edna.edu.au

This paper utilises evidence from recent case studies that suggests that new technologies have a significant role to play in the development of networks, resources and learning spaces for remote Australian Indigenous peoples. It explores key barriers to the use of new technologies including restrictive funding models and poor cross-agency and organisation coordination which hinders the provision of services, interoperability issues and the ability to respond to the demand for emerging uses for technologies. This paper also discusses key issues around the suitability of available resources, applicability of the industry-based nationally accredited training packages in remote contexts, variable educational profiles of the learners, and the variable skills of teaching staff to develop and use suitable resources and technologies.

This Toolbox covers the underpinning, theoretical knowledge for many of the competencies in the Certificate III in Financial Services (Retail Financial Services). The competencies covered in this toolbox are aimed at Tellers, Customer Service Officers, Frontline Staff and trainees working in the Financial Services sector. The learners are presented with the content through a series of five holistic customer learning scenarios at VFS: Virtual Financial Services. Learners adopt the role of a VFS Customer Service Officer (CSO) to assist five virtual customers through a series of tasks and activities. The activities in the Toolbox have been designed to encourage collaboration between learners. There are also a number of assignments that students can complete to demonstrate their comprehension of the subject matter to a trainer or assessor.

The Cyber Hair Studio Toolbox covers the underpinning, theoretical knowledge for Certificates II and III in Hairdressing. The content covered in this Toolbox is aimed at a range of hairdressing learners, from pre-apprentice to the adult learner. The learners are presented with the theory through a series of holistic client learning scenarios at CHS: Cyber Hair Studio. Learners, through these series of tasks and activities, adopt the role of a learner hairdresser to perform a series of services on nine virtual clients. The activities in the toolbox have been designed to encourage collaboration between learners. There are also a number of assignments that students can complete to demonstrate their comprehension of the subject matter to a teacher or workplace supervisor.

Holistic Education Network Discussion List

The Injection Moulding Toolbox contains interactive theory and activities on a web and CD-ROM hybrid platform. It caters for a wide range of learning styles and includes features specifically designed for learners with literacy problems, such as written and verbal instructions and basic drag and drop style interactivity. The selected units are stand-alone and are therefore suited to either individual study or a more holistic approach to delivery. The web site contains the theory for each unit, including text, photographs, flash animation and video. The CD-ROM contains related activities which can be used for practice or to assist in gathering evidence for assessment. These activities include tools for simple customisation and the opportunity to provide instant feedback to learners. The CD-ROM also contains sample learning plans and tutor guides for each unit, a facility for adding industry links and tools for uploading new content.

The South Australian Health Education Centre (SAHEC) is a Registered Training Organisation (RTO) that offers training courses in sports and holistic massage, polarity therapy, reflexology, nutrition, aromatherapy and other related therapies. Features of the site include an overview of the college, face-to-face and distance education course outlines, student timetables and a news page.

This research report brings together current information about learning objects and digital rights management including systems and metadata used to support them. Recommendations and suggestions are provided as a result of these emergent themes and discussion. However, more importantly the report highlights that Learning Objects, their standards and systems are in an organic process that is at an evolutionary phase which is demanding ongoing research and testbed projects. While the report focuses upon the issues of the VET sector it also draws on the experience of Learning Object projects across both the higher education and schools sectors, both in Australia and overseas. The report takes a holistic organisational view toward any Learning Object discussion, calling for the need for conceptual, strategic, technological and systems research and testbedding for the greater VET sector within Australia as a way of finding solutions for this complex topic. It calls for a pragmatic action le...