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The document discusses integrating e-learning at QITE, an organization that provides training. It finds that QITE, its trainers and learners are ready for e-learning culturally and that the technology infrastructure can support e-learning. However, some barriers like limited online resources and lack of audio on computers must be addressed. Recommendations include enabling e-learning delivery, modifying IT, and initially offering some course units through e-learning.

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a research project into the integration of … E-Learning @ QITE Mark George - February 2009
What is E-Learning? By simple definition … “the use of electronic support in training delivery”. In the context of our traditional course offerings, a range of electronic resources are employed by trainers as effective e-learning tools for face-to-face classroom delivery.
QITE traditional delivery E-learning tools: Data projector Computers Internet Email Telephone support
E-Learning as a delivery option Beyond the use of E-learning resources in the classroom … a move to offering courses via E-Learning as a delivery option provides advantages and opportunities for both QITE and our clients.
Enhanced learning options Improved computer skills Learn at home or QITE computer rooms Improved access for remote learners.
Key E-Learning benefits For QITE Flexibility Greater capacity to integrate imported units into training plans Improved services Improved access for remote clients Improved income Larger class sizes, currently limited by geographic distribution of clients Opportunities to expand market to industry and beyond current geographic reach.
Key E-Learning benefits For clients Flexibility Study after hours Study at home or work Access Improved access for remote clients Cost Larger class sizes, currently limited by geographic distribution of clients Employability skills Computer skills gained through course participation
Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey The Australian Flexible Learning Framework July / August 2008 E-Learning Survey captured information on the use of e-learning in all TAFE institutes, private and enterprise training providers, adult and community education (ACE) providers and VET in Schools providers. The results demonstrate why E-Learning continues to enjoy sustained growth in Australia. Source: http://e-learningindicators.flexiblelearning.net.au/survey_results08.htm
Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey 36% of all VET activity now formally involves e-learning. This continues a growing upward trend from around 3-4% of all VET activity in RTOs in 2003-2004. “ E-learning approaches are now mainstream in VET teaching, communication and assessment.” 58% of nearly 600 RTOs participating in the survey reported that they delivered some units involving E-Learning. Current trends for Registered Training Organisations
Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey 88% say their VET experience includes at least some online access to and downloading of learning materials and resources or the use of more advanced E-Learning technologies. 71% said E-Learning resources have enhanced their teaching (vs. 56% in 2007). More than half said that the use of E-Learning has improved learning outcomes for their students. What VET Trainers said …
Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey 94% would like at least ‘a little’ e-learning in their course. 33% would like ‘a lot’. 62% said e-learning increased their confidence and computer skill levels. 33% thought e-learning and computer skills acquired had already improved their employment outcomes. 65% said that e-learning will, in the future, help them to get a better job. What VET Students said …
Are we ready for E-Learning? Essential elements: Cultural readiness Technology readiness Organisational readiness Leadership readiness
Cultural Readiness - Trainers QITE trainers are routinely using existing E-Learning facilities in classes (including internet-based activities). Positive responses received to the concept of expansion into E-Learning delivery at Training Services meeting (24/2/09). One trainer has developed an extensive suite of multimedia presentations used in training delivery. Another is currently studying for the Diploma of E-Learning.
Cultural Readiness - Learners Most learners have at least basic computer skills. Others generally want to acquire these skills. (eg. The training ‘most requested’ by participants in our 2008 ‘Get Set for Work’ program was ‘computer training’). Trainers routinely provide support with the use of technology in all classes. Computer competency is a key ‘employability skill’ required in many occupations.
Technology Readiness Clients have computer access at all QITE sites. All sites have broadband internet connections. E-Learning courses for on-line access can be readily integrated to the current QITE website.
Organisational Readiness Our mission: “… assisting people gain, retain or enhance their position in the workforce and their lives”. “ Is the learner learning information that is aligned to organizational goals and vision? If so, how? If not, why?” -- ACUMEN: Your Professional Development Resource, December 2002 The Management Center - University of St. Thomas Technology skills are among the key employability skills integral to our accredited training delivery.
Organisational Readiness Most QITE learning resources are already in an electronic format. All trainers have experience in the use of computers and technology. Trainers are utilising professional development opportunities to develop and enhance technical skills. Options for learning management systems to support E-learning at QITE are under investigation.
Leadership Readiness “ QITE is always looking at strategies for improvement in service delivery.  This could include a new system of IT training delivery …” “ Physical resources (buildings / training facilities) could be scaled down, and this more sustainable e-system may allow improved financial bottom line.” “ Benefit of being able to provide service to remote areas, and even global if desired.” -- Mary Francis, Strategic Manager, QITE (Feb 2009)
Leadership Readiness “ This (E-Learning) is a big component on creating economies of scale and scope within QITE and also creating competitive distinction within the local market.” - Peter Winters, Training Services Manager, QITE (Feb 2009)
Learning and Development Culture Q.I.T.E. is a progressive organisation that works innovatively to respond to changes in the learning environment. Q.I.T.E. actively retains the flexibility to respond to changing local community and industry needs. Q.I.T.E. people are dedicated and passionate about making a difference to the lives of our clients and the communities in which we operate.
Barriers and Enablers There are challenges to introducing E-Learning delivery at Q.I.T.E. Existing IT security configuration limits accessibility to many interactive on-line resources. Client computers are not audio-enabled. Training staff need to expand their skills to facilitate E-Learning classes. A Learning Management System is needed to support on-line client engagement.
Barriers and Enablers Challenge 1: Existing IT security configuration limits accessibility to many interactive on-line resources. Solution: Establish existing client computers on a dedicated network, independent of the Q.I.T.E. operations network. Segregation of networks will improve organisational security whilst freeing the training network from security restrictions that currently limit E-Learning capabilities.
Barriers and Enablers Challenge 2: Client computers are not audio-enabled. Solution: Install sound cards and speakers to client computers. Estimated investment (approx.): - 35 computers - Sound cards @ $35 ea = $1225 - Speakers @ $15 ea = $525 - Installation 20 mins / PC @ $88 /hr = $1026 Total Investment = $2776
Barriers and Enablers Challenge 3: Training staff need to expand their skills to facilitate E-Learning classes. Solution: Training Services Operational Officer to provide internal professional development training for Training Services staff. Staff training can be undertaken via E-Learning. Rapid E-Learning development tools will expedite development and minimise learning curve for trainers.
