Growth in Flexible Learning

Project Rationale

This case study seeks to address the achievement of solutions which focus on teaching and learning practice. Such practice requires innovative solutions for learning for young and older learners as they learn within a globalised learning communities context. Our changing organization imperatives for flexible learning solutions demands that we continue to seek out opportunities for growth to develop flexible learning solutions for both the learning community and the organisation. Our travel thus far in flexible learning has enabled us, as a relatively small ACE provider, to expand its educational delivery in both efficiency and extent. For us, the flexible learning solution is an approach which addresses the needs of learners, developing a team of experienced and flexible teachers/tutors and to ensure outcomes are guided and underpinned by effective research of the local environment in which we operate.

Project Aims

Through case-study methodology, our project concentrates on the evaluation of practical application of flexible learning tools and resources created through the Australian Flexible Learning Framework. This evaluation is considered essential in the determination and development of best local practice for the training organisation and subsequent development of ongoing professional development in the operational flexible learning approach. The outcomes of this study will enable us:

to establish clarity as to the practical utilisation of flexible learning as an option for mature students and young people in rural locations
to provide an analysis of the way individuals respond to flexible learning initiatives
to highlight any issues that become evident and thus enable teachers/ trainers to have a greater degree of confidence in tackling such issues in the refining and customisation of flexible learning delivery.

Methodology

In order to achieve a comprehensive insight to the future in flexible learning, it was essential that the project be conducted in close collaboration with training staff and mature students as well as in close cooperation with local providers of secondary education and young learners. It is hoped that the insight thus gained can contribute to growth in flexible learning as an initiative with substantial value and bright future prospects.

This level of collaboration saw the involvement of our local training manager, trainers in vocational education courses at CDAEG, careers teachers and principals of three (3) secondary colleges in the Corangamite district, along with the participation of 34 adult learners and 39 secondary students in the 15-19 age group.
In initial discussions with both those involved in secondary education, as well as tutors in the adult education arena, it became evident that knowledge of flexible learning toolboxes, in both their scope and purpose, was quite limited. Therefore the apparent need to increase awareness in this region helped underpin the intentions of the study to assist in the growth of flexible learning options, not only in their existence, but especially in their accessibility and in promoting recognition of their value.

To ensure that the results of the study could be consistently applied to present and future methodologies, a singular process was adopted for both levels of participating learners. For both levels, the study was undertaken in the form of three sessions. These covered:

(1) Computer Skills Assessment for Flexible Learning
The assessment of the level of fundamental computer/ IT skills present that would enable an individual to make use of the flexible learning toolboxes available. This was conducted as a self-assessment using the “skills assessment for computer based learning” provided on the flexible learning framework’s web site.

(2) Exploration of Toolboxes
An examination of the range of toolboxes presented on-line. Participants were asked to select three toolboxes and explore the material and activities presented. In particular, this was with the intention to evaluate their value as an information source, providing helpful insight into not only what careers/ jobs may be available, but also into the ‘real-life’ situations and requirements of such a career and the qualifications needed to attain such. The question to be addressed may be expressed in this way: In their provision of information, could flexible learning toolboxes be seen as potentially assisting in the development of a career pathway?

(3) Learning With Toolboxes
In the third session, participants were asked to undertake learning in a short vocational module (or portion thereof). For adult learners at CDAEG, the three groups participating are currently engaged in aged and/or disability care training and therefore trialled the new Aged Care toolbox currently being developed by Elearn.WA in Western Australia as an Australian Flexible Learning Framework project. Secondary school students were asked to select an appropriate toolbox related to their interest area, and work with a unit contained in that industry discipline.

Surveys were used to collect both quantitative data and qualitative feedback which has proved a valuable research tool, as did open discussion with both participants and teachers/trainers.

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Created by Corangamite District Adult Education Group Inc
Page Created 18 June, 2004. Page Last Updated 21 June, 2004.