flexible learning in ACE

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ICDL as a state wide professional development initiative

This scenario describes how a range of delivery strategies and resources has supported the state-wide delivery of the International Computer Drivers Licence: Certificate I in Information Technology.

The Centre, Wangaratta
Goulburn Ovens Murray

E: peter.thomas@thecentre.vic.edu.au

For 42 years The Centre has been providing quality education, training services and community development opportunities in North East Victoria and beyond.

The Centre is a community based organisation that operates out of two locations - Wangaratta and Benalla. It has strong partnerships with local, State and Federal governments, businesses, schools and community groups, and is committed to working with individuals, enterprises and communities to build skills and knowledge, creating opportunities together.

The stated target for this program was non qualified IT users of the ACE sector. This includes non-managerial staff working within the sector, such as tutors, office personnel, course providers and office staff.We provide a professional development program in IT training to improve the current level of computer literacy and efficiency within this group. We needed to provide training that can be done at individual pace, in individual locations and to suit individual needs. We utislised International Computer Drivers Licence Training as a vehicle that participants could complete with or without any formal accreditation. They could choose to achieve the Certificate I in IT or the International Computer Drivers Licence (an internationally recognised certification endorsed by the Australian Computer Society).

The ACE group is spread right across the state, with workers displaying a variety of computer abilities and with limited resources and time, making the more usual forms of training difficult to achieve.

• Not knowing the participants in many cases as they had not attended the introductory session.
• The geographical distance between the provider and the participant.
• The isolation of some participants.
• Difficulties in understanding exactly what were the needs of the students when discussing needs and difficulties via email.
• Different entry levels and student expectations from the course.
• Providing access to assessment tasks for participants and a reasonably user-friendly way of submitting tasks. A web page was developed and used successfully for this purpose.
• Discussion opportunities for participants – An MC2 forum was developed, but found unsuccessful. I believe time constraints again to have been the main problem.

• It is important to keep in touch – weekly general email, occasional individual email and telephone were used.
• Take very little for granted – there is a need to be explicit in providing written instructions, not overlooking any steps in a process.
• Allow a suitable length of time for the participants to complete the course, the four-five months allowed for the second group of participants was too short. A minimum of six months but 9-12 months is a more realistic time frame.
• The opportunity to meet face to face cannot be overlooked. This was not possible due to time and distance constraints as this project unfolded.

I would sincerely hope that the principle of this course is continued. In a practical sense it would mean that it may be better for regional or larger town centres to service their own regional area. For example, I would like to see centres at Wangaratta, Wodonga for the North East. Hopefully two to three larger centres should be able to provide these packages on a more flexible entry and completion situation as the need arises within their geographic surrounds.

This approach would also allow for an occasional on-going face to face interaction with participants.

With some work and support, this type of professional development could provide for the needs of many of the workers in the ACFE and ACE umbrella of organisations.