Barriers and Enablers Challenge 4: A Learning Management System is needed to support on-line client engagement staff need to expand their skills to facilitate E-Learning classes. Solution: The Sakai Learning Management System (LMS) is a free open source system currently under investigation for suitability. Further Information: http:// sakaiproject.org /portal
Recommendations to enable integration of E-Learning at Q.I.T.E. Provide E-Learning delivery as an option in relevant courses (E-Learning is not recommended for all learners in all courses). Confirm management support for integration of E-Learning at Q.I.T.E. Commit funding to modification of I.T. infrastructure to support E-Learning. Implement a progressive migration of document-based course resources to electronic format.
Recommendations to enable integration of E-Learning at Q.I.T.E. Allocate human resources for initial course design and staff training. Trial E-Learning delivery with one or two units in selected course(s). Start with simple resource development based on rapid E-Learning principles. Designate a project co-ordinator to monitor and progress E-Learning integration.
Initial targets for E-Learning Success Trial accredited course induction CD – currently under development. On-line General Safety Induction (Construction Industry) – Blue Card. Individual units from the Business Services Training Package, particularly computer-based subjects. TAA40104 – Certificate IV in Training & Assessment: on-line RPL assessment.
Initial targets for E-Learning Success - clientele E-Learning presents QITE with excellent prospects for opening new markets by making training more accessible to employees and industry. Strengthening our links with industry is important to the relevance of our training in the local community.
Initial targets for E-Learning Success - clientele By offering training specifically relevant to, accessed by and of interest to, local industry, we: Open new markets for training services Strengthen industry ties Make industry-relevant training available to our job seekers Create employer demand for QITE jobseekers who have completed relevant training
Systems and Policies Systems: Existing systems for: learner enquiries enrolments course information will support E-learning without modification
Systems and Policies Systems: However, for consistency, these systems should be progressively adapted for integration with the on-line environment. Example: If a course is marketed on-line, for access on-line, the course information should be accessible on-line. It would be inconsistent to supply course information in hard copy via regular post. (This will also reduce costs).
Systems and Policies Systems: Most learning record systems, eg: Training plans Course induction records Signed policies, eg. privacy would need to be adapted and approved by Jobs Australia for the on-line environment.
Systems and Policies Systems: Assessment records and evidence will also need to adapted and approved by Jobs Australia for the on-line environment. Maintaining these records in electronic format will help reduce storage, handling and archiving costs.
Systems and Policies Systems: A Learning Management System (LMS)*, will help integrate our learning support systems on-line. LMS PLE * The term LMS is used generically within this presentation. With some technical differences, varieties of LMS systems are also known by different terms, eg. ‘Personal Learning Environments’ (PLE’s), Collaboration and Learning Environments (CLE’s), etc. CLE
Systems and Policies Policies: Many existing QITE (QA) and Jobs Australia (RTO) policies apply equally to learners irrespective of the learning method, whether: E-Learning Face-to-face Blended delivery
Systems and Policies Policies: E xamples of some policies equally applicable to online and face-to-face learning environments: Anti-discrimination Complaints and appeals Issuing qualifications Computer usage
Systems and Policies Policies: Again, policies too will need to reviewed in the context of e-Learning. Some will need to be expanded. New policies will be required in some cases.
Systems and Policies Policies: Recommended new or amended policy requirements: Privacy policy Email policy Discussion forum policy Electronic submission policy Tech support policy On-line conduct policy IP rights, copyright policy
Systems and Policies Policies: Example of policy adjustment for on-line learning environments: Privacy policy – “… students privacy rights are violated when they are required to post information on a course site, as in getting-to-know-each-other activities. Such activities should be voluntary, not required, and your privacy policy should make this very clear.” – italics added Source: The Importance of Policies in E-learning Instruction by Shirley Waterhouse and Rodney O. Rogers. http://net.educause.edu/ir/library/pdf/EQM0433.pdf
Systems and Policies Policies: Example of new E-Learning policy and inclusions: Email policy – Subject line states purpose of email Appropriate subject for communication Trainer response times to student emails Expectations for students to check emails regularly
Systems and Policies Policy goals: QA policies are subject to continuous improvement. Training policies will require review in the context of new strategies and directions likely to be adopted this year. Recommendation: Incorporate E-Learning prospects into future policy reviews.
Systems and Policies Examples of specific considerations for learner policy and system review: Time allowed for students to access on-line courses Authenticating learner (identification) Passwords / access rights Cheating / plagiarism
Systems and Policies Much of our current training delivery is connected with government-funded contracts and initiatives. Government is increasingly supporting and promoting E-Learning initiatives for industry.
Systems and Policies “ ACPET (Australian Council for Private Education and Training) encourages all VET providers in the Australian private education and training sector to access the support available through government funded initiatives to increase e-Learning capability.” Source: http:// www.acpet.edu.au/index.php?option = com_content&task = view&id =180&Itemid=251
Systems and Policies “ The national training system’s e-learning strategy, the Australian Flexible Learning Framework, has announced details of its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system. ” Source: http:// www.acpet.edu.au/index.php?option = com_content&task = view&id =180&Itemid=251
Systems and Policies Organisational requirements for E-learning design: Migrate relevant resources to an electronic format. Establish preferred software and / or format for electronic on-line content. Evaluate, identify and adopt a suitable LMS system to support E-Learning design. Train staff to use rapid E-learning tools for new course design.
Systems and Policies Organisational requirements for E-learning design: Integrate existing toolboxes and electronic resources to course design, where possible. Test all E-learning courseware throughout development on client systems. Course developers must follow e-design guidelines for format, style, consistent appearance, etc., (use style template). Online course designers should consult with IT Support on technical and access issues.
Systems and Policies Organisational requirements for E-learning feedback and recommendations: All learner feedback and recommendations should be documented in existing paper-based reporting system for analysis by Training Manager and Training Services Operational Officer. Ideally, electronic learner feedback will be sourced, accessed and stored within the LMS system. (On-line surveys provide ready access to timely and relevant E-Learner feedback.)
Systems and Policies Organisational requirements for E-learning access: Review opportunities for client access to computers at each site. Eg. At all sites, training computers are located in training rooms. These rooms are frequently used for training delivery and not available for casual client use. Recommendation: Re-locate some training computers for casual client access.
Systems and Policies Organisational requirements for E-learning access: E-Learning is a delivery option. E-Learning is appropriate for some, but not all students. We can offer but not require students to undertake training via E-Learning. Students who do not have personal computer access but want to undertake their studies via E-Learning can use QITE client computers within normal business hours.
