitation observation notes

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Scenario 3: Allan, an Adult Migrant English Programs lecturer

Program Profile

QualificationCertificate in Spoken and Written English (CSWE)

These are Adult Migrant English courses funded by the Department of Immigration andMulticultural and Indigenous Affairs (DIMIA).

Each level in the course runs for a ten week term. Learners generally complete a level of thecourse 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

o Face-to-face classroom worko Use of Digital Coaching Aids (DCAs) such as Microsoft PowerPoint and

Photo Story presentationso WebCT

Technology Support Learners need access to an Internet configured PC CD-ROMs, USB and local drives available

Key resourcesThis 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

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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 potentialto 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 languagedevelopment.[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). Theseincluded using Microsoft PowerPoint, Microsoft Photo Story and SMART Board. Threee-learning strategies which Ive found the learners particularly enjoy are:

using a digital camera to film excursions and class activities. I then use theseimages to build vocabulary and pronunciation exercises in PowerPoint andpseudo videos in Photo Story,

adding hyperlinks to PowerPoint presentations to create small interactivities andextend the context for particular vocabulary, and

assisting learners to record and replay and add dialogue to Photo Stories so theycan 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 individualcomputers so they can repeat the exercises as often as they like. The mix of face to faceand digital work really appeals to them by maintaining their interest and allowing them tofeel supported and secure. They also enjoy seeing images of their own class work andexcursions 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 ontyped text.

Next page: Facilitation observation notes

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Facilitation observation notes:

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