Transforming Queensland VET : Challenges and Opportunities (Volume 3)

Abstract

The volume is the third in a series that addresses change and development in the
delivery of VET programs in Queensland. The chapters address a breadth of issues that
relate to the changing landscape for teaching and learning in VET programs through
e-learning.
Organisational change is a key focus of this volume. James Waterson examines
business and pedagogical perspectives for SkillsTech Australia to create teaching and
learning environments that will enrich the learning experience for staff and students.
Kerry Emerson explores the ways in which printing teachers might change current
practices in order to deliver their training to apprentices and trainees – off-the-job, onthe-
job and online, through e-learning. The chapter by Erik Dodwell takes up issues of
user-friendly RPL interviews and the challenges to develop a model that may be applied
consistently across all industry areas using conversational interviews.
The chapters by Linda Roberston, Nina Woodrow, and Anushka Weerackody
discuss teaching and learning for specific groups of students. Linda Roberston
proposes a vision for learning support teachers in which the learner is encouraged to be
a self-directed and autonomous learner who is capable of utilising e-learning resources
and is information literate. Nina Woodrow presents a case for the diminished sense
of occupational identity by adult literacy teachers and the implications of this loss of
expertise across the VET sector. Constructive strategies for change are outlined. The
chapter by Anushka Weerackody explores ideas to enhance the practices of ESL
teachers in TAFE Queensland through an online community of practice.
The issues of on-the-job training through e-learning for various trades is considered by
Anne-Louise Johnston and the benefits and challenges for SkillsTech Australia in
developing training partnerships with industry to deliver these changes.
These papers were completed by the authors as a part of their postgraduate studies at
QUT. The views reported are those of the authors and should not be attributed to the
Queensland Department of Education and Training.
Donna Berthelsen and Lauren Vogel
Faculty of Education
Queensland University of Technology
December 2009