Systems and Policies Organisational requirements for E-learning access: Clients wanting to access E-Learning as a delivery option must enroll in the appropriate course, as per standard enrolment procedures. An appropriate fee is calculated reflecting the organisational cost to deliver the training via E-Learning. The student is required to pay the appropriate fee prior to the granting of access to online resources.
Current QITE Learning Options Delivery options limited to: Face to face, class attendance Blended learning, some class attendance + workplace learning for practical activities Flexible delivery, correspondence
QITE Learning Options Evaluation High Low Medium - High Low - Medium Low – Medium High E-Learning New Medium Low Low - High Low – High Medium – High High Flexible Delivery Low Medium - High Low - High High High Low Blended Delivery Low Low - High Low - High High High Low Face-to-face Existing Availability and Access Transport / Locality Costs Learner tech skills required Training staff involvement Course Cost Flexibility Delivery Mode
Current QITE Learning Options Face to face delivery (evaluation): Setup costs vary depending on commercial availability of resources. Course content frequently defined by resources available. Delivery costs are high. Access to trainers during delivery is severely restricted. Unplanned trainer absence is difficult to resolve. Intensive induction requirements (usually by individual personal interview). Extensive pre-course document production and management. Low attendance plagues some courses. Most courses require some computer access. Courses generally attended by local learners only. Resources required: computers, data projector, training rooms, printer documents and handouts. Learner communications via: phone, f2f
Current QITE Learning Options Blended delivery (evaluation): Setup costs vary depending on commercial availability of resources. Course content frequently defined by resources available. Delivery costs are high. Access to trainers during delivery is severely restricted. Unplanned trainer absence is difficult to resolve. Intensive induction requirements (usually by individual personal interview). Extensive pre-course document production and management. Extra management of work placements Low attendance plagues some courses. Most courses require some computer access. Courses generally attended by local learners only. Resources required: computers, data projector, training rooms, work placement, documents and handouts. Learner communications via: phone, f2f
Current QITE Learning Options Flexible delivery (evaluation): Setup costs vary depending on commercial availability of resources. Course content frequently defined by resources available. Only generally available if supported by commercial resources. Not available for all courses. High risk of learner disengagement from learning. Requires high-level learner commitment to complete. Most of our flexible delivery students do not complete their qualification. Trainer / student communications limited. Trainer support limited. Provides learning option for working or distant students. Most courses require some computer access. Resources required (by learner): computer, printer Learner communications via: phone, email
Proposed QITE Learning Options E-Learning (evaluation): Setup costs are high Flexible access for students (day or night) Flexible course development options E-learning toolboxes available for purchase for many qualifications. High development overhead. Accessible to broader market (geographically). Often more self-directed learning (for learner) Scope to support larger class sizes. Lower delivery costs Trainer involvement reduced. Trainer availability improved. Provides learning option for working or distant students. Requires computer access (+ internet usually). Resources required (by learner): computer, printer, internet Learner communications via: phone, email, on-line chat
Comparative Evaluation setup and delivery costs (A comparative rating scale has been adopted for evaluation reporting)
Comparative Evaluation staff productivity (A comparative rating scale has been adopted for evaluation reporting)
E-Learning Project Accredited Training CD Induction An induction CD is under development to support QITE accredited training delivery. Key aims of the project include: Reduce time required for course induction Increase learner interest in induction Standardise induction information delivery, compliant with Jobs Australia requirements Provide an alternative e-learning option for late (or pre-course) completion of induction
E-Learning Project A range of accessible induction resources was surveyed. The type and style of resources varied widely, from simple documents posted on-line through to full multimedia online ‘stand-alone’ courses.
E-Learning Project http://www.accrete.net.au/other_pdf/course_info_for_participants.pdf On-line course induction booklet. http://www.contractor.colesgroup.com.au/content020.asp Coles on-line contractor induction (safety) http://www.fbe.unsw.edu.au/futurestudents/PGResearch/PGRes_Infopack.pdf UNSW student induction pack http:// www.nct.net.au/viewStory/Student+Induction+Presentation National Corporate Training induction presentation online PowerPoint http://www.business.ecu.edu.au/current-students/media/OSH_Student_Induction.pdf Edith Cowan University student induction online PDF http:// www.hls.utas.edu.au/postgrad/index.html University of Tasmania online web-based induction (index) 12 E-Learning inductions assessed against the requirements for QITE’s accredited training e-learning CD project.
E-Learning Project http:// www.sussex.ac.uk/induction/index_old.php University of Sussex online web site induction (includes link to PDF www.lib.uts.edu.au/sites/www.lib.uts.edu.au/files/Research_Student_Induction_2009.ppt - University of Technology Sydney library induction PowerPoint (online). www.thesydneytaxischool.com/info/Course%20Flowchart.doc Sydney Taxi School – Induction flowchart.doc http://web03.stcoll.ac.uk/induction/home.htm Online multimedia induction presentation http:// elearning.embnet.org/login/index.php Online short course induction (login as guest to view course format / structure only) http:// industry.flexiblelearning.net.au/index.php?option = com_content&task = view&id =22&Itemid=47 CD-based ‘employee induction’ exemplar.
E-Learning Project Summary of styles of induction E-Learning resources surveyed. On-line courses Induction packs PDF online documents PowerPoint presenations Web portals Induction flowcharts Multimedia presentations CDs
E-Learning Project A large number of employee inductions were located in the research. However, for suitability of purpose, results selected for assessment were limited to training inductions, except for resource # 12. This resource was retained for evaluation for it’s similarities to, and potential for customisation for, the QITE induction project.
E-Learning Project No e-learning inductions relating to Jobs Australia requirements were found in the research.
