FLL FINAL REPORT
FLEXIBLE LEARNING LEADERS 2001
Territory Health Services (now known as the Department of Health and Community Services), Alice Springs
Professional Development Plan
The program will be made up of three areas.
1/ An analysis of multi-lingual, visual approaches to cross-cultural education. The “Beyond the Eclipse” Learnscope 2000 project will be
used as a case study.
This will focus on analysing pedagogical approaches used within “Beyond the Eclipse”, including;
- Issues concerning the predominant use of spoken English in cross- cultural situations, and its effects on learning outcomes.
- Issues concerning the predominant use of written English to present, record and retrieve information, and its effects on learning
- Use of visual approaches, which can be re-iterated in the Indigenous language of the learner, and can provide a „Visual Recall
- Use of visual approaches to present information in cross-cultural situations via emerging technologies such as CDROM / DVD.
- Use of visual approaches to present information in cross-cultural situations involving a flexible approach, integrating different
delivery modes including, video, „visual‟ books, CDROMs and sand paintings.
Projects, such as the 2000 Learnscope project, “Beyond the Eclipse”, which experimented with new pedagogies and which drew excellent
evaluations, need to be studied to establish general principles and practices, which can be adopted in other similar situations.
2/ A comparative study and survey of other best practice approaches to cross-cultural education.
This will examine best practice that has already been achieved in new pedagogies. Examples of successful (best practice) teaching in the new
technologies will be explored, experienced and reported on. These examples will have to be tested against some of the unique challenges of the
Central Australian region in which we live and work.
Explanation of similar projects or other successful innovative practices in Australia and North America will build up a folio of best practices.
3/ Exploration of effective „Stepping Stones‟ strategies to assist staff incorporating new pedagogies into their work practice.
“Teachers teach the way they were taught”. This axiom is under challenge today because of the difference between the last generation of
teachers and this generation.
An on-going activity during the project is the work with other educators. Most educators are new to the emerging technology as a teaching
medium. A staged, progressive introduction of new teaching methods which maximises the use of technological tools will be attempted. From
evaluation of such attempts, a stronger framework of pedagogical principles and practices will emerge.
Introduction of new pedagogies to the staff members will allow for their creative responses to their experiences. Thus, the principles of adult
education will foster collaborative formation of best practice techniques adapted to local conditions.
In the different, new world, teachers don‟t have the capacity to teach as they were taught. The need for a new pedagogy is paramount.
Places visited in U.S. and Canada.
Location Date Institution Contact Investigation
Las Vegas 27/08/01 Uni of Nevada, Martha Knack, Dan Indigenous Cross Cultural
Las Vegas Bannechek, Education
Charlotte Farr Distance Education and creative
Las Vegas 28/08/01 Uni of Las Vegas Rose Yake Teaching and Learning Centre
Shiprock N.M 30/08/01 Dine Navajo College Clay Slate Navajo Health Education
Alburquerque 31/08/01 Uni of New Mexico Loretta Brown Organisational Learning &
Donald Fischer, William Instructional Technologies
Bramble, Mark Galbraith Technology & Education Centre
Chicago ILL 5/09/01 Arthur Anderson Dirk Tussing Professional Development &
Instructional Co. Jerry Miller Learning
Harold Washington Pam Lattimore, Peggy Centre for Distance Learning.
Community College Rademaker, John Wozniak
Bellingham, 10/09/01 Western Washington William Demmert Woodring College of Education
Wash University, Marv Klein Sub-polar education forum
Vancouver 11/09/01 Native Education Centre Dan Guinan Urban Indigenous Education
Vancouver 14/09/01 Uni British Columbia John Gilbert Instructional Support
James Andrew Instit. Aboriginal Health.
Vancouver 15/09/01 Langara College Ruth Lamb Health Studies.
Vancouver 14/09/ 01 Vancouver Community Yan Yan Wong, Allan Distance (Continuing) Education.
