Australian Flexible Learning Framework - Research and Policy Advice

@misc{citeulike:1889986, abstract = {A new generation of learners and workers, a new understanding of knowledge acquisition and a new genre of technologies are converging and are inextricably linked. Educators and organisations need to respond; planning for the future is essential, but the paradox is that this future is now! There is strong evidence that organisations worldwide are embedding the use of social software in the way they work, and in the way they gather and share knowledge. Innovative educators in Vocational Education and Training (VET) across Australia are doing the same. While there are differences in opinion on what specific technologies constitute social software, it is generally agreed that social software … enables people to rendezvous, connect or collaborate through computer mediated discussion and to form online communities. (Wikipedia, September 2006) A sense of urgency from those using social software permeated this research. This report seeks to give understanding to this sense of urgency to adopt more socially-oriented online practices, and to identify the enablers and appropriate knowledge sharing and VET delivery strategies to support VET organisations and practitioners wishing to pursue the use of social software. Networking, connecting, and community are philosophies driving the use of social software, underpinned by the theories of constructivism and connectivism. There was compelling evidence from the research that social software is valuable in enhancing and enriching knowledge sharing, capability development and the teaching and learning experience, and it should be seen as ‘another tool’ in the organisation’s and VET practitioner’s toolkit. For it to be used successfully however, it relies on a spirit of openness and a willingness to share and collaborate, supported by an enabling culture both within the organisation and the ‘classroom’ environment. This research links with and builds upon the Phase 1 e-learning knowledge sharing model proposed by Stuckey and Arkell (2006). They reasoned that an enabling culture should be balanced with one of compliance for a sustainable system. In this report the concept of balance is extended to one of equilibrium (ie a dynamic working balance) and sees the achievement of a balanced approach as an ongoing quest, rather than an achievable endpoint. It places this concept in a change management context and uses the adoption and diffusion of innovation to understand how a social software tool can be seen as initially heretical and then after some time, integral. The intersections between the practice and the theory of using social software are evident for both knowledge sharing and VET delivery. Having an authentic need (real and not contrived), being relevant to the context and appropriate for the client were the critical elements that emerged for its adoption with key enablers being modelling by managers and practitioners using social software, professional development, organisational support and immersion. If practitioners become immersed in the use of social software in the way they do their work, the transition to VET delivery will occur seamlessly. As with email, the trends are indicating that social software will become ubiquitous 3 largely because it is the tool already widely used by the ‘Net Gen’ – the new generation of workers and learners. It is already part of their ‘toolkit’. The use of social software in VET delivery is in its early days of adoption and hence the different applications of social software technologies are still being trialled by the innovators and early adopters. The conversations are just beginning about how it can be used best and with whom. There is compelling evidence however, that it can be applied to all levels of the Australian Qualification Framework (AQF) and is offering learning opportunities to learner groups previously unable to participate, eg some disabled, disengaged and remote learners not previously learning in traditional classroom environments. Similarly, the use of social software in VET for knowledge sharing and capability development is in its infancy. The exemplar stories from within VET demonstrate how it can be used successfully for project management, knowledge sharing and the capability development of VET practitioners. The stories external to VET allow its use to be seen in the broader context of organisational learning. Gaining a global profile through the use of social software surfaced in the research as important for the success of organisations. This has significant implications for the marketing of VET provision and providers – relying on media coverage is considered too slow for today’s markets. Tensions and challenges were evident and were consistent with any incorporation of innovation into the current business model. This research positioned the adoption of social software within the context of change management and uses change management theory to understand these tensions. Drawing on the findings of the research, a set of recommendations is offered for VET organisations and practitioners wishing to pursue the use of social software as an integral part of how they do business, learn and share knowledge, and in their teaching and learning environments. These are supported by a set of strategies incorporating the many hints, tips and strategies offered by contributors to this research as a practical way forward.}, author = {Evans, Val }, citeulike-article-id = {1889986}, institution = {Australian Flexible Learning Framework}, keywords = {dissertation}, month = {March}, posted-at = {2007-11-09 14:51:27}, priority = {3}, publisher = {Australian Flexible Learning Framework}, title = {Australian Flexible Learning Framework - Research and Policy Advice}, url = {http://www.flexiblelearning.net.au/flx/go/pid/377}, year = {2007} }

