ALIA 2001 TAFE libraries conference

Stormy journey, successful arrival

Carol King

Carol is the Coordinator of e-Learn Centres for Southbank Institute of TAFE. Part of her role is to standardise the operations of the four e-Learn Centres across the Institute and investigate new product for the Centres. Carol has enjoyed a diverse career within TAFE since commencing as a Technical Teacher a number of years ago. Carol spends time researching and trialing the technology that can be used effectively in a learning process and then supports and assists educational units in implementing this technology. As a prelude to moving the e-Learn Centres into online options, Carol is currently facilitating twelve learners in two online modules.

Sue Moss

Sue Moss is a Senior Librarian at the Southbank Institute of TAFE. She is responsible for the daily operations of the College of Tourism and Hospitality (COTAH) Library/e-Learn Centre. She has worked within various TAFE libraries over a number of years after commencing in the public library sector. Currently project managing a LearnScope Project which provides teachers with the necessary skills to support on-line learning, she has witnessed the library and library staff become intrinsic components of the educational process. Sue is President of the ALIA TAFE Queensland Group.

Abstract

The Admiral's brief was to move the ship (read TAFE Institute) from the relatively calm waters of traditional teaching to those unchartered seas of a learner-centred environment.

What the Captains found were stormy waters which at times, threatened to overwhelm the venture. A voyage began, during which both officers discovered as much about themselves as they did the crew.

In accordance with various initiatives of the National Framework as well as Queensland Government policy, the Southbank Institute of TAFE is working to offer an increasing percentage of its product flexibly.

This paper describes the establishment of an integrated Library/e-Learn Centre within the College of Tourism and Hospitality (COTAH) Library and the human and physical issues to be considered in the implementation process.

Admiral's brief

Move the ship (read TAFE Institute) from the relatively calm waters of traditional teaching to those unchartered seas of a learner-centred environment

Flexible Learning for the Information Economy: A Framework for the National Collaboration in Vocational Education and Training 2000 - 2004 (ANTA, 2000), otherwise referred to as The National Framework, was endorsed by ANTA in 1999. It supports an accelerated uptake of flexible learning options. From this Framework evolved a number of initiatives at national and state levels, which align strategically. For example, within the Southbank Institute of TAFE Business Plan, which supports the Qld Government's Managing for Outcomes Framework (Queensland Treasury, 1997), and the Department of Employment, Training and Industrial Relations Corporate Plan 2000 to 2003 (DETIR, 1999), is a commitment to deliver fifteen percent of the Institute's programs flexibly by 2002 (2000:4).

To accomplish this vision, the Business Director of Intellectual Property, which consists of Libraries and e-Learn Centres, proposed, in second semester 1999, the establishment of an integrated Library/e-Learn Centre within the College of Tourism and Hospitality (COTAH) Library.

What follows is an interesting journey into the human psyche. Those charged with its establishment and operation, the COTAH Senior Librarian and e-Learn Coordinator (Captains Courageous), found the success or failure of such a venture depends upon the rightful use of human energies

Steady hands on the tiller, the ability to maintain clear vision, vigilance at all times, and a swashbuckling sense of humour, these are the qualities necessary for the Captains of the good ship Southbank Institute of TAFE, COTAH Library/e-Learn Centre

The e-Learn Centre was launched on 3rd July 2000

Captains' log book entries begin February 2000

To move forward confidently, we need to understand what has transpired previously.

• The existing Assessment Centre was supervised by a teacher
• The Assessment Centre had been set up as a dual system, that is, both a manual card system and electronic records were maintained. The computers were not networked.
• A DOS assessment system was in place. Teachers were not involved in the assessment and had limited input into assessment material. It had to be acknowledged this approach sat agreeably with many of the teachers. The assessment method required little effort or energy on their part. There may have been a few occasions, for example, in areas of subject unfamiliarity on the part of the Assessment Centre teacher, when teaching staff were asked for input.
• Students were also comfortable with the controlled classroom approach to computer assessment. As a class, they were escorted to the Computer Room by their teachers who had made class bookings at the beginning of semesters. Statistics then supplied to management gave inaccurate impressions of Teaching Contact Hours.

An unhappy crew

Self-preservation of one's working situation can threaten the launch of any initiative.

On 3rd July 2000, the COTAH e-Learn Centre was opened.

Although the e-Learn Centre was networked in September 2000, it was still running with the DOS based assessment program. There was a lack of cooperation on the part of the teacher who had been assigned the task of converting the existing DOS based system to a Windows based one. Conversion remained static until responsibility for the task was assumed by the e-Learn Coordinator at the end of 2000.

A number of human emotions contributed to the teacher's process of stalling and lack of support. These included resentment of other staff moving into a work unit which had operated in isolation of the teaching area. As well as loss of what could be seen as a management position, the teacher also faced unwelcome pressure to gain skills for the return to teaching after many years' absence. Offers to work with the new e-Learn Centre contributing expertise in on-line assessment programs were not accepted.

In the case of the teaching staff who had previously used the Assessment Centre, it was evident there was a lack of understanding of the changes in the Vocational Education and Training (VET) agenda instigating the transition to a learning-centred environment. Unfamiliarity with the VET agenda was, and still is, a major concern for such initiatives. Communication strategies to counter this problem included presentation of information sessions to all teaching teams by the e-Learn Coordinator and an e-Learn teacher.

The teacher becomes the learner in an on-line environment and this concept may prove threatening to those who have minimal technological skills. New competencies are required including on-line facilitation skills when working with learners of varying levels of interest and ability.

Some teaching staff incorrectly believed on-line learning was to replace traditional teaching absolutely. There was support for the Assessment Centre teacher who unfortunately played to this misapprehension.