E-Learning Project Content Quality Applicability Customisation Cost Acceptability to organisational and learner requirements Evaluation Criteria:
E-Learning Project All resource content was customised to the organisation and course. Common elements: RTO contact information RPL / RCC Fees and charges Complaints and appeals Issuing qualifications Mutual recognition under AQTF RTO policies (Accredited course content typically aligned closely with induction requirements under AQTF) Collective Evaluation: 1. Content
E-Learning Project Resource quality varied markedly, from simple web-posted documents to full courses. Features of higher quality induction resources: Learner driven Intuitive Portal to comprehensive resources Links to additional information Design encouraged future reference / review Collective Evaluation: 2. Quality
E-Learning Project As examples of good and bad practice in resource development, all samples featured are applicable to the project. Due to the specific customisation to RTO and course, none are suitable for direct adoption. Common content elements under AQTF are applicable to QITE induction requirements. However, most of the information required we already have and it is customised to our environment. The QITE CD induction project aims to present this information in a more flexible and engaging way. Collective Evaluation: 3. Applicability
E-Learning Project Most sample resources were not available for customisation due to copyright constraints. All but one of the resources were designed for on-line access, a design feature in conflict with the current project brief. The QITE E-Learning induction project aims to provide a stand-alone resource, not dependent on internet access. One of the selected resources an employee induction CD, is available from the flexible learning network. Although not a learning induction, the resource can be freely customised and used. However, it did not arrive in time for further examination in the evaluation. It will be assessed upon arrival for suitability for modification as a learner induction resource. Collective Evaluation: 4. Customisation
E-Learning Project None of the resources assessed were offered for purchase. Production costs would have been as varied as the styles of the individual resources. In some cases, apparently existing documents were simply posted to the web. Production costs would have been negligible. At the other end of the spectrum, full on-line course and web portal induction designs could reasonably be expected to have been significant. Collective Evaluation: 5. Cost
E-Learning Project Whilst published evaluations were found for various induction programs*, no evaluations could be located for the featured examples. From an E-Learner perspective, single-page, low quality, web-published induction documents, (rightly or wrongly), tend to create a poor impression of the RTO’s quality standards. Collective Evaluation: 6. Acceptability to organisational and learner requirements. * Where published evaluations were available for review, the programs themselves were not accessible, so could not be included in the survey.
E-Learning Project In the light of the foregoing research, no adjustments to the CD approach for a learner induction resource are recommended. The current proposal meets QITE requirements in consideration of: Organisational culture Barriers and enablers Systems and policies Learning options Technology and resources Available alternatives Preferred approach:
E-Learning Project Organisational Culture The induction resource CD does not present any radical shift from the existing delivery culture or technical experience of the trainers. Following trainer surveys as to the various ways in which inductions are conducted, the CD aims to support rather than replace current induction delivery styles, which vary considerably between trainers. Preferred approach:
E-Learning Project Barriers and Enablers As a stand-alone resource, the project avoids issues associated with security policies restricting access to some types of on-line content relevant to E-Learning. No special training is required for trainers or learners to access the information in the proposed format. Preferred approach:
E-Learning Project Systems and Policies There is no conflict between the proposed project goals and existing systems and policies. The resource is designed to support existing organisational systems and policies rather than replace them. Beyond this, the resource even aims to supplement the personal systems and styles of trainer induction delivery, rather than dictate an induction delivery style. Trainers will not be ‘required’ to use the resource.* Preferred approach: * An audit to assess how the resource is, or is not used, will be part of the evaluation of the effectiveness of the resource.
E-Learning Project Learning options Specific attention will be given in the multimedia design to ensure: learner-driven access, and intuitive layout These were identified as key features of high quality induction resources sampled that can be integrated in the project. Preferred approach:
E-Learning Project Technology and Resources The induction CD requires minimal technical resources for access: computer, CD and data projector, if needed for class presentation. Preferred approach:
E-Learning Project Available alternatives The Flexible Learning Network Seeley employee induction CD exemplar is a menu-driven resource that holds good promise for modification as a QITE E-Learning induction. It will be assessed when available for suitability for customisation. View on-line demonstration (internet connection required). The format of other inductions evaluated does not meet the preferred approach. Preferred approach:
References Many reference works were consulted in compiling this presentation. These can be accessed at: http:// delicious.com/qpoint The following links are referenced within this presentation: Slide 8: http://e-learningindicators.flexiblelearning.net.au/survey_results08.htm Slide 16: http://www.n-email.com/trimax/ten_things_before_spending_a_dime_on_elearning.htm Slide 25: http://sakaiproject.org/portal Slide 40: http://net.educause.edu/ir/library/pdf/EQM0433.pdf Slide 45 + 46: http://www.acpet.edu.au/index.php?option=com_content&task=view&id=180&Itemid=251 Slide 63: http://www.accrete.net.au/other_pdf/course_info_for_participants.pdf http://www.contractor.colesgroup.com.au/content020.asp http://www.fbe.unsw.edu.au/futurestudents/PGResearch/PGRes_Infopack.pdf http:// www.nct.net.au/viewStory/Student+Induction+Presentation http://www.business.ecu.edu.au/current-students/media/OSH_Student_Induction.pdf http://www.hls.utas.edu.au/postgrad/index.html Slide 64: http:// www.sussex.ac.uk/induction/index_old.php www.lib.uts.edu.au/sites/www.lib.uts.edu.au/files/Research_Student_Induction_2009.ppt - www.thesydneytaxischool.com/info/Course%20Flowchart.doc http://web03.stcoll.ac.uk/induction/home.htm http:// elearning.embnet.org/login/index.php http:// industry.flexiblelearning.net.au/index.php?option = com_content&task = view&id =22&Itemid=47 Slide 81: http:// industry.flexiblelearning.net.au/index.php?option = com_content&task = view&id =22&Itemid=47
Additional Reading 18 Reasons why E-Learning Projects Fail http://www.projectmanagingelearning.com/eighteen_reasons.html Content and Context in E-Learning (registration required) http:// www.epic.co.uk/content/resources/white_papers_index.htm Rapid E-Learning http://www.articulate.com/rapid-elearning/ Key point advantages of an LMS over CD resource http://www.e-start.co.uk/WhatWeDo/report.htm Personal Learning Environments http:// www.slideshare.net/AJCann/ple?src = related_normal&rel =46423
a research project into the integration of … E-Learning @ QITE Mark George Training Services Operational Officer / Trainer – QITE [email_address] www.qite.com Prepared for QITE, in association with studies in the Diploma of E-Learning Published 27 February 2009
E-Learning Project Technology and Resources The induction CD requires minimal technical resources for access: computer, CD and data projector, if needed for class presentation. Preferred approach:

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E Learning @ Qite

  • 1. a research project into the integration of … E-Learning @ QITE Mark George - February 2009
  • 2. What is E-Learning? By simple definition … “the use of electronic support in training delivery”. In the context of our traditional course offerings, a range of electronic resources are employed by trainers as effective e-learning tools for face-to-face classroom delivery.
