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ACEPrac Research
Researcher Agostinelli, Jacinta; McCrae, Helen
Title Women and literacy in Australia: a closer look
Document type Journal article
Funding body Women in Adult Vocational Education (WAVE)
Publication Fine Print, Vol 25, No.2, VALBEC, Springvale: 2002
details
Abstract This research was initiated by WAVE (Women in Adult and
Vocational Education) in Australia. There has not been
much research about women in adult and vocational
education so the purpose of this paper was to explore
women‘s experience of vocational education. Several
educators first met to discuss the direction the research
could take and formulate questions that would elicit
information from the women who were to be interviewed.
Four women of diverse age and ethnicity were then
interviewed. The interviews were taped and partly
transcribed. Interview questions related to the reasons for
pursuing vocational education; the value they and others
placed on their education; what hindrances they
experienced when participating in education; what they
gained from their course. The paper also highlights the
lack of policy around vocational education for women as a
group of learners and makes some suggestions about
which direction future policy should take in order to
improve access to education for women of all ages and
backgrounds.
Availability http://fineprint.valbec.org.au/
Key words Women‘s learning; Literacy; Cultural issues
Researcher Bamforth, Jill
Title Migrant women and the law
Document type Thesis
Funding body -
Publication PhD thesis in progress, Deakin University
Abstract This research arose from my experience of assisting
migrant women with legal problems when working as an
English language teacher. My concern was that the
curriculum did not acknowledge the reality of women‘s lives
nor equip them to deal with such significant real life issues.
The purpose of the research was to investigate migrant
women‘s legal experiences in Australia, using their own,
first-hand narrative accounts to do so. Nine women were
interviewed, and summaries of their experiences were read
and commented on by legal and ‗mediating‘ professionals
By layering and comparing these accounts, the research
provides a more complex understanding of the women‘s
legal experiences. It exposes the race and gender
discrimination which migrant women encounter on an
everyday basis. In so doing it challenges traditional notions
of a legal ‗success‘, and the race and gender neutrality of
the Australian legal system. The study extends the existing
knowledge base concerning migrant women and the law by
forming connections between the women‘s experiences,
interpretations of their experiences, and larger social
discourses of race and gender discrimination. This is
achieved by combining approaches to narrative derived
from critical race theory, with the insights of critical legal
feminism, and key analytic concepts of discourse and
representation from feminist poststructuralist theory.
A key finding is that the discrimination suffered by migrant
women is not named or recognised by the women
themselves, or by the legal and mediating professional
groups. The result is that systemic forms of discrimination,
which give rise to both minor and major difficulties for
migrant women, are not addressed. The conclusion is that
race and gender are systemic social practices, linked to
historical and contemporary cultural narratives of exclusion.
The recommended approach is therefore to acknowledge
this so that it can be addressed culturally and linguistically
in classes.
Availability Submission date: June 2007.
Contact: jrbam@deakin.edu.au
Key words Cultural issues; Social capital; ESL; Curriculum
Researcher Barrett, Talia
Title Self-concept as a barrier to English language acquisition:
A study of English language learning experiences of
members of the Ballarat non-English speaking background
community
Document type Thesis
Funding body -
Publication Masters thesis, La Trobe University: 2003
details
Abstract Unavailable
Availability La Trobe University library: http://www.lib.latrobe.edu.au
Key words ESL; Women‘s learning; Rural communities; Cultural
issues
Researcher Bradshaw, Delia
Title Towards new possibilities: Report of an initiative to map,
understand and support the work of educators working
with young people in a range of complimentary settings
Document type Research report
Funding body Inner Northern Local Learning and Employment Network
Publication Inner Northern Local Learning and Employment Network
details (INLLEN), Brunswick: 2003
Abstract This project sought to establish baseline data for, and a
narrative and analytical description of, existing
participation of young people in ‗out of school‘ education
sites in the inner northern area. The main aims were:
To scan the ‗out of mainstream school‘ education
providers in the INLLEN area in order to develop a
better understanding of the complementary role played
by different ‗out of school‘ programs
To bring interested ‗out of school‘ education providers
together to share information with each other
To identify ways forward for partnerships between ‗out
of school‘ education providers with other bodies to
meet the educational needs of ‗at risk‘ young people
To provide information and data to support a request
for resources to enable education providers to develop
their potential to contribute to meeting the needs of
young people and to meet relevant government targets
in relation to education and training for young people.
