Category Archives: resource development

Concept: The activity flow

During the initial design stage of an activity I like to use pen and paper to quickly map out the flow of the activity. The tactile nature of paper allows for scribbles and scrawls, coloured pens or pencils, hasty redraws, cutting, tearing, taping and a rendezvous with the scanner or photocopier. I think something like an iPad or Samsung Tab style device could also give me similar functionality to pen and paper. I’d like one of those. These drawings describe the flow of an activity for an e-learning resource.


The 2011 Trainer and assessor currency program

Today I participated in the Trainer and assessor currency program. I had completed the Certificate IV Training and Assessment in 2010, so taking part in the program will help to make sure my qualification stays current. It’s also a requirement under Standard 1 of the AQTF guidelines for vocational education and training (VET) practitioners who deliver training and assessment.

The 4 steps involved in maintaining VET practitioner currency.

The program covered the 4 steps involved in maintaining VET practitioner currency. To remain current I must:

  • model high standards of performance
  • determine professional development needs
  • participate in professional development activities
  • reflect on and evaluate professional practice.

Model high standards of performance
The Model high standards of performance topic discussed:

  • how I can use organisational support mechanisms to help me model a high standards of practice. For example, I can could contact the marketing, compliance or ICT department for help.
  • how state and federal government policy guides the work I do. For example, the AQTF 2007/10 provides standards to make sure training and assessment is consistent across the country.
  • Contestability in Victoria. More information about contestability can be found at Shaping our future.
  • Professional techniques. For example, I must provide best practice examples of OHS, ethical behaviour/professional conduct
  •  Organisational/legal requirements. For example, documentation I prepare for the delivery of my training must contain VET sector legal requirements such copyright, privacy, duty of care, OHS and AQTF.

Determine professional development needs
The determine professional development needs topic discussed:

  • how currency and minimum VET sector teaching requirements can shape my career in the VET sector. For example, Dr John Mitchell refers to the ‘advanced VET practitioner’ in his article Capabilities of the emerging ‘advanced VET
    practitioner’ (87Kb PDF)
  • how to maintain my CV to meet VRQA requirements. For example, include a detailed work history, education history, professional development activities, projects I’ve undertaken, subscriptions relevant to my work, documents I’ve published and networks I participate in.
  • how to find out about my rights and obligations as a VET sector practitioner. For example, Fair Work Australia, Multi Business Agreement and Australian Education Union, AQTF and VRQA.
  • how assessment must occur in the workplace or a simulated workplace. See guidelines for a simulated workplace described in the AQTF 2010 Users guide to the essential conditions and standards for continuing registration. I think that assessment could occur in the context of a workplace based Alternate Reality Game (ARG).
  • how organisational objectives are aligned with state, federal government policy for the VET sector.
  • how my professional development plan should outline my work and personal objectives, identify areas that require development, identify opportunities for learning, identify relevant work projects and relate to my organisational training needs profile.

Participate in professional development activities

The participate in professional development activities topic discussed:

  • how to choose professional development (PD) activities. For example, PD activities sold take into consideration my learning style, career goals and aspirations and contribute to the maintenance/currency of my professional VET practice.
  • how there are many external sources of support. For example, websites related to my professional practice, my Twitter stream, my personal learning network (PLN).
  • how informal (people working in industry, peers) and formal (industry organisations, communities of practice) professional networks can provide PD.
  • how technology can be used for PD. For example, using my Twitter stream to create my own personal learning network (PLN), participating in online events like MOOCs or webinars and subscribing to edtech related RSS feeds.

Reflect on and evaluate professional practice
The reflect on and evaluate professional practice topic discussed:

  • how to monitor VET sector developments and trends that impact VET sector professionals. For example, follow the research by the National Centre for VET Education Research (NCVER) and Australian VET Research Association (AVETRA)
  • how to manage feedback from colleagues and clients
  • how continuous improvement techniques and processes can be used to maintain professional practice. For example, evaluation and reflection on my own professional practice (my blog), ongoing education and training, team meetings and networking.

A public conversation with myself about learning

A public conversation with myself about learning is a collection and reflection on some of @todd_conaway’s tweets from #silt2011. One of the most interesting things for me is the familiarity of themes expressed in his tweets. Learning objectives with real-world application of skills, learning outcomes and competency based completion are all staple objectives in the Vocational Education and Training (VET) sector in which I work.

Concept: A scheduling app for students

What is it?

A scheduling app for students that operates on mobile devices.

What does it do?

The app can connect to existing student records/results services and display:

  1. Class/tutorial dates and times (Semester/Year)
  2. Assessment/assignment due dates (Semester/Year)
  3. Assessment/assignment completion status. For example, the status update could read ‘you have completed 2 of 5 assignments. There are 3 more to complete.’
  4. Student and public holidays
  5. Alerts for any changes to schedule. For example, change of classroom location, date, time or cancellation.
  6. Location of student in relation to classroom. For example, the map you suggest to the student that ‘you’re HERE and you need to go THERE.’
  7. Additional information about events/activity occurring across campus(es). Students can choose to (un)subscribe to these event/activity updates.

Concept: A persistent location based ambient sound layer

Concept sketch for a persistent location based ambient sound layer. The ambient sound layer will leverage location data (google maps, directions), photographs (Flickr, Twitpic etc), text (blog posts, wikipedia, annotation, comments via Twitter). The ambient sound layer is designed for mobile devices. Relationships between sound recordings can be created (For example, the same type of sound at different locations). Time specific recordings can also be located on the layer (For example, the sound of something last month, year or decade). So far the ambient sound layer is just a concept.