Tertiary Education New Zealand » case study

Using Moodle For Business

Sun, 18 Sep 2011 09:48:47 +0000

From business case to Mature Product: A step-by-step guide to using Moodle in your business. A presentation prepared for Midwest Moodle Moot by Penny Mondani.

http://pennymondani.com/wp-content/uploads/2011/07/Using-Moodle-for-Business-by-Penny-Mondani.pdf

Source: http://pennymondani.com/tag/elearning-for-small-business/

Enterprise Mobile Learning and Development A Guide for CLOs and Training Managers

Sat, 18 Jun 2011 09:25:22 +0000

The ability to reach people when it is convenient for them, with powerful learning content or support tools that are relevant to what they are doing, is a compelling story for industry thought leaders to tell. And so they have been telling it for many years, with interesting cutting-edge examples and compelling presentations. But it is only recently, with the explosion of the latest generation of smartphones, and a tipping point of success stories to reflect upon, that mobile learning has truly come of age.

Now is the time to understand what mobile learning can provide to your organization, and to do so you need to understand the basics: the “Who, Where, When, What, Why, and How” of mobile learning.

Table of Contents:

Introduction
Definition and Scope
Who benefits from mobile learning?
Where is mobile learning valuable?
Why mobile learning and support?
When is mobile learning a sensible approach?
What kinds of content are appropriate for mobile learning?
How can you get started with mobile learning?
A Case Study of Real Mobile Learning Results

http://www.trainingindustry.com/media/3579534/element%20k%20enterprise%20mobile%20learning%20and%20development.pdf

NZ Report: E-learning for adult literacy, language and numeracy

Thu, 17 Jun 2010 01:42:46 +0000

Source: Ministry of Education (NZ) – Education Counts. The full report is available here: http://www.educationcounts.govt.nz/publications/tertiary_education/76972

Executive Summary

This research provides readers with a greater understanding of the potential of e-learning for adult literacy, language and numeracy. It investigates how e-learning can be employed as a means of reaching greater numbers of adult learners and how to better meet their learning needs.

Our overarching research question was:

What characteristics of programmes, such as e-learning, mixed mode, and distance learning, have been successful in raising the literacy, language and numeracy skills (LLN) of adult learners and could be used to supplement workplace training?

The main message that we drew from our work is that e-learning is relevant to and useful for most adults with literacy, language and/or numeracy (LLN) learning needs. However, these benefits rely on a learning programme that is carefully designed to fit each individual’s needs and lifestyle, his or her proficiency with digital technologies, and his or her level of reading literacy.

This distance e-learning, especially when blended with face-to-face support, can provide an effective way of developing the LLN skills of learners currently at Level 2 of the New Zealand Adult Literacy and Life Skills Survey (2006). In this report, we refer to this level as the intermediate level of literacy.

The 10 main findings to emerge from our research are as follows:

Literacy, language and numeracy skills in the 21st century include proficiency with digital technologies and practices, including e-learning.
E-learning for LLN is largely a recent development in New Zealand: very few well-established programmes exist.
E-learning is more effective if it is part of face-to-face training.
Māori approaches to e-learning can be used to build skills and knowledge within the Māori community.
As long as adequate support is in place, e-learning provides a good source of practice and motivation for second-language learners.
The diverse Pasifika peoples benefit from e-learning that fits their respective cultures and lives and is accompanied by induction activities.
Many of the e-learning strategies used for building reading and writing skills can also be successfully used for and by adults with disabilities that limit their ability to learn and/or access learning.
Using mobile digital technologies in e-learning contexts increases the flexibility of LLN provision.
Tutors and support staff require specific professional development in e-learning, and organisations need to develop so that they can successfully accommodate this type of learning.
Communities of practice can provide a supplementary means of professional development for tutors engaged in e-learning and can lead to the development of relevant resource banks.

