RItHre RItNow Program
Session A Session B Session C Session D
RItHre RItNow : Learner identities in the 21st Century
Sharon Brown has been involved in learning and teaching in many different areas including dance, equitation, childbirth education, health and personal growth, Aboriginal education , early school leavers education, disengaged youth literacy and adult learning in workplace skills. All of these learning situations have a common foundation for Sharon, that learning is about growing and enriching ourselves and our lives. Sharon is currently working for the Department of Education in NSW, teaching secondary English and HSIE, and is completing her first book, on an integrated theory of learning, lifespan development and identity.
A1 Through the Looking Glass - cross-sectoral exchange to enhance adult literacy practice
Crina Virgona & Peter Waterhouse, Workplace Learning Initiatives
This workshop will discuss the preliminary findings of an NCVER research project which compares the professional practices of the welfare sector with that of adult literacy and basic education. Both sectors often deal with similar clients and issues yet they have travelled different pathways and rarely share resources and outlooks. Questions of how literacy might respond to the 21st Century have sparked this project. The research will probe concern for new paradigms and new ways of working in an environment where multi-literacies and the needs of individuals have captured so much attention. The methodology is to expose representatives from both fields to the same case studies and to compare their responses and problem solving methodologies. With open hearts let's find out what the health and welfare sector can teach us.
Dr Crina Virgona has worked in vocational education as a practitioner and researcher for some 20 years. With a background in adult literacy and learning, she began working with process workers on the shop floor during the industry restructuring years. She has since worked in a wide range of manufacturing and service industry workplaces on projects directed towards workplace change and enrichment. More recent work is taking her into the community sector. Her research work has been in investigating the nature of the changing workplace and its impact upon worker identity and the quality of worklife.
Dr. Peter Waterhouse is the Managing Director of Workplace Learning Initiatives Pty Ltd. Peter has worked in Adult Community Education (ACE) and TAFE as an adult literacy and basic education teacher, coordinator, researcher, consultant and teacher-educator. His innovative Ph.D research documented case studies in teaching and learning processes, literacy and professional practice. His recent research, with colleagues, has investigated the changing nature of work; work related learning and literacies; the use and value of qualifications; community learning partnerships; and effective pedagogies in ACE practice.
A2 Project Based Learning (PBL) and Generic Employability Skills
Martyn Brogan, AMES
This discussion based presentation hopes to highlight the benefits of the use of project based learning (PBL) to help students develop what have been termed generic or soft skills. The presentation will give a rationale for the use of PBL in adult learning environments. It will outline the main characteristics of a weak version of PBL. The presentation will introduce the concept of generic skills for employability, sometimes referred to as soft skills. A means of using PBL to teach such skills will be suggested. Previous learners feedback about their use of PBL will be given and some suggested PBL activities will be outlined. Those who attend this presentation will be expected to participate in discussions that will be looped back into the presentation.
Martyn Brogan has taught for more than 25 years in a range of learning environments for a range of learners who have had a range of purposes.
A3 Different Voices, Different Spaces
Delia Bradshaw & Michael Coghlan
What are 'voice technologies'? What do they have to offer adult literacy teachers and learners? Would you like to hear about a 2005 Australian Flexible Learning Framework project investigating these two questions?
Different Voices, Different Spaces is a collection of resources - a website and a CD - featuring a 'good practice' model applied to voice technologies within a range of settings, including workplaces, AMES, ACE organisations and TAFE institutes.
The collection was generated by a 2005 New Practices initiative linking an educational mentor with three voice technology projects:
Beyond Text: using your voice online
Connecting the Dots: breaking down the barriers through podcasting
Social Interaction Packs: overcoming social barriers to online learning.
The Different Voices, Different Spaces resources explore the following:
* the relationship between voice technologies and 'good educational practice'
* the educational virtues and limitations of particular voice technologies
* the place of educational mentoring.
