Framework/Strategy projects

This resource was created to provide skills recognition for the following units from the Certificate IV Disability Studies: Facilitate skills development and maintenance CHCDIS405A Work effectively with people with a disability CHCDIS301A Facilitate individualised plans CHCICS402A Maintain an environment to empower people with disabilities CHCDIS302A Provide behaviour support in the context of individualised plans CHCICS305A [Please note that links and attachments from this page may take you to E-learning Innovations project content that has not been endorsed by the Australian Flexible Learning Framework (Framework).

Skill shortage areaDisabilities The work online - induction tool project by Greenacres Training Service focused on the need for timely, easy access to new staff induction training in the Disability sector.

The Auslan 4 - DVD for Off Campus Support project at the Kangan Batman TAFE provided additional flexible delivery opportunities.

This project came about from a desire expressed by our business partners to be able to train their employees (in aged care and disability services) in the skills to provide a selection of reflexology techniques to the clients/residents in their care.

The aim of Dual Diagnosis - an elearning solution at Central Gippsland Institute TAFE project - was to develop, deliver and evaluate an appropriate model of e-learning to meet the training needs of the drug and alcohol and mental illness workforce.

Interact employees provide services within the community, disability, offender management, employment and hospitality industries. This project targets Interact's Community Services Division employees, who provide services to people with a disability or who have mental health issues.

The aim of this project is to produce accessible and engaging unit information for various courses atCertificate I, II and III level in the form of enhanced podcasts that will assist students with low levels of LLN to better access and understand course information.

This is a Victorian E-learning Innovations project outcome developed by The Gordon, with seed funding from the national training system's e-learning strategy, the Australian Flexible Learning Framework.

Kangan Institute has sought to improve the accessibility of video learning content by developing a user guide with instructions on attaching subtitles to web-based video. The guide, aimed at technical developers, will apply to a range of mobile devices (iPad, iPhone and Android) and to HTML5-enabled desktop browsers, and will help with WCAG 2.0 AA compliance. Certificate III Carpentry and ESL students took part in the trial, but the outcomes can be extended to all industry areas that use video.

Centre for Adult Education Contents Organisational overview CAE has been a leading provider of adult community education (ACE) in Victoria for 65 years, and is located in the heart of Melbourne's CBD café district in Degraves St and Flinders Lane, right by Flinders St station.

Based on currently available open source applications, the project team identified, developed and customised multi-touch educational activities for use by learners with a disability. Outcomes included reporting how Australian Government web accessibility requirements (WCAG2 Level A - or ideally, Level AA) can be achieved on touch screen devices. The activities were trialled with students from New England Institute and Tasmania Polytechnic

course backup

Educational technologists at Wodonga TAFE explored ways in which mobile technologies can be used to make student induction processes more efficient and automate it as much as possible. The team explored the creation of a self-guided tour with the use of mobile devices and radio frequency identification (RFID) technology.

CEB seeks to implement a new program to connect our clients (learners with mild intellectual disabilities) with our learners completing a Certificate IV in Disability through the development and facilitation of digital individual learning plans.

Charles Darwin University (CDU) aimed to deliver a geo-referenced "augmented reality" tourist guide for the Red Centre Way tour, whilst contributing to the construction of national geo-locative standards. CDU conducted a pilot training program in the use of 3G capable, GPS compliant mobile computing devices in remote areas. The equipment was trialled to demonstrate how it could be deployed as a recording and reporting tool for workers conduting fieldwork and research activities in remote environments. In addition, the use of tools such as 3G capable, GPS compliant mobile computing devices and their potential for producing relevant outcomes to meet industry needs was investigated.

CEB developed, trialled and evaluated an automatic RSS based course administration, monitoring and reporting system as part of an organisation wide e-learning infrastructure, communication, professional development, and organisational change strategy. The trial involved a real world pilot of a Web 2.0 learning model that is inclusive of a clouding concept. The suite of tools automated the delivery, submission and reporting process using RSS feeds, linked from personal and collaborative wikis, to feed readers embedded into other personal and collaborative wikis via Google.

The Western Sydney Institute trial team evaluated the benefits for on-the-job learners of delivering learning content, formative assessment tasks and evidence gathering via mobile devices using wireless networks. The trial integrated several established technologies (2D-barcodes, wireless networking and an open-source web server / application framework) into a customised system, in order to overcome several problems encountered when using mobile devices as a learning platform: difficult navigation and text entry using mobile phone keypads slow data transfer speeds and expense of the commercial 3G mobile network limited options for authoring and/or hosting learning content specifically for mobile devices.

A major challenge for educators wishing to adopt e-learning practices or redevelop their courses is the often significant lead time for development using traditional methods. Wikis offer a platform on which educators can design, develop and evaluate while simultaneously providing students with access to materials. This trial sought to inform the development of standards and guidelines around the use of wikis as development and delivery platforms, and explore the question, "Do wikis offer a sustainable, collaborative rapid development tool for the VET sector?"

This trial sought to overcome many of the technological challenges faced by educators in delivering written notes to learners, particularly those containing special symbols not easily rendered digitally. The project focused on helping vocational education and training (VET) teachers who have been traditionally isolated from online delivery because of the medium of their content. Assistance was provided by providing access to a simple, reliable method of online content creation that works without a large investment in retraining.