Blending face-to-face LLN training with e-learning for individuals and groups has the greatest chance of addressing needs, but these types of provision must be accompanied by professional and organisational development within and across organisations. We therefore conclude our report with nine recommendations for action:

Provide e-learning-related professional development for tutor educators and workplace assessors who work in adult education.
Ensure that the quality assurance measures used in relation to LLN programmes include regular assessment and updating of e-learning provisions.
Partnerships between and among key stakeholders are essential for the effective development and integration of sustained e-learning opportunities. These partnerships should include web-based facilities that offer access to e-learning content, tutors and professional development.
Increase the capacity for e-learning in all New Zealand contexts, including e-learning on marae in collaboration with Māori institutions and communities.
Research and develop e-learning in partnership with rural and remote communities. Immigrants’ home countries can be party to this provision, but only if the e-learning infrastructure in these places is sufficiently developed to provide immigrant and transient populations with the opportunity to develop their LLN skills.
Establish banks of appropriate activities and resources for use by tutors and assessors, and support these people in a way that allows them to help develop and update those banks as part of their professional development activities. The scale of need in New Zealand suggests this approach could be a cost-effective one. However, achieving this aim would need centralised coordination (a national hub).
Support projects designed to investigate the potential that more recent digital technologies might offer learners with LLN needs. This potential could include, within workplaces, for example, mobile learning via mobile phones, simulations with game-like interfaces, and e-learning on hand-held computers.
Encourage continuing research in e-learning that is sufficiently complex to aid the evolution of pedagogical practice. How digital technologies can be used to advance learning and how the e-learning professional development needs of professionals and organisations can best be served are issues particularly in need of sustained research.
Collaborate internationally to continue to review research and development worldwide, and to disseminate the findings of this research to the New Zealand tertiary sector.

The full report is avaliable here: http://www.educationcounts.govt.nz/publications/tertiary_education/76972

Download: Using e-Learning to build workforce capability: A review of activities

Wed, 30 Dec 2009 02:33:37 +0000

This report was commissioned by the Ministry and undertaken by the Waikato Institute of Technology in collaboration with the Industry Training Federation. The report’s main objectives were to:

Identify how e-Learning is employed in work-based and work-placed learning both internationally and nationally.
Describe the impact of e-Learning on building workforce capability globally and nationally.
Assess the demand from employers, providers and learners for e-Learning in improving individual and organisational capability.
Demonstrate how, and in what ways, e-Learning can aid particular industry sectors in building workforce capability.
Examine reasons why e-Learning is not being used in particular industry sectors to support work-based and work-placed learning.
Recommend further activities that could be taken to promote and embed the effective use of e-Learning in work-based and work-placed e-Learning.

Download the full report: Using e-Learning to build workforce capability: A review of activities (.pdf 1.2MB)

Author: John Clayton, Richard Elliott, Sarah-Jane Saravani, Nicholas Huntington, Nicholas Greene
Date Published: October 2008
Released on Education Counts: 16 November 2009

Download: Nestle upskills global workforce

Thu, 12 Nov 2009 22:45:53 +0000

In this very succinct download, key lessons from Nestles experience upskilling its global workforce using elearning are described. The importance of learning as an integral part of organisation culture is identified, and the link between elearning culture is also hinted at when this brief case study mentions internal branding for example.

The Nestlé training team has gone one step further to ensure that continual learning is a central part of the organisation’s culture. After discussion with, and agreement from their managers, employees have no restrictions on what courses they are able to take, i.e. someone in a production job could take the MCSE or Oracle certification. By opening up learning in this way, every member of staff, from factory workers to top level management, is given the opportunity to further their personal and professional development. From the outset, the supplier’s services team has worked hand-in-hand with Nestlé, from designing the right solution to meet its specific needs, to customising the learning interface to match Nestlé’s internal branding.

The Nestlé training team has gone one step further to ensure that continual learning is a central part of

the organisation’s culture. After discussion with, and agreement from their managers, employees have

no restrictions on what courses they are able to take, i.e. someone in a production job could take the

MCSE or Oracle certification. By opening up learning in this way, every member of staff, from factory

workers to top level management, is given the opportunity to further their personal and professional

development.

From the outset, the supplier’s services team has worked hand-in-hand with Nestlé, from designing the

right solution to meet its specific needs, to customising the learning interface to match Nestlé’s internal

branding.

