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Observations:
Skills Assessment for Computer-Based Learning
Toolboxes For Career Pathway Development
Toolboxes As Learning Tools
Lessons Learnt
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Growth in Flexible Learning | |
Case Study QuestionsThe case study utilised surveys designed to gather basic information. The survey questions were kept simple in order to provide pertinent and concise information regarding each participant's experiences.Skills Assessment for Computer Based Learning The survey questions were aimed at encouraging a celebration of current computer-based skills, to determine an awareness of any shortfalls and to evaluate the usefulness of the tool developed through the Australian Flexible Learning Framework
Toolboxes for Career Pathway Development For students within the secondary schools, the decision as to what career pathway they would like to pursue is somewhat unclear. The ever-increasing level of participation in Vet in Schools can sometimes influence students toward, or against, certain careers. 
In this study, we wanted to determine if the Toolboxes could present an overall view of the world of work for young people, how they viewed the resource and whether they felt the resources assisted, or might assist, in guiding further education and/or career pathways.
Toolboxes as Learning Tools Finally, we wanted to find out how young and adult learners responded to an on-line learning experience. Further, we needed to evaluate specific units of competency in targeted Toolboxes in order to determine future uses for Toolboxes as the 'flagship' of flexible learning in the region.
ObservationsIn 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, Therefore, we examined these resources from two perspectives: their intrinsic value as a learning tool in vocational education, and their usefulness as an information source in building a career pathway, a use that may be less apparent.The use of surveys to collect both quantitative data and qualitative feedback proved a valuable research tool, as did open discussion with both participants and teachers/trainers. There are a number of informal observations made during the three sessions which are not necessarily seen in the survey results but may serve to highlight or clarify potentially important issues. Skills Assessment for Computer Based Learning Many participants, particularly adult learners, expressed negative views of their perceived skill level. Quite a large proportion of these based their view on a genuine lack of experience and some may never have used a computer before participating in the session. It seemed a surprisingly large number of secondary school students involved were not highly competent in the skills being assessed. Many who rated their perceived skill level as ‘good’ or ‘fair’ in most areas had some degree of difficulty in actual skill performance. There appeared to be a distinct ‘gulf’ between the school students who appeared to be very comfortable with performing the tasks in the assessment and those who lacked an understanding of much of the assessed tasks. Among adult learners, however, the skill level appeared to be more evenly spread through those in the group. Toolboxes for Career Pathway Development Most adult learners appeared to be impressed with much of the content, structure and format of the toolboxes. The youth, on the other hand were generally more critical of the structure, format and levels of perceived “interactivity”, and quickly became impatient if some parts seemed “slow” to respond or if graphics were seen to be “boring”. Many, across all groups, commented that some toolboxes appeared to be heavily text-based and therefore lacked appeal as an interactive learning tool. There seemed to be a large number of participants who had trouble navigating through the toolboxes. Many expressed the view that directions contained were unclear, ie: what step to take next, what activities were involved, how to identify links to the right areas such as information resources, and how to print out any completed work. In many cases these issues appeared to be linked with a lack of familiarity with using web-based products and, in some cases, failure to take the time to read through instructions that were provided on-screen. This may indicate that skills and knowledge fundamental to effective toolbox use could be lacking in some cases, or perhaps that some are simply not comfortable with using a computer as a learning tool. Toolboxes as Learning Tools Careers teachers and tutors alike commented on the high level of interest generated, both during and after the sessions. Some teachers felt that literacy issues would present a problem with toolbox use among some students, and this seemed to be reflected in some adult learners as well. Discussions with tutors in the adult education arena indicated that much assessment of competency involved aspects of classroom participation and face to face discussion with the tutor/assessor, therefore the issue of isolation arose. They also spoke of issues such as motivation and the need for, and value of, classroom interaction. Both tutors and learners in the adult arena appeared to feel overwhelmingly that a blended approach would work best. A number commented on the need for the program to be more closely structured in terms of the actual work required and the order in which it should be completed. Some said they could not see the relevance of learning from a computer what they felt needed to be “hands-on”. Lessons Learnt The results of the study were able to inform our understanding of the
sorts of issues faced by rural learners for whom flexible learning would be a novel
endeavour in practice and in concept. The observations made relating to the
conduct and outcomes of this study suggest to us, as
a local training organisation, that flexible learning is an achievable and
productive undertaking as we:
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Corangamite District Adult Education Group Inc |