Information was collected through interviews with 15 ‗out
of school‘ education providers and a seminar with 25
participants. Each of the interviews contains a narrative
section detailing some of the story of that organisation‘s
work. An analysis of the narratives identified the following
as prime concerns for the educators: the broader socio-
political context, the stage young people are at and the
factors that make learning difficult, better understanding of
these educational settings, a rigorous and robust
curriculum, working conditions for educators, transitions
and effective partnerships. Issues identified at the seminar
were educational principles, advocacy, partnerships,
coordination, funding and the role of INLLEN.
Availability http://www.inllen.org.au/WordDocs/Towards%20New%20
Possibilities.pdf
Key words Youth; Partnerships
Researcher Bradshaw, Delia
Title A safe and successful transition
Document type Research report
Funding Body Inner Northern Local Learning and Employment Network
Publication Inner Northern Local Learning and Employment Network
details (INLLEN), Brunswick: 2002
Abstract This project was mounted in response to the Victorian
Government‘s goal of increasing the type and range of
partnerships between agencies involved in the education,
training and employment of young people. The project
sought to determine the current interaction between young
people and ACE agencies in the INLLEN area so that
interested agencies could better contribute to meeting their
educational needs. The project further sought to identify
ways forward for partnerships between ACE providers and
other educational agencies, especially schools and TAFE.
ACE agencies in the INLLEN area were surveyed to
establish:
a) Their current levels of involvement with young people
b) Experiences of young people entering and exiting ACE
providers
c) The degree of interest amongst those ACE agencies not
currently offering educational opportunities to young
people, and
d) The history of partnerships between ACE and other
education and employment bodies.
This was followed by a seminar to gather more in-depth
information from stakeholders. Finally, a follow-up meeting
was held with twelve young ACE students to gain a more
detailed, first hand picture of what matters most to the
young school leavers who come to ACE.
The project found that pathways workers supporting young
people to, in and from ACE, saw an urgent need for a well
coordinated tracking system to efficiently disseminate
information on young people‘s educational needs and
placements. For young people, belonging to an adult
community with small numbers and shared facilities was
most important. The combination of support and freedom
offered by ACE enabled them to take responsibility for their
own learning. ACE teachers also considered small classes
to be essential to the learning of the young people
accessing ACE whose support needs were extensive.
Availability www.inllen.org.au/resources/inllenpublications.htm
Key words Youth; Partnerships
Researcher Bowyer, Valerie, G.
Title Developing adult literacy skills with non-classroom based
students
Document type Thesis
Funding Body -
Abstract Unavailable
Publication Master of Education thesis, RMIT University: 2004
details
Availability Swanston Library Theses Collection, RMIT University:
http://www.rmit.edu.au/library
Key words Literacy
Researcher Centre for Adult Education (Corporate author)
Title Innovation-evaluation-review: a journal of reflection into
aspects of adult education Vol 2
Document type Research report
Funding Body Centre for Adult Education (CAE)
Publication CAE, Melbourne: 2004
details
This is the second volume of internal research at the
Abstract
Centre for Adult Education in Melbourne. The research was
conducted into teaching strategies and outcomes in three
of its programs. This volume has three papers:
Stepping stones to further study – Diploma of Liberal
Arts. An evaluation of five years delivery of the Diploma
of Liberal Arts at CAE
Pathways for adult learners:from ESL to VCE. Exploring
the viability of pathways for adult NESB learners at CAE
from ESL to VCE
Teaching in the workplace. The changing role of
teachers. This paper describes how teachers of a
course in Certificate III in Aged Care Work at CAE
contributed to positive learning by supporting and
guiding students on workplace learning experiences.
Availability State Library of Victoria:
http://www.slv.vic.gov.au/catalogues/index.html
Key words Pedagogy; ESL; Pathways; Liberal Arts; Vocational
Researcher Centre for Adult Education (Corporate author)
Title Innovation-evaluation-review: a journal of reflection into
aspects of adult education
Document type Research report
Funding Body Centre for Adult Education (CAE)
Publication CAE, Melbourne: 2002
details
Abstract The Centre for Adult Education in Melbourne conducted
research into teaching strategies and outcomes in three of
its programs: a pilot program in ESL for a Chinese
community in central Melbourne, Certificate II in Business-
Office Administration and Adult VCE by Distance
Education.
