Candidates should demonstrate both their understanding and use of learning technology. "Use" might include the use of technology to enhance learning and teaching, the development, adoption or deployment of technology to support teaching, training or learning.
An understanding of the constraints and benefits of different technologies
You should show how you have used (or supported others to use) technology appropriately, given the constraints and benefits it provides within your context. This might include how you selected particular technologies to meet the specific needs of users (students or staff).
Evidence in support of such statements might include a brief commentary on the choices behind the development and use of learning technology that influence its fitness for purpose. (This might discuss issues as affordances of the technology, viability, sustainability, scalability, interoperability and value for money.) You may already have something like this in the form of a design outline, proposal, conference presentation or similar. You should include such existing documentation wherever it seems relevant.
Alternatively, you might want to take this opportunity to find out more about a technology you have deployed and produce a report on its viability.
You should show how you have used (or supported others to use) technology appropriately, given the constraints and benefits it provides within your context. This might include how you selected particular technologies to meet the specific needs of users (students or staff).
Evidence in support of such statements might include a brief commentary on the choices behind the development and use of learning technology that influence its fitness for purpose. (This might discuss issues as affordances of the technology, viability, sustainability, scalability, interoperability and value for money.) You may already have something like this in the form of a design outline, proposal, conference presentation or similar. You should include such existing documentation wherever it seems relevant.
Alternatively, you might want to take this opportunity to find out more about a technology you have deployed and produce a report on its viability.
An understanding of the constraints and benefits of different technologies (My draft)
Description
The ever changing world of technology is itself a benefit and a constraint in education. New opportunities arise with new ways of sharing information. As a RTO we are required to provide accurate information to students prior to enrolment. To do this we use a standard written template, however, many of our students have low levels of literacy and this is not an easy document for them to understand. With a colleague, I worked on a project using Microsoft PhotoStory to develop short videos introductions to courses and individual units, and documented the steps so that trainers could easily create their own. These proved popular with staff in the trial, and with the small group of students who gave feedback. However, soon after launching the project to a wider audience, PhotoStory was discontinued by Microsoft, and at the time there was no other easy, free option to use so the project didn't continue. PhotoStory fitted our needs perfectly as a free program, available on the organisations self download, and it's ease of use meant that staff could quickly gain the skills required to create professional short videos.
What lessons did we learn from this? Why did we choose PhotoStory? Any evaluation from this?
At the moment there is limited likelihood of continuing this method of communicating with students due to the heavy compliance requirements of VET. However, I continue to explore alternative options such as ...
Constraint of technology, no longer supported. Talk more about wider implications of this - it's a common problem when technology is discontinued.
Benefits to Lecturers and alternatives available now.
I gave a presentation on this project at the VELG conference 2012.
Part of my role is to provide training and coaching for staff in using technology, and in making decisions about what tools to use for what purpose. A common request is to give training in using Blackboard Collaborate. Questioning about what they intend to do with Collaborate often reveals that they actually want to make a video or podcast available to learners to watch before or instead of attending a class, rather than make use of the synchronous communication tools available in Blackboard. Lecturers often want to simply host a video on YouTube or email videos to students without considering the constraints of students’ limited bandwidth, and I then support staff in making decisions on which technology to use for online tutorials and recording presentations.
What are the benefits & constraints of Collaborate itself? Not best tool for making videos, downloading whole file. Great for synchronous discussion.
What did people think they were going to use it for? What lessons did we learn - how we introduce technology to staff, make options available
This often leads to a deeper discussion on a range of other options such as adding voice to PowerPoint, using Camtasia, VoiceThread, Flipgrid or other tools. (Can also use this in communication section)
Complex tools - staff often confused by complexity when a simple tool will do.
Reflection
Description
The ever changing world of technology is itself a benefit and a constraint in education. New opportunities arise with new ways of sharing information. As a RTO we are required to provide accurate information to students prior to enrolment. To do this we use a standard written template, however, many of our students have low levels of literacy and this is not an easy document for them to understand. With a colleague, I worked on a project using Microsoft PhotoStory to develop short videos introductions to courses and individual units, and documented the steps so that trainers could easily create their own. These proved popular with staff in the trial, and with the small group of students who gave feedback. However, soon after launching the project to a wider audience, PhotoStory was discontinued by Microsoft, and at the time there was no other easy, free option to use so the project didn't continue. PhotoStory fitted our needs perfectly as a free program, available on the organisations self download, and it's ease of use meant that staff could quickly gain the skills required to create professional short videos.
What lessons did we learn from this? Why did we choose PhotoStory? Any evaluation from this?
At the moment there is limited likelihood of continuing this method of communicating with students due to the heavy compliance requirements of VET. However, I continue to explore alternative options such as ...
Constraint of technology, no longer supported. Talk more about wider implications of this - it's a common problem when technology is discontinued.
