Category: resource development

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 […]

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Rough workflow for a branching scenario activity. The learner is required to make a decision, they’re prompted with hint/extra information to help them make decision. Learner makes decision. Feedback is provided based on the learner’s decision. My revised branching scenario, a day later. Another revised branching scenario, a day later.

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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 […]

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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: Class/tutorial dates and times (Semester/Year) Assessment/assignment due dates (Semester/Year) Assessment/assignment completion status. For example, the status update could read ‘you have completed 2 of 5 assignments. There […]

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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 […]

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Interactions based on the ‘compliant completion of documentation’ are a resource development staple. They always present an interesting challenge. Representing a ‘real life’ element (paperwork, document, forms, pro-forma) on screen in a meaningful way. This drawing describes how a interaction that requires the learner to complete an ‘OHS action plan’ could be represented on screen.

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