Tag Archives: vocational learning

Days later or maybe even weeks later

Days later or maybe even weeks later is a concept for a collaborative workplace/institute/teaching centre-wide activity for staff and students designed to mend the physical and psychological effects of the Victorian government’s $300 million in cuts from the state’s TAFE sector. Physical and psychological effects could include closure of campuses, a reduction of courses being offered and job cuts.

This blog post contains exerpts from a conversation about the concept I had with myself on our organisation’s Yammer network. This blog post attempts to consolidate the concept.

I saw the activity taking place after the catastrophic event. It could’ve been 28 days later or even 28 weeks later. It doesn’t really matter. Just as long as the scenario provides an exposition,  defines the goal(s) to be achieved by staff and students and also describes the resources/materials that are available for use.

I saw the activity involving the every staff member and their respective teaching centre. From the top to the bottom of the organisational chart. The CEO would actually play a pivotal role in activity. They would be responsible for broadcasting/providing updates on the progress of the activity. These updates would also allow activity facilitators to adjust the activity if/when required.


I saw each teaching centre being responsible for helping students contribute a specific artefact or service from their particular area of expertise. The artefact or service (and production of) would contribute to the activity while also satisfying the students scholastic assessment requirements.

Nothing about the activity changes the need for students to demonstrate their skills and provide evidence of their competence. It’s just their output or artefact may change, but not how they work through the process of creating the artefact.

I didn’t want the activity to involve only our Australian based campus. I wanted the activity to be inclusive. What better way to reach out to our state and international counterparts than a part in a inter-campus activity.

Hospitality Tourism planning is highly complex and requires integrated and flexible approaches. The activity would reflect the typical nature of each particular area of study. for example, hospitality and tourism is a complex industry that requires flexible approaches and unique problem solving skills, particularly in the context of responding to a natural disaster. Real-world examples that require application of employability skills and dimensions of competency.


Scientist area always important in an activity involving zombies. They serve as one of the last hopes – finding a cure!

The activity would take place in real time and play-out over an entire semester, perhaps even the entire scholastic year. Although maintaining momentum over this period of time could be difficult. The pacing of the narrative would be informed by the deliverables of each course.


Testing the activity on a teaching centre could be a good way to identify issues.

Then I realised. Yes. This is a zombie game.

This activity would take place openly and in public. Non-students and staff would be able to observe the progress of the activity via the organisation’s website. Completing the activity publicly gives people the opportunity to see the work the students and staff are doing together (Outside an open day, showcase or expo context).


Then I realised the zombie metaphor is problematic.

Staff and students are not to blame for the funding cuts.


Although the activity may not be completely appropriate at this point in time, I do think there is potential for a collaborative workplace/institute/teaching centre-wide activity for staff and students to occur.

Unicorn City and the dimensions of competency

The description for the official Unicorn City trailer on Youtube describes the protagonist as ‘a hard core gamer creates a Utopian society based on rules of table top gaming in a desperate attempt to prove to a prospective employer that he has leadership skills.‘ The creation of a utopian society by the protagonist is a clear demonstration of the protagonist’s Transfer skills. Transfer skills are the capacity to transfer skills and knowledge to other contexts. These skills make up one of the dimensions of competency that need to be demonstrated by learners participating in Australian vocational education and training. Dimensions of competency are the knowledge and attitudes required to apply technical skills to regular and irregular workplace situations. Other dimensions of competency are:

  • Task skills – Undertaking and completing the specific tasks that make up the whole work activity as well as completing the individual actions that make up the task, such as identifying or classifying tasks to be completed.
  • Task management skills – Efficiently managing a number of different tasks to complete a whole work activity, such as evaluating the whole work activity, prioritising tasks to be completed and then continue to review or monitor the completion of each task and whole work activity.
  • Contingency management skills – Responding to problems or issues related to completing tasks in the workplace, such as changes in routine, unexpected results or outcomes from task or difficult and problematic clients.
  • Job/Role environment skills  – Responding and managing workplace responsibilities and expectations, such as working with colleagues, interacting with clients and suppliers, complying with organisational procedures or meeting industry benchmarks.