Paper 45 : supporting lecturers of work-integrated learning during their development of effective e-Learning strategies
Baglow, Lee; Solomon, Derrick; Lovegrove, Christopher
Citation:Baglow, L. L., Lovegrove, C. J. S., & Solomon, D. (2015, April). Paper 45: Supporting lecturers of work-integrated learning during their development of effective e-Learning strategies. In NZACE (Ed.), Paper presented at New Zealand Association for Cooperative Education: Integrating Learning, Work and Community (pp.100-105).
Permanent link to Research Bank record:http://hdl.handle.net/10652/3241
Background: This research project was designed to inform and enhance the teaching capabilities of lecturers engaged with the Certificate in Automotive and Mechanical Engineering (CAME). It was anticipated that the project would lead to developments in lecturer resourcefulness and increased familiarity and comfort in using information technology (IT) for work-based applications. In order to consolidate change, a collective team approach proved to be essential. Over a four year period the team developed and delivered course materials through e-technologies. They progressively acquired a level of confidence in their abilities as they attained new knowledge of ways to creatively engage learners. Because of the extensive level of experience with e-Learning, the team had developed ideas for the future of their chosen mode of delivery through the medium of Web 2.0 software and small form tablet technologies, based on the Android operating system. However, the team’s ambition for enhanced delivery through IT was constrained by the staff capabilities and therefore it was recognised that a series of targeted intervention activities would be essential. A significant gap in the project was identified through a survey and it was concluded that staff needed to be equipped with not only IT skills, but online literacy skills, that would better enable them to obtain knowledge and usefully integrate learning materials that all staff and students should then adopt in order to achieve a better balance of work and study (Yang, Catterall, & Davis, 2013). Aims: 1. To identify gaps between institutional support mechanisms and existing staff capabilities and ambitions. 2. Negotiate for the adoption of a flexible approach to staff professional development that matches student-centred learning. 3. To create conditions that rapidly respond, encourage and engage vocational lecturers with changing technologies & employer graduate requirements.