Teaching and Learning in Vocational and Technical Education (VTE) -

Stories and Visions


Tell us your story - how have you used Web 2.0 technologies to enhance the teaching and learning experience in VTE? Link us to your story, your blog and/or your wiki or you can use the questions below as a prompt and enter your story here, or even do a digital story which we can link to - don't let us limit your creativity!

  • Describe the situation - technologies used, discipline, sector, participant background
  • What have you accomplished that you are most proud of by using Web 2.0 technologies in teaching and learning?
  • What do you value most about using Web 2.0 technologies in teaching and learning?
  • What were the enablers that contributed to your accomplishment?
  • How did your clients benefit from the use of Web 2.0 technologies?
  • What would have to change to achieve the successful use of Web 2.0 technologies in teaching and learning in VTE all the time?
  • What is the pedagogy underpinning the use of Web 2.0 technologies in your experience?
  • What else would you like to share? Any other insights, or things that surprised you?
  • Do you have a url that we can link to?
  • Don't forget to tell us who you are and leave contact details!

Sue Waters, Aquaculture Teacher at Challenger TAFE - WA, has become a passionate podcaster and is using blogs with her aquaculture students. Check out Sue's work at http://aquaculturepda.podomatic.com/ and her class blog at
http://aquaculturechallenger.blogspot.com/


Trade Examples

submitted by Steven Parker - TAFE NSW - Wollongong TAFE
An example of giving students free reign.after being exposed to simply using a digital camera and mp3 recorder as well as some Web 2.0 tools, e.g. flickr.
The outcomes:

-The students themselves created a resource about event management.
-The students loved using technology where comfortable with recording and interviewing each other.
-The students helped each other clarify and discuss their own learning outcomes during the recording process.
-The photos and audio can be used as part of assessment portfolio.

http://networklearning.blogspot.com/2006/06/open-networked-and-hands-on-fostering.html

Some students where interviewed on how they found the experience and it's usefulness, click on photos to access mp3s
http://www.flickr.com/photos/stevenraymondparker/sets/

Open, Networked and Hands On - Fostering Student Creativity

Student interviews

Also for a student's tradie perspective recommend Glen Campbell a refrigeration teacher successfully utilising video with his students and such web 2.0 tools as http://blip.tv http://slide.com and http://dfilm.com

glencampbell.wikispaces.com

Example outline of his methods and results to date:

AIM:
To achieve the learning outcomes, ‘Systems Operation – Belt Drive Pulley Alignment’. Self directed learning, encouraging the learners to be actively involved.

PROCEDURE:
The students where asked to form into three groups, and given instructions to design a ‘SAFE WORK PROCEDURE’ for replacing a V-belt to a belt driven reciprocating compressor.
· Clear steps designed to inform a novice on how to replace the V-belt(s)
· First word in each step should be a doing word: Turn; Remove; Check; Tighten; etc.
· Finished procedure is then practically applied, produced and filmed by the individual groups, thus nominating the presenter, camera operator, director etc.
· Completion of filming, the finished product (Presentation), is then critically reviewed by your fellow learners.

CONCLUSION:
The activity was a great success; the learner’s tremendously enjoyed this fun, hands on delivery approach. Completion was rife amongst the groups, the learners self ownership of the challenge was evident. By critically reviewing the ‘Safe Work Procedures’ by their fellow learners, involved improved and cemented the learning outcomes for the entire group.


Tony Whittingham's story - IT Consultant and Teacher - http://tonywh2.tripod.com/learnscope/learnscope.html

Graham Stanley, Scotland - Podcast about using Web 2.0 with ESL students - <http://www.pod-efl.com/video/Web%202.0%20&%20Language%20Learning.mov> (finding this podcast also demonstrates strength of social software - thanks to Barbara Dieu (Brazil), picked up by Leigh Blackall in his Learn Online Blog and link now available here!)

