Gary Wood MEd AFAIM Institute Manager - Learning Futures and Educational Strategy

1. G4 Learning Design Learning naturally by design Gary Wood MEd AFAIM Institute Manager - Learning Futures and Educational Strategy Barrier Reef Institute of TAFE

2. Politics of VET Delivery Educational Domain Industry Domain • Training Packages • Workplace Training • ITAB/Skills Councils • Flexible Delivery • Traditional Curriculum Approach • Learning Outcomes • Modularised Delivery • Classroom Based Delivery The Reform Agenda 1985 - 2005 Reform Agenda Pendulum of Reform

3. Expanded view of current delivery politics Traditional Curriculum Approach Training Package Approach Educational Domain Learning Outcomes Assessment criteria Time requirements Face to face delivery only Provider control over curriculum and delivery Industrial Domain Assessment Pathway On the Job Training Industry Standards Industry validation ITAB control over delivery Work books only Heavy reliance on workbooks to address underpinning knowledge which reduces an Institutes’ ability to create delivery efficiencies, and to create effective Blended and Distributed Delivery programs

4. Do more with less, do it better and be more flexible Current VET Environment Staff Shortages/Capability Partnerships Delivery Efficiency Quality Thin Markets Anywhere Delivery Flexibility Continuous Change

5. Curriculum to address the modern VET environment Educational Domain Industry Domain • Industrial Drivers • Competent performance • Standards • On the Job activities • Involvement in determining competency • Relevant training • Educational Drivers • Learners Needs • Underpinning Knowledge • Underpinning Skills • Transference • Learning Objectives • Pedagogy • CBE&T Curriculum • Vocational Profile • Personalised Learning Bringing balance back to the force

6. Blended, Collaborative and Distributed Delivery Development + Educational Issues Industry Issues Educational Drivers Learners Needs Underpinning Knowledge Underpinning Skills Transference Learning Objectives Pedagogy Industrial Drivers Competent performance Standards On the Job activities Involvement in determining competency Relevant training To grow B&DD and to ensure we address the current VET environment we need to balance the two opposing issues and address their drivers.

7. What is G4 Learning Design? “G4 Learning Design is a educational business system for creating and delivering personalized vocational education and training programs that are relevant, effective, efficient and able to be easily distributed using blended, collaborative and distributed delivery principles”

8. G1 - Classic Classroom Delivery Students Teacher Knowledge • Teacher focused knowledge delivery and development with text books used for content validation

9. G2 - Online Delivery Teacher New York Paris Server - LMS London Bowen • Teacher focused content delivery and distribution includes toolbox and LMS for content validation.

10. G3 - Traditional Blended and Distributed Delivery 35% Online Bowen Cannonvale 20% Video Conference 20%Work Book Ingham 25% Classroom Burdekin • Teacher focused distribution with the workbook for content validation, limited to time and place of delivery. • Reliant on students’ abilities to engage with technology and distributed delivery.

11. What about the individual students – the student of one? • Access Issues • LL&N and disability • Technology skills • Intermittent study pattern • High support needs Shift Worker – Maritime Industry Townsville Fruit Picker in Bowen

12. G4 Learning Design Learning naturally by design Learning Objects Educational Domain IndustryDomain G4 Learning Design Student Teacher CBE&T Curriculum • Clustered Modules • Learning Outcomes • Learning strategies • Learning resources • LMS • LCMS • Learning objects • Delivery management • Grounded practice • Assessment • Logbooks • Practical activities and performance criteria • Workforce capability • Training Packages • AQTF Vocational Profile Personalized Learning Plan • Teacher focused learning design • Student determined engagement with multiple learning objects • Industry validated content and performance

13. A Vocational Education and Training Business System Educational Domain Industry Domain G4 Learning Design • Grounded practice • Assessment • Logbooks • Practical activities and performance criteria • Workforce capability • Training Packages • AQTF • Clustered modules • Learning outcomes • Learning strategies • Learning resources • LMS • LCMS • Learning objects • Delivery management CBE&T Curriculum Vocational Profile Personalized Learning Plan

14. Definition of Curriculum John Franklin Bobbitt (1918) www.wikipedia.com Curriculum: The Course of (trans) formative experiences Directed but not in school In School Programmatic School Curriculum John Franklin Bobbitt (1918) in the first text book written about curriculum contends that curriculum must be understood as encompassing not only those experiences that take place within schools, but the entire scope of formative experience both within and outside of schools. Further, this includes experiences that are not planned or directed, as well as experiences that are intentionally directed (in or out of school) for the purposeful formation of adult members of society.

15. A fundamental understanding of the nature of knowledge development through TAFE Information Practical Application Classroom Online WEB 2.0 LMS Workbooks Textbooks IP Conferencing Wikipedia CD ROM Video/DVDs Workplace Practices Practical Activities Applied Research Simulated Practice + Theory Industrial Knowledge The separation of the two domains allows for the theory to be delivered using any number of learning objects. This therefore allows the development of personalised learning where a student can pick the learning objects, sessions or environment that suits their needs.

