We encourage your collaboration on the following matrix. Please read through the following draft document or alternatively you may download the draft here;



We have put together a very short survey, just a few questions long and would appreciate you taking the time to give some feedback on this matrix. Have your say and assist us to deliver a relevant and useful matrix for Learn Local organisations. Click on the link below to access the feedback survey:
http://goo.gl/forms/I5ymuOrI4N
or alternatively we have embedded the feedback form at the bottom of this document
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Web in the classroom delivery


Teaching / training which is enhanced face-to-face group delivery using online and computer-based tools in an individual course or classroom
Learning activities are instructor-led and may include a range of structured activities including the use of technology such as instructional videos, research, and any activities enhanced by the use of technology.
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Teachers


Teachers would use the following electronic skills in accordance with organisational policy and procedure.

Telephone

  • Make and receive telephone calls to share information with learners and organisation.
  • Use Short Message Service (SMS) to share information.

Email

Send and receive emails
  • To support learners
  • To share information
  • To send and receive information from / to organisation

Send and save file attachments safely

  • To share information with learners such as instructions and worksheets.
  • To share information with organisation for example: time sheets, PQF documents such as session plans and moderation tools

Photocopiers and Printers

Photocopy relevant information such as work sheets and instructions to share with learners and other stakeholders.
Know who to seek technical assistance from with photocopier breakdowns and other copy issues.
Use printer to reproduce documents such as learning activities and organisational documents such as session plans.
Preview document in print view, select correct printer settings including page range and print document.

Copyright Law

Access information to ensure compliance with copyright law as it relates to text, images, video, sound recordings, artistic works and music. This may be provided in hardcopy by the organisation or accessed via internet. For example:
http://www.copyright.org.au/

http://www.smartcopying.edu.au/copyright-guidelines/copyright---a-general-overview/1-1-what-is-copyright-

http://creativecommons.org.au/learn/licences/


Data shows, Smart Televisions & Interactive whiteboards


Word Processing

Use word processing applications (e.g. Microsoft Word) to create and modify simple documents and standard templates including:

  • Course documents: For example: Worksheets & course information
  • Organisational documents: For example: Time sheets, hazard and incident reports
  • Pre-accredited Quality Framework documents: For example: Session Plan, assist learners with Learner Plan Part 1 & 2

And using the following features of a word processing application:

  • Use basic word processing functions For example: Spell Check, Print Preview, Page Layout
  • Use the ribbon to access tools for editing documents For Example: font size, style and colour
  • Create tables to display information within a document
  • Add data to standard templates
  • Add images to the document
  • Add links to internet pages and websites
  • Save a document in different file formats For example: Portable Document Format (PDF)

Digital signature

  • Create a digital signature using a standard programme such as Adobe Reader IX
  • Apply signature to PDF documents such as Pre-accredited Moderation Summary or work contract

File and Folder Management

  • Create and manage files and folders
  • Recognise a range of different file formats
  • Copy and move files into different folders for storage
  • Locate a file or folder For example: Organisational policy and procedure on networked drive, PQF documents
  • Store information on a portable storage device For example: A USB Flash drive or DVD

Locate and appraise learning materials


Help / Professional Development

Staff induction orientation (face to face session)



Coach mentor support at organisations


  • Peer support/mentoring
  • Informal learning opportunities

21st Century Skills online course


Participate as a learner to experience online learning and develop empathy for learner perspective
Develop skills in digital literacy
Available here: Gippsland Connect Moodle http://gippslandlearnlocal.trainingvc.com.au/


Attend PQF Moderation sessions


Promote understanding of Employability Skills.
Encourage sharing of teaching methods/activities
Improve documentation of learning plans and learning outcomes
Encourage reflection on identification of learner needs, planning and implementation of the learning and learner outcomes