Benefits to Lecturers and alternatives available now.
I gave a presentation on this project at the VELG conference 2012.
Part of my role is to provide training and coaching for staff in using technology, and in making decisions about what tools to use for what purpose. A common request is to give training in using Blackboard Collaborate. Questioning about what they intend to do with Collaborate often reveals that they actually want to make a video or podcast available to learners to watch before or instead of attending a class, rather than make use of the synchronous communication tools available in Blackboard. Lecturers often want to simply host a video on YouTube or email videos to students without considering the constraints of students’ limited bandwidth, and I then support staff in making decisions on which technology to use for online tutorials and recording presentations.
What are the benefits & constraints of Collaborate itself? Not best tool for making videos, downloading whole file. Great for synchronous discussion.
What did people think they were going to use it for? What lessons did we learn - how we introduce technology to staff, make options available
This often leads to a deeper discussion on a range of other options such as adding voice to PowerPoint, using Camtasia, VoiceThread, Flipgrid or other tools. (Can also use this in communication section)
Complex tools - staff often confused by complexity when a simple tool will do.
Reflection
Technical knowledge and ability in the use of learning technology
You should show that you have used a range of learning technologies. These might include web pages, Virtual Learning Environments, Computer-Aided Assessment, blogs, wikis, mobile technology, e-books, programming languages and so on.
Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.
You should show that you have used a range of learning technologies. These might include web pages, Virtual Learning Environments, Computer-Aided Assessment, blogs, wikis, mobile technology, e-books, programming languages and so on.
Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.
Technical knowledge and ability in the use of learning technology (My draft)
Description
I regularly use a wide range of learning technologies, in my professional role as a VET Developer, and also in volunteer roles and my professional learning.
This includes:
Reflection
Evidence
Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.
Link to CDU LT Week presentation
Link to TWalk presentation
FutureLearn & Canvas certificates
CDU Webinar feedback
Storify links
Notes to update
Written in passive voice e.g. web conferencing
Add reflection on all technologies at the bottom here.
Include something on purposes of LL short courses - how did they work
My PD - what did I learn from these
Add feedback as evidence
Description
I regularly use a wide range of learning technologies, in my professional role as a VET Developer, and also in volunteer roles and my professional learning.
This includes:
- Using web pages to locate specific information relating to training and assessment in Australia:
- Training.gov.au This website is the repository of nationally accredited VET training in Australia. I use this site on an almost daily basis: checking that the qualifications we offer meet the agreed packaging rules, determining suitable elective units, validating assessment tasks ensuring they meet the required assessment criteria and conditions
- Australian Skills Quality Authority ASQA is the national regulator for VET in Australia. I access this site several times each week for news updates, fact sheets and to access the Standards for RTOs (Registered Training Organisations) 2015 as well as the Users' Guide to the Standards.
- Virtual Learning Environments
- Learnline At CDU our Learning Management System is Blackboard based and is known internally as Learnline. Due to the variety of teaching schedules among staff it is often difficult for Lecturers to attend face to face professional development, so a few short courses have been made available through Learnline. The VET Developers (I am one of four in this role) design, develop, facilitate and review these courses.
- FutureLearn and Canvas Network Being located in a remote area with limited access to personal professional development, I often seek out short courses online. I have participated in "Blended Learning Essentials" in 2016 & 2017 (FutureLearn) and completed "Hybrid courses: Best of both worlds" facilitated by Elizabeth Falconer in 2013 and "Instructional design for mobile learning" facilitated by Robin Bartoletti, Rob Power & Whitney Kilgore in 2013
- Web Conferencing software
- Working on a remote campus, web conferencing is a tool I use almost every day. I regularly communicate with my colleagues in Darwin and Melbourne using WebEx and Cisco Jabber and particularly appreciate the option to share screen and have live video. I also participate in a range of webinars for my own professional development and these are hosted on platforms such as GoToMeeting, GoToWebinar, Google Hangouts and Blackboard Collaborate.
- Our teaching staff often find it difficult to attend face to face professional development so this year I have facilitated fortnightly one hour sessions with staff using Blackboard Collaborate through our LMS. The sessions are hosted in a Learnline staff Professional development unit and are recorded so staff who couldn't attend have access to the recording. This has not been without it's challenges; for many of the staff this has been their first experience of web conferencing and getting them set up with headsets and microphones took some time. Our website has information on using the online classroom, so I provided this link before beginning the webinar series to enable staff to prepare. Facilitating PD in this way has the added benefit of exposing staff to tools they can then use in training their students, and providing opportunities for them to learn and practice in a safe environment, as well as providing opportunities for staff in remote locations to collaborate and network.
