Blended Learning Approach in Cultural Studies

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Blended Learning Approach in Cultural Studies
Closing the gap with e-learning
partnerships
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Project Objectives

• To develop a course in land and conservation
  management combining face-to-face delivery,
  online content and online voice technologies to
  communicate.
• To expand e-learning educational opportunities
  and pathways.
• To increase employment options.
• To increase the development of generic
  employability and ICT skills.

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The Project

• Blended Classrooms
• Weekly online classes
• Face-to-Face Site visits
• 3 Classrooms
• Wandjana Lidj
• Woolum Bellum Campus
• Koorie Unit, GippsTAFE
• 1 Teacher
• Archaeologist
• 2 Project Champions
• Woolum Bellum Koorie Liaison Officer
• Gunnai Senior Elder

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The Project cont.

• Communication Tools
• Elluminate Online Classroom
• Phone Conferences
• Resources
• Cultural Resource Management Toolbox
• TAFE Virtual Campus
• Group Site Visits
• Knob Reserve, Stratford, Gippsland

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Achievements

• A blended delivery model that can be delivered
  in land and conservation management across
  Gippsland, Victoria and Australia.
• Students are continuing on post pilot to
  complete their Certificate II in Land
  Conservation Management.
• Students enthusiasm, engagement and acceptance of
  the technology.
• A blended delivery model that is now being
  successfully delivered in indigenous language
  studies.
• Increase in ICT skills.
• Voice technologies are the key to the uptake of
  e-learning.

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Achievements Cont.

• Work placement opportunities at archaeology sites
  with Aboriginal Affairs Victoria (AAV) and Parks
  Victoria.
• Increased employment opportunities with Parks
  Victoria, Department of Sustainability and
  Environment and other Agencies.
• Broadening the e-learning opportunities AAV is
  now interested in e-learning options for training
  for other Indigenous communities.
• The ongoing sharing of knowledge with our 2
  project champions.

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Why was the project successful?

• The project team immersed themselves into the
  learning to support the learners as the
  technology was very daunting to begin with.
• Using voice technologies to engage the learners.
• The focus was on the content of the course and
  not the technology.
• The model was not too ambitious but with room to
  add and grow as e-learning is embedded and
  embraced into the training opportunities for the
  communities.

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Project Champions

• Uncle Alberts ongoing mentoring to the learners
  will be the key to his role beyond the life of
  the project.
• Rex is passionate about e-learning and the
  opportunities it provides the learners.

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What did it mean to the community?

• Culture is being learnt by the next generation.
• If e-learning is the best solution then the
  community will accept and support the technology.
• The community has currently been unable to meet
  industries employment needs especially since the
  new Victorian Heritage Act (2007) was proclaimed
  that focuses on significant community skills and
  development in land management.

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Future

• Expanding the opportunities to more areas across
  Gippsland.
• Embedding similar models into other indigenous
  training.
• Maintain and strengthen the link with industry to
  meet their needs.

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Thank You

• Vanessa Marsh
• Doris Paton