  • 3. QITE traditional delivery E-learning tools: Data projector Computers Internet Email Telephone support
  • 4. E-Learning as a delivery option Beyond the use of E-learning resources in the classroom … a move to offering courses via E-Learning as a delivery option provides advantages and opportunities for both QITE and our clients.
  • 5. Enhanced learning options Improved computer skills Learn at home or QITE computer rooms Improved access for remote learners.
  • 6. Key E-Learning benefits For QITE Flexibility Greater capacity to integrate imported units into training plans Improved services Improved access for remote clients Improved income Larger class sizes, currently limited by geographic distribution of clients Opportunities to expand market to industry and beyond current geographic reach.
  • 7. Key E-Learning benefits For clients Flexibility Study after hours Study at home or work Access Improved access for remote clients Cost Larger class sizes, currently limited by geographic distribution of clients Employability skills Computer skills gained through course participation
  • 8. Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey The Australian Flexible Learning Framework July / August 2008 E-Learning Survey captured information on the use of e-learning in all TAFE institutes, private and enterprise training providers, adult and community education (ACE) providers and VET in Schools providers. The results demonstrate why E-Learning continues to enjoy sustained growth in Australia. Source: http://e-learningindicators.flexiblelearning.net.au/survey_results08.htm
  • 9. Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey 36% of all VET activity now formally involves e-learning. This continues a growing upward trend from around 3-4% of all VET activity in RTOs in 2003-2004. “ E-learning approaches are now mainstream in VET teaching, communication and assessment.” 58% of nearly 600 RTOs participating in the survey reported that they delivered some units involving E-Learning. Current trends for Registered Training Organisations
  • 10. Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey 88% say their VET experience includes at least some online access to and downloading of learning materials and resources or the use of more advanced E-Learning technologies. 71% said E-Learning resources have enhanced their teaching (vs. 56% in 2007). More than half said that the use of E-Learning has improved learning outcomes for their students. What VET Trainers said …
  • 11. Australian Research: E-Learning Australian Flexible Learning Framework 2008 E-Learning Survey 94% would like at least ‘a little’ e-learning in their course. 33% would like ‘a lot’. 62% said e-learning increased their confidence and computer skill levels. 33% thought e-learning and computer skills acquired had already improved their employment outcomes. 65% said that e-learning will, in the future, help them to get a better job. What VET Students said …
  • 12. Are we ready for E-Learning? Essential elements: Cultural readiness Technology readiness Organisational readiness Leadership readiness
  • 13. Cultural Readiness - Trainers QITE trainers are routinely using existing E-Learning facilities in classes (including internet-based activities). Positive responses received to the concept of expansion into E-Learning delivery at Training Services meeting (24/2/09). One trainer has developed an extensive suite of multimedia presentations used in training delivery. Another is currently studying for the Diploma of E-Learning.
  • 14. Cultural Readiness - Learners Most learners have at least basic computer skills. Others generally want to acquire these skills. (eg. The training ‘most requested’ by participants in our 2008 ‘Get Set for Work’ program was ‘computer training’). Trainers routinely provide support with the use of technology in all classes. Computer competency is a key ‘employability skill’ required in many occupations.
  • 15. Technology Readiness Clients have computer access at all QITE sites. All sites have broadband internet connections. E-Learning courses for on-line access can be readily integrated to the current QITE website.
  • 16. Organisational Readiness Our mission: “… assisting people gain, retain or enhance their position in the workforce and their lives”. “ Is the learner learning information that is aligned to organizational goals and vision? If so, how? If not, why?” -- ACUMEN: Your Professional Development Resource, December 2002 The Management Center - University of St. Thomas Technology skills are among the key employability skills integral to our accredited training delivery.
  • 17. Organisational Readiness Most QITE learning resources are already in an electronic format. All trainers have experience in the use of computers and technology. Trainers are utilising professional development opportunities to develop and enhance technical skills. Options for learning management systems to support E-learning at QITE are under investigation.
  • 18. Leadership Readiness “ QITE is always looking at strategies for improvement in service delivery.  This could include a new system of IT training delivery …” “ Physical resources (buildings / training facilities) could be scaled down, and this more sustainable e-system may allow improved financial bottom line.” “ Benefit of being able to provide service to remote areas, and even global if desired.” -- Mary Francis, Strategic Manager, QITE (Feb 2009)
  • 19. Leadership Readiness “ This (E-Learning) is a big component on creating economies of scale and scope within QITE and also creating competitive distinction within the local market.” - Peter Winters, Training Services Manager, QITE (Feb 2009)
  • 20. Learning and Development Culture Q.I.T.E. is a progressive organisation that works innovatively to respond to changes in the learning environment. Q.I.T.E. actively retains the flexibility to respond to changing local community and industry needs. Q.I.T.E. people are dedicated and passionate about making a difference to the lives of our clients and the communities in which we operate.
  • 21. Barriers and Enablers There are challenges to introducing E-Learning delivery at Q.I.T.E. Existing IT security configuration limits accessibility to many interactive on-line resources. Client computers are not audio-enabled. Training staff need to expand their skills to facilitate E-Learning classes. A Learning Management System is needed to support on-line client engagement.
  • 22. Barriers and Enablers Challenge 1: Existing IT security configuration limits accessibility to many interactive on-line resources. Solution: Establish existing client computers on a dedicated network, independent of the Q.I.T.E. operations network. Segregation of networks will improve organisational security whilst freeing the training network from security restrictions that currently limit E-Learning capabilities.
  • 23. Barriers and Enablers Challenge 2: Client computers are not audio-enabled. Solution: Install sound cards and speakers to client computers. Estimated investment (approx.): - 35 computers - Sound cards @ $35 ea = $1225 - Speakers @ $15 ea = $525 - Installation 20 mins / PC @ $88 /hr = $1026 Total Investment = $2776
  • 24. Barriers and Enablers Challenge 3: Training staff need to expand their skills to facilitate E-Learning classes. Solution: Training Services Operational Officer to provide internal professional development training for Training Services staff. Staff training can be undertaken via E-Learning. Rapid E-Learning development tools will expedite development and minimise learning curve for trainers.
  • 25. Barriers and Enablers Challenge 4: A Learning Management System is needed to support on-line client engagement staff need to expand their skills to facilitate E-Learning classes. Solution: The Sakai Learning Management System (LMS) is a free open source system currently under investigation for suitability. Further Information: http:// sakaiproject.org /portal
  • 26. Recommendations to enable integration of E-Learning at Q.I.T.E. Provide E-Learning delivery as an option in relevant courses (E-Learning is not recommended for all learners in all courses). Confirm management support for integration of E-Learning at Q.I.T.E. Commit funding to modification of I.T. infrastructure to support E-Learning. Implement a progressive migration of document-based course resources to electronic format.