All programs contained some innovative measures such as
taking the ESL class to the community rather than holding
them in a formal education centre which was perceived to
be intimidating; pathways to further study for ESL and
General Education students who combined VCE,
Certificate II (with a work placement component) and
General Education studies; and surveying and assessment
of students undertaking VCE by distance education.
Reports from each of the programs explain the reasons
why the programs were set up, the evaluation
methodologies, student outcomes, major issues
encountered and recommendations.
Availability State Library of Victoria:
http://www.slv.vic.gov.au/catalogues/index.html
Key words Pedagogy; ESL; Pathways;
Researcher Courtel, Claire
Title Adults‘ motivation in the early learning stages of a second
language
Document type Thesis
Funding Body -
Publication Masters thesis in progress, Monash University
details
Abstract I have been working in adult language learning centres for
seven years in different institutions in various countries,
both as a teacher and an administrator, and I have
realised that a high dropout rate of students studying a
foreign language is a common problem, especially for
beginners. This triggered my interest to investigate why
this is happening.
My research is about trying to understand a behavioural
trend within groups of mature students who enrol in a
beginner‘s Language Other Than English (LOTE) course.
Within this context, the choice of the interpretive tradition
stands out as being the best one. The choice of my
epistemological stance implies the choice of certain
methods, more precisely the qualitative approach. Data
will be collected through student questionnaires, focus
group discussions and individual interviews.
I expect my research to be beneficial for both adult-
learners who embark on learning a LOTE and to teachers
of LOTE. On a broader scale this research is aimed at
providing a clearer profile of the type of students with
whom adult learning institutions deal. Hopefully, it will help
improve the approach adopted by institutions, such as the
large adult learning institution in which I currently work,
towards the language learning/teaching process, to make
it more efficient for the adult learning public.
Submission Date: August 2009
Availability
Contact: cccoul@student.monash.edu
Key words Motivation; Liberal arts (foreign language learning)
Researcher Curlewis, Margaret J. (Meg)
Title The values that you hold: encountering change in an Adult
Community Education program in Victoria
Document type Thesis
Funding Body -
Publication PhD thesis in progress, RMIT University
details
Abstract This thesis concentrates on Moreland Adult Education
Association. (MAE) within the wider context of ACE in the
Northern Metropolitan region of Melbourne. The study
uses a range of qualitative methodologies suited to
historical, educational research to provide a framework
based around the initial guiding questions: ‗Is ACE
becoming TAFE?‘ and ‗Who uses ACE and Why?‘
MAE was used as a case study because after its creation
by its local community in 1982, it expanded and developed
from one-to-one pairs of volunteer tutors and literacy
students to being a nationally Registered Training
Organisation delivering accredited courses up to Diploma
level. This expansion placed great strain on the
infrastructure and personnel of the organisation, during
the main period of this research (1994 to 2004).
Beginning with a review of the ACE sector, the thesis then
describes the northern region of the Melbourne suburbs
by using the data gained from a survey questionnaire. The
thesis then analyses the development of the organisation
over the ten year study period. The thesis emphasises the
people of MAE through 18 interviews focussing on their
opinions, life-experiences and perceptions of change.
The primary aims of this thesis are to document an
example of the development of an ACE centre and how it
managed change during a ten year period. Data analysis
results in findings and propositions in the categories of
sectoral, organisational and personal. The key findings
involve a range of externally applied pressures being
brought to bear on both ACE and MAE. This is
counteracted by individual resistance to change, creating
a tension which threatens MAE‘s long-term sustainability.
Availability Submitted November 2006.
Contact Meg Curlewis: meg.curlewis@gmail.com
Key words Lifelong learning; Partnerships; Social capital
Researcher Godbold, Kerrie
Title Report on ―Roving science‖: an evaluation of an innovative
approach to teaching science at the Centre for Adult
Education in 2001
Document type Research report
Funding body Centre for Adult Education (CAE)
Publication CAE, Melbourne: 2002
details
Abstract The Roving Science Program (RSP) was set up at the
Centre for Adult Education to help stimulate an interest in
science and scientific literacy for both teachers and
students. A specialist science teacher was engaged to
work with teachers of the CGEA and CESL to provide
scientific input wherever it arose in the context of a lesson
topic. This involved in many cases team teaching a topic,
enabling both a generalist and a scientific perspective on
the topic to be gained.
