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My E-learning case study Due: Weekly class: in-class presentations in weeks 11 & 12, group submission due Friday 1 June Task: Working in small groups, students will research current practices in e-Learning within the organisational context through the review of case studies. Students will be provided with recommended topics or issues, while group discussion will develop the key points to be researched. Each student within the group will select a case study and outline the relevance to the context being reviewed by the small group. The group work will be presented in an in-class group presentation. Groups must also submit the results of their review in a digital format to be decided by the group. Options include but are not limited to: a wiki, a website, a Wordpress site, a video. Assessment criteria 1. Evidence is shown of group research, collaboration and joint effort. Understanding is demonstrated of a current issue in e-Learning, analysis is critical not just descriptive 3. Case studies are appropriate and elaborate different aspects of the issue 4. Group presentation is clear, comprehensive, concise 5. References cited are academic and appropriate, showing capacity to identify appropriate literature in addition to the class readings 6. Writing standard is coherent and grammatically correct, expression is clear || __SECTION 1 Organisational readiness__ The Vet sector in general and TAFE in particular is scambling to meet the percieved need for an online presence. A National Vet E-Learning policy has just been released on the back of the National Broadband Network to 'make major advances in the acheivement of Government training objectives' that are encpsulated in three goals. 1. Develop and utilise e-learning strategies to maximise the benefits of the national investment in broadband 2. Support workforce development in industry through innovative training solutions 3. Expand participation and access for individuals through targeted e-learning approaches So is Tafe ready for this push? At present there is no policy on E-learning within the state goverment or DET. The only roll out is thru the national Laptop roll out to schools. Teachers on the ground are being told that E-Learning is where we are headed but without a plan. My institute does not have a policy though it does have a procedure of how to roll out an online teaching resource and has invested in a platform called Sakai and the various institute and college Sharepoints. There are also pilot programs being run and training available to teachers. Their is still a policy within NSI of one computer to six part-time teachers in my section and one computer to two full-time teachers. It seems that management investment is limited to pushing forward individuals. 
 * Assessment item 3: Case study analysis (group task)

__SECTION 2 Case study__ __Intro__ This case study that I have chosen is from an area of the Bricklaying trade and as such has a high practical or hands-on component. The person whom developed the E-learning tool himself notes that the subject comprises of 30% theory. This leaves 70% as practical. The intent was to lower this theory component by use of a hands-on E-learning component. The developer of the E-lesson, Chris Holland, created this resource to try to engage his students in the theory previous to the practical lesson. It uses Activinspire to allow practice of brick and blockwork before the students get their hands dirty.

__The goals__ were simply to 'enhance learning and to make the classroom a fun and interactive environment'. Chris did so by developing a lesson creating a simulated workplace where students could practice the hand skills they need to establish as tradesmen. The goal being to allow a virtual practice of the hand skills and implementation of the theory which can be taught and practised on this program. It links the theory to the practical as a test run of student understanding.

__The process__ was to create a virtual system for laying bricks so experience and practice are allowed. The students then can replicate or build up their own practical jobs from plans in a virtual on screen session. An active whiteboard is used to explain a task to students then the students complete the task on individual computers that are linked to the program. A background image of a set of footings on a building site is transposed on with the 'laid' bricks. This gives a semi-realistic scene where a brick wall is built up. All work is done two dimensionally but with two connected orthographic views. Tools such as levels and string-lines are used to place bricks 'correctly' as well as various half, full and cut bricks.

__Pedagogic value__ The program used is a step forward in kinaesthetic terms. It progresses the drag and drop technique through allowing greater flexibility and student input. Kinaesthetic learning suits students who learn ' best by doing something physically, rather than by reading or hearing about it.' Gardner 1983 (Gardner, Howard. (1983) "Frames of Mind: The Theory of Multiple Intelligences." New York: [|Basic Books] .) This particular program gamifies that physical process of learning; allowing student to manipulate the virtual brickwork but not the real brick. So it is not total kinaesthetic learning as it does not allow the students to feel the weight of the brick or drop it on their foot!