  • 27. Recommendations to enable integration of E-Learning at Q.I.T.E. Allocate human resources for initial course design and staff training. Trial E-Learning delivery with one or two units in selected course(s). Start with simple resource development based on rapid E-Learning principles. Designate a project co-ordinator to monitor and progress E-Learning integration.
  • 28. Initial targets for E-Learning Success Trial accredited course induction CD – currently under development. On-line General Safety Induction (Construction Industry) – Blue Card. Individual units from the Business Services Training Package, particularly computer-based subjects. TAA40104 – Certificate IV in Training & Assessment: on-line RPL assessment.
  • 29. Initial targets for E-Learning Success - clientele E-Learning presents QITE with excellent prospects for opening new markets by making training more accessible to employees and industry. Strengthening our links with industry is important to the relevance of our training in the local community.
  • 30. Initial targets for E-Learning Success - clientele By offering training specifically relevant to, accessed by and of interest to, local industry, we: Open new markets for training services Strengthen industry ties Make industry-relevant training available to our job seekers Create employer demand for QITE jobseekers who have completed relevant training
  • 31. Systems and Policies Systems: Existing systems for: learner enquiries enrolments course information will support E-learning without modification
  • 32. Systems and Policies Systems: However, for consistency, these systems should be progressively adapted for integration with the on-line environment. Example: If a course is marketed on-line, for access on-line, the course information should be accessible on-line. It would be inconsistent to supply course information in hard copy via regular post. (This will also reduce costs).
  • 33. Systems and Policies Systems: Most learning record systems, eg: Training plans Course induction records Signed policies, eg. privacy would need to be adapted and approved by Jobs Australia for the on-line environment.
  • 34. Systems and Policies Systems: Assessment records and evidence will also need to adapted and approved by Jobs Australia for the on-line environment. Maintaining these records in electronic format will help reduce storage, handling and archiving costs.
  • 35. Systems and Policies Systems: A Learning Management System (LMS)*, will help integrate our learning support systems on-line. LMS PLE * The term LMS is used generically within this presentation. With some technical differences, varieties of LMS systems are also known by different terms, eg. ‘Personal Learning Environments’ (PLE’s), Collaboration and Learning Environments (CLE’s), etc. CLE
  • 36. Systems and Policies Policies: Many existing QITE (QA) and Jobs Australia (RTO) policies apply equally to learners irrespective of the learning method, whether: E-Learning Face-to-face Blended delivery
  • 37. Systems and Policies Policies: E xamples of some policies equally applicable to online and face-to-face learning environments: Anti-discrimination Complaints and appeals Issuing qualifications Computer usage
  • 38. Systems and Policies Policies: Again, policies too will need to reviewed in the context of e-Learning. Some will need to be expanded. New policies will be required in some cases.
  • 39. Systems and Policies Policies: Recommended new or amended policy requirements: Privacy policy Email policy Discussion forum policy Electronic submission policy Tech support policy On-line conduct policy IP rights, copyright policy
  • 40. Systems and Policies Policies: Example of policy adjustment for on-line learning environments: Privacy policy – “… students privacy rights are violated when they are required to post information on a course site, as in getting-to-know-each-other activities. Such activities should be voluntary, not required, and your privacy policy should make this very clear.” – italics added Source: The Importance of Policies in E-learning Instruction by Shirley Waterhouse and Rodney O. Rogers. http://net.educause.edu/ir/library/pdf/EQM0433.pdf
  • 41. Systems and Policies Policies: Example of new E-Learning policy and inclusions: Email policy – Subject line states purpose of email Appropriate subject for communication Trainer response times to student emails Expectations for students to check emails regularly
  • 42. Systems and Policies Policy goals: QA policies are subject to continuous improvement. Training policies will require review in the context of new strategies and directions likely to be adopted this year. Recommendation: Incorporate E-Learning prospects into future policy reviews.
  • 43. Systems and Policies Examples of specific considerations for learner policy and system review: Time allowed for students to access on-line courses Authenticating learner (identification) Passwords / access rights Cheating / plagiarism
  • 44. Systems and Policies Much of our current training delivery is connected with government-funded contracts and initiatives. Government is increasingly supporting and promoting E-Learning initiatives for industry.
  • 45. Systems and Policies “ ACPET (Australian Council for Private Education and Training) encourages all VET providers in the Australian private education and training sector to access the support available through government funded initiatives to increase e-Learning capability.” Source: http:// www.acpet.edu.au/index.php?option = com_content&task = view&id =180&Itemid=251
  • 46. Systems and Policies “ The national training system’s e-learning strategy, the Australian Flexible Learning Framework, has announced details of its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system. ” Source: http:// www.acpet.edu.au/index.php?option = com_content&task = view&id =180&Itemid=251
  • 47. Systems and Policies Organisational requirements for E-learning design: Migrate relevant resources to an electronic format. Establish preferred software and / or format for electronic on-line content. Evaluate, identify and adopt a suitable LMS system to support E-Learning design. Train staff to use rapid E-learning tools for new course design.
  • 48. Systems and Policies Organisational requirements for E-learning design: Integrate existing toolboxes and electronic resources to course design, where possible. Test all E-learning courseware throughout development on client systems. Course developers must follow e-design guidelines for format, style, consistent appearance, etc., (use style template). Online course designers should consult with IT Support on technical and access issues.
  • 49. Systems and Policies Organisational requirements for E-learning feedback and recommendations: All learner feedback and recommendations should be documented in existing paper-based reporting system for analysis by Training Manager and Training Services Operational Officer. Ideally, electronic learner feedback will be sourced, accessed and stored within the LMS system. (On-line surveys provide ready access to timely and relevant E-Learner feedback.)
  • 50. Systems and Policies Organisational requirements for E-learning access: Review opportunities for client access to computers at each site. Eg. At all sites, training computers are located in training rooms. These rooms are frequently used for training delivery and not available for casual client use. Recommendation: Re-locate some training computers for casual client access.
  • 51. Systems and Policies Organisational requirements for E-learning access: E-Learning is a delivery option. E-Learning is appropriate for some, but not all students. We can offer but not require students to undertake training via E-Learning. Students who do not have personal computer access but want to undertake their studies via E-Learning can use QITE client computers within normal business hours.