The Roving Science Program proved popular with both
students and teachers with over 19 topics over the year
being covered from a scientific perspective in over 35
sessions with 22 different classes. Topics were often in
response to students wanting to know more about issues
arising in the news (the culling of bats, for example, gave
rise to requests for the science teacher to deliver 10
sessions), as well as more general topics of interest such
as genetics, pollution and the immune system.
This report is an evaluation of the program with
observations made by teachers and students and includes
both quantitative and qualitative data collected in the form
of responses to surveys.
Overall the responses were very favourable, suggesting
that "Roving Science" may be an effective and innovative
way of introducing ESL and ALBE students and teachers
to science and of developing an integrated model for
improving scientific literacy.
Availability State Library of Victoria:
http://www.slv.vic.gov.au/catalogues/index.html
Key words Pedagogy; Science education, Basic education, Literacy
Researcher Kosab, Derek John
Title Workforce Plus: investigation and dissemination of clients‘
internal and external pathways information
Document type Research report
Funding body WorkForce Plus
Publication ACE Circles of Professional Research Practice, ACFE,
details Melbourne :2005
Abstract Walstab, Volkoff and Teese (2005) and Walstab and
Teese (2005) found evidence of the capacity of the ACE
sector to engage learners and connect them to further
study, employment and engagement in their local
community. While 39% of ACE clients had previously
attended an ACE course, and 19% intended to do
another; only 6.5% of ACE clients reported hearing about
their current course directly from an ACE provider. After
these findings, research was initiated at WorkForce Plus
to investigate how internal and external pathways
information could be provided to all our clients to further
their opportunities to: 1. further engage with WorkForce
Plus courses; 2. make smooth transitions into further
education and training outside of WorkForce Plus; 3.
move into employment.
Three data collection methods were used: focus group
sessions with WorkForce Plus program coordinators; a
web-based data search, and interviews with ACE
providers. Focus group sessions revealed insufficient
internal and external pathways information being provided
to clients, while web-based searches revealed promising
approaches. Representatives of three ACE organisations
admitted that while clients were occasionally provided with
verbal external pathways advice, little hard-copy pathways
information and no web-based information was available.
Meetings were then held with seven program coordinators
at WorkForce Plus to design effective ways to disseminate
pathways information to clients. Hard-copy pathways
information was produced displaying internal and external
pathways information. Additionally, WorkForce Plus
intends to post all internal and external pathways
information on the WorkForce Plus website. It is intended
that pathways information be directly linked to appropriate
web-sites.
Availability Contact Derek Kosbab: training@workforceplus.org.au
Key words Employment; Lifelong learning; Pathways
Researcher Kosab, Derek John
Title WorkForce Plus‘ dissemination of internal and external
pathways information: consequences for ACE learners
Document type Research report
Funding body WorkForce Plus
Publication ACE Circles of Professional Research Practice, ACFE,
details Melbourne :2006
Abstract There were two strands to this research: firstly, post-ACE
course data was collected through telephone and email
surveys at 12 months following 2005 ACE course
completion and six months following 2006 ACE course
completion, to investigate the extent to which the
dissemination of internal and external pathways
information to ACE learners: 1. lead to increases or
decreases in the percentage of ACE learners re-engaging
with ACE courses at WorkForce Plus; 2. lead to increases
or decreases in the percentage of ACE learner' transitions
to external providers of further education and training; 3.
lead to increases or decreases in the percentage of ACE
learners moving into employment. Secondly, self-report
quantitative survey data was sought from 13 ACE
trainers/tutors to investigate the methods and timelines
used to discuss and disseminate internal and external
pathways information to ACE clients.
It was found that as a consequence of dissemination of
pathways information and trainer/tutor involvement there
was an increase in the percentage of learners re-engaging
with ACE courses at WorkForce Plus from 4% in 2005 to
16% in 2006. It was also found that 70% of ACE learners
found employment following ACE course engagement.
In the end, the most relevant finding was that ACE had
commissioned research which had produced a
comprehensive boxed resource kit titled Pathways to
Employment for CALD learners in ACE that is now being
used as a component of every ACE course at WorkForce
Plus.