Michael and Delia are keen to demonstrate these tools and to explore related issues with adult literacy practitioners.
Delia Bradshaw, the educational mentor for the 2005 project, has worked in a variety of roles in adult education for nearly 30 years. Her work as an adult educator is dedicated to creating a world that is more just, compassionate, harmonious and hopeful.
Michael Coghlan was part of the Beyond Text project group. Michael, an ESL teacher, is acclaimed nationally and internationally for his pioneering work in the potential of voice technologies.
A4 Where we're at with the CGEA reaccreditation
Lynne Fitzpatrick & Liz Davidson, CMM, General Studies and Further Education, Victoria University
The CGEA is being reaccredited during 2006. The presenters will outline findings from the research phase of the project. Participants in this session will have an opportunity to engage with the draft structure of the new CGEA and to look at a draft unit. The implementation process and timeline will also be outlined.
Liz Davidson and Lynne Fitzpatrick have worked in the ESL, literacy and numeracy field for many years, in a range of roles. As CMMs they have responsibility for monitoring and maintaining Victorian accredited General Studies & Further Education curriculum, including the CGEA and the ESL Framework.
B1 Second Chance Education: Koori Program at Port Phillip Prison
Geri Pancini, Kangan Batman TAFE
Indigenous Australians often have unsatisfactory or incomplete education. They deserve a second chance. For some Indigenous people this chance comes in the form of the Certificates in Learning Pathways for Aboriginal and Torres Strait Islander Peoples. This session will consider the Learning Pathways course in the context of the Education Programs offered through Kangan Batman TAFE at Port Phillip Prison.
As an example of education that can be sustainable both on the inside‚ and on the outside‚ the session will describe how the course can make an important contribution to the journey of Indigenous men reclaiming their role as family members, as community members and as leaders.
Geri Pancini has worked in Indigenous Education in both the Northern Territory and in Victoria. She currently teaches in Corrections for Kangan Batman TAFE working with Indigenous men at Port Phillip Prison and in the Koori Programs Unit at the Broadmeadows Campus.
B2 EquitE online: the blend that works. Training teachers for blended delivery
Dorothy Waterhouse, NSW AMES
There is a large group of learners, including rural and remote learners with literacy, language and learning needs, who are under represented in adoption of e-learning. This has resulted from a lack of trained teachers, and the emphasis on text based course content and communications in online courses. This presentation reports on the 2004 National Teachers‚ Skills Audit, and the 2005 Learnscope partnership project EquitE Online: the blend that works. This project trialled an online course for teachers drawn from equity areas in TAFE, NSW AMES, ACE and others, who are adapting to a blended teaching environment. The course included new and innovative ways of teaching these low literacy students online, using a range of voice technologies.
Dorothy Waterhouse is a Project Officer, Online Learning Implementation with qualifications including the Graduate Diploma in TESOL, Certificate 1V in Assessment and Workplace Training, Certificate 1V in E-Learning, and the International Computer Driving Licence. In 2003 she was awarded a NSW Quality Teaching Award and a membership of the Australian College of Educators.
Dorothy has taught adults in the ESOL area for the past 21 years for NSW AMES. In
2004 she was a Flexible Learning Leader and was the subject expert for AMES Learnscope projects in 2003 and 2004. During 2005 she provided ICT training
and managed a Partnership Learnscope project. She regularly provides training
and conference presentations across Australia focussing on free and open source resources that support communication and collaboration.
B3 Snapshots: ACFE research update
Cheryl Wilkinson , ACFE - Chair
This session will provide a snapshot of the three major ACFE Board research projects involving Circles of Professional Research Practice. Presenters will briefly outline their research and roles as Circle managers and how it might be practically applied in a very fruitful way that brings benefits to the individual practitioner, their ACE organisation and learners.