  • 52. Systems and Policies Organisational requirements for E-learning access: Clients wanting to access E-Learning as a delivery option must enroll in the appropriate course, as per standard enrolment procedures. An appropriate fee is calculated reflecting the organisational cost to deliver the training via E-Learning. The student is required to pay the appropriate fee prior to the granting of access to online resources.
  • 53. Current QITE Learning Options Delivery options limited to: Face to face, class attendance Blended learning, some class attendance + workplace learning for practical activities Flexible delivery, correspondence
  • 54. QITE Learning Options Evaluation High Low Medium - High Low - Medium Low – Medium High E-Learning New Medium Low Low - High Low – High Medium – High High Flexible Delivery Low Medium - High Low - High High High Low Blended Delivery Low Low - High Low - High High High Low Face-to-face Existing Availability and Access Transport / Locality Costs Learner tech skills required Training staff involvement Course Cost Flexibility Delivery Mode
  • 55. Current QITE Learning Options Face to face delivery (evaluation): Setup costs vary depending on commercial availability of resources. Course content frequently defined by resources available. Delivery costs are high. Access to trainers during delivery is severely restricted. Unplanned trainer absence is difficult to resolve. Intensive induction requirements (usually by individual personal interview). Extensive pre-course document production and management. Low attendance plagues some courses. Most courses require some computer access. Courses generally attended by local learners only. Resources required: computers, data projector, training rooms, printer documents and handouts. Learner communications via: phone, f2f
  • 56. Current QITE Learning Options Blended delivery (evaluation): Setup costs vary depending on commercial availability of resources. Course content frequently defined by resources available. Delivery costs are high. Access to trainers during delivery is severely restricted. Unplanned trainer absence is difficult to resolve. Intensive induction requirements (usually by individual personal interview). Extensive pre-course document production and management. Extra management of work placements Low attendance plagues some courses. Most courses require some computer access. Courses generally attended by local learners only. Resources required: computers, data projector, training rooms, work placement, documents and handouts. Learner communications via: phone, f2f
  • 57. Current QITE Learning Options Flexible delivery (evaluation): Setup costs vary depending on commercial availability of resources. Course content frequently defined by resources available. Only generally available if supported by commercial resources. Not available for all courses. High risk of learner disengagement from learning. Requires high-level learner commitment to complete. Most of our flexible delivery students do not complete their qualification. Trainer / student communications limited. Trainer support limited. Provides learning option for working or distant students. Most courses require some computer access. Resources required (by learner): computer, printer Learner communications via: phone, email
  • 58. Proposed QITE Learning Options E-Learning (evaluation): Setup costs are high Flexible access for students (day or night) Flexible course development options E-learning toolboxes available for purchase for many qualifications. High development overhead. Accessible to broader market (geographically). Often more self-directed learning (for learner) Scope to support larger class sizes. Lower delivery costs Trainer involvement reduced. Trainer availability improved. Provides learning option for working or distant students. Requires computer access (+ internet usually). Resources required (by learner): computer, printer, internet Learner communications via: phone, email, on-line chat
  • 59. Comparative Evaluation setup and delivery costs (A comparative rating scale has been adopted for evaluation reporting)
  • 60. Comparative Evaluation staff productivity (A comparative rating scale has been adopted for evaluation reporting)
  • 61. E-Learning Project Accredited Training CD Induction An induction CD is under development to support QITE accredited training delivery. Key aims of the project include: Reduce time required for course induction Increase learner interest in induction Standardise induction information delivery, compliant with Jobs Australia requirements Provide an alternative e-learning option for late (or pre-course) completion of induction
  • 62. E-Learning Project A range of accessible induction resources was surveyed. The type and style of resources varied widely, from simple documents posted on-line through to full multimedia online ‘stand-alone’ courses.
  • 63. E-Learning Project http://www.accrete.net.au/other_pdf/course_info_for_participants.pdf On-line course induction booklet. http://www.contractor.colesgroup.com.au/content020.asp Coles on-line contractor induction (safety) http://www.fbe.unsw.edu.au/futurestudents/PGResearch/PGRes_Infopack.pdf UNSW student induction pack http:// www.nct.net.au/viewStory/Student+Induction+Presentation National Corporate Training induction presentation online PowerPoint http://www.business.ecu.edu.au/current-students/media/OSH_Student_Induction.pdf Edith Cowan University student induction online PDF http:// www.hls.utas.edu.au/postgrad/index.html University of Tasmania online web-based induction (index) 12 E-Learning inductions assessed against the requirements for QITE’s accredited training e-learning CD project.
  • 64. E-Learning Project http:// www.sussex.ac.uk/induction/index_old.php University of Sussex online web site induction (includes link to PDF www.lib.uts.edu.au/sites/www.lib.uts.edu.au/files/Research_Student_Induction_2009.ppt - University of Technology Sydney library induction PowerPoint (online). www.thesydneytaxischool.com/info/Course%20Flowchart.doc Sydney Taxi School – Induction flowchart.doc http://web03.stcoll.ac.uk/induction/home.htm Online multimedia induction presentation http:// elearning.embnet.org/login/index.php Online short course induction (login as guest to view course format / structure only) http:// industry.flexiblelearning.net.au/index.php?option = com_content&task = view&id =22&Itemid=47 CD-based ‘employee induction’ exemplar.
  • 65. E-Learning Project Summary of styles of induction E-Learning resources surveyed. On-line courses Induction packs PDF online documents PowerPoint presenations Web portals Induction flowcharts Multimedia presentations CDs
  • 66. E-Learning Project A large number of employee inductions were located in the research. However, for suitability of purpose, results selected for assessment were limited to training inductions, except for resource # 12. This resource was retained for evaluation for it’s similarities to, and potential for customisation for, the QITE induction project.
  • 67. E-Learning Project No e-learning inductions relating to Jobs Australia requirements were found in the research.
