Monday, July 18, 2005

Coordinating Team meets to set project parameters

The Coordinating Team for the Queensland LearnScope Project, Partnering for Professionalism, met on Monday 18 August 2005 to establish the project and set parameters and timelines.

Participating members were Peter Skippington (Project Manager; representing TAFE Institutions), Shane Baker (representing TAFE in Schools), Chris Sutton (representing private providers on behalf of ACPET), Jodie McCabe (Queensland Flexible Learning Framework Coordinator) and Ron Passfield (Project Facilitator/Mentor).

The Partnering for Professionalism project is sponsored by the Department of Employment and Training and funded through LearnScope.

The initial aim is to create a number of Community of Practice networks throughout Queensland - Brisbane (3), Toowoomba, Gold Coast, Sunshine Coast, Rockhampton, Cairns - involving e-learning practitioners from the three sectors - Technical and Further Education (TAFE), Vocational Education and Training (VET) in Schools and Private Training Providers.

The project objectives are to:

  • develop collaboration, networking and partnerships between key players from TAFE Institutes, VET in schools and private registered training providers
  • facilitate professional development to enhance the skills and understanding that underpin e-learning and e-business (with particular emphasis on the learner's perspective)
  • provide an environment conducive to the development of action learning projects to support the implementation of flexible learning.
Process objectives include:

  • helping participants gain a clear view of the change context associated with the introduction of flexible learning
  • providing a safe forum for discussion and the development of small-scale action learning projects to support implementation of flexible learning
  • creating opportunities for collaboration
  • incorporating an active mentoring program to support participants in managing their own learning through the projects.
Project activities include:

  • Network creation and exchange workshops
  • Development of triads (teams of three engaged in mutual learning through site visits and resource sharing)
  • Locally based small-scale action learning projects (including cross-sector, collaborative projects)
The project will conclude with submission of a formal project report on 31 October. It is anticipated that the Communities of Practice and associated relationships will continue to flourish and develop long after formal completion of the project. The use of locally based action learning projects will extend the level of involvement beyond the people actively engaged in the Project workshops and Community of Practice Meetings.


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