Have a look at http://clcommunity.wikispaces.com/ to find out what other educators in Australia are learning about elearning and using social learning tools on the web (web 2.0)
I found the map below as a link on the clc page.

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Social learning is like digging through a haystack looking for a needle. I spent a couple of hours on youtube last night and was amazed at what people think is worth putting up on a public website. Yes there is some great social comment there, but I haven't yet learnt how to use the search engine properly to filter out all the commercial promotions, (search on `mac'), personal navel gazing, one eyed fanatics, proud parents and so on.
My current learning curve is in trying to learn to use wikispaces, blogs, photo sites and video sites to best advantage in a learning exchange environment. Next week I might even try some personal vlogging - more personal navel gazing to upload to youtube - just to see how it works of course!

Learning exchange environment - what do you think of that to describe a new model of socially engaged learning?

`Blended learning', a great catch phrase. What is it and how many examples of it are around? Could traditional learning ever have involved `blended' techniques? (Just think about Art classes, maths using cusinaire rods, visits to the zoo etc). What do we need to do for adult learners to utilise the rich environment of blended learning? So many people say to me - "Oh I tried one of those on-line courses, but I didn't finish it." When I ask "Why didn't you finish it?" I usually get responses ranging from having "lost interest", or "lacked motivation" or "it was too hard". Is the role of social learning overlooked when constructing on-line blended learning programs based on remote participation? (yes!) I know there has been research on these questions, (go to http://www.flexiblelearning.net.au/flx/go and type `social learning' into the search engine).
Perhaps the blended learning model needs to be a model of Think Global, Act Local!

On an similar note - but with reference to the tools of blended learning, have a look at
http://www.futureofthebook.org/ The project titled Sophie is fascinating.

Wow - Long time without a post! My thanks to Wendy for her kind welcome comment regarding the connected learning community, but now I feel like a traitor because I haven't been doing anything except skulking around behind the scenes every now and then.

SkillsRec is currently busy putting together some REALLY EXCITING STUFF for the coming year, both in a new Frontline Manager course for Team Leaders and in developing some new e-learning materials. We are going to see a lot of activity on the SkillsRec website and some great blended learning models involving mobile technology and good old face to face.

I'm excited about the possibilities for workforces that are employed under contract and are themselves highly mobile. Workers in highly mobile employment contracts often miss out on accredited training because the length of their contract doesn't allow them to engage in long term courses. Blended learning models integrating mobile e-learning technology and targeted workshops may well help them re-connect with an on-going program if they move from one employer to another. Do you remember when we all used to talk about using competencies to build a `passport' of skills rather than focussing just on the (Certificate) qualification? Send me your thoughts and `Watch this space!'

Misconstrued

Misconstrued
Originally uploaded by cathshadow.

I rode the Great Victorian Bike Ride 2006, in late November. I rode as a volunteer, supporting Diabetes Australia Victoria by generating awareness of the effects of diabetes for Type 1 diabetics, and promoting our Type 1 support group, HypoActive.

In the media release for the 2006/2007 budget, MP Gary Hardgrave http://www.dest.gov.au/ministers/hardgrave/budget06/bud2406.htm notes the following summary point from the Budget:
"An extra $6 million in 2005-06 to fund the National Skill Shortages Strategy. The strategy involves a partnership between the Australian Government and key industry groups working to develop solutions and models to address current and future industry skills needs in areas of critical skills needs, particularly traditional trades. Projects include streamlined approaches for recognition of existing workers’ skills, attracting new entrants to particular industries and enhancing their career paths. "
Is this having an effect? Are business's finding it easier to access the training outcomes they need?

Is there a loss of skill transmission in workforces, because of the impacts of the way in which industry groups manage work requiring low skill workforces? Am I alone in thinking that as certain tasks are outsourced from the need to maintain competitive advantage or in an effort to reduce risk, the transmission of workforce expertise and corporate history loses out? There's been plenty of research on the loss of corporate history when organisations outsource and downsize their workforces, but what is the impact on the transmission of workplace skill, when the traditional roles of master and apprentice are reduced within those organisation's workforces?

Has the movement of low skill tasks, taken away from those who traditionally practice these tasks, the first and second year apprentice and moved to a contract workforce, resulted in the loss of skill transmission from master to apprentice?

Consider a contract workforce managing work which falls outside the scope of traditional training and of union regulation of training. When that workforce is hired, there may be little requirement for applicants to have any form of qualifications. Once in the job, there is no `master' tradesperson, and the supervisor may be there mainly to see the paperwork is done. Who shows the new worker how to use their tools in the most appropriate manner for the work being undertaken, or is able to demonstrate `best practice' on the job? When the need for training is recognised, how is an `on the job' training program implemented with no skilled `master' tradespersons in the workforce to demonstrate best practice?

How do we design on the job training programs for adults who bring with them diverse work skills and cultures, and who have no `master' to follow, and who are not impressionable teenagers learning their first work skills?