Availability Contact Derek Kosbab: training@workforceplus.org.au
Key words Employment; Lifelong learning; Pathways
Researcher Kosab, Derek John
Title Vocational learners‘ dispositional and maturational
development: Lifetime goal-setting effects
Document type Thesis
Funding body -
Publication PhD thesis, Deakin University: 2006
details
Abstract This applied research using three data collection groups:
36 Lifetime Goal-setting (LTGS) Vocational Learners; 18
Non-LTGS Vocational Learners; and 32 Employed People
exposed to neither LTGS nor vocational training, was
comprised of three separate but interrelated studies: 1)
Measuring Change investigated moves towards
maturation for unemployed adults as an effect of Lifetime
Goal-setting (LTGS); 2) Perceptions of Change examined
LTGS effects in dispositional development from the
perspective of vocational learners; and 3) Implications for
Implementation considered the barriers to and
opportunities for the implementation of LTGS.
The major quantitative finding from the Measuring Change
study was that unemployed adult vocational learners
made moves towards maturation in terms of individual
autonomy, activity, objectivity, enlightenment, abilities,
responsibilities, interests, altruism, self-acceptance,
principles, concerns, originality, tolerance of ambiguity,
and rationality. This meant that, as adult jobseekers, they
were personally empowered to face the challenges of
obtaining and sustaining employment. The finding has
important ramifications for future vocational trainees since
it is the researcher's formative theory that maturation is a
subset of competence in every vocational domain. The
Perceptions of Change study found that as a
consequence of LTGS, the lives of unemployed adult
vocational trainees were positively changed as they took
action towards the achievement of their goals. Implications
for Implementation found few barriers and many
opportunities for service sector implementation of LTGS,
and that implementation of LTGS in for-profit
organisations could deliver beneficial outcomes for
employed individuals with consequential organisational
benefits in terms of increased employee motivation and
effectiveness.
Availability Deakin University library: http://www.deakin.edu.au/library
Key words Employment
Researcher Kosab, Derek John
Title Investigation of ACE learners‘ dispositional and
maturational development: EMPLOYability PLUS model
effects
Document type Research report
Funding Body WorkForce Plus
Publication ACE Circles of Professional Research Practice, ACFE,
details Melbourne :2006
Abstract This action research project investigated the effects of a
teaching model titled EMPLOYability PLUS which has four
integrated components: 1. experiential vocational learning;
2. engagement with Lifetime Goal-setting; 3. engagement
with a self-directed guide to job-search activities titled
JOBSurge; 4. a mentoring approach with ACE learners
titled MATES: Mentoring Actively Towards Employment
Success; used with 21 ACE jobseeking adult vocational
learners voluntarily enrolled to complete classroom-
delivered Certificate II in Retail Operations.
The findings indicated that the EMPLOYability PLUS model
of vocational training produced a slightly lesser move
towards maturation—average increase 5.8 points—than
learners exposed to an earlier model using components 1
and 2, above, qualified by the finding that learners in the
current research commenced training with maturational
levels 3.5 points higher than learners in the previous
research. Qualitative data found that ACE learners had
increased retail competence and feelings of efficacy;
feelings of purpose, direction and confidence; increased
IT/computer skills; positively changed attitudes to sales and
customer service; less impulsivity and a relaxed and
happier approach to life in general. Additionally, ACE
learners were thinking and talking more about their present
and future rather than past circumstances.
It is argued that the findings—expressed in terms of moves
towards maturation; and dispositional development in terms
of values, interests and attitudes—exposes an intimate
connection between maturation, dispositions and
employability skills. It was found that although each
component uses differing terminology, there are conceptual
similarities. Thus, it is argued that the EMPLOYability PLUS
model is effective for the development of employability skills
for adult job-seeking vocational learners, particularly in
relation to work-related values and attitudes.
Availability Contact Derek Kosab on training@workforceplus.org.au
Key words Employment; Learning strategies
Researcher Murray, Andrea
Title Teaching and learning at the ESL/ALBE interface: an
evaluation of an innovative approach to teaching classes
which combine ESL and ALBE students
Document type Research report
Funding body Centre for Adult Education (CAE)
Publication CAE, Melbourne: 2002
details
Abstract Classes which combine students from adult literacy and
basic education (ALBE) programs and ESL classes have
been running at the Centre for Adult Education (CAE) for
five years. This research report is an evaluation of these
classes, which offer separate core classes to each of
these groups, but combine the learners for a number of
theme based discussion sessions.
It investigates teachers' and learners' experiences of the
combined classes, aims to promote the classes at a wider
level and to find the best ways of dealing with the different
needs of ESL and ALBE students.
