Abstract
I have noted within the vocational education and training sector that practice and rhetoric don’t necessarily align. The thrust for e-learning is enormous and many resources are being attributed to online developments. The reality for the vocational education and training sector is very different. Competency based training of many of the very practical skills developed in our programs cannot effectively use online methodology for practice and assessment, despite what some may say. Additionally, in many trade areas, computer access is limited as are the skills of many staff and learners. However, technology, especially the communication tools, can be used well to assist the learning process. This paper proposes that innovation in teaching and learning is vital. It is critical that the emphasis be placed on staff’s innovative use of the available tools and educational design to focus and enhance learning, rather than the single-minded pushing of e-learning as a methodology. And what might constitute innovative vocational education and training? Some samples will be outlined.

Carol Hampton
September 2002

Introduction
To commence this discussion it is worth defining both ‘innovation’ and ‘e-learning’. The definition of ‘innovation’ provided in the ANTA publication Innovation: ideas that work, (ANTA, 2002) is provided as a useful guide to the thinking that underpins the use of innovation in this paper.

Innovation
= a new idea
= a new use of an old idea
+ adds value

‘e-learning’ was defined by the Flexible Learning Advisory Group (FLAG) in August 2001 as

a wide set of applications and processes which use all available electronic media to deliver vocational education and training. It includes computer-based learning, web-based learning, virtual classrooms and digital collaboration and uses (Strategy 2002).

While many other definitions exist, I have accepted this one for the purposes of this paper.

Innovation as an imperative

All the research and current industry trends highlight the need for innovation to be part of the culture of any viable business, and not just an add-on. Research and development units are one common innovation strategy however all staff must be urged to consider the innovations in the areas for which they may be responsible. Innovation must be a core competency, underpin the thinking of all staff and occur at a level, greater than your competitors to ensure that yours is a really successful organisation. As MacKenzie so eloquently puts it, innovation is corporate reproduction, and in today’s competitive environment innovation is no longer optional (MacKenzie, p17, Innovation and imagination at work, 2001).

Innovation is therefore seen as an investment for the future, a vital element in organisational development and a competency to be developed in all staff. The risks associated with innovation are high in many cases. The cost of no innovation is considerable in business terms, and increasingly fatal.

VET in Europe

In a report prepared by the European Commission focussing on technical education in Europe a number of reasons were highlighted as barriers to innovation. Reasons given for the inadequate technical education included teaching approaches which leave too little space for personal research, experimentation and discovery, the acquisition of key lateral skills (project work, teamwork, communication) and training in the new production environment in industry (understanding markets and demand, preparations for becoming an entrepreneur, quality research). The report further highlighted the fact that

… innovation thrives on exchange, comparison, interaction and mixing. Cross-fertilisation of ideas and personal mobility, particularly between the research world, universities and industry, are important for creating and disseminating new discoveries (European Commission, 1995, p. 25.)

I suggest that the similarities between Europe and Australia are quite close from my observations.

Change impacts on educators
The integrity of the vocational education practitioner is maintained by fully exploring and understanding new developments within the cognitive sciences and applying them to their teaching practice. This requires constant modification of approaches and reliance on the many academics who regularly espouse new or modified learning theories to underpin practice. It is essential that ongoing reflection, benchmarking and professional collaboration are ongoing features of educational practice.

Innovation is about who you are as an educator. It’s about curiosity and interest. It’s about passion and excitement. It’s about building relationships with people, content and process. It’s about building relationships between learner and teacher. It’s about stimulating the learning ability of the learner.

Marilynn Willis, Northern Territory University, November 2001

The growth of the technological infrastructure has underpinned many developments and has provided additional tools for learners and teachers. The appropriate us of these however, is an issue to be confronted. New media has provided an extensive range of options to support learning, however the acceptance and adoption rate is limited. Issues surrounding the digital divide, are a major factor for consideration within this field, and one I do not intend to outline here, despite it being a vital consideration. The informed and educationally sound application of the new technology and media however is still in its early stages of development.