Attend ACFE funded PD sessions


The Adult, Community and Further Education Board supports quality teaching by providing personal development opportunities for Learn Local managers and teachers.
Information is provided to managers via email and can also be accessed here:

http://www.education.vic.gov.au/training/providers/pages/profdev.aspx

http://www.education.vic.gov.au/training/providers/learnlocal/Pages/operationaltools.aspx

http://www.vetcentre.vic.edu.au/events

Computer Skills


The GCFLearnFree.org program is an online repository of tutorials which provide tuition in 21st Century skills. These tutorials are free and range from ICT skills through language and literacy. Technology tutorials: http://www.gcflearnfree.org/technology

Participate in a Community of Practice


For example: Gippsland Connect Moodle http://gippslandlearnlocal.trainingvc.com.au/

Undertake self-directed and supported learning


For example:

Taking the Lead

This online learning reflects the skill set; TAESS00009 Address Foundation Skills in Vocational Practice

This skill set is made up of three units of competency: TAELLN411 Address adult language, literacy and numeracy skills, TAELLN412 Access resources and support to address foundation skills in vocational practice, and TAELLN413 Integrate foundation skills into vocational training delivery. Advice is available re: the collection of evidence for possible accreditation of these units of competency.

http://www.takingthelead.com.au/online-professional-development-2014


Personal Development opportunities offered by ACFE:

Information available via coordinators and here: http://www.education.vic.gov.au/training/providers/learnlocal/Pages/memo.aspx

Webinars and training days:

Adult Learning Australia https://ala.asn.au/

VET Development Centre http://www.vetcentre.vic.edu.au/events

Gippsland Connect http://gippslandlearnandconnect.acfe.vic.edu.au/Newsletters+and+Events


Free On-line Courses:

Coursera https://www.coursera.org/courses

MOOC List Australia https://www.mooc-list.com/countrys/australia

MOOCs at Boxhill TAFE http://mooc.bhtafe.edu.au/course/index.php
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Organisations

Network Systems (where applicable)


Internet & Email

Access to internet. For example: research, to access learning materials and PQF documents
Access to email to communicate with learners and organisation
Access to online videos and tutorials. For example: Youtube https://www.youtube.com/?gl=AU , Teacher Tube http://www.teachertube.com/ and Intel Easy Steps Online https://easystepsonline.intel.com/


Facilities/requirements

  • Email account and computer login
  • Workstation with access to the Intranet/ Internet
  • Access to data shows, smart TV or interactive whiteboards
  • Provide resources applicable to learning outcomes of specific courses. For example: Workbooks which may be available in electronic format (Intel Easy Steps Teacher Guide and Learner Guide), stationary, flash drives
  • Access to computer banks
  • Ability to play You Tube clips in class
  • Mobile devices such as tablets
  • Printers and photocopiers
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Learners


While recognising a diverse learner cohort, learners undertaking pre-accredited learning, generally fall within the following demographics:

  • People from culturally and linguistically diverse backgrounds and those who require assistance with English as a second language
  • People who have been marginalised and have not accessed education, training and employment
  • People who have experienced barriers to education in the past and need intensive support to re-engage with learning
  • People who have limited access to learning opportunities For example: rural & remote learners

Participation

  • Learners interact comprehensively with other students (supported by the facilitator) in class
  • Learners commit to attend classes and to arrive punctually

Facilities / Requirements

  • Classrooms/workshops are equipped with a data projector and computers with Internet access
  • Learners and teacher may have mobile devices such as smart phones and tablets like iPads
  • Learners may have access to laptops or PCs
  • Learners may have electronic storage devices like USB Flash drives and stationary such as pens and notebooks

Existing skills

  • May have language and literacy skills to undertake workbook/worksheet and other learning activities such as group work
  • May have numeracy skills to identify mathematical meaning in activities and texts For example: calendars, clocks, oral directions
  • May have basic to well-developed digital literacy skills
  • May have achieved VET and tertiary qualifications

Employability skills

  • May have well developed employability skills
  • May be aware of own employability skills
  • May have developed a portfolio of employability skills
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