A New Learning Architecture
Whatever the stage of development and wherever efforts were currently focused, there was no doubt that online technologies have created an opportunity to revisit the VET core business of teaching and learning with a new vigour and rigour. It has fostered debate on a range of issues related to learning, teaching, organisational structures, lifelong learning, the new requirements of the knowledge economy, Key Competencies and professional development.
The nature of the development of courses has fostered professional collaboration and provided a platform for sharing ideas and debating methodology issues.
The following quote represents the professional development benefits of utilising online technologies:
It has provided enormous benefit for teachers working together as a project team. Breaks down barriers across departments. Teachers are hungry to talk about core business. They can revisit why they do things, what it means to teach, constantly thinking what it's all about.
An evolving and dynamic process
The move to online technologies is an evolving process of investigation. An emerging pattern for the development of online courses is that of a staged and incremental process. In the first round of investigations, the focus for developers is more on understanding the potential of the technology and exploring its features. There is a natural tendency to adapt an existing and familiar methodology to the technology - often the focus is on the content to be learned rather than the process of learning.
While we are constantly reminded that learning must be developed around learning needs, meeting educational objectives and producing viable graduates, the lure of 'exploring the technology' is often at the expense of equal investment in the underpinning educational design.
Online technologies offer the opportunity and challenge to do both well preparing learners to participate effectively in the emerging knowledge economy.
For further information, contact: Marie Jasinski, Project Manager