16. Creating Personalised Learning Student Learning Objects Teacher • Personalised Learning Plan • Module 1 • Start • Complete • Learning Object • VC, LMS, WB • Module 2 • Start • Complete • Learning Object • WS, LMS • Vocational • Profile • (included in • learner guide) • PBL Tasks • Task 1 • Start • Complete • Task 2 • Start • Complete • Task 3 • Start • Complete • Task 4 • Start • Complete • Task 5 • Start • Complete • Assessment LMS - Online + = Video Conference - VC The teacher negotiates the learning objects and a study plan with the student to suit the students individual study requirements The student engages in project tasks and undertakes his/her study of the module learning objects and completes assessment activities as agreed. Work book - WB Workshop - WS

17. What is Personalised Learning? Course in Becoming a Millionaire Module 1 - Develop financial plan Module 2 - Investments for high growth Module 3 - Leveraging assets Module 4 - Negotiation techniques Module 5 - When to realize profits Using the forms provided create a study plan over 12 weeks.

18. Exercise: Personalised Learning Plan Course in Becoming a Millionaire • Module 1 - Develop financial plan • Delivery Options: • Video conference - Monday 3.0pm - 5.0pm for 3 weeks • Self Paced Workbook • Online program - duration of course 12 weeks • Workshops - Sat/Sun Week 2 • Module 2 - Investments for high growth • Delivery Options: • Video conference - Tuesdays 3.0pm - 5.0pm for 3 weeks • Self Paced Workbook • Online program - duration of course 12 weeks • Workshop - Sat/Sun Week 4

19. Exercise: Personalised Learning Plan Course in Becoming a Millionaire • Module 3 - Leveraging assets • Delivery Options: • Video conference - Wednesdays 3.0pm - 5.0pm for 3 weeks • Self Paced Workbook • Online program - duration of course 12 weeks • Workshop - Sat/Sun Week 6 • Module 4 - Negotiation techniques • Delivery Options: • Video conference - Thursdays 3.0pm - 5.0pm for 3 weeks • Self Paced Workbook • Online program - duration of course 12 weeks • Workshop - Sat/Sun Week 8

20. Exercise: Personalised Learning Plan Course in Becoming a Millionaire • Module 5 - When to realize profits • Delivery Options: • Video conference - Thursdays 3.0pm - 5.0pm for 3 weeks • Self Paced Workbook • Online program - duration of course 12 weeks • Workshop - Sat/Sun Week 10

21. Exercise: Personalised Learning Plan Course in Becoming a Millionaire Practical Tasks Task 1 - Submit a financial plan Task 2 - Submit an investment portfolio Put a date within the 12 week program time table for when you feel you can complete the task activities.

22. Cross Vocational Area Delivery (CVAD) Course in Communication

23. Cross Vocational Area Delivery (CVAD) Course in Communication The CVAD project used the G4 Learning Design methodology to: • Analyse 13 competency units in communication across nine vocational areas • Create 9 distinct modules for common communication skills delivery • Reduce 144 instance of communication training across the institute to approximately 4 • Increase product delivery consistency and quality

24. Cross Vocational Area Delivery (CVAD) Course in Communication The CVAD project used the G4 Learning Design methodology to: • Improve delivery efficiencies • Reduce duplication of delivery within single qualifications • Produce a commercial product range • Enable a single student to plan their own engagement pattern with education and training • Enable students to engage with multiple learning objects

25. Identify communication units and analyse Knowledge BSBCMN103A BSBCMN203A Skills TDMME101A Contingency/Task Management AURC27089A CHCCOM1B Vocational Profile (visualisation of competency) RTC2705A ICAW201A

26. Cluster knowledge and skills Knowledge Skills Knowledge Knowledge Skills Skills Knowledge Skills Contingency/Task Management Knowledge Skills Knowledge Skills Vocational Profile (visualisation of competency) Knowledge Skills

27. Addressing the educational domain O B J E C T I V E S Knowledge Skills Module 1 Knowledge Skills Module 2 Knowledge Skills Module 3 Knowledge Skills Module 4 Knowledge Skills Module 5 Knowledge Skills Module 6 Module Descriptors

28. Addressing the Industrial Domain Vocational Profile Practical Tasks Assessment Activities Learner Guide

29. What’s in the CVAD Curriculum? Analysis CVAD Curriculum Delivery schedules AssessmentChecklists VocationalProfile Education Project tasks Learning Process Industrial Learning Outcomes Nine module descriptors Learner guides Project Based Learning Activities Checklists Vocational Profile

31. What next? By the end of 2007 the CVAD Course in Communication will be available via CD_ROM using interactive examples and POD casts which will enable students and employers to purchase a completely self paced communications package that is adaptable to any workplace situation.

32. What next? Development of a CVAD Course in Information Technology Skills Development of a CVAD Course in Occupational Health and Safety (The three CVAD courses will cover all 66 employability skill requirements and will be delivered across our entire Institute from a central location) Partnership with Great Barrier Reef Marine Park Authority for Marine Tourism using Reef HQ as delivery support and industry partnerships

33. Further application… The G4 Learning Design model is ideal for commercial and workplace training applications. It is also ideal for lead Institutes wanting to create programs that can be consistently delivered across the State using B&DD principles.