- Computer-Aided Assessment, - online quizzes, LMS tests, kahoot
- Blogs: I have two blogs, as well as a third in this site, though I’m not a frequent blogger. I'm hoping I will develop further experience through this accreditation process.
- Share Learn Live I started this blog in 2014 as an activity in the online course "Hybrid courses: Best of both worlds". My goals at the time was to document my learning experiences and expand my PLN. I don't feel that I've done either particularly well through this blog, though it has been helpful at various points in time to document specific reflections as part of various MOOCs. I most recently blogged there in September 2016 as part of several reflective assessment tasks in my Diploma of Training Design and Development.
- A holiday with a difference is a blog documenting and reflecting on our four months in Nepal assisting an NGO with professional development activities. I wrote as often as the intermittent electricity and internet allowed and found this was a helpful way to record my thoughts at the time and to share our news with friends and family.
- Whilst volunteering in Nepal, one of the groups I worked with had access to relatively good internet in their central office and were aware of blogs and were keen to learn about blogging and how to create a blog. As most already had a gmail email address I introduced them to Blogger and was able to demonstrate creating a blog, adding a post and, thanks to the support of a colleague back home, responding to a comment. Several of the group were interested in the idea of sharing their work practices openly, however, the reality for most of them was their isolated location and infrequent access to internet and lack of IT support meant this isn't something they will be taking up in the near future. I'm hoping to be able to make return visits and continue to support those interested in learning more
- Mobile technology: I enjoy exploring mobile technology and apps for Teaching and Learning – I believe learning that is enjoyable and fun is more effective. As a learner myself, I appreciate being able to participate in activities wherever I am, and that means using my mobile device. For the last three years I have participated in the 12 Apps of Christmas facilitated by Chris Rowell, and have been able to share what I've learned with our staff through our online PLN Learning module. This has included learning to use and then sharing about a variety of apps including Kahoot, Padlet, Thinglink and Periscope.
- Twitter: A colleague introduced me to Twitter two years ago and I quickly came to see the opportunities it offers to connect with other professionals globally. It was through Twitter that I learnt about CMALT and connected with many other experienced educational technologists. I regularly participate in Twitter chats such as #AussieEd, #digitaledchat, #IncludedAu, #lrnchat; and appreciate the opportunity for regular connection and the support and networking that comes from these relationships. As part of our CDU Learning and Teaching Week in 2016 I facilitated 3 sessions on Using Social Media for Professional Development, which were well attended and received positive feedback. Some of those who attended have continued to use Twitter, and are now developing their own Professional Learning Networks
Reflection
- To add: Compare skills required as student and facilitator with different LMS. Technical and pedagogical support for learners - pitfalls. Reflection as a student - eg this would have been good. Reflection as a teacher
- To add: Discuss Gamghadi group wanting to learn blogging. Nepalgunj group Twitter. Benefits & constraints & what next. Why haven't I done this as well as I want? Why did I start? Why do I want to continue?
- constraints & benefits, Twitter chats. Compare to blogs. Reflect on why I use it. Twitter does this - blogs do this.
- To add: Webinar program - collaborate - technical issues, teaching to use it so they can use it. Benefits - upskill them, bring together staff in multiple locations. Webinar attendance as participant in own PD
- How did staff respond to apps
- I've noticed that there seems to be far more people from the HE and K-12 sectors using Twitter than from VET, and have been working to expose my colleagues to the benefits that developing a professional network can provide. However, many consider they are too busy or don't feel the need to engage with others outside their immediate field of work.
Evidence
Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.
Link to CDU LT Week presentation
Link to TWalk presentation
FutureLearn & Canvas certificates
CDU Webinar feedback
Storify links
Notes to update
Written in passive voice e.g. web conferencing
Add reflection on all technologies at the bottom here.
Include something on purposes of LL short courses - how did they work
My PD - what did I learn from these
Add feedback as evidence
Supporting the deployment of learning technologies
Statements about your involvement in supporting the deployment of learning technology might relate to providing technical and/or pedagogic support to teachers or learners, advising on (or re-designing to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of learning technology.
For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues.
Statements about your involvement in supporting the deployment of learning technology might relate to providing technical and/or pedagogic support to teachers or learners, advising on (or re-designing to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of learning technology.
For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues.
Supporting the deployment of learning technologies (My draft)
Sharepoint - policy, naming conventions, constraints, training, file management, explorer view, permissions, PD as part of rollout
VoiceThread
Blackboard Collaborate
Pedagogical support
Constraints and benefits
Technical and pedagogical support for learners - pitfalls
What worked, didn't work, what to take forward from here.
Sharepoint - policy, naming conventions, constraints, training, file management, explorer view, permissions, PD as part of rollout
VoiceThread
Blackboard Collaborate
Pedagogical support
Constraints and benefits
Technical and pedagogical support for learners - pitfalls
What worked, didn't work, what to take forward from here.