Blogging at the Chalkface by Alison Gotts - an article from Edition 11 of the Knowledge Tree.
Abstract
This article is a personal account which describes and reflects on the use of blogs (web diaries) within the Diploma of E-Learning, delivered by Tropical North Queensland Technical and Further Education (TAFE), in Queensland Australia. It considers the practicalities of using blogs with students who have limited technological experience, identifies the trends in student/blog interactions over three years and discusses possible strategies for encouraging students to use blogs. The impact of blogs on the students’ own teaching practice is assessed and the work concludes with a checklist to help teachers decide whether to include blogs in their own teaching practice. The article draws heavily on personal comments made in facilitator and student blogs between 2003 and 2005.


Alex Hayes - http://nswlearnscope.podomatic.com/entry/2006-10-15T21_36_25-07_00


Dot Waterhouse with the Jobequip Team - www.protopage.com/nswames1

Adam Frey from Wikispaces hosted a FANTASTIC Elluminate session for our Framework community members on 3 November - 'Wikis in the Classroom'.
Here is the link to a recording of the session.
__https://sas.elluminate.com/p.jnlp?psid=2006-11-02.1556.M.B751BF88088CF012AA69A355B9F1B5.vcr__
The session aimed to help teachers understand what wikis are, how to use them, and how they be valuable in the classroom.



Susan Hurley-Luke - I have had very limited experience of successful use of blogs and wikis. I started a blog for sharing thoughts about educational issues, Teacher mentoring etc but have had very few comments or readers. Here it is - you can see for yourself - http://susanlhl.blogspot.com/
I have participated in wikis others have created as well, again to encourage Teachers to share experiences of Teacher mentoring. Again, it has not attracted a great deal of traffic/input - http://tropic.wikispaces.com/
I do use chat to connect with remote Diploma students once a week using the Janison platform. That can be successful at times.
I find blogs far more likely to be used by people socially. I have a craft blog I use a lot, and get lots of traffic on there. I am learning myself and showing others how to do things on this blog - it is very infromal and voluntary learning of a recreactional activity. Maybe people need to produce something other than thoughts that they all want to share in order to encourage them to contribute? You can visit my card making blof and see what I mean, but no laughing at my cards :-) - http://cardmakingsaga.blogspot.com/



Regan Harding - TAFE NSW NCI, Ballina - regan.harding@tafensw.edu.au . I started a wikispace for a new (Youth 15-18 years) Get Skilled group at the beginning of Term 4 http://ballinagetskilled2006.wikispaces.com/. I thought this would be a good way to provide access to the Student Assessment Guides, timetable information, and a host of other things - including links to FlickR and Blogger (through which students have subsequently set up and used their own accounts). I continue to add other sites of interest, including Secondlife and Careers information, and I've helped one of the students set up his own exciting wiki! http://ministryofdarkness.wikispaces.com/
Through providing a link to my blog http://getskilledballina2006.blogspot.com/, students have also been able to check in with me when I, or they haven't been on campus. Because the wiki has been an integral part of the course from the very beginning, I believe it has been utilised by the students and myself most successfully - as both a social-networking and information-sharing tool.
On the other hand, quite late in the second semester - and with a CGVE group with whom I'd been working all year, I also established a wiki -http://ballinacgve2006.wikispaces.com/ This however, has been more of a tool for storing assessment files, such as photography portfolios through FlickR, or short introductory movies such as DFilms. This was timely as network drive overload was often a concern! However the students weren't very keen on using this as a communication tool "Why would we do that when we can do it with you right now?" An example of how young people value positive face-to-face interaction.
Finally, I have uploaded podcasts http://reganhardingtafe.podomatic.com/ as both reflection and assessment tools. For a WOW (Work Opportunities for Women) group, a telephone job interview is an assessment task. I therefore recorded these with a Creative Zen Vision M device - newly-acquired as part of an M-Learning trial in which I am participating. I converted these to MP3s and uploaded them within minutes, and we were able to listen to and evaluate them together as a class. A lot of fun!
There's also an interview with my most reluctant** e-learner this year - and the excitement and fulfillment in her voice are evident! She really enjoyed her exploration of emergent technologies and I enjoyed watching her do so!

__
Joy Sharpe ...musings about mc2

In 2005 I started teaching a Diploma of Media and Communication class here at Nowra TAFE ( NSW) . I created a group on mc2 www.mc2.vicnet.net.au .