Vancouver 14/09/01 British Columbia Laurence Parisotto Health Sciences Continuing
Institute of Technology Bryan Fair Education
Flexible Learning Unit
Vancouver 14/09/01 Justice Institute of B.C. Natalie Clark Social Services and Community
Los Angelas 17/08/01 L.A City College Instructional Television
(Cancelled) Quisic Educational Technology
Hawaii 19/09/01 Honolulu Community Rob Edmondson Cable TV to
(Cancelled) College Outer Islands
University of Nevada
Las Vegas (UNLV)
Martha Knack, Dan Bannechek ~ Anthropology
Dan is a medical anthropologist. He was greatly interested in the concepts behind Health
Icons and the Learn-scope projects. There is a need to challenge the biomedical model of
health education and make allowance for cultural differences. Minority groups, without large
financial resources have to be provided with reasonably easy access to relevant educational
Lesson for DHCS: . Support research of local Learnscope projects.
Follow the ideas in latest “Newsround”(October 2001) – Language support for patients at
RDH by way of a Patient Educator; Book review of Forgetting Compliance: Aboriginal
Health and Medical Culture, by K. Humphrey, T. Weeramanthri & J. Fitz.
“…the continuing need to improve providers‟ communication and cross-
cultural skills and refashion decision-making around the goals and values of
the patient, not the provider.” (p.6)
Charlotte Farr, Director, Distance Education and Creative Services
Charlotte emphasised the recognition of the “human” and social aspects of technology in
education. She referred to The Social Life of Information by Seely-Brown and Duguid as a
worthy statement of the need to keep technology as a servant, not a master. Rose Yake
stressed the need to have available a large range of educational resources. These had to be
accessible and affordable. Rose had a useful chart showing the various media and
technologies with an estimate of their cost in time and money, and their advantages and
Lesson for DHACS: Use Rose Yake’s chart as a basis for information technology resource
development in Workforce Development training.
University of New Mexico
The Organisational Learning and Instructional Technologies Program (OLIT) offered
Professional development course and in-service to the academic staff. There was limited
response to the opportunities offered and there was discussion as to the best way to implement
change in this area. The OLIT team have managerial support but are hoping for infiltration
into the larger staff group by those who already attend courses.
William Bramble, Director, Technology and Education Centre (TEC)
Donald Fischer, Manager, Administration and Special Projects (TEC)
The Technology and Education conducts numerous courses in Information Technology. Most
interesting was the contribution of the University to the Navajo Nations Education
Consortium. The graduate IT students worked to prepare lessons for on-line delivery to
remote Navajo schools. US $20 million was given to the consortium. I was able to attend a
consortium meeting. Professor Bill Bramble co-ordinates a program for teacher education
(Teach to the Future). Sponsorship by major companies was a feature of their work.
Lesson for DHACS: Work with significant people as each possible change occurs. Work
through the District Executive after going through Workforce Education Committee (WEC).
Combine with interested agencies to work towards an Arrernte educational resource Centre
in Alice Springs which would become the basis of a learning community.
Combining with CARHDS to develop learning communities in the rolled out zones.
Dinè (Navajo) Community College
Shiprock Campus, New Mexico
Clay Slate, Director, Teacher Education
Competencies in computer skills
Graduated progress through competencies
Competencies measured against performance indicators
Digital age has increased flexibility
Authorship of everything gives authority
Competencies are linked to problem solving
Schools supported by Navajo consortium
Lesson for DHACS: Establish graduated training into computer competencies at a
reasonable price. Combine with NTDE for use of LATIS in remote communities with shared
Dirk Tussing, Jerry Miller
Andersen supplies training to large multinational companies, mainly on-line. Dirk and Jerry
offered possibilities of funding foundations. Their educational arm is now Quisic, based in
Los Angeles. It was a glimpse into the multinational, multi-million corporate education
Lesson for DHACS: Follow up contacts for support funding for training initiatives.
Harold Washington Community College
Pamela Lattimore, Peggy Rademaker, John Wozniak
Distance Learning Centre
The college has established flexible deliver to a range of Chicago students and military
students across the world. It covers the full range of technology assisted learning.
