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Unit Co-ord./Lecturer Jill DowningOFFICE USE ONLYAssessment received:

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Student ID 194872

Student Name Sharon Graham

Unit Code EAL310

Unit Name Strategies for eLearning Environments

Assessment Task Title/Number Task 2

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EAL Developing an eLearning strategy Task 2Sharon Graham ID 194872

Developing an eLearning strategy

The eLearning tool that I have chosen is Blackboard. This is the learning

management system that Tafe Brisbane currently uses. I am employed as a Workplace

Training Officer at Tafe Brisbane, part of my role as an educator involves marking

assignments online. I desire to become more familiar with the designing and

development aspect of online teaching. I looked at other tools that I could have used but

decided that it would be more beneficial, not only for myself but also for Tafe Brisbane

to utilize the current system. I feel this has not only broadened my knowledge but also

given me the opportunity to experience developing an eLearning unit.

Blackboard has a broad range of resources/tools that can be utilized,

blogs, discussion boards, assessment, URL accessibility. I anticipated developing my

eLearning unit whilst having support from the online developers at Tafe Brisbane which

thankfully I was successful in achieving.

I developed my eLearning strategy to hopefully involve/engage the

learners in an authentic learning environment (Herington, 2006). I have attended many

Work Health and Safety workshops, which in my opinion are very generic, a little

tedious and not specifically based for Early Childhood Education and Care sector.

Generally, Work Health and Safety is related to building sites or offices, the facilitator

would present you tube clips or pictures/resources which are not at all related to the

Early Childhood and Education sector. I have tried to build the content so it can be

directly related to the Early Childhood Education and Care sector, not be repetitive and

tedious as in my previous experiences with this subject. I wanted the learners to put

themselves in the shoes of an educator in an Early Childhood Education setting. My


vision was to access you tube clips relevant to Early Childhood (but found a lack

resources available for this particular online environment), record myself and/or develop

podcasts with the instructions. In theory, I thought I could utilize as many blackboard

resources/tools as possible and hopefully present an amazing eLearning product. I

wanted the product that I was developing to be constructively aligned (Biggs, 2009).

My main aim was to involve/engage the learners in the assigned tasks and assessments,

this could then be implemented into their current workplace or future place of

employment. Work Health and Safety is a serious matter, which begins with every

individual. Everyone is responsible for their own safety and the safety of others. We

must remember, ‘Work safe, someone at home is waiting for you’ (Scheid, 2011).

What seemed to look easy to produce and implement, turned out to be

challenging and time consuming which lead to frustration on my behalf. I could not help

but wonder that if I had advanced IT skills how much easier the development of my

product would have been, there are so many IT tools that need to be considered. Who

would have thought that to make an instructional/welcome video would have been so

challenging. I had so many takes (30 plus) and finally ended up with a product that I was

satisfied to share (maybe bloopers should be in the appendix). I had issues with putting

my thoughts and ideas into practice as blackboard was not compatible with what I had in

mind.

I found it frustrating using the Screen-o-matic for the video recording,

this limited my ability to upload the content properly and the video of myself (I am at

the bottom right hand corner of the screen, and not in the full screen!). You can still see

and hear me clearly so I have left it in the introduction; however I am not entirely happy


with my production. I asked my IT colleagues for assistance, we soon discovered that

we didn’t have all the appropriate blackboard programs available.

What I was trying to achieve in the introduction was to personalize the

online environment. My strategy was to make the learners feel more comfortable

knowing that they had a teacher, not a computer. Asking the student to introduce

themselves and share their workplace or community health and safety experience should

encourage the learners’ to have a sense of belonging which would hopefully lead them

to self-actualisation (Maslow,1968). By sharing their experiences (Cornish and Garner,

2009) and getting them involved in discussions should lead to learning from one another

(Bandura, 1986, Vygotsky, 1978). This can be beneficial for all.

My original intention for the emergency evacuation was for the learners

to walk through an Early Childhood and Education setting using a virtual reality person,

a fire starts and they have to exit the building safely. I had no luck researching examples

of an Early Childhood Education and Care setting on line (I only found office buildings

and wanted to make it as realistic as possible). I then uploaded a floor plan of an Early

Childhood Education and Care premises so the learners could decide on their own

evacuation strategy/exit. The learners were to draw on the plan so they could

demonstrate how to exit the building safely but the limitations of blackboard made this

impossible. I contacted an IT support colleague at Tafe Brisbane who confirmed this.

This then lead me to photocopying two evacuation plans. I drew which way the person

should exit (one correct way, one incorrect way) and then asked the learners to choose

which one would be the safest evacuation exit path. Originally, I wanted the learners to


be involved in the process of exiting the Early Childhood Education setting safely but I

felt limited to what I could produce.

In the identifying and reporting incident folder I extended on the content.

