Tag Archives: flipped classrooms

Instructional Software for Construction Pathways (VET)

The Certificate II Construction Pathways program largely consists of 16-18 year old males with high levels of disengagement with paper-based learning that have a preference for practical, ‘hands on’ activities. I have focused on this learning area to seek out resources for the Instructional Software 5 areas as outlined by Roblyer (2013).

In the VET sector we have been fortunate that the National VET eLearning Strategy funded a large amount of resource development that align to various curriculum documents.

Drill and practice; Tutorial; and Problem Solving.

Flexible learning Numbers Toolbox
Flexible learning Numbers Toolbox


Numbers toolbox


This is a multilayered resource that actually comprises of all the Instructional Software areas. It deals with numeracy with a focus on Certificate II in Construction Pathways to ensure students have an appropriate skill level in numeracy as outlined by industry. Within the toolbox there are drill and practice activities that if you house in a Learning Management System such as Moodle can track the students’ progress as these are all SCORM learning objects that report through to the grade book.

Note this is an interactive learning simulation which I am classing as a serious game that will support the construction trades.





The White Card Game - entry page
The White Card Game – entry page


The white card game


Aimed at CPCCOHS1001A – Work safely in the construction industry

This is an excellent ‘off-the-job’ simulation that works them through critical choices within a workplace context in terms of safety.

It can become a little click here to level up but it is worthwhile for a lower level VET qualification to support students who are new to the workforce.





Instructional game

Estimating and Costing interactive game.
Estimating and Costing interactive game.


Estimating and costing carpentry jobs


This game has the user work through measuring a deck to work out the cost of the timber needed to replace the decking boards for the customer. It particularly good for low literacy and numeracy level students working in the construction area.



The Certificate II Construction Pathways program lends itself to a blended delivery approach, in-particular when students have block release to a Registered Training Organisation. These e-learning resources a supportive and provide valuable underpinning knowledge that the students do require when they are on work placement. These resources could also be used in a ‘Flipped Classroom’ (Sams and Bergmann, 2013) style class format which lends itself to having the student work through formative activities at home prior to working with the teacher in the classroom to ensure that while on block release the students use their teacher class time to greatest advantage.


Nationalvetcontent.edu.au,. (2006). National VET Content:Estimating and costing carpentry jobs. Retrieved 20 January 2015, from https://nationalvetcontent.edu.au/share/page/document-details?nodeRef=workspace://SpacesStore/dfe8d668-bf05-4542-84ce-029915092f7c

Roblyer, M. (2013). Integrating Educational Technology into Teaching. Harlow: Pearson.

Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational Leadership, 2013, Vol.70(6), P.16-20, Vol.70(6), p. 16-20.

The White Card Game,. (2013). The White Card Game. Retrieved 20 January 2015, from http://www.whitecardgame.com.au/

Toolboxes.flexiblelearning.net.au,. (2015). Flexible Learning Toolboxes – Numbers 14.01. Retrieved 20 January 2015, from http://toolboxes.flexiblelearning.net.au/series14/14_01.htm

Blog task #1

key words taken from INF530 about digital learning and information technology
The content of INF530 and my readings inspired me to create a Worlde of my thoughts.

It was not a surprise to find out that I am an entrepreneurial learner, a tinkerer and a maker. I like to explore new concepts and resources with and work out new ways of using these in my work. Seely Brown, stated “We tend to underplay how important this is”, which is so very true, especially in the creative job role I have compared to others in the Government agency where I work. I want to help VET facilitators/trainers to become entrepreneurial learners as well so they can pass the traits onto their students.

The internet has become mainstream, no longer the domain for the higher education professional or researches, which allows people to connect and communicate, to share and impact on like minded individuals. Education, business and Government agencies all have to create policies around the use of digital technologies because of its prevalence in our everyday lives and as a learning mentor it is imperative that I can showcase digital technologies both at a senior management level and at trainer level for effective industry implementation.

However, I see the more critical issue being digital preservation of content. For the VET sector Registered Training Organisations (RTO) need to maintain records for up to 20 years, which is extremely problematic given both hardware and software obsolescence. This area is one that I am keen to explore further as currently it is not on the National agenda as a critical item but one that I can see will impact the VET sector in the coming years. Government funded VET colleges (TAFEs) in all likelihood do have some digital preservation strategy, my focus is the smaller private RTOs who do not have access the robust infrastructure for data recovery.