Nestle upskills global workforce (pdf)

Selected tweets: Week ended 8 Nov 2009

Sun, 08 Nov 2009 01:54:52 +0000

Exploring curriculum options for new high school – Abbotsford News: Agriculture education co.. http://bit.ly/EKfKN

The e-Learning Lingo Podcast Discusses the “Generative Learning … – PR.com: SyberWorks, In..http://bit.ly/2A2ezb

Scouts Canada turns to e-learning to train thousands of new volunteers – ITBusiness.ca: Usin..http://bit.ly/16YtRT

A New Era of E-Learning in the Comfort and Convenience of Your Home or … – TMCnet: Nov 06,..http://bit.ly/1vf7wt

New blog post, “Download: Meeting the training needs of SME’s: Is e-learning the solution?” - http://bit.ly/1JT9dj

Continuing Education and Social Networking Combine to Attract Students – The Chronicle of Hi..http://bit.ly/1XFaAy

Swine Flu School Closings Drive Students to Online Tutoring – PR-USA.net: As concerns over t.. http://bit.ly/203s0v

New blog post, “E-learning for organisation and people development” - http://bit.ly/35rbvI

E-Learning and Online Training in the Face of Flus, Recessions and Demands – PR Newswire (pr..http://bit.ly/3igf2R

New blog post, “From E-learning to We-learning” -http://bit.ly/1BgK3x

Download: Meeting the training needs of SME’s: Is e-learning the solution?

Thu, 05 Nov 2009 22:45:52 +0000

This brief research report looks at e-learning in small and medium enterprises in Canada to provide an overview which hints at some key factors in utilising this effectively.

Facing pressures from an increasingly competitive business environment, small and medium-sized enterprises (SMEs) are called upon to implement strategies that are enabled and supported by information technologies and e-business applications in order to compete with others’ organizations.

One of these applications is e-Learning, whose aim is to enable the continuous assimilation of knowledge and skills by managers and employees, and thus support organisational training and development efforts through the use of the Internet and Web technologies.

Though this report was published in 2004, the findings are pertinent, particularly in New Zealand where SME adoption of e-learning is lagging behind the North American experience.

The report also outlines very succinctly some of the perceived advantages of elearning – both in theory and in the experience of the SME’s which participated in the research.

Meeting the training needs of SME’s: Is e-learning the solution?

Download: Peer Group and Collaborative Learning

Thu, 22 Oct 2009 22:45:34 +0000

The recommended download this week is really a whole series of downloads. Peer Group and Collaborative Learning in real and virtual worlds was the theme for the eLearning at Edinburgh Conference held in August. The full conference programme with links to abstracts, presentations and videos is available.

The information is intended for elearning professionals and is heavy going if you are new to the field, but even a quick glance through the abstracts will give you a sense of the scope of collaborative elearning in practice.

If you have a thorough understanding of elearning practise there is some excellent knowledge on offer.

To view the downloads click HERE

Download: E-Learning success stories in the not-for-profit sector

Thu, 15 Oct 2009 22:45:32 +0000

This commentary sets out the clear benefits of elearning for the not-for-profit sector. The link between stated advantages and real case studies illustrates what can be achieved. Creative approaches to building capacity in not-for-profit organisations are well served by the flexibility and customisation that elearning provides.

While inspirational to those working in the sector, if there is a criticism we would offer it is the lack of emphasis on instructor led learning and asynchronous approaches, which we find to be most effective in developing skills and knowledge in the not-for-profit sector.

The research report can be found: HERE

Not-for-profit uses elearning to train 3000+ volunteers

Sun, 11 Oct 2009 22:45:47 +0000

This press release describes how elearning can be used in practise to achieve dramatic results in the not-for-profit sector. The Virtual College’s Safeguarding Children e-Academy has helped Bradford Safeguarding Children Board deliver child protection training to more than 3,000 people.

They say “e-learning was recognised as the way forward. It has helped us to reach many more people and introduce more varied topics than we could ever hoped to have done through face-to-face learning….e-learning can help train everyone who comes into contact with children across any number of different geographical locations and job descriptions quickly and simply.”

The full post can be found at http://www.trainingpressreleases.com/newsstory.asp?NewsID=4661