The future is flexible: blended delivery for IT students
TAFE NSW VET Pedagogy Project, Part C of Phase 1
BLENDED LEARNING CASE STUDY | Wayne Shirley and Dale Jackson, TAFE NSW - Sydney Institute
Our motivation in striving for excellence is our students. Helping them reach their workforce goals is our key driving force.
Shirley and Jackson
Training Packages
Information Technology (ICA99)
Learning Environment
Information technology students from a range of backgrounds have a learning environment that encompasses online and workplace simulations.
The focus is on real life examples, giving the learning meaning and making it ‘fun’.
Teaching Approach
Students have been able to more easily adapt to the requirements of industry and move from a ‘classroom’ focus to the workplace. The major learning approaches utilised include:
- student facilitation
- project work
- simulations
- teamwork
- lab group work
- demonstrations
Wayne and Dale’s teaching uses an integrated approach that combines online, blended and face-to-face delivery options. This has been made possible through a more team focused approach, and the move to a facilitation style of delivery, combined with greater interactivity. The workplace setup (computer lab) is the key to the innovative approach … 'the students have a feeling of ownership, real life simulation and keen sense of "worth".' They have confidence in the resources and the fact that they are interacting with the latest technology.
Wayne and Dale feel that the future looks to be one of ‘flexibility’.
'Our teaching strategies are encompassing that vision and focusing on core future skills such as IT competency, being adaptable and flexible to change, being capable communicators and able to work in teams.'
The teaching practice includes practical projects, demonstrations and observations. There is a great deal of remedial support and feedback for each of these components. There has been an attempt to minimise the formal theory component.
The teachers note that these strategies seem to be effective and have identified that the students prefer a visual representation and a process that they can repeat until they can gain competency.
Evaluation Methods
Evaluation is integrated through student feedback and the teaching team’s ongoing dialogue.
Positive Difference to Learning
Students have completed the program with a greater understanding of the ‘real’ working environment and with examples of their work. The evidence collected which is especially valuable for students to use for employer interviews, includes portfolios, project examples and logbooks. They also have a better understanding not only of the technical requirements of the IT industry but also with a greater understanding of teamwork, project work and work-based communication requirements.
See Also
Case
Studies Innovative and Excellent Practices in VET Teaching and
Learning 2003 (426 Kb) are
also available as one downloadable file.