The panel of presenters will include:
• Anne Walstab and Veronica Volkoff (Uni of Melbourne) - The ACE Longitudinal study - with Circle manager Libby Barker, Curriculum Coordinator, Preston and Reservoir Adult Community Education (PRACE)
• Associate Professor Barry Golding (Uni of Ballarat) - Men's learning though ACE and community involvement in small rural towns - with Circle manager Rowena Naufal, Executive Officer, Continuing Education and Arts Centre Alexandra (CEACA)
• Jill Sanguinetti and Peter Waterhouse (Victoria University) - The ACE Experience: Pedagogies for life and employability - with Circle manager Judy Bissland, Client Service and Curriculum Development Manager, Sandybeach Community Centre
B4 Why humans dream, and why it matters
Merv Edmunds, VCAL Coordinator, Mercy Regional College
Using recent research to answer this age-old question, and describe the implications for educators and life-long learners, the presentation will explain the 'expectation fulfilment theory' and offer valuable insights into the way the sub-conscious mind influences thought and action.
Merv Edmunds is regarded as Australia's foremost practitioner using the new Human Givens approach to emotional health and clear thinking. Merv teaches psychology at Mercy Regional College.
C1 Snapshots : ACE Research update - follow on session
This follow on session will expand on the research snapshots and reporting on what a range of ACE organisations are doing as members of a Circle to apply the research findings and what they are getting out of being in a Circle with opportunity for input and questions.
C2 Adult Numeracy via New Learning Technologies: An Evaluative Framework
Gail FitzSimons, Monash University
Adult numeracy is an essential part of literacies spanning personal, community, economic, and workplace domains. Increasingly there is a tendency for materials to be delivered or supported by technological means e.g. online, CD-ROMs, etc.
Also, the technological tools themselves, when used as mathematical teaching devices (e.g. calculators, computer software packages), are themselves far from transparent.
This workshop reports on and extends a work-in-progress now reaching the final stages of an ARC-funded post-doctoral fellowship. This research has been aimed at assisting developers in the design of materials to support the learning of adult numeracy via new learning technologies. It has also sought to assist potential users, such as practitioners and individual learners, in the evaluation of these products. In this workshop we will discuss and critique aspects of an evaluative framework in its most recent version.
Gail FitzSimons was awarded an Australian Research Council Post-Doctoral Research Fellowship, 2003-2006, for a project entitled: Adult Numeracy and New Learning Technologies: An Evaluative Framework. Gail completed her PhD in 2000 at Monash University, and subsequentlypublished a revised version in 2002 entitled: What counts as mathematics? Technologies of power in adult and vocational education, through Kluwer Academic Publishers. She has also edited and contributed chapters to numerous books. She is the inaugural Chief Editor of the electronic journal Adults Learning Mathematics - An International Journal. She was also one of the guest editors for a special edition of Literacy & Numeracy Studies, as well as an
editorial panel member for the Australian Senior Mathematics Journal. Gail was a teacher of mathematics, statistics, and numeracy subjects to adult students of further and vocational education in community, industry, and institutional settings for 20 years.
C3 Learning and identity
The workshop will explore practical skills for enriching the learning experience, developing skills and specific tools for a range of content areas.
Sharon Brown is currently working for the Department of Education, teaching secondary English and HSIE, and is completing her first book, on an integrated theory of learning, lifespan development and identity.
C4 Creating a Digital Story RitHere RitNow.
Debbie Soccio, Victoria University
Have you seen a digital story but are not sure how to put one together? Using photographs and video footage of the VALBEC Conference's events, participants will work with the presenter to develop a digital story using Movie Maker 2. This will be an interactive workshop. No experience required. Enthusiasm a must!
Debbie Soccio has been working in the adult literacy field for 14 years. She is currently working in two roles, supporting flexible learning initiatives within the School of Further Education Arts and Employment Services and also as e-learning/ LearnScope staff professional development Project Manager. Her particular interests are in the field of developing language and literacy programs and flexible learning materials for students who choose to study off-campus. In 2006, Debbie's is focussing on assisting staff incorporating the use of multimedia into a range of learning programs. This includes using multimedia to document the journeys that students are taking in their own lives and in their formal learning. In particular, Debbie is interested in using the new technologies (including audio based activities in online learning and using digital stories to provide interactive multimedia materials for students.)