Through research for my Masters in Education, I interacted with numerous focus groups of both staff and learners, and it was obvious that most people think of technology when they think of innovation, however this is limiting and not to be encouraged. Technology is but one tool to assist with innovation and it has its strong advocates and detractors. Technology does empower new solutions. It also demands new skills, new approaches and constant upgrades. Therefore, the cost associated with the development and maintenance of a robust technological infrastructure are another major consideration that must be weighed up in the cost-benefit equation. Additionally, a view that sees the use of technology as an efficiency measure and encourages consistency and this ‘McDonaldization’ of education is seen to reduce the quality of learning and this approach is strongly denounced by Ritzer.

Additionally it is worth noting the findings of the North Central Regional Education Laboratory survey that within education ‘effectiveness is not a function of the technology, but rather of the learning environment and the capability to do things one could not do otherwise’. It further highlighted that ‘technology in support of outmoded educational systems is counterproductive’. The use of technology for technology’s sake is an expensive process. However to capitalise on the value and benefits of the range of information technology and telecommunications is worthy of significant investment of both time and money. Sadly however, we see many people, applying their current knowledge, skills and approaches to technology without recognising the power, capability and possibilities of the new infrastructure. 

… when one is driving a car and it breaks down, we must diagnose the problem (the broken part) and replace it. This is what we have done in educational reform for the past 30 years. But there is increasing evidence that our educational system is not working well because of the massive changes that are occurring in society as we evolve deeper into the information age. Perhaps our car is not running because we are ten feet into a huge lake, and we need to think in terms of designing a boat, not in terms of fixing the car. This kind of systemic change effort requires a lot more planning before any workable and effective changes can be implemented.

Charles Reigeluth, et al
In Sirus-A: Navigating by the stars

The application of technology within an educational setting has many forms. The three most common being to strengthen the administrative processes associated with enrolment and record keeping, secondly in support of the learning process itself and thirdly as a communication tool. The proliferation of online learning platforms over the past decade has largely combined these functions, providing an integrated tool from the perspective of teacher/administrator. The various software developers have highlighted the benefits to the teacher and administrator, who will influence the purchasing authority. Sadly this is in stark contrast to the developments within education and not aligned with the national training framework or current learning theories where the learner is seen as the major focus as the purchaser and recipient of the service.

Client focussed VET
The focus of the transformation of the VET sector since 1996 and the introduction of the National Training Framework is based on a demand-pull as opposed to a supply-push. It is a client focussed model that is being promoted. The appropriate use of technology can support the new flexibility and responsiveness required, but all too often the practices and design of programs that adopt the newly available technological solutions place additional hurdles in the learning pathway.

The failure to adopt an integrated e-business approach by most VET institutions is another limitation especially for remote, rural or isolated learners. Additionally, the failure of organisations to recognise that geographical barriers no longer exist for many learners is another major oversight.

What is i-learning™ within VET?
Given the environment and pressures facing the VET sector, there is a real need for greater innovation to support learners and learning.  Innovative learning encompasses all the elements of sound educational practice, including educational design, delivery strategies, resourcing arrangements, educational and employment outcomes and learner focus. I assert that i-learning™ is essential in the structure of training and assessment plans, the design of learning strategies, the design and development of learning resources together with the what, when, where and how learning is facilitated. More flexible approaches to educational delivery underlie the push for more creative blended approaches to learning and assessment and a more integrated approach to meeting the learner’s needs.

Within this environment therefore, i-learning™ is more than e-learning. The resources being invested in placing current learning resources online is immense. The limited research into whether this meets a client need or is an effective or efficient means of teaching and learning is still very much open to debate.

i-learning™ takes a holistic look at both the learner and the learning. It focuses on the context, content, competencies, assessment requirements, needs of the individual learner, the learning resources available, the support systems, structures and processes available together with the strengths and weaknesses of the potential learning environments. Decisions about i-learning™ are best taken in conjunction with the key stakeholders in the learning scenario. This may be the learner and their lecturer in many cases. In other cases however it may also include an employer, supervisor, workplace assessor, union representative, Learning Centre Coordinator, Group Employment Scheme representative, industry representative, mentor and/or a family member.

i-learning™ promotes a blended approach to learning, capitalising on the features and benefits of the many and various approaches and tools available to support learning. It emphasises the unique relationship, based on trust, that is established between a learner and their learning facilitator that enables them to ensure the outputs support the expected outcomes of their learning experience and moves them toward their goal or vision. i-learning™ relies on the creativity of eductors to combine their knowledge and understanding of current educational policies, training packages, industry requirements and national frameworks together with learning theories and practice to develop customised learning solutions for learners within a realistic timeframe to meet the financial constraints demanded by the particular costing model.

