Changing Learning Environments
learning environments in TAFE colleges are being designed to engage and prepare learners for new jobs with new skills and knowledge. New learning design and learning environments are being planned and developed to meet the
changing needs of 21st century learners , technology and work. As new jobs and education pathways are required for the now and future learners.
learning outcomes are largely determined by the Australian Qualification Framework (AQF) Level of qualification and course outcomes that determine the skills, knowledge and attributes to be applied in work and higher level qualifications. learning through a range of learning experiences and different environments that combines practical and theoretical studies incorporate industry concepts , theories and practices with an emphasis on applied .
All teachers in TAFE - NSW have a professional or trade qualification and then to teach in TAFE must also gain an education qualification. Swsi is committed to providing ongoing teacher professional developments and resources for flexible and responsive learning programs. The institute strategy and targets provides focus and specific goals for each faculty.
All teachers in TAFE - NSW have a professional or trade qualification and then to teach in TAFE must also gain an education qualification. Swsi is committed to providing ongoing teacher professional developments and resources for flexible and responsive learning programs. The institute strategy and targets provides focus and specific goals for each faculty.
The TAFE system has made significant changes in the last few years to be business efficient with relevant contemporary education design. Investment in professional development , teaching and learning resources and learning environments has increased teachers capabilities and confidence to deliver and assess learners through innovative blended models of learning. Increasingly learning experiences involve workplace along with simulated, face to face, independent learning and online environments.
All practical learning environments are developed and equipped to industry standard with sufficient space and resources for groups of learners. Some programs and learning environments are inspected and accredited by industry authorities for example in the animal care section learners are studying to be vet nurses the facilities in this section are regularly audited by external groups including both the Animal Welfare ethics committee and the Royal Society for the Protection of Cruelty to Animals RSPCA.
All practical learning environments are developed and equipped to industry standard with sufficient space and resources for groups of learners. Some programs and learning environments are inspected and accredited by industry authorities for example in the animal care section learners are studying to be vet nurses the facilities in this section are regularly audited by external groups including both the Animal Welfare ethics committee and the Royal Society for the Protection of Cruelty to Animals RSPCA.
In the institute in which I work South Western Sydney Institute (SWSi) the Community Health
Hospitality and Service skills Faculty is responsible for twenty two teaching sections across
nine colleges. Delivery of programs is generally through a blended approach including
workplace learning, simulated , online and face to face classes.
The demographic profile of the institute is complex and dynamic with over 160 languages , the
economic status of the local communities is low social economic with high levels of the population being first and second generation. migrants and refugees 49.8% of students are
from a non English speaking background.
Follow the link for additional information about swsi profile:
Hospitality and Service skills Faculty is responsible for twenty two teaching sections across
nine colleges. Delivery of programs is generally through a blended approach including
workplace learning, simulated , online and face to face classes.
The demographic profile of the institute is complex and dynamic with over 160 languages , the
economic status of the local communities is low social economic with high levels of the population being first and second generation. migrants and refugees 49.8% of students are
from a non English speaking background.
Follow the link for additional information about swsi profile:
http://www.myskills.gov.au/TrainingOrganisationSearch/TrainingOrganisationSearchResults/TrainingOrganisationDetail.aspx?rto=900
I was interested to look at some of the work that Paul Kim the Chief Technology Officer and Assistant Dean for Stanford University School of Education. Uses in low socio economic communities internationally with, mobile empowerment design, and enterprising higher education systems. https://novoed.com/education/ As I believe that with appropriate infrastructure mobile learning empowers learners with anywhere access to their learning.
The geographical locations and diversity of the Faculty discipline sections allows for some common shared learning spaces in colleges. However specific purpose built and equipped learning environments and simulated work placements are essential to allow for practical learning and assessment activities. Simulated models and equipment in some areas is necessary for ethical
and safety reasons as learners can not practice and demonstrate on real people in potentially risky situations for instance in courses such as Health and Community services learners must know how to respond appropriately if a real life threatening or sensitive situation occurs. |
The cost of supporting the simulated and practical learning environments is significant with set up , maintenance and replacement with new equipment. The cost is ongoing to maintain qualified teaching and support staff to manage the simulated and on the job learning. Changes are planned to decrease the number of locations offering costly courses with specific learning environments. A centre of excellence approach is planned with specialist resources being located in one college this will included increasing the work placement experience for the learning in the overall course design.
The approach to teaching and learning is generally learner centric providing opportunities for learners to collaborate and engage effectively as they acquire skills and knowledge required in the course and for future learning and work.
Learning institutions environments are changing to be relevant to learners and their learning outcomes. The general look and feel of colleges is less industrial than in the past with improvements in the landscaping , out door furniture and spaces being designed to attract learners to gather and connect in the college grounds.
Some courses are offered on Saturdays however this is limited and to increase flexibility
colleges need to be open over the weekend day. Teaching sections are working together to share the costs of the colleges being open to increase access to learning on Saturdays.
Library supported study rooms are available for small groups of learners working together
however more spaces around college spaces such as the canteen and college facilities needs to be made more attractive and user friendly for learners to work independently.
An institute working group has been looking at changes made to learning spaces in Queensland University and in the University of Technology in Sydney. http://www.orientation.uts.edu.au/new-learning-environments.html
Works based on the concept of flexible learning environments are currently under way to modernise learning spaces in the colleges are to be completed by July 2014. Changes in learning spaces is a cultural shift for some and a welcome change for most teaching staff who have been struggling to work in older style classrooms.
This building works are causing some disruption with the changes as some teaching sections have works underway with their classes in temporary spaces.
The general opinion amongst staff is that the changes are positive though as the TAFE sector is in a significant period of education reform some sections will loose space and some sections will close. Colleges are assets and as such at least one of the eleven colleges may close.
The faculty in which I work is one that has growth across all areas so we are in an advantaged position with new and redeveloped learning environments.
Infrastructure across the institute is being upgraded with greatly increased wifi and server capacity to support online access and capacity. Blended connected learning includes work placement learning and assessment , independent learning activities and college based programmed activities which may be in a class or practical learning environment.
Work across the colleges and servers has greatly improved connected learning through Wi-Fi and online learning platforms currently Moodle is the main learning management system although wikis and blogs are also used in some sections. Two hundred and twenty smart boards are located in various spaces in the colleges. New adaptions to eighty boards and new equipment allows students to easily connect their devices to share and present their work easily. Online tools in the learning management system , Facebook and SMS are used to support communication , information and learning students.
An University in Canada has looked at the
Quest university in Canada has redesigned the programs and ways of delivering education through a block plan to small groups http://www.questu.ca/
through the web site you can listen to a presentation and look at images of the university learning environment
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