What I do find exciting is the changing dynamic of the traditional VET trainer away from being the ‘sage on the stage to a more guide on the side or meddler in the middle’ (Lukin et al., 2009). With this move away from ‘traditional’ classroom teaching means that new pedagogical styles can be explored such as ‘flipped learning’. This philosophy fits in well with the authentic learning tasks that have real world relevance (Reeves, Herrington & Oliver, 2002) that incorporate active learning experiences (Day & Kumar, 2010) which is important to VET delivery, but most importantly it helps students become lifelong learners. Marc Prensky summed this up nicely in this tweet:

Marc Prensky wrote: Today's educators' job is to show students how to teach themselves in today's and tomorrow's world, & to guide them in doing so.
Marc Prensky @marcprensky tweeted about the role of educators in a modern teaching world.






This space is exciting and challenging and personally I revel in the chance to change the stoic long term trainers who have been training a specific way for the past 20+ years to seeing a more flexible approach that fits both them and the students. If you think about it we need to train students in new ways for them to become successful workers in the future.

Change is something that moves slowly in the VET sector, just like any education area. The Web 3.0 is an exciting time and especially the ‘collaborative commons’ and Internet of Things. I am most excited to discover how these will impact on teaching and schools into the future.



Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. doi:10.1007/s11423-013-9305-6

Day, J., & Kumar, M. (2010). Using SMS Text Messaging to Create Individualized and Interactive Experiences in Large Classes: A Beer Game Example. Decision Sciences Journal of Innovative Education, 8(1), 129-136. doi:10.1111/j.1540-4609.2009.00247.x

Lage, M., Platt, G., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43. doi:10.1080/00220480009596759

Lukin, R., Clark, W., Logan, K., Graber, R., Oliver, M., & Mee, A. (2009). Do Web 2.0 tools really open the door to learning: practices, perceptions and profiles of 11-16 year old learners?. Learning, Media and Technology, 34(2). Retrieved from http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1080/17439880902921949

Puentedura, R. (2014). SAMR and Bloom’s Taxonomy: Assembling the Puzzle. Common Sense Graphite. Retrieved from https://www.graphite.org/blog/samr-and-blooms-taxonomy-assembling-the-puzzle

Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In A.Goody, J. Herrington, & M. Northcote (Eds.), Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA), Perth, Australia. Retrieved from: http://www.herdsa.org.au/wp-content/uploads/conference/2002/papers/Reeves.pdf

The Global One Room Schoolhouse: John Seely Brown (Highlights from JSB’s Keynote at DML2012). (2012, September 18). Retrieved March 5, 2015, from http://www.youtube.com/watch?v=fiGabUBQEnM&feature=youtu.be

Thoughts on curriculum for Assessment 2

For the second assessment I am considering using a unit from the Training and Assessment Training Package – TAEDES503A – Design and develop e-learning resources from the qualification TAE50211 Diploma of Training Design and Development. The primary focus of this unit is the design and development of e-learning resources and reflects primarily the ADDIE instructional design framework. The prerequisite for this unit is that students must already hold the Certificate IV in Training and Assessment, and are currently training in a VET environment.

Person thinkingI am looking at utilizing a flipped classroom model (Sams and Bergmann, 2013) and will utilize a project-based portfolio as the final summative assessment, due at the end of the course. Content for the students ‘home’ learning will be housed in the Moodle Learning Management System. The affordances  as outlined by Bower (2008) in my previous post ‘Affordances of Moodle – a multiplatform application‘ show that this software it is a viable option for the flipped learning model.

In the assessment I am planning on incorporating technology into three sessions with each session being three (3) hours in length. These sessions are taken from the series of 10 that I would normally take to teach the whole unit. Students are expected to work through a small interactive SCORM  (Sharable Content Object Reference Model) learning object in Moodle prior to each session.

The principles outlined in the learning objects are reviewed and then the students implement them ina variety of project-based avtivities resulting in the following outputs:

  1. Moodle HTML page
  2. Learning Design Plan – overarching
  3. Storyboard first draft.

Software proposed

Moodle – Learning Management System. Free download and install. To run online with students needs to be installed on a Linux Server.