Through interviews with teachers, focus groups
comprising ESL and ALBE students and a learner survey,
the research team found, amongst other things, that
students liked the challenge of discussing ideas, that the
ESL students learned "authentic" language from the
ALBE students and that the ALBE students gained
confidence through explaining new vocabulary to ESL
students. Problems arose where there was an imbalance
of ages, genders or educational backgrounds in classes.
Further research into placement considerations was
therefore recommended.
Availability State Library of Victoria:
http://www.slv.vic.gov.au/catalogues/index.html
Key words ESL; Literacy; Basic Education
Researcher Newell, Frances; Guasch, Iris; Munoz, Miriam
Title Braybrook Maidstone Skill Survey
Document type Other
Funding Body Neighbourhood Renewal & Western Metropolitan Region
ACFE
Publication Reported in the Braybrook Maidstone Employment and
details Learning Coordinator (ELC) Report: 2006
Abstract Neighbourhood Renewal/Department of Human Services
commissioned Infoxchange to develop a proforma for
surveying residents of Neighbourhood Renewal areas re
their current skills and employment and their aspirations for
future training and employment. This was customised for
use in Braybrook Maidstone. Similar surveys were
conducted in the 13 other Neighbourhood Renewal areas
across Victoria.
The research was designed to identify the employment
aspirations and training needs of Braybrook Maidstone
residents in order to develop appropriate programs in the
neighbourhood. It also identified barriers to employment
and training and collected demographic information re
respondents. Sixteen residents drawn from the major
ethnic groups in Braybrook Maidstone were trained to
administer the survey. They had the option of conducting
interviews at the Braybrook Community Centre at specified
times or conducting interviews in people‘s homes. Three
hundred residents were interviewed in May 2006.
Two thirds of the respondents were female, one third male.
83 respondents were from Horn of Africa and 57 were
Vietnamese. Two thirds of residents were on benefits. Fifty
percent of respondents wanted computer training and thirty
percent wanted English as a Second Language classes.
The most common employment aspirations were
Hairdressing/Beauty 19.7%, Gardening/Landscaping
18.3% and Hospitality 16%. Residents had clear views
about their training needs and employment aspirations and
sought locally delivered and accessible training to support
them into work. Barriers to employment were a history of
offending, lack of child care, low expectations of their
employability and limited English or literacy and numeracy
skills. Residents responded positively to being asked what
they wanted in the way of training and employment.
Availability Contact Frances Newell: Frances.newell@vu.edu.au
Key words Employment; ESL; Generic Skills; Lifelong learning;
Literacy; Older learners
Researcher Perry, Thomas (Project Manager); Muhi, Caroline;
Bamblett, Anne; Escobar, Yani;
Title Future Directions
Document type Research report
Funding Body City of Monash
Publication Wavlink, Glen Waverley, Victoria: 2005
details
Abstract Wavlink mainly funded and initiated Future Directions to
assist with its planning objectives, with the then CEO,
Caroline Muhi (formerly Caroline Gardiner) overseeing the
development of the project, and fully supported by the
committee of management.
The purpose of the research was to conduct a grass-roots
needs analysis of people with a disability and their carers
within the City of Monash and Eastern Region. The aim was
to identify need for services and barriers preventing people
from accessing current services.
Methodology included face-to-face interviews, surveys,
questionnaires, phone consultations, agency visits,
community forums, literature reviews and website
information. Over 1,000 surveys were distributed, with a
48% response rate.
Key findings were that there were greatest need for social,
recreational programs, respite, accommodation and home
support; that there was a need for more cooperation
between agencies with more flexibility in delivery; more
community awareness, and more education and
employment services.
The conclusions were that disability and non-disability
agencies, including government need to work more
cooperatively and pro-actively in providing relevant
services, and that consumer consultation is vital in
considering the development of new or updated programs.
Availability http://www.wavlink.org.au/futuredirections.html
Key words Learners with disabilities; Policy
Researcher Rose, Josie
Title From content to construction: investigating teacher readiness in
the uptake of collaborative online techniques – the teacher |
technology | time interface
Document type Research report
Funding Body Australian National Training Authority (ANTA) though the 2000 –
2004 Flexible Learning Framework
Publication ANTA, web edition: 2003
details
Abstract This applied research project which was conducted as part of
the Australian Flexible Learning Framework's 2003 research
program. This program focuses on pedagogical, technical and
managerial aspects of flexible learning in Vocational Education
and Training (VET), with specific reference to e learning. The
2003 projects aimed to provide a resource, which will inform
policy makers of the systemic barriers to e learning
implementation, and provide practical strategies for
consideration. This project targeted teachers of ESL learners.
