You are here:

Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector
ARTICLE

Australasian Journal of Educational Technology Volume 17, Number 2, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This paper describes The Flexible Learning Toolboxes Project , a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. A Toolbox is a set of learning resources designed for web based delivwww.ascilite.orgs customisation and reuse in the National Training Framework, which forms the basis of qualifications and accreditation in the Australian VET sector. The paper describes aspects of the Project and discusses the innovative design approaches that are being used to create quality online learning resources. Examples of several Toolboxes are provided to demonstrate the forms of online learning settings that have been developed for the Australian VET sector.

Citation

Oliver, R. & Oliver, R. (2001). Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector. Australasian Journal of Educational Technology, 17(2),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved June 9, 2023 from .

References

View References & Citations Map
  1. ANTA (1998) A bridge to the future: Australia’s National Strategy for Vocational Education and Training 1998-2000,. Australian National Training Authority, Brisbane.
  2. Australian Flexible Learning Framework (2001). Http://www.flexiblelearning.net.au/ [verified 13 Aug 2001]
  3. Boud, D. & Feletti, G.(1997). Changing Problem-based Learning. Introduction to the Second Edition. In D. Boud & G. Feletti (Eds.), The Challenge of Problem-based Learning (2nd ed., pp. 2-16). Kogan Page: London.
  4. Collis, B. & Oliver, R. (1999) Preface in B. Collis & R. Oliver (Eds), Proceedings of the 11 World Conference on Educational Multimedia, Hypermedia and
  5. EdNA VET Advisory Group. (1999) Flexible Learning for the Information Economy: A Framework for National Collaboration in Vocational Education and Training 20002004. Australian National Training Authority, Brisbane.
  6. Collis, B. (1998). WWW-based environments for collaborative group work. Education and Information Technologies, 3, 231-245.
  7. Dehoney, J., & Reeves, T. (1999). Instructional and social dimensions of class web Oliver 221
  8. Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D.H. Jonassen (Eds.), Handbook of research for educational communications and technology (pp. 170-198). New York: Simon
  9. Flexible Learning Toolbox Project (2001). Http://www.flexiblelearning.net.au/toolbox/ [verified 13 Aug 2001]
  10. Herrington, J. & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds) Learning with Technology, ASCILITE’95 Conference Proceedings, (pp 395-403).
  11. Kearsley, G. (1998). Educational technology: A critique. Educational Technology, 4, 47-51.
  12. Land, S. & Greene, B. (2000). Project-based learning with the World Wide Web: A quantitative study of resource integration. Educational Technology Research and Development, 48(1), 45-67.
  13. Laurillard, D. (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge.
  14. Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology, Research and Development, 41(3), 4-16.
  15. Magnusson, L., Ishida, D., & Itano, J. (2000). The impact of the use of inquiry-based learning as a teaching methodology on the development of critical thinking. Journal of Nursing Education, 39(8), 360-364.
  16. McLoughlin, C. & Oliver, R. (1998). Scaffolding higher order thinking in a telelearning environment. Ottmann, T. & Tomek, I. (Eds). Proceedings of EdMedia/Ed-Telecom 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Virginia: AACE. (pp 977983).
  17. Oliver, R. (1999). Exploring strategies for on-line teaching and learning. Distance 222 Australian Journal of Educational Technology, 2001, 17(2)
  18. Shaffer, D. & Resnick, M. (1999). Thick authenticity: New media and authentic learning. Journal of Interactive Learning Research, 10(2), 195-215.
  19. Wild, M. & Quinn, C. (1997). Implications of educational theory for the design of instructional multimedia. British Journal of Educational Technology, 29(1), 73-82.
  20. Vygotsky, L. (1978). Mind in Society. Cambridge MA, Harvard University Press. Dr Ron Oliver, Professor of Interactive Multimedia

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.