Lifelong learning
i-learning™ acknowledges, respects and builds on existing knowledge, skills and experience. It does not provide RPL services simply to meet the Australian Quality Training Framework. It does not fail to provide RPL due to the regulations which limit the accounting of hours under AVETMISS. i-learning™ seeks to meet the ongoing learning needs of individuals to provide for their career aspirations or life skill requirements. The following quotes highlight the tremendous need for lifelong learning. 

A related trend can be seen in the shorter half-life of knowledge and skills. Fifity percent of an employee’s skills and knowledge become outdated in three to five years. In some sectors – Information Technology, for example – the half-life period is even shorter.

IBM in The future of e-learning: an expanding vision

In your career, knowledge is like milk. It has a shelf life stamped right on the carton. The shelf life of a degree in engineering is about 3 years. If you’re not replacing everything you know by then, your career is going to turn sour fast.

Louis Ross, Ford Motor Company, Chief Technology Officer 

The effective and highly skilled VET practitioners therefore considers the content and context for skill development, the needs of the learner, the learning environment and the whole plethora of approaches and tools at their disposal. To this end they will define an approach that engages the learners and optimise the learning outcomes for which they are responsible.

Greater consideration of the underlying learning theories must be involved in future developments. The best examples of constructivism being played out in our junior primary schools need to be studied and applied to recreate that sense of fun and wonder together with deep levels of engagement. We must replicate this in our VET learning environments.

Some examples
To conclude this paper I want to promote some of the excellent work that I have witnessed or heard about across the VET sector. These include, in the following broad areas:

Educational design

• Analysis and mapping of competencies to real workplace activities, incorporating them in the learning at the workplace resulting in the reduction in attendance patterns to compensate.
• Providing options and multiple pathways to increase learners involvement and passion.
• Holistic approach to learning using 4MAT system and/or constructivism to engage learners in an integrated approach that acknowledges their experience and builds on their knowledge and understanding.

Delivery strategies

• Blended models that take into consideration the suitable and appropriate use of the full range of tools and resources.
• Use of workplace training and simulations (and there are some great tools being developed at the moment).
• Use of Learning Centres or Access Centres in regional areas to support learners.
• Mapping course content to suitable methodology.

Resourcing arrangements

• Sponsorship and partnerships to provide funds to subsidise training, to create employment opportunities and to enable visits or work experience to establish the links to a real work environment.
• Resource sharing to save time and money and also to fast track the adoption of technology.
• Networking internationally to share resources, ideas and industry trends.
• Twinning arrangements to optimise the utilisation of limited technology.

Educational Employment outcomes

• Partnerships with employment agencies to deliver many rewards for both parties.
• Work experience placements to establish closeness to industry and possible employment.
• Mentoring arrangements with more advanced learners or discussions with course graduates to strengthen the resolve of those currently studying the program.
• Partnerships with manufacturers or enterprises to short cut material development or increase learning opportunities.

Learner focus

• Optimise the arrangements for selection, induction and support to build the relationship for lifelong education.
• Build relationships with content, context and outcomes.
• Establish strong support strategies internally and externally.
• Include all possible learner groupings, not just the traditional learners. Workers on night shift for example are a group who has traditionally missed out on learning opportunities in the workplace.

Innovative practice
In conclusion, the development of the innovation competencies is to be encouraged. It is up to our educational leaders to create the environment that draws on these inherent and learned competencies in all staff. It is critical that our organisational culture and practice ensures that networking and sharing promotes continuous improvement and innovation through step change in every corner of every VET organisation. Our ability to turn around a politically inspired competitive playing field to a collaborative and innovative VET sector that truly serves its clients is our greatest challenge and most significant goal in 2003 and beyond.

Carol Hampton
Principal Lecturer, Flexible Learning
Onkaparinga Institute of TAFE
South Australia 

September 2002