C5 Professional development requirements for Workplace English Language and Literacy program practitioners
John Molenaar, Manufacturing Learning Victoria and Linda Wyse, Linda Wyse and Associates
This workshop will commence with an analysis of the findings of a NCVER Research Project which explores the professional development needs of WELL practitioners and conclude with providing participants the opportunity to explore their professional development needs in the context of LLN delivery in the workplace.
The NCVER Research project report examines the extent and nature of professional development required to meet the needs of WELL program practitioners. It explores the barriers preventing the recruitment of new practitioners and proposes possible strategies to support the professional development of current and future practitioners.
The research identified that despite the expanded roles of WELL practitioners, not only as WELL practitioners within vocational education but also as consultants or managers, few professional development opportunities are available.
The skills of the WELL practitioner were found to include at least:
• An understanding of learning in the context of each workplace in which they train.
• To determine and provide LLN support required by individuals
• Integrate the LLN requirements of the workplace, of all learners and TP units of competence.
• Design of learning and assessment tools.
The research report makes recommendations on the ways of offering PD for both entry level and current practitioners with a focus on workplace environment, program management and LLN practice.
Linda Wyse and John Molenaar have been involved with the Workplace English language and Literacy Program (WELL) over the past ten years, providing professional development for WELL practitioners and developing resources to support the program delivery.
C6 Learning in ACE for adults with an intellectual disability.
Judy Buckingham, Deakin University
Adult community education (ACE) providers claim that, as part of their community development role, they act as a first step for disadvantaged learners in finding voice and social connection, as well as a way into other educational experiences.
This paper describes that part of a three year research project concerning the inclusion of adults with an intellectual disability into learning and relationships which centres on the ACE sector. It explores whether adults with an intellectual disability (especially those in the lower levels of learning) are learning, and those barriers to learning identified during the research.
This leads to an assessment of the implications which can be drawn from the research for learners with an intellectual disability, and a critique of
policy issues pertinent to both learning organisations and ACFE.
Judy Buckingham, PhD, is a Research Fellow with the EASE (Employment and Social Exclusion) Research Group at Deakin. University. She has a background in community development, disability and adult education.
D1 Meeting the needs of low level adult literacy students in a regional community
Julie Neeson & Denise Phyland, Southern Grampians Adult Education
To engage low level adult literacy students in relevant lifeskills learning SGAE has developed innovative course resources to meet the interest level of the students. The many lifestyle shows on television provide an adult interest base for students. SGAE staff have developed and trialled two course resources DIY Housing and DIY Gardening both providing a thematic approach to learning for students with a range of abilities. The resource links to Learning Outcomes in the CGEA providing not only accredited training but more importantly links to everyday life. Digital Story Telling has also been linked as resource appropriate for these themes. The resources developed provide a range of activities and ideas that can be applied to a mixed ability group of low level literacy students.
Julie Neeson - Executive Officer SGAE. Julie has worked in the adult education for over 15 years and has been involved in establishing two adult literacy programs initially in Casterton and more recently in Hamilton. In developing these programs the lack of resources and factors associated with both teaching and learning literacy in a rural community have been very evident.
Denise Phyland has worked in the adult education field for over 8 years and has been involved in supporting the developments of these course resources
D2 Apply to Learn
In this workshop Karen will present a range of easy to use and fun strategies that take into account the pedagogy of applied learning as well as explore what applied learning is. Suitable for any class room situation, applied learning strategies are 'hands on' and take into account students learning styles and modalities, to ensure that learning is grounded in real contexts, for real purposes.
Participants will also receive information about VALA, a newly formed association that supports VCAL and all other pedagogies interested to use applied learning strategies, such as the CGEA.