  • 68. E-Learning Project Content Quality Applicability Customisation Cost Acceptability to organisational and learner requirements Evaluation Criteria:
  • 69. E-Learning Project All resource content was customised to the organisation and course. Common elements: RTO contact information RPL / RCC Fees and charges Complaints and appeals Issuing qualifications Mutual recognition under AQTF RTO policies (Accredited course content typically aligned closely with induction requirements under AQTF) Collective Evaluation: 1. Content
  • 70. E-Learning Project Resource quality varied markedly, from simple web-posted documents to full courses. Features of higher quality induction resources: Learner driven Intuitive Portal to comprehensive resources Links to additional information Design encouraged future reference / review Collective Evaluation: 2. Quality
  • 71. E-Learning Project As examples of good and bad practice in resource development, all samples featured are applicable to the project. Due to the specific customisation to RTO and course, none are suitable for direct adoption. Common content elements under AQTF are applicable to QITE induction requirements. However, most of the information required we already have and it is customised to our environment. The QITE CD induction project aims to present this information in a more flexible and engaging way. Collective Evaluation: 3. Applicability
  • 72. E-Learning Project Most sample resources were not available for customisation due to copyright constraints. All but one of the resources were designed for on-line access, a design feature in conflict with the current project brief. The QITE E-Learning induction project aims to provide a stand-alone resource, not dependent on internet access. One of the selected resources an employee induction CD, is available from the flexible learning network. Although not a learning induction, the resource can be freely customised and used. However, it did not arrive in time for further examination in the evaluation. It will be assessed upon arrival for suitability for modification as a learner induction resource. Collective Evaluation: 4. Customisation
  • 73. E-Learning Project None of the resources assessed were offered for purchase. Production costs would have been as varied as the styles of the individual resources. In some cases, apparently existing documents were simply posted to the web. Production costs would have been negligible. At the other end of the spectrum, full on-line course and web portal induction designs could reasonably be expected to have been significant. Collective Evaluation: 5. Cost
  • 74. E-Learning Project Whilst published evaluations were found for various induction programs*, no evaluations could be located for the featured examples. From an E-Learner perspective, single-page, low quality, web-published induction documents, (rightly or wrongly), tend to create a poor impression of the RTO’s quality standards. Collective Evaluation: 6. Acceptability to organisational and learner requirements. * Where published evaluations were available for review, the programs themselves were not accessible, so could not be included in the survey.
  • 75. E-Learning Project In the light of the foregoing research, no adjustments to the CD approach for a learner induction resource are recommended. The current proposal meets QITE requirements in consideration of: Organisational culture Barriers and enablers Systems and policies Learning options Technology and resources Available alternatives Preferred approach:
  • 76. E-Learning Project Organisational Culture The induction resource CD does not present any radical shift from the existing delivery culture or technical experience of the trainers. Following trainer surveys as to the various ways in which inductions are conducted, the CD aims to support rather than replace current induction delivery styles, which vary considerably between trainers. Preferred approach:
  • 77. E-Learning Project Barriers and Enablers As a stand-alone resource, the project avoids issues associated with security policies restricting access to some types of on-line content relevant to E-Learning. No special training is required for trainers or learners to access the information in the proposed format. Preferred approach:
  • 78. E-Learning Project Systems and Policies There is no conflict between the proposed project goals and existing systems and policies. The resource is designed to support existing organisational systems and policies rather than replace them. Beyond this, the resource even aims to supplement the personal systems and styles of trainer induction delivery, rather than dictate an induction delivery style. Trainers will not be ‘required’ to use the resource.* Preferred approach: * An audit to assess how the resource is, or is not used, will be part of the evaluation of the effectiveness of the resource.
  • 79. E-Learning Project Learning options Specific attention will be given in the multimedia design to ensure: learner-driven access, and intuitive layout These were identified as key features of high quality induction resources sampled that can be integrated in the project. Preferred approach:
  • 80. E-Learning Project Technology and Resources The induction CD requires minimal technical resources for access: computer, CD and data projector, if needed for class presentation. Preferred approach:
  • 81. E-Learning Project Available alternatives The Flexible Learning Network Seeley employee induction CD exemplar is a menu-driven resource that holds good promise for modification as a QITE E-Learning induction. It will be assessed when available for suitability for customisation. View on-line demonstration (internet connection required). The format of other inductions evaluated does not meet the preferred approach. Preferred approach:
  • 82. References Many reference works were consulted in compiling this presentation. These can be accessed at: http:// delicious.com/qpoint The following links are referenced within this presentation: Slide 8: http://e-learningindicators.flexiblelearning.net.au/survey_results08.htm Slide 16: http://www.n-email.com/trimax/ten_things_before_spending_a_dime_on_elearning.htm Slide 25: http://sakaiproject.org/portal Slide 40: http://net.educause.edu/ir/library/pdf/EQM0433.pdf Slide 45 + 46: http://www.acpet.edu.au/index.php?option=com_content&task=view&id=180&Itemid=251 Slide 63: http://www.accrete.net.au/other_pdf/course_info_for_participants.pdf http://www.contractor.colesgroup.com.au/content020.asp http://www.fbe.unsw.edu.au/futurestudents/PGResearch/PGRes_Infopack.pdf http:// www.nct.net.au/viewStory/Student+Induction+Presentation http://www.business.ecu.edu.au/current-students/media/OSH_Student_Induction.pdf http://www.hls.utas.edu.au/postgrad/index.html Slide 64: http:// www.sussex.ac.uk/induction/index_old.php www.lib.uts.edu.au/sites/www.lib.uts.edu.au/files/Research_Student_Induction_2009.ppt - www.thesydneytaxischool.com/info/Course%20Flowchart.doc http://web03.stcoll.ac.uk/induction/home.htm http:// elearning.embnet.org/login/index.php http:// industry.flexiblelearning.net.au/index.php?option = com_content&task = view&id =22&Itemid=47 Slide 81: http:// industry.flexiblelearning.net.au/index.php?option = com_content&task = view&id =22&Itemid=47
  • 83. Additional Reading 18 Reasons why E-Learning Projects Fail http://www.projectmanagingelearning.com/eighteen_reasons.html Content and Context in E-Learning (registration required) http:// www.epic.co.uk/content/resources/white_papers_index.htm Rapid E-Learning http://www.articulate.com/rapid-elearning/ Key point advantages of an LMS over CD resource http://www.e-start.co.uk/WhatWeDo/report.htm Personal Learning Environments http:// www.slideshare.net/AJCann/ple?src = related_normal&rel =46423
  • 84. a research project into the integration of … E-Learning @ QITE Mark George Training Services Operational Officer / Trainer – QITE [email_address] www.qite.com Prepared for QITE, in association with studies in the Diploma of E-Learning Published 27 February 2009
  • 85. E-Learning Project Technology and Resources The induction CD requires minimal technical resources for access: computer, CD and data projector, if needed for class presentation. Preferred approach: