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Cultural dimensions of Indigenous participation in vocational education and training: new perspectives by Alfred Michael Dockery, Centre for Labour Market Research and Curtin University This report provides new evidence on the interrelationships between Indigenous Australians' affiliation with their traditional culture and the nature of their engagement with vocational education and training (VET). It aims to enhance our understanding of the causal channels through which culture shapes VET participation and outcomes, and vice versa, and builds on previous work presented in the author's 2009 publication, Cultural dimensions of Indigenous participation in education and training, in a number of ways. Most importantly, richer measures of culture are developed which capture separate elements of the broader concept of 'cultural attachment'. Using these measures and more recent data, previous findings relating to past educational attainment and participation in training are reassessed. Evidence is also presented on the links between cultural attachment and current participation in education and on the benefits Indigenous Australians derive from education and training, conditional upon remoteness and cultural attachment.

Wikis in education 12 April, 2012 | Interactive web services at the turn of the 21st century spawned a number of new alluring ways to use online services writes Gerry White in DERN.

Mobile learning is not pervasive in higher education and yet its potential is enormous. This paper describes a project to instigate mobile learning in a School of Education using a wholeof- school approach to technological literacy and professional learning among academic staff.

An interesting demographic about the ten services provided by education in the tertiary sector. PDF download available

AlphaPlus provides training, services, tools and resources to adult literacy agencies and educators in Ontario and Canada, serving adult learners in Deaf, Native, Francophone and Anglophone literacy streams. We are funded provincially by the Ministry of Training, Colleges and Universities. Our mission is to increase adult literacy skills through the use of digital technologies by supporting educators and stakeholders with research, tools and training.

I work in a private RTO. When can I use copyright material for my work without seeking permission from the copyright owner? Your private RTO is unlikely to have been declared an 'educational institution' under the Copyright Act 1968 10A(4) declaration and will not be operating under statutory licences that allow it to reproduce other peoples creations.Private RTO's can purchase 'blanket licences' that allow it to operate in the same way as the statutory licences. Contact the Copyright Agency Limited for detailed information.Otherwise, if a work is subject to copyright you will generally need the copyright owner's permission to reproduce it. However, listed below are several circumstances where you won't need permission:Owner gives permission Some authors, want to make their work more freely available so they put an alternative copyright statement on their work. This is often true in the VET system where there is a strong culture of collaboration. To check this - read the copyright statements on hard copy items. In the electronic environment look out for items bearing a Free for Education (FfE) or Creative Commons logo.Work is now in the public domain What is the public domain? This is where all works go when their copyright expires. In Australia, that is 70 years after the author dies. Once a work is in public domain you can use as much or as little of it as you like without the author's permission. To find out more try typing "public domain" into any major search engine.

MIT today announced the launch of an online learning initiative internally called "MITx." MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:organize and present course material to enable students to learn at their own pacefeature interactivity, online laboratories and student-to-student communicationallow for the individual assessment of any student's work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITxoperate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions.

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A comparison of face-to-face education versus on-line.

The authors present a study that used a conceptual framework of adult learning and differentiated karning styles with graduate students in a counselor education classroom. Students in a hybrid course had higher midterm, group proposal, and posttest scores than did students in a face-to-face course taught by the same professor. Read more: http://periodicals.faqs.org/201004/2004709801.html#ixzz1azWdGBLM

We are embedding 19th century education/pedagogy into 21st Centuray technology. This is insane.

Aimed at school classrooms but relevant for all classrooms. Report on how today's educators are personalising the leraning process for students.

like this site based in the UK has good ideas and ways of engaging people in relationship education

The Moodle Mayhem Group is a community of Moodle-using educators who have joined together to pool their creative innovations regarding the use of Moodle with K-12, as well as adult learners.

The use of e-assessment is increasing rapidly in the vocational education and training(VET) sector in Australia. Recent national benchmarking surveys, conducted by the Australian Flexible Learning Framework (Framework), revealed that over forty per cent of Registered Training Organisations (RTOs) and more than sixty per cent of teachers and trainers are using some form of e-assessment (Australian Flexible Learning Framework 2010).The most common form of e-assessment appears to be the online quiz (Callan and Clayton, 2010). However the consultations conducted during the development of these guidelines revealed that assessors are using a wide range of e-assessment strategies to collect evidence, provide feedback and record and report assessment outcomes. Both the Framework and the former National Quality Council have been keen to promote e-assessment and to ensure that e-assessment materials and practices are consistent with the principles of good assessment that are embedded in the Australian Quality Training Framework (AQTF).To this end, the Council and the Framework commissioned the development of this set of guidelines. These are designed to: promote quality e-assessment materials and practices that are consistent with the (AQTF), ensure that e-assessment materials are readily accessible across the VET system,and  encourage further innovation in the design and deployment of e-assessment materials and systems.It is envisaged that a range of stakeholders will use the guidelines. For example: enterprise and industry organisations may use the guidelines to check that eassessment materials meet the relevant competency standards, are accessible to all employees and are deployed in the most efficient manner. RTOs may use the guidelines to inform decisions about the acquisition or development of e-assessment materials and systems.  assessors may apply the guidelines in deciding how e-assessment materials and systems may be used to enha

coaching in education as "the new leadership skill" 

school based exploration and use of mobile technologies to build learning

Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners. With the materials on this site, you can help your students become skilled searchers- whether they're just starting out with search, or ready for more advanced training.