Karen Dymke has worked in ACE for many years and is passionate about getting adult education acknowledged for how valuable it is to both the individual and the community. Currently she divides her time between working at the CAE, consultancy and theatre work.
D3 Integrating New Literacies into the Classroom
Kerrin Pryor, UYCH
A research project framed by the New Literacy Studies was conducted to investigate the bridging of home and classroom literacies in the classroom of our youth literacy program. It was found that while students used the new literacies (such as texting, internet surfing and messenging) with functional and social ease, they did not apply any critical thinking or have a meta-language around these literacies. Most importantly, while these new literacies form a great part of young people's identities the new literacies were not valued in the classroom. This workshop explores the research and gives participants an opportunity to take back to their own classroom ideas to integrate the new literacies including 'squeeze texting'
Kerrin Pryor is Training and Education coordinator of ACFE programs at UYCH Learning centre. She also teaches Return to Study skills, communication units from the Community Services Package and adult literacy. Recently she has become very interested in the New Literacy Studies
D4 ACE bank - sharing resources
Glenda McPherson, Gippsland TAFE
Have you ever wanted some materials for your next class without having to prepare them once again all by yourself? Well look no further. At the ACE Resource Bank a generous ACE teacher has done the work for you. So instead of burning the midnight oil, just download the resource, tweak it a bit and then use it in your next class. It's as easy as that. All for free. But the success of the ACE resource bank relies on you. It is only as good as what you are prepared to give in return for taking something for yourself.
Glenda McPherson is currently working at Gippsland TAFE in the educational support area. The ACE Bank was developed when Glenda was at TAFE frontiers and it will continue to be supported until mid 2007
D5 Learning strategies and the new NRS
Philippa McLean & Katrina Lyle, CAE
The Learning Strategies macroskill of the revised National Reporting System, NRS, has been significantly enhanced to allow for a much broader coverage of student performance. Teachers and trainers want to be able to comment on the many outcomes that students obtain but are restricted by current requirements that rely on quantitative outcomes.
The new Learning Strategies macroskill has been developed to take account of current practice that needs to capture social capital, essential skills, the critical role of learner identity, learning to learn, orientation to formal learning, and the rapid rate of change and growth in knowledge. This workshop will demonstrate how the new NRS can be used to report these quality outcomes. Please note: the new NRS is currently being trialed around Australia.
Philippa McLean & Katrina Lyle are both very experienced LLN teachers, assessors and project workers at the National level. Current work on national DEST programs and projects includes: verification and professional development for LLNP; review and revision of the NRS; mapping and development of exemplar assessment tasks for major national LLN curricula to the NRS.
D6 Essay Writing - for teachers who have never taught it, to students who have never written them
Lidia Interlandi & Pauline Morrow, Kangan Batman TAFE
If you have never taught essay writing (or want to brush-up on your skills) then this workshop is for you. It is aimed at both ESL and ALBE classroom teachers who need ideas on how to teach essay writing to students who have never written essays.
This session will give participants ideas and activities on how to write and develop paragraphs into essays.
Teachers will walk away with ideas, worksheets and essay models to use in the classroom.
Lidia Interlandi began her teaching career as a primary teacher before moving into the adult sector. She has 8 years experience as an ALBE / ESL / ELICOS teacher at Kangan Batman TAFE. Over the years she has put together a range of tried and tested activities which help her teach essay writing to students.
Pauline Morrow began her teaching career as a secondary teacher in country
Victoria. She moved to the Adult Literacy and Basic Education field in the early 90s and has since set up, delivered and co-ordinated a wide variety of courses that come under the heading of Adult Literacy.
Show and Tell - Review of day
Participants will see a short digital story produced during the day and then work in groups to discuss key questions and provide feedback on particular sessions and the conference overall.
Refreshments and networking
The VALBEC committee extend an invitation to join us in the foyer for refreshments, conversation and networking.