TY - GEN ID - citeulike:1889986 L3 - citeulike-article-id:1889986 TI - Australian Flexible Learning Framework - Research and Policy Advice PB - Australian Flexible Learning Framework N2 - A new generation of learners and workers, a new understanding of knowledge acquisition and a new genre of technologies are converging and are inextricably linked. Educators and organisations need to respond; planning for the future is essential, but the paradox is that this future is now! There is strong evidence that organisations worldwide are embedding the use of social software in the way they work, and in the way they gather and share knowledge. Innovative educators in Vocational Education and Training (VET) across Australia are doing the same. While there are differences in opinion on what specific technologies constitute social software, it is generally agreed that social software … enables people to rendezvous, connect or collaborate through computer mediated discussion and to form online communities. (Wikipedia, September 2006) A sense of urgency from those using social software permeated this research. This report seeks to give understanding to this sense of urgency to adopt more socially-oriented online practices, and to identify the enablers and appropriate knowledge sharing and VET delivery strategies to support VET organisations and practitioners wishing to pursue the use of social software. Networking, connecting, and community are philosophies driving the use of social software, underpinned by the theories of constructivism and connectivism. There was compelling evidence from the research that social software is valuable in enhancing and enriching knowledge sharing, capability development and the teaching and learning experience, and it should be seen as ‘another tool’ in the organisation’s and VET practitioner’s toolkit. For it to be used successfully however, it relies on a spirit of openness and a willingness to share and collaborate, supported by an enabling culture both within the organisation and the ‘classroom’ environment. This research links with and builds upon the Phase 1 e-learning knowledge sharing model proposed by Stuckey and Arkell (2006). They reasoned that an enabling culture should be balanced with one of compliance for a sustainable system. In this report the concept of balance is extended to one of equilibrium (ie a dynamic working balance) and sees the achievement of a balanced approach as an ongoing quest, rather than an achievable endpoint. It places this concept in a change management context and uses the adoption and diffusion of innovation to understand how a social software tool can be seen as initially heretical and then after some time, integral. The intersections between the practice and the theory of using social software are evident for both knowledge sharing and VET delivery. Having an authentic need (real and not contrived), being relevant to the context and appropriate for the client were the critical elements that emerged for its adoption with key enablers being modelling by managers and practitioners using social software, professional development, organisational support and immersion. If practitioners become immersed in the use of social software in the way they do their work, the transition to VET delivery will occur seamlessly. As with email, the trends are indicating that social software will become ubiquitous 3 largely because it is the tool already widely used by the ‘Net Gen’ – the new generation of workers and learners. It is already part of their ‘toolkit’. The use of social software in VET delivery is in its early days of adoption and hence the different applications of social software technologies are still being trialled by the innovators and early adopters. The conversations are just beginning about how it can be used best and with whom. There is compelling evidence however, that it can be applied to all levels of the Australian Qualification Framework (AQF) and is offering learning opportunities to learner groups previously unable to participate, eg some disabled, disengaged and remote learners not previously learning in traditional classroom environments. Similarly, the use of social software in VET for knowledge sharing and capability development is in its infancy. The exemplar stories from within VET demonstrate how it can be used successfully for project management, knowledge sharing and the capability development of VET practitioners. The stories external to VET allow its use to be seen in the broader context of organisational learning. Gaining a global profile through the use of social software surfaced in the research as important for the success of organisations. This has significant implications for the marketing of VET provision and providers – relying on media coverage is considered too slow for today’s markets. Tensions and challenges were evident and were consistent with any incorporation of innovation into the current business model. This research positioned the adoption of social software within the context of change management and uses change management theory to understand these tensions. Drawing on the findings of the research, a set of recommendations is offered for VET organisations and practitioners wishing to pursue the use of social software as an integral part of how they do business, learn and share knowledge, and in their teaching and learning environments. These are supported by a set of strategies incorporating the many hints, tips and strategies offered by contributors to this research as a practical way forward. KW - dissertation AU - Evans, Val PY - 2007/03// UR - http://www.flexiblelearning.net.au/flx/go/pid/377 ER -