Learning Design Tool (LDT) – VET specific software that assists the user in creating a learning design experience for a learning resource. This is a free tool with the output being a Microsoft Word document.

Draw.io – to create flow charts that are required for two sections in the LDT. Very simple to use and looks very similar to outputs from Visio. This gives you the ability to save locally or to a Google or Dropbox account.

Microsoft Word storyboard template- to create story boards for online or multimedia resources.

Technology proposed

Class set of laptops – with internet connections

Teacher computer – with internet connection

Data projector – linked to the teacher computer.


Bower, M. (2008). Affordance analysis – matching learning tasks with learning technologies. Educational Media International, 45(1), 3-15. doi: 10.1080/09523980701847115

Draw.io,. (2015). Flow Chart Maker & Online Diagram Software. Retrieved 19 January 2015, from https://www.draw.io/

Instructionaldesign.org,. (2015). ADDIE Model. Retrieved 19 January 2015, from http://www.instructionaldesign.org/models/addie.html

Ldt.eworks.edu.au,. (2010). Australian Flexible Learning Framework. Retrieved 19 January 2015, from http://ldt.eworks.edu.au/

Moodle.org,. (2015). Moodle – Open-source learning platform | Moodle.org. Retrieved 19 January 2015, from https://moodle.org/

Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational Leadership, 2013, Vol.70(6), P.16-20, Vol.70(6), p. 16-20.

SCORM,. (2008). SCORM Explained. Retrieved 19 January 2015, from http://scorm.com/scorm-explained/


Short look at Yvette and my education background

Yvette emailing from mobile
Yvette hard at work – emailing clients

Welcome and thanks for taking the time to look at my first blog post for ESC515 – Classroom Technologies

As you will be able to see this blog has formed part of my learning journey through the Master of Information and Communication Technologies (Education) and holds a wide variety of information on topics relating to education and elearning.

I started out as a high school teacher, with English, Drama and Music as my major study areas. I moved into the international film and theater industry where I worked on many famous faces and enjoyed the exciting years that this work area provided. I was offered the opportunity to lecture at Edith Cowan University in WA at WAAPA which was fantastic and renewed my interest and enthusiasm in teaching once more.

While working in the theater and film industry I maintained an interest in education and ran a small training organisation as part of my film company to up skill my employees and to teach as a special guest artist in high schools around Western Australia.

I was offered a position in a large WA TAFE in 1999 and worked as a casual lecturer/facilitator for them for over 10 years. This was around the time that the organisation was moving baby steps into the world of elearning. As I was working casual while running my own company I negotiated to become one of the first facilitators to offer online classes to my students. My first student groups were made up of mature aged ladies wanting to return to the workforce as teacher assistants, many of these people had very low computer skills and minimal experience in learning. Together we forged the new frontier together and had an amazing group learning experience.

From this first group a huge amount of students followed all having a unique and interesting experience ineffectively using an online classroom. From this wealth of experience I became a Learning Technology Mentor in the TAFE and helped other facilitators move into the elearning space using Learning Management Systems, podcasting, vodcasting etc way before it became mainstream. I was seen as cutting edge and ‘out there’ by my fellow facilitators.

I was offered a role presenting professional learning sessions for elearning and project managing the build of elearning resources for the WA VET sector for the Department of Education and Training, which has since become the Department of Training and Workforce Development. I was fortunate enough to become a project leader for the Australian Flexible Learning Framework and the National VET elearning Strategy (NVELS) which saw me working across Australia with the implementation of elearning in Registered Training Organisations (RTOs) in the VET sector.

With the demise of the National funding the NVELS the WA team (all three of us) still present training and consultations across WA, but also online sessions that anyone can access.

It is a fun and very challenging environment and with the ever changing landscape of technology it is amazing that I have a job that allows me the ‘play’ and the teach other how to use cutting edge technology such as Augmented Reality in their training spaces and to help people how technology can fit within a classroom using a blended or flipped approach no matter the circumstance.

This is an exciting time to be an educator and I am really looking forward to working with you all over the summer.