Management of the college has asked Pamela and Peggy to bring the whole college to the
level of flexible learning achieved by the Distance Learning Centre. However, no extra
resources were offered at that time. Possible link with Alice Springs US military.
Lesson for HDCS: Develop a plan for increased use of technology-assisted
learning so that all staff are aware of stages of the plan and the plan is
Vancouver Community College
Yan Yan Wong, Co-ordinator of Distance Learning
Their distance education is based on print material, faxed and mail.
Lesson for DHACS: Maintain a variety of training delivery, including print-based material.
British Columbia Institute of Technology
Open Learning Agency (OLA)
Laurence Parisotto, Health Services, Distance Education
Flexible delivery for a very large range of courses
Bryan Fair, Flexible Learning Unit
Justice Institute of British Columbia
Natalie Clark, Program Co-ordinator
Delivers to some remote communities in area of welfare/trauma. One course is by on-line
delivery. Links with “C2T2” Curriculum Development project and Dennis Anderson. Made
links with Alice Springs FACS unit.
Lesson for DHACS: Support FACS to investigate links.
Native Education Centre
Dan Guinan, Academic Dean
Community College for First Nation students. Traditional building and symbols. Very
similar to Batchelor College. Out reach to some remote but mainly for Vancouver based
students. There is strong context and language to support learning.
Lesson for DHACS: Maintain support for ACAP. Support AECDS to build stronger groups
of Indigenous staff.
Ruth Lamb, Co-ordinator of Health Program
Holistic health program – combining eastern and western tradition. Large Chinese student
body so courses are accessible in Mandarin. Cross-cultural context is recognised.
Lesson for DHACS: Support the link between ASH and the Arrernte healing centre.
Respect learning styles and languages of ALL learners.
Western Washington University
William Demmert, Professor, Teacher Education
Marv Klein, Dean, Wooding College of Education
Professor Demmert discussed the links with a variety of Indigenous committees and
organisations he belonged to. Also gave sources of funding for Indigenous research. Greg
Hoffenbacker co-ordinates Blackboard (One faculty uses Web CT). Professional
Development tried big and small groups. One-on-one works best for ITPD.
Lesson for DHCS: Try to include on-line learning and computer based learning as a
dimension of Professional Development and Performance Management.
Be aware of the historical realities that impact on learning opportunities within Indigenous
staff. Support Indigenous staff forums and links with other groups.
University of British Columbia
Professor John Gilbert, Co-ordinator of Health Sciences
James Andrew, Institute of Aboriginal Health
Video phones used in orthopaedic section of Women‟s and Children‟s Hospital Liase with
First Nations through Institute of Aboriginal Health. Special cross-faculty division to foster
Lesson for DHCS: Maintain links with Institute of Aboriginal Health to compare educational
resources and programs.
Chisholm Institute: Ken Gooding, Online Learning and Virtual Campus Unit
William Angliss Institute of TAFE: Mary Stewart-Craig, Angliss On-line.
Nth Melbourne TAFE
TAFE SA e-Learning Centre:
Centre for Adult Education: Sally Drummond, E-Learning Manager.
Remote Education Centre.
Flexible Learning Fellow, 2001.
NT University: Wanda Jackson, Interactive Learning Division
Centralian College: Fred Richardson, 2001 Learnscope Project-Remote Delivery.
Centre for Appropriate Technology: Bruce Walker, Director.
Centre for Remote Health: Pam Davies, Flexible Learning Unit.
Technology Centre, Sydney
Major event: Presentations by Dr Tony Bates, who specialises in the way whole
organisations can be brought to embrace flexible learning strategies.
Major recommendation: Investigate the use of Videolinq for on-line videoconferencing
to remote communities. This system is based in Queensland Department of Education and
used "streamed video" to cope with the minimum band-with for transmission.
NET working 2001
(Associated with final meeting of FLL 2000-2001) Each FLL made a short presentation to
the combined group.
Major observation: The available technology to make video links and presentations from
Northern Territory University
1. The exposition of the three projects NTU has undertaken to introduce e-learning.
2. The contribution of the visitors from Twentye University, the Netherlands. These
have implemented a University-wide approach to e-learning.