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MOOCs and VET

Text spelling out MOOCThe Flexible Learning Advisory Group (FLAG) has developed a working report on the application of Massive Online Open Courses (MOOCs) in the vocational education and training (VET) sector.

The report is part of an ongoing watching brief being undertaken by FLAG and was presented to national senior government officials in November 2013.

Download a copy of the MOOCs and VET working report (MS Word) or (PDF)

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E-learning Quality Model

quality modelThe Flexible Learning Advisory Group (FLAG) has endorsed an e-learning quality model developed for use by Registered Training Organisations (RTOs) to quality assure e-learning products and their delivery. Work on the model was funded through FLAG’s 2012/13 policy research resources.

Phase one of the project developed Quality Criteria and a model for assessing quality e-learning and assessment. Concentrating on relatively high-value and high risk aspects of e-learning delivery and assessment, this model complemented existing quality and regulatory frameworks for all RTOs, clearly defining particular quality expectations for e-learning.

Phase two (the pilot) involved participants from a range of RTOs across five jurisdictions  (supported by the relevant jurisdictional support staff), testing and validating the structure and content of the quality model. Participants indicated that they had gained significant value from the experience of piloting the quality model on real examples of e-learning practice.

The interactive quality model is available to use from the FLAG website – www.flag.natese.gov.au/quality_model

A printable guide is also available to download (PDF) or (MS Word)

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Good e-practice guidelines for disadvantaged learners in VET

Cover imageIn early 2013, the Flexible Learning Advisory Group (FLAG) partnered with the National VET Equity Advisory Council (NVEAC) to identify good practice in e-learning for disadvantaged learners.

A literature review of past projects funded by the National VET E-learning Strategy, and other national and international literature, identified good e-practice. This research led to the development of guidelines to support VET practitioners who are incorporating e-learning into their practice with disadvantaged learners.

The final report and guidelines are now available to download:

Good e-practice guidelines for disadvantaged learners in VET – Final Report (Word)
Good e-practice guidelines for disadvantaged learners in VET – Final Report (PDF)

 

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Benchmarking

2013 E-learning Benchmarking Survey cover_Page_1Since 2005 FLAG has overseen an ongoing series of e-learning benchmarking surveys that have sought to gather information on the uptake, use and impact of e-learning in VET.

2013 E-learning Benchmarking Survey
The 2013 survey focuses on how technology is used by registered training organisations (RTOs) and VET teachers and trainers. 677 RTOs responded to the survey, including public, private, community-based and VET in Schools providers; a further 1,991 teachers also participated in the survey.

The 2013 E-learning Benchmarking Survey final report is now available to download:

2013 E-learning Benchmarking Survey (Word 1.5 MB)
2013 E-learning Benchmarking Survey (PDF 889 KB)

 

 

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Past Benchmarking surveys

  • 2011 E-learning Benchmarking Survey –  focused on how technology is used by VET students in their training. It captured information from VET students on the use of e-learning in all TAFE institutes, private and enterprise training providers, community education providers and VET in Schools providers. More than 6,000 students from 250 different training organisations participated in the survey. 2011 E-learning Benchmarking Survey – Final report (PDF 446 KB)
  • 2010 E-learning Benchmarking Survey - Showed that 43 per cent of all VET activity formally involved e-learning, compared to eight per cent identified in the first survey in 2005. Employers were increasingly using e-learning in both formal and informal training for their employees, and were taking advantage of the flexibility it provides.  2010 E-learning Benchmarking Survey – Final report (PDF 646KB)
  • 2009 E-learning Benchmarking Survey - Showed that 39 per cent of all VET activity formally involves e-learning. The survey indicated that e-learning approaches was mainstream across a variety of teaching and training activities – course activities, gathering information, research, communication and collaboration, and assessment. 2009 E-learning Benchmarking Survey – Final report (PDF 289KB)
  • 2008 E-learning Benchmarking Survey – Showed that 35 per cent of all VET activity formally involved e-learning. With an increase in ebusiness services being offered by training providers, students reported that effective use of technology provided flexibility of delivery, more engaging learning and valuable job-related skills. 2008 E-learning Benchmarking Survey – Final report (PDF 238KB)
  • 2007 E-learning Benchmarking Survey - Focused on the uptake, use and impact of e-learning by VET RTOs, teachers and trainers, learners, and employers with employees undertaking accredited training. It showed that use of technology in VET had quadrupled in three years since the first benchmarking survey in 2005. 2007 E-learning Benchmarking Survey – Final report (PDF 238KB)
  • 2006 E-learning Benchmarking Survey – Highlighted the significant growth in the use of e-learning and reinforces the positive attitudes towards e-learning found in the 2005 survey.  2006 E-learning Benchmarking Survey – Final report (PDF 616KB)
  • 2005 E-learning Benchmarking Survey - Provided data on the uptake, use and impact of e-learning in VET in 2005, based on four e-learning baseline surveys, targeted at VET providers, VET students, employers and employees undertaking VET training, and VET teachers and trainers.  2005 E-learning Benchmarking Survey – Final report (PDF 661KB)

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Other projects

Sustaining e-learning innovations

The VET sector has led the way in sustaining and embedding e-learning. This research draws on the experiences of RTOs and their partners, and was among the first Australian examinations of the VET sector’s success in sustaining e-learning innovations.

Innovate and integrate

This project focused on embedding innovative e-learning practice within a VET context, and identified models for embedding innovative practices in VET organisations.

Learning with social software

This project positioned the adoption of social software within the context of change management. It includes recommendations for VET organisations and practitioners wishing to pursue the use of social software as an integral part of how they do business, learn and share knowledge, and in their teaching and learning environments.