With the help of my children we created a you tube clip of a child hurting himself,

using lego men (as thespians) who have a head clash in the playground whilst playing

catch . This could easy happen in an Early Childhood and Education setting. The learner

were then to fill out an incident report based on the scenario, I also provided written

scenarios for the more academic learners. I tried to incorporate a variety of leaning

styles.

I have attached all feedback from my colleagues in the appendix. It came

to my attention from Desley that the scenarios where not available to the learners. After

contacting a blackboard IT support colleague, I discovered that if you switch pages it

might not save! These are now available.

A suggestion from Jessica was to ask the learners to develop an

evacuation procedure plan for their place of employment and then develop their own

evacuation paths. Through further discussions with Jessica, we decided that it was not

as simple as just designing an evacuation route, because the buildings have safety

requirements, such as the amount of area per child and I personally felt that for a AQF

level 3 it was more like an AQF level 5, I based my knowledge on the AQF level, level 3

‘Graduates at this level will have theoretical and practical knowledge and skills for

work and/or further learning’ compared to level 5 ‘Graduates at this level will have

specialised knowledge and skills for skilled/paraprofessional work and/or further

learning’ (AQF, 2013, p.12). One of Jessica’s other suggestions was to change the


assessment tasks to bold so it was more pronounced. I did change the assessment task to

bold so it was easier to distinguish readings/information from the assessment tasks.

Alison’s feedback was to make it clearer where the assessment task are. I

renamed the ‘learning materials and assessment’ to ‘assessment and readings’ to make it

easier to see where the assessments are, before the assessment was not clearly visible.

Bek’s feedback was mostly about spelling mistakes and moving the

welcome page to the top of the list, not second on the list. Bek asked her step daughter

(17 year old) to give me feedback which gave me a better perspective from a learner

who knew very little about “Participating in workplace health and safety” and she

was not familiar with any of the on learning management system (blackboard).

Nicole’s feedback was extremely positive. Nicole liked the idea of the

you tube clips, which limited the amount of reading to be done.

My Major learning challenges and achievements. My biggest challenge

was my laptop crashed about 2 weeks ago so I went out, bought a new computer and it’s

all different so not only did I have the challenge of developing the unit but I also had to

have a crash course in learning my own computer set up. IT is not my forte. I do believe

that if training was provided for a particular learning system then, this would minimise

frustration along the way. I did use the blackboard learning management system thinking

that I would have support through the blackboard IT support personnel, which I did and

utilized as often as I could. I was quite surprised to learn that we didn’t have access to all

the tools available on blackboard, as this involved extra costs. This then limited what

could be done for the development of the design in blackboard.


My achievements are having been able to design my own eLearning unit

(part of). I have used IT skills that I never thought I would have the knowledge or

confidence to use and I even made a video of myself. The resources that were available

were genetic and I wanted to link it directly to the employment that the learners would

be going into, which I believe I have achieved. I wanted to use language that was easy to

understand, not alien so all learners would leave with a more comprehensive

understanding of how to “Participate in Workplace Health and Safety, HLTWHS001”

and implement it in their workplace.


References:

Australian Qualification Framework (2013) Australian Qualification Framework

Council.

Biggs, J. (2011) Teaching quality learning at university. (4th Ed.). Buckingham: Open

University Press/McGraw-Hill .

Cornish, L. & Garner, J. (2009). First thoughts about learning to teach. In promoting students learning. (2nd ed,p.2-11). Frenchs Forest, NSW: Pearson Education Australia.

Herrington, A. c2006, What is an authentic learning environment? (in) Herrington

Englewood Cliffs, N.J., Anthony, Herrington, Jan., ebrary, Inc.: Authentic

learning environments in higher education, Information Science Pub.,

Hershey, PA

Sigelman, C. (1999). Life Span Human Development. California: Brooks and Cole Publishing company.

Scheid, J. Stay safe, someone at home is waiting for you, retrieved on 20th October 2014, from www.brighthub.com/office/human-resources/articles/118098.aspx

Appendix:

http://www.brighthub.com/office/human-resources/articles/118098.aspx


Feedback evaluation for Participate on work health and Safety (HLTWHS001).

Sharon Graham

Content: Is the content clearly identified,

relevant and easily accessible?

Not familiar with blackboard and do not enjoy reading through all the readings so really appreciate the you tube clips.

I would suggest putting the tasks in bold so they stand out more.

Design: Is the design functional and

engaging?

I did try to use my ipad but couldn’t open all the attachments.

It is engaging

Presentation: Is the content presented in

an engaging and informative manner?

It is presented in folders. So easy to see which topic you are covering. You have to answer each topic so it is nicely covered and informative

Objectives: Is it clear the link between

the assessments tasks and workplace

requirements/expectations?

Yes very real, especially the scenarios.

