Background and Links


Recommendations for eLearning Strategy

Background and Links

The current Polytechnic Strategic Plan has a wide range of objectives related to the use of ICTs to enhance learning.
The following dot points taken directly from the strategic plan have been grouped to indicate areas in which ICTs can contribute.

ICT to meet the needs of learners and learning
  • Learning Model is holistic and builds learners’ capacity to ‘think, be and do’ in the Tasmanian and global community.
  • Learning is characterised by being flexible, applied, connected and supported.
  • Ensure relevant, flexible, accessible and contemporary learning experiences which provide learners with a global perspective
  • Provide accessible and enhanced learning environments for our learners.
  • Learning focused on providing holistic education programs to young and mature-aged

ICT skills for the business, industry and the workplace
  • Applied learning which integrates education with work learning and practice
  • Employers are engaged and involved in work-based learning
  • Ensuring that industry-leading technology and approaches, and industry-aligned learning environments are part of a relevant applied learning experience for all our learners.

ICT to address Innovation and Future Trends
  • Capitalising on the learning opportunities, efficiencies, and innovation that information and communication technology and the roll out of the National Broadband Network enables
  • Planning for sustainability of infrastructure that is flexible and future-aware
  • Programs and services are workforce relevant, current and engaging for all cohorts
  • Applied learning which integrates education with work learning and practice
  • Ensuring a future skill development focus
  • Searching for, and open to, new and better ways of doing things

ICT for engagement
  • Supportive culture and environment recognising our learners’ individual needs and aspirations
  • Learners disengaged from education and training, from rural and remote communities and from overseas are attracted and retained.

ICT for flexibility and meeting individual needs
  • Programs and the appropriate support to ensure each student achieves their potential
  • Make the learning, support and personal development needs of learners our priority
  • Support teachers’ flexible learning capability
  • Engagement of regional and rural learners in applied learning

ICT for community, participation, collaboration and global citizenship
  • Tasmanians have the skills to participate in a clever and connected community
  • Programs are relevant to the needs of Tasmanians, within a national and global context
  • Partnerships in place with industry, business, government, parents and the broader community
  • Engaging with industry, business, the community and government
  • Building and promoting of cross-Polytechnic relationships and networks
  • Building viable international programs and activities

ICT to address access and equity
  • Learners from rural and remote communities have greater access to a Polytechnic education and are retained in education and training longer
  • Learners with specific learning needs or barriers to engagement have access to appropriate learning programs to connect them successfully to learning
  • Overcome individual disadvantage and exclusion to increase participation

ICT for management, recording and reporting of learning, teaching and assessment
  • Meets Australian Quality Training Framework (AQTF) conditions, standards and quality indicators
  • Effective mechanisms for feedback and reporting on learners’ achievements

Other drivers of Flexible and eLearning can be found on the Present Agenda & Policies Page and include:
  • The Australian Flexible Learning Framework Strategy
  • The VET ePortfolio Roadmap
  • The National Digital Economy Strategy
  • Skills for Prosperity VET Roadmap

Employability Skills, New Media Literacy and VET Training Packages

Many of the current policy documents point to the need for digital literacies required to participate effectively in contemporary society, generic ICT skills required for the workplace and specific industry based ICT skills. For more information see Digital Literacy, ICT Skills & Training Packages.

Online and Blended Learning

eLearning or the use of digital technologies and services for learning can occur solely online or in a blended online and face-to-face approach. The latter is becomming more common and is the preferred mode for learners and teachers.

For an increasing number of educational institutions some form of e-learning is being mandated for all courses. The Polytechnic Professional Learning Team aims to support all teachers in building their capacity to use e-learning.

While there is a common perception that eLearning is inferior to face-to-face learning a 2009 meta study of research on online learningfound that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took 'blended' courses appeared to do best of all.

Benchmarking of eLearning and Flexible Learning

A number of e-learning and flexible learning surveys of students and teachers have been undertaken over the last few years.

Some key indicators from the 2010 AFLF Teacher/Trainer Survey showed:
  • 74% of Tas Polytechnic staff delivered units with eLearning in the last 12 months (National average 67%)
  • 47% of Tas Polytechnic staff used some web 2.0 technologies for learning (National average 40%)
  • 42% used social networking technologies for e-learning in the last 12 months (National average 25%)
  • 39% used mobile technologiesfor e-learning in the last 12 months (National average 38%)

Austalian Flexible Learning Framework
This site has a wide range of products and services for e-learning in the Australian VET sector.

**E-learning Benchmarking**
The Australian Flexible Learning Framework (Framework) has established a set of e-learning indicators that can be used to assess the uptake, use and impact of e-learning in Australia’s vocational education and training (VET) system.

2010 Survey results:

Commonly used e-learning applications and tools in VET, E-standards for Training 2011

See also Designing and Implementing eLearning

2011 VET Teacher E-learning Toolkit: Required functionality to support e-learning in Australian vocational education and training, E-standards for Training

Interactive Version (2011)
Practices That Sustain E-Learning Training Solutions. AFLF, 2011

The seven practices important to grow e-maturity are:
  • be strategic
  • gain senior leadership support
  • build a business case
  • identify resourcing
  • identify and support champions
  • access people supports
  • allocate technical supports.

Interactive Version (2011)

Educational Delivery Models 2012

Evaluation of Evidenced-Based Practices in Online Learning. US Dept Education (2009 - revised 2010)

This study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses - those that combine elements of online learning and face-to-face instruction - appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students.
ISTE Standards - International Society for Technology in Education

Widely adopted and recognized in the United States, and increasingly adopted in countries worldwide, the NETS integrate educational technology standards across all educational curricula. While most educational standards apply to a specific content area, the NETS are not subject-matter specific, but rather a compendium of skills required for students to be competitive and successful in a global and digital world.
Pedagogical Templates for E-Learning

Templates for integrating ICT into teaching and learning in higher education.
75 Tips to reduce eLearning Costs

Ways to cut eLearning costs and get the job done more efficiently and effectively, without sacrificing quality.


Recommendations for eLearning Strategy