Growth in Flexible Learning





Working With Schools

 The case study involved us working in collaboration with three(3) secondary schools in the region. This drew the participation of thirty-nine young learners. The future scene for flexible learning mandates that we develop the required expertise in flexible learning to enable us to meet the needs of learners as they leave compulsory education in secondary schools in order to achieve a seamless transition to further education - TAFE and/or ACE.

Group of students considering their futures

The future of flexible learning, itself, requires us to involve young learners and to learn from their experience.

Career Pathways

 The dilemma faced by young adults in formulating their future career and life pathways can, in some part, be resolved by exposure to the prevailing forms of employment opportunity. This level of opportunity is reflected somewhat in the emphasis placed into the development of contemporary resources for specific industries and employment disciplines. Within this case study, we have availed ourselves of "state-of-the-art" learning resources that complement the industry and career information needs of young people.

Transition to Further Education

Underpinning the nature of this study are concerns that individuals be given the opportunity to ‘taste’ vocations as the forming guides to career and further education options, and that the transition to further education from initial education be given a ‘seamlesness’, so that any potential ‘gulf’ between the two stages of education can be minimized. Through the involvement of principals, careers teachers and IT teachers in local secondary colleges, the conduct of this study established a deeper level of communication and understanding with those in the colleges who are key players in aiding the smooth transition for secondary students. We were also able to engage 39 secondary students in the study. These were all at year 10 level, arguably a time critical to optimizing the development of career pathways through a clear view of options. The teachers involved commented on the high level of interest generated among the students, and the collaboration with teachers and principals served to expand their understanding of Flexible Learning Framework products available.

For the adult learners involved, engagement in the study enabled an expansion of options accessibility through viewing the toolboxes generally. In particular, however, participating in the actual use of the new Aged Care Services toolbox proved a valuable experience, and one especially relevant to those currently studying Aged Care certificates. The response to the toolbox as a learning tool was overwhelmingly positive, with many expressing their intention to explore it more fully in their own time to assist in their studies. Participation in the study also allowed an insight into the broader picture of qualifications available in related areas covered in the Community Services training package, thus enhancing and expanding their opportunities.


Aged Care Toolbox getting the 'once-over' by a very flexible aged care tutor

A further aspect of this study has been its contribution to clarifying and highlighting the potential professional development needs of tutors/ teachers. If secondary school teachers are to continue their contribution to their student’s transition to further education, then surely a clear view of available tools and resources, and understanding their potential, could be considered a key element to success in achieving this. In the adult education arena, the potential of learning tools such as toolboxes can only be fully exploited if professional development allows for tutors to gain, and maintain, the abilities required to use the technology intrinsic to such tools. During Flexible Learning Week 2004 we at CDAEG will be conducting professional development sessions for our tutors, particularly aimed at enhancing understanding the toolboxes available through the Australian Flexible Learning Framework and exploring their potential for the courses we deliver.

In addition to professional development needs, this study has highlighted some important issues with regard to the flexible learning initiative that would extend beyond the scope of this study. Among these are: The very nature of toolboxes would appear to assume learners using them are somewhat self-regulated and self-motivated in their learning. Would best-practice require the integration of toolboxes into courses to accommodate not only the self-directed learners but also the more pedagogically dependent? Also, could resources such as toolboxes be introduced at the point of course design, and if so, how then will professional development needs of tutors/ assessors be met? This would also raise the issue of dealing with variances in the skill levels of learners, as well as their preferences in learning styles. While many challenges will no doubt continue to be presented, we look toward the future of flexible learning options such as toolboxes with greater recognition of their potential to aid growth in learners and contribute to expanding options for those in rural communities.