Too may time I have people who have done a “mickey mouse course” (certificate III in 6 weeks). They might have the qualification but not a clue how to implement it in the workplace.

Accessibility: Are the quizzes, videos

and links functional and relevant?

Couldn’t use my ipad but all functional on my computer.

Engagement: Are the interactive

components engaging and functional?

Yes, Sharon did tell me about the emergency plan and what her intentions were originally. I suggested getting the students to design their own centre and then put the evacuation path in place. After we discussed this, we thought it might be a different AQF level.


Any other suggestions: No

Thank you for your time in giving feedback. I will reflect on it and adapt the context accordingly.



Sharon Graham

Content: Is the content clearly

identified, relevant and easily

accessible?

Clearly set out, not sure if there is an error in the Identify & report file as there are no scenarios in that folder. Confusing if the Implement safe work practices are the scenarios for the previous folder. Also didn’t appear to have a quiz in emergency procedures folder


engaging?

Yes most run smoothly a bit tricky is the opening of the incident report I like the flow of your design

Presentation: Is the content presented

in an engaging and informative manner?

I thought it was easy to read and move on with the each new task was light and fun the use of cartoons/animation will keep students focused and interred in the topic

Objectives: Is it clear the link between

the assessments tasks and workplace


I believe you have kept it REAL. Only suggestion is how do students know if they are doing a whole or part of a unit there appears to be no details or did I miss it

Accessibility: Are the quizzes, videos

and links functional and relevant?

As mentioned above no quiz in the emergency procedures folder, incident report is a bit tricky to open with pop-up messages making it confusing could be me or my computer



I found them easy to use I am a little bit used to this system so that helps. Perhaps more instructional notes may be helpful for the first time user

Any other suggestions: You ask for comments in the discussions I found I could not respond to each of your scenarios individually.

Where do students up-load their completed service audit and incidents reports ?

Should announcements be up in two separate notes so they would both appear in the file

Evident is all the hard work and thought gone into making this an interesting learning experience whilst


still covering the serious nature of our duty of care requirements. Well done




Sharon Graham



Yes, though could label assessment tasks more clearly


engaging?

Very well

Presentation: Is the content presented in an

engaging and informative manner?

Well laid out

Objectives: Is it clear the link between the

assessments tasks and workplace


yes

Accessibility: Are the quizzes, videos and

links functional and relevant?

Very



Yes

Any other suggestions:




Sharon Graham



The content was set out clearly and easy to locate


engaging?

Yes

Presentation: Is the content presented in an

engaging and informative manner?

The video clips helped to make it more interesting rather than reading pages of information

Objectives: Is it clear the link between the

assessments tasks and workplace


Yes

Accessibility: Are the quizzes, videos and

links functional and relevant?

They all worked and I found them relevant



Yes

Any other suggestions:


Feedback given to fellow students. Desley Forrest.


1. Was the learning space functional?Yes, very functional…just couldn’t get into the introduction clip but otherwise every other one worked well.

2. In your opinion could the design and content be considered as a viable option to offer to students?

Yes, love the idea of the footprints.

3. If not what recommendations would you suggest?At the end could a power point presentation or pictures of sustainable practices be shown/explained so if the students wanted to they could introduce it to their centres? Or is this something the students could present to one another?

4. Does the learning environment encourage engagement in the topic / subject?

Yes, good clear instructions. Just a couple of J in the readings/instructions, they might need to be taken out and maybe only one exclamation mark not 3 or 4.

5. Were the resources adequate, suitable? If not do you have any suggestions.Great resources.

6. Were the tasks and assessment pieces reflective of a Diploma level qualification?Yes, students were sked to do their own research. According to Bloom taxomology they should able able to do this at the Diploma level.

7. In your opinion was the content relevant to the needs of an Early Childhood Education and Care service?

Yes, we need to really encourage the children to look after their environment. Never to young to start!

8. What else could I have included?As mentioned previously, maybe some examples or get the students to do this.

9. Should I take something out?No, looks great.

10. Can you think of any other suggestions, strategies or ideas?No, it’s great well done.


I really appreciate your feedback and would like to thank you for your time Desley Forrest


Feedback – Peer review questions for Kirsten BaconPlease highlight your status :

UTAS student

TasTAFE student

Colleague teacher

LMS developer

Elearning course designer

International student

Thank you for taking the time to provide feedback for my Designing and eLearning strategy.

Could you please provide feedback in answer to the criteria I have provided? You do not need to respond to all the questions. They are provided to help and prompt you in your evaluation.

I am using the Backboard Exemplary Course program rubric (ECP) to evaluate the strategy. The objective for this eLearning strategy is to deliver to in-class and online students. The students are studying Certificate 3 in Patisserie. Once the students have completed the introductory activities they will go to the module Produce Cakes.