I chose this platform because i found it easy to use and it had features that would suit my learners. I also knew that online meadia was a component of their course and I believe that skills in using online communication are essential in the workplace .

I had to spend time in the first few face to face sessions getting students to register and join. Some needed to get a web mail address because they didn't have email at home - ( debunking the myth that all our students are digital natives!)

I set homework for everyone to post to the discussion forum for the first few weeks to get them started.

The forum has been the most popular feature both for discussing assignments and making plans for socialising.

I used the shared files feature to store copies of all the documents we used in class, assessment tasks, readings etc.

I encouraged the learners to upload their work - why should the teacher be the only one to read their feature articles and view their presentations ? There is so much they can learn from each other.
I used the links feature to store links to various useful websites - I really like the way the links are easily stored in categories.

In 2006 I started with a new group of students and i was able to delete the previous members and their work unless they had given permission for me to keep it, and also keep all the relevent documents and links that would be used by the new students , therefore cutting down on preparation time.

Two other teachers also became involved so we had a comprehensive communication and knowledge management tool for our class that proved very valuable as the year went on.

We didn't go any further than mc2, didn't get into blogs and pod casting etc - maybe next year, but this simple tool worked well for us.

My Vision
  • Web2.0 tools can expand/accelerate practical learning in the non-credit/non-degree marketplace -- especially for nonprofit social entrepreneurs operating earned income ventures
  • Nonprofit social entrepreneur practitioners become more comfortable with the culture change (not just technology use) that Web2.0 tools enable
  • More accessible interaction among folks who are blogging about related topics (wikis are more open by nature and design -- I guess the tighter access controls within the blogging community has come about as a result of blog spam, but, for example: I discovered THIS wiki from a comment posted by Val Evans on Nancy White's blog, in re: her slide show 2ndWave adoption (via Beth's Blog). I could not post a comment or link to the post without registering with blogger and signing in. I have a blog already on wordpress, but I don't know the "FTP" or other information the form wanted me to fill out in order to register, so I was at least temporarily SOL)[OK-I have just discovered that getting a Google acct works for registering and logging in to many blogs] More accessible interaction among bloggers and wikis working in the same space would enable USER traffic to flow more easily among us, and our USERS would benefit from our easier "higher-level" networking [actually, Beth Kanter is pretty well connected all over the relevant place - and she can be a kind of 'hub' -- but if we leave it at that, we are still more or less anonymous to one another, even tho connected thru Beth; and the network is not so obvious to our respective users]
  • [some of us (like myself) who are using and trying to promote the use of web2.0 tools are novices ourselves]
  • My name is Sandra Dickinson. My wikispace is selearninggames . My blog is selearninggames . Both are spaces for nonprofit social entrepreneurs to make a learning game together that will solve the mystery of earned income venture profitability. (also posted on Sites & Contacts page). Additional contact info on my "About Me" page. I have also joined this space. Please join mine :) Any feedback, page editing, comment posting .... much appreciated.
I'm exploring ways of blending 3rd party "web2.0" applications in a customisable wrapper/environment I'm calling StringLE , for string'n'glue learning environment. Content is pulled into the environment using an OPML feed. The thrid party applications linked to from the environment will soon be configured/idemntified using a delicious bookmarks feed. The idea behind StringLE is to provide a playsapce where educators can try out different blends of applications to see what goes togther, and how they can be wired together using naming conventions, web feeds and web service APIs. For more info search for 'stringle' on my blog: OUseful Info


Kathiew – I’m looking forward to exploring the use of blogs, wikis, protopage, etc further in blended delivery with English language students – I see applications for things like team work, using learning tools, following instructions, spelling, alphabetical order, questions and answers, note taking, descriptions, letter writing – MANY areas of literacy which are part of assessment in literacy, language and numeracy classes. Also using an online whiteboard and mics could give students reading, writing, listening and speaking practice in lots of new ways! (Cost is factor in Community Colleges).
These, of course, would be integrate into a thematic unit – for example – being a tenant, buying a car, shopping for clothes; etc. I also look forward to the day when all students have access to individual computers in every class.