Introduction

Becoming a flexible learning organisation requires substantial change. Like any change process, the chances of success increase when the change is planned and a change management plan for flexible learning is developed. Without a change management plan, flexible learning is unlikely to be adopted across the organisation and be restricted to a few successful projects. This paper provides some ideas on developing a flexible learning plan drawing upon the change management plans developed over the last seven years, with assistance from funding provided through the Flexible Learning Fellows and Flexible Learning Leaders projects. The plans that were developed during the projects can be accessed through the Flexible Learning Leaders website (http://flexiblelearning.net.au/leaders) by searching for leaders interested in change management.

Develop Creative Capable Staff

A major component of any flexible learning plan for any provider wanting to implement flexible learning across the organisation will be around ensuring all the staff have the knowledge and skills to implement more flexible forms of learning. This will include “professional development” programs including formal courses and workplace learning through projects focused on developing courses for specific learners. In addition, most staff engaging in flexible learning for the first time will require a range of technical and pedagogical support and it will be important to identify how best this could be provided – options identified in the last five years include central learning support units and “champions” in the local Faculty or department.

The more recently development change management plans have specifically identified strategies for sharing knowledge, including electronic communities. For example, Kirkwood (2003) refers to a “Flexible Learning Community of Practice” and the need for a “Broad based knowledge strategy”. This is important to ensure that the lessons learnt in one part of the provider are readily shared with others.

A flexible learning plan will need to consider how to engage the staff who are not yet convinced of the value of adopting flexible learning. Some staff will see that it is important but argue that it is too difficult and requires too much work to make it happen. Common strategies used to engage this group of staff include roadshows, demonstrations and newsletters emphasising the support and resources available to implement flexible learning. Another group of staff will not be convinced of the need to change any of their educational practices with the position most commonly stated as “my students come to my classroom and love what I provide”. Strategies to address the needs of this group will include newsletters and presentations in staff meetings emphasising the advantages of flexible learning to students and learners.

A flexible learning plan will also need to consider issues of work practices, staffing and industrial relations. For example, Cooloola (2003) identifies the need to “investigate and address staffing and industrial relations issues” and Kirkwood (2003) acknowledges the need for “flexible work practices”. McNickle and Cameron (2002) and Palmieri (2002) provide some additional useful reading for anyone interested in developing strategies to address these issues.

Implement Learner Support

Just as staff need support and encouragement, a flexible learning plan needs to ensure that learners are supported in the transition to flexible learning. This will include the need for student induction programs (see Robertson (2002) for an example) and the need to improve library support (see Robertson (2002) and Coloola (2003) for examples). Flexible learning centres have been identified as successful components in the implementation of flexible learning. The establishment of a flexible learning centre is typically an expensive exercise and will require that such a centre is identified as a priority in the organisation’s building and works plan.

Improve Computer Infrastructure

In developing a flexible learning plan, you will need to consider the adequacy of the computers and communications infrastructure, which varies widely across Australian Vocational Education and Training providers. In some providers, all staff have reasonable access to computers, Email and the Internet, have good technology support infrastructure, adequate bandwidth, a range of learning support tools including a Learning Management System and people who research new technologies and their educational applications. Most providers do not have these facilities and any shortfalls will need to be identified in the flexible learning plan. However, the proponents of the flexible learning plan will need to ensure that the required technical improvements are also identified in the organisation’s information technology plan.

Develop Content

The flexible learning plan will need to address how content will be obtained. Whilst most providers will engage in some content development themselves, most are finding that they need to use or to customise Toolboxes and other existing online content. Darby (2002) identifies the need to increase the ability to locally develop content whereas Cooloola (2003) includes a strategy on managing digital learning resources so that learners are able to easily access such resources. There is still a tendency in Australian VET to develop content locally but smart providers are working out ways to build on already existing content or to partner with others.

Link Flexible Learning to other strategic planning

In your organisation, it is likely that there are many strategic and business plans covering many aspects of your organisation. It is important that any flexible learning plan is not seen as an isolated additional plan. The flexible learning plan must link to the strategic plan but this usually not hard to do given that most such provider strategic plans emphasise the need to provide client focused training. It is often harder to relate it to teaching and learning plans. Robertson (2002) provides one example of achieving links between the flexible learning plan and the following Box Hill planning documents: teaching and learning service standards, 2003-2007 Strategic Plan and the 2003 Management Plan.

Conclusion

The development of flexible learning plans has been identified as important in implementing flexible learning in organisations. The plans that have been developed by past participants in the Flexible Learning Fellows and Flexible Learning Leaders project provide valuable insights into developing such a plan. Such plans will need to consider strategies for developing staff, providing learner support, improving computer infrastructure, developing content and linking with other plans. Others have learnt much about developing such plans and their learning can be accessed through the http://flexiblelearning.net.au website.

References

Cooloola Sunshine Institute of TAFE, 2003, Innovative Learning Framework 2003-2005,
http://flexiblelearning.net.au/leaders/fl_leaders/fll03/final/howes_mills_cmplan.pdf

Darby, L., 2002, Final Report, http://flexiblelearning.net.au/leaders/fl_leaders/fll02/finalreport/final_darby.pdf

Kirkwood, G., 2003, Flexible Learning: Planning whole-of-organisation change, 2004-2005, http://flexiblelearning.net.au/leaders/fl_leaders/fll03/final/kirkwood_graeme_cmplan.ppt

McNickle, C. and Cameron, N., 2002, The impact of flexible delivery on human resource practices: Survey of TAFE managers,
http://flexiblelearning.net.au/research/2002/nr2f04.pdf

Palmieri, P., 2002, The agile organisation: Case studies of the impact of flexible delivery on human resource practices in TAFE,
http://flexiblelearning.net.au/research/2002/nr2f05.pdf

Robertson, I., 2002, Final Report,
http://flexiblelearning.net.au/leaders/fl_leaders/fll02/finalreport/final_robertson.pdf