Introduction
Julie works as an Educational Consultant for the Integrated Learning Support section of the Barrier Reef Institute of TAFE in Queensland. Her 2002 Flexible Learning Project explored pedagogical practice that is both inclusive and accessible. Her project had a specific focus on on indigenous contexts of learning.

This article summarises the outcomes of Julie's project. You can access the full resport by selecting the link at the top of this article. To find out what Julie is currently involved in, select the link at the bottom of this article entitled - 'Julie's 2003 Update'.

Professional Development Goals
• To build collaborative networks which develop inclusive practices for flexible learning

Strategies
Visits (to institutions and desert regions), conferences (national and international), coach

Outcomes
• Set a foundation to:
- Establish a national network of people to act as resources in education for Indigenous learners that includes effective flexible learning (Pathways Certificates I, II and III)
- Identify an international network of experts in flexible learning; instructional design; inclusive pedagogical theories and/or knowledge management
- Design, develop and deliver NELE (A new explicit learning/teaching model for everyone) to engage professionals in more culturally inclusive pedagogical practice
- Set up a network of experts to assist in evaluating the transferability of NELE across cultures, with the aim to deliver a presentation on this at the 10th International Conference on Learning and Research in London, 2003.

• Joined steering committee of BRIT Net Learn Community

• Continue as Chair to Strategic Product Implementation Group for Access and Equity and General Education for Queensland with a new focus on product and flexible learning

Learning & implications
Summary of learning
• Teaching/learning = one word
• Content needs to be inclusive and reflective of the identities of the users as well as mapped against real life competencies
• Inclusive language is about targeting the user
• Research is too academic and narrow, and has little inclusion of the community

Sometimes opposing foci are:
• people and technology
• tradition and contemporary
• human (knowledge is wisdom) and systematic (learning management)

NELE (New Explicit Learning/teaching for everyone) is a guide based on a Multiliteracies model where:
• knowledge is highly situated
• focus is on transferability
• learning is reflexive

Social capital is ‘those tangible substances that count for most in the daily lives of people’

• “Sex, Yum Ouch” is a CD Rom which successfully communicates health information to Indigenous people in Central Australia
• the 5 step plan implemented in Queensland identifies community training needs

Implications
• There is a place for the different use of language. Educators need to make sure it happens. (Nele would ensure
this.)

Research needs to
• incorporate all stakeholders relevant to culture and learning for it to be viable and ethical to Indigenous learners
• be owned and implemented by the instigator OR incorporate consultation into the research plan to ensure that the original intent is maintained

To maintain balance we need to:
• consider both people and technology
• consider traditional values versus contemporary demands
• be aware of what we see as knowledge in these contexts

Learning should:
• be life long and life wide going beyond the traditional notions of formal learning
• embrace community and the use of technology as a means to improve access and opportunities for developing better citizens

Social Capital Theory can help establish more effective and sustainable outcomes for everyone concerned through creating social and education cohesion

This (see last point under 'Summary of Learning') kind of development leads to more culturally appropriate ways of delivery

The future
In the next two years, VET will need to:
• Build collaborative networks to develop inclusive practices for flexible learning
• Make a place for the different use of language
• Incorporate all stakeholders in research relevant to culture and learning for it to be viable and ethical to Indigenous learners
• Consider both people and technology and traditional values versus contemporary demands and the meaning of knowledge in these contexts
• Focus on learning that will be life long and life wide going beyond the traditional notions of formal learning; and embrace community and the use of technology as a means to improve access and opportunities
• Recognise that Social Capital Theory plays a significant part in leading to more social and education cohesion
• Explore strategies such as the 5 step plan implemented in Queensland
• Recognise the new basics that are emerging where knowledge is highly situated, focus must be on transferability of skills and learning is reflexive
• Make the huge shifts from deficit models to a knowledge society
• Show that it can be done!

Julie Woodlock's Update
http://www.flexiblelearning.net.au/leaders/fl_leaders/fll02/updates/update_woodlock.pdf