The core units to this course are all completed before the students begin this part of the course using a different LMS and mode of delivery, so this will be new to some but familiar to others. I have chosen Fronter because TasTAFE are looking at using it but also because incoming high school students are familiar through their high schooling. They have 6 modules/units they will need to complete once the course is fully developed.

I would like you to navigate through the Getting Started link and anything else you would like. The strategy is designed to introduce the student to Fronter and the processes and policies required to study at TAsTAFE . As you can appreciate this embryonic stage but the intention is to use this for my next course, there is still much development and I have only developed a few tasks at this stage.

Thanks in advance Kirsten Bacon


Elements Criteria and questions to assist your feedback

Comments

Course identification

Could you find the course easily on the front page?Was the unit outline easily accessible?

Very clearlyYes

Content presentation

Did you find the course information and introduction logical and easy to follow

Course information easy to read.Introduction is logical and easy to follow.

Learner engagement

Was their enough information so far to make you as a student feel engaged?Does the course provide guidance for learners to work with the content in meaningful ways? Is it clear to the student how they will meet course outcomes and requirements?

YesYes

Yes

Extra resources Were the extra resources useful? The extra resources were useful but a little confusing. I clicked into some of them and found that out of date information ass in there. Occupational health and safety (OHS) has been replaced by Work Health and Safety (WHS) 2011.Loved the hierarchy of control pyramid that you could click on and it gives more information

Clarity of resources

Did the content flow in a logical progression?Is the content presented using a variety of appropriate mechanisms?Variety or visual stimulation

YesYes, all different learning styles met.

Getting started Was the getting started section easy to follow and have enough information to engage the student?

Yes

Inclusive learning / Access to student support

Did you find the information about student support for students with disabilities and other inclusive learning policies? Was the link easy to open

Yes

Use for forum board

Was the forum board easy to find. Yes

Orientation Were the learning activities found with minimal access

Yes

Development of learning community

Communication activities are designed to help build a sense of community amongst the learners eg. Forum , introduction

yes

Fluidness of the strategy

Could you go back to pages and navigate back and forth easily

Good.


Extra comments :

Well done Kirsten. Looks great, easy to follow. In the extra readings there is so much information and some out of date as mentioned above. You have obviously spent many hours developing your eLearning, well done.

The only bad point is that I now want to go away and bake some cakes and eat them


Feedback for Rebecca Grey

AT2 Developing an eLearning strategy

Evaluating eLearning design.

The purpose of this eLearning evaluation is to collect information for improving BSBWHS201A Contribute to health and safety of self and others. Element 1 Work Safely, from peers and other developers of eLearning courses.

Element 1 Work Safely. Learning outcomes Learning outcomes are easily accessible and clearly stated.

Learning outcomes can be achieved through tasks

Authentic Assessment Assessments are seamlessly integrated into tasks.Provides multiple indicators of learning

Pedagogical approach Promotes depth of knowledge. Requires connectedness and transfer to the world beyond the classroom

Alignment of tasks Stimulates a wide range of active responses

Diversity of learners needs Is accessible to all learners. Provides choice and options for learners to demonstrate their knowledge

Appeal and usability Would appeal to the learner cohort. Is visually stimulating with an appropriate blend of text, image and interactive content

Instructional design The design of the course is sequential and minimal effort is required to navigate through tasks

Suggested improvements

Learning outcomes The learning outcomes are covered.

Authentic Assessment The assessment is authentic and can be related well to the workplace.

Pedagogical approach Is it pedagogical or andralogical (adult learning). I believe the learning style is catered well for adults and has that direct link to present or future employment prospects.

Alignment of tasks Task align well.

Diversity of learners needs Lots of reading, could/would you offer it in audio for people that are auditory learners? You have a mixture of readings and you tube


clips, unfortunately I couldn’t get into the you tube clips, it said they were unavailable on your screen. Maybe just use the link.

Appeal and usability Easy to follow, It is a little clunky but I think that that is due to site used. Easy to read, lots of reading, could podcast/recordings be used more?

Instructional design Another design might have assisted with the flow and set up but I know myself I couldn’t get into EXE and ended up using hat was available.

Other I think because it has been put in Mylo, the flow is a little cluncky/jumpy. Believe me, I am having the same issues and I am using blackboard.You have covered all the main point and as Jill said in one of her web conferences, often the content would be gathered and IT assistance would be sought to put into the correct learning space.Well done in your design. I hope my feedback has assisted a little.

Hi Rebecca,

I hope my feedback helps. I am having the same issues with jumping/cluncky. My only real concern was the amount of reading. The quiz are great and I couldn't get into the discussions. It wouldn't let me "click here". The you tube clicks and some of the readings couldn't be accessed either.

Best of luck with it

Sharon

Regards

Sharon

Sharon Graham

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