The methodology involved qualitative and quantitative
approaches. These included:
A literature review, which informed the data collection
instruments.
An online survey administered by AMES and directed at
ESL teachers Australia-wide
Seven case study interviews with ESL teachers involved
in computer mediated instruction as part of their ESL
delivery.
The data confirms that online collaboration on a local and global
level, and the use of the tools and platforms that make this
possible, is not a mainstream activity in ESL in Australia. There
is a strong perception amongst teachers (57%) that their
learners do not have the skills to collaborate online, and
teachers feel that teaching online requires a significant level of
technical expertise (84%). They also feel (88%) that in order for
them to be effective online, they need to know more about how
to facilitate online learning. However, 66% of teachers were
convinced of the benefits of online collaboration in ESL
teaching. It is suggested that the use of ―low tech‖ tools, such as
email, to support language learning will grow if appropriate
support mechanism are provided.
Availability http://pre2005.flexiblelearning.net.au/projects/resources/content-
to-construction.pdf
Key words ICT; ESL; Literacy; Pedagogy
Researcher Taylor, Terry; Rose, Josie; Wiyono, Anne
Title Older learners and ICT: strategies and case studies
Document type Research project
Funding Body Australian National Training Authority (ANTA)
Publication ANTA, Department of Education, Science and Training:
details 2004
Abstract This research was part of a national project investigating
best practice in the development of adult literacy for groups
with special needs. It focuses on ICT literacy development
for older learners and strategies for achieving positive
outcomes for this cohort.
A number of approaches were used in this study: a review
of research into older learners and ICT; a field survey of 50
older learners engaged in a range of ICT training contexts;
interviews with teachers, trainers and program
coordinators, and four case studies of training in Victoria,
Tasmania and South Australia. The case studies explore
practical strategies for engaging and retaining older
learners in ICT training and the findings add to and support
the body of research into the principles of teaching and
learning for older learners in general, and how this cohort
engages with ICT training in particular.
The data collected contains some consistent messages in
terms of the development of ICT literacy for older learners
and factors which can be barriers to learning in general,
and ICT in particular, for this group of learners. The overall
picture is one of generally independent learners who have
decided that ICT can help them meet a purpose, achieve a
goal or in some other way enrich their lives, and, often, the
lives of others in their personal circles or wider
communities. They have a clear sense of their own
purpose for acquiring new skills. The barriers to learning
are largely those faced by all adult learners, compounded
by the factor of being part of a generation that has not
grown up with computer technology.
Availability Contact Terry Taylor at Research Learning and Innovation,
AMES Victoria: taylort@ames.net.au
Key words ICT; Older learners
Researcher Townsend, Rob
Title Principles of Post-compulsory Pedagogy
Document type thesis
Funding Body -
Publication PhD thesis in progress, Victoria University
details
Abstract The thesis presents the outcomes of an ethnographic,
contextual case study of adult education programs and
experiences in the Shire of Campaspe, a region in northern
Victoria, Australia. Vignettes of people from diverse cultural
backgrounds explore how individuals utilise adult education
as a space to explore their own social and cultural isolation.
These vignettes reveal patterns of migration, internal
mobility, social isolation and cultural identity within the
context of living in a regional town. At the centre of this
research and its outcomes is the role that adult education
providers play in creating specific kinds of space for people
to explore these issues while interacting with informal and
formal structures and processes of adult learning. The
research reveals that individuals from diverse backgrounds
search for a sense of connection within specific places and
that adult education can play an important role in providing
space for the exploration of social, cultural and economic
isolation. However, individual adult education organisations
can manage their spaces and programs in such a way that
excludes people from social, community and economic
activity crucial to the development of social capital.
Government policies need to address the holistic nature of
adult learning in diverse communities and it is time for
Australian governments to collaborate on developing a
national policy framework for adult learning in our 21st
century culturally diverse society.
Availability Submission date: December 2007
Draft available from townchin@bigpond.com
Key words Rural communities; Cultural issues; Lifelong learning;
Policy; Social capital;