Also to be considered in the transition were the students. Second and third year students who had experience of the Assessment Centre, could see no reason for the changed environment while the DOS version of the test program was still operating

The DOS based version was not networked. A student needed to sit at the same computer to test. If another student was using the required machine, either the testing student waited until the computer was free, or the current user moved to another computer. Where previously testing students used the room as a classroom, now students from all areas were using the room flexibly. Therefore, the change to an open e-Learn Centre from an assessment centre was less convenient for continuing students who were resentful of what they saw as a process of minimal or no benefit to them

Students from previous years, showed allegiance to the former Assessment Centre teacher by submitting negative student feedback on the e-Learn Centre to the Institute via Have Your Say Forms.

The first group of students to use the e-Learn Centre were apprentices, many of whom were apprehensive of notion of self direction, being more familiar with the teacher directed and managed learning environment, than one where the learner takes responsibility for his or her learning.

It was a difficult and unproductive time for those charged with the transition. Negative energies worked against the team, ground already covered needing to be revisited. Every spoken word had to be carefully considered.

A turning point came from an unexpected quarter. The two Captains Courageous met with a group of teachers who had been actively antagonist towards the concept of the Centre. It had not been possible for previous information sessions to be conducted with the entire department, resulting in different interpretations of the information presented. This meeting proved to be a two-way learning activity. The Captains came to appreciate the teachers' concerns and acknowledge that some were certainly valid ones. Solutions were offered to all issues raised by the group and brainstorming resulted in initiatives that could be instigated to simplify teachers' jobs. What had commenced as a possible angry confrontation, evolved into a cohesive unit both sides seeing their points of view acknowledged and considered, with workable outcomes of benefit to all, developed.

Once this team came over, a domino effect came into play, with teachers more accepting of the changes being implemented. Dame Nellie Melba is reported to have said, "I don't care what you say, for me or against me, but for heaven's sake say something about me" (Beilenson:14). However, while word of mouth certainly has an effect, it needs to be of the positive kind.

These positive energies rejuvenated the Captains Courageous. The momentum picked up. Teachers became more aware of the processes, databases were handed over for conversion to Windows with the Captain Courageous Coordinator coming in on her Christmas leave to ensure conversion. Loading of the databases progressed smoothly for the commencement of the new academic year.

The decision to run an untried Windows based system at the commencement of a busy new educational year was a conscious one, even though a cursory risk management process would reveal the possibly of a wide range of unexpected issues arising.

Probable risks included:

1. The Windows versions hadn't been tested in a real working environment
2. Its stability on the network had not been proven
3. The server capacity was an unknown
4. It was an access database
5. Unfamiliarity with the question content of the database and running the program live with students

Other considerations to be taken into account were:

1. Teachers and students inconvenienced by possible systemic problems, which did occur, as is the manner of Murphy's Law
2. Mentoring of the e-Learn tutors who themselves did not possess either the knowledge of the new Windows system or confidence in it. It was impracticable to provide full familiarity with the system. The old adage of learning as one works does truly apply.

In these situations, the change facilitator must be able to draw on deep reserves within themselves so they can attend to the resulting issues, all of which were successfully dealt with, not withstanding a certain level of anxiety and considerable effort.

An unexpected bonus came in the form of two e-Learn tutors who took ownership of the room and its processes. This happy state of affairs had a positive effect upon the other tutors. A workplace now exists where these two tutors mentor their fellow staff.

Captains' log of library invovlement

Other staff to be considered during the establishment of an integrated Library/e-Learn Centre were the Library staff. An experienced and competent staff, they deserved the respect of management and this meant providing information on the processes, being open and acknowledging concerns. A standing agenda item dedicated to the e-Learn Centre was established for each of the weekly Library staff meetings. This provided a forum for information sharing by management and staff and allowed the current mood of staff to be monitored.

Noise, dust, disruptions to routines, were just some of the experiences of daily working life during the e-Learn Centre construction. Sharing of tearoom, refrigerator, contributions to tea money, new faces appearing, loss of privacy. It's often the "small things" (in inverted commas) that, if ignored and left unattended, can fester and poison a process.

The Library Captain Courageous is fortunately blessed with a mature (this is said with life's experiences in mind), and thoroughly professional crew. They supported her in the bad times (and there were plenty of those early on) and joined with her to enjoy the successes (and, in balance there were more of these).

Another pleasing feature of the integration process came as e-Learn staff, that is, the Coordinator, tutors, and administrative officers, felt welcomed into this environment.

The key to the success of the e-Learn Centre, has been the Liaison Librarian. The Liaison Librarian Project is a unique initiative of the Intellectual Property unit at Southbank Institute of TAFE. It encompasses both the Libraries and the e-Learn Centres. The project was initiated to provide outcomes to assist Southbank achieve the goals and objectives of ANTA's National Framework

It involves Librarians working in partnership with teaching and educational staff to achieve the goals and objectives of the National and state VET agendas, including flexible learning strategies by assisting educational staff. (Johnson & Sullivan-Windle, 2000:4). Assistance includes:

• Implementing flexibility in learning pathways and outcomes
• Exploring the new online learning environments
• Developing learning resources, including Multimedia, IT, Internet and print
• Using new technologies, particularly web technologies
• Improving the quality and access of outcomes for clients, particularly in identified areas of disadvantage
• Integrating information and IT resources into their teaching programs
• Gaining greater access to a diverse range of information services and resources and
• Incorporating information literacy skills directly into teaching programs or products (Johnson & Sullivan-Windle, 2000:4)

The Liaison Librarians worked with the Captains Courageous to provide an awareness of the purpose of the e-Learn Centre, that is, a move from a teacher centred environment to a focus on the learner. This process means moving the teacher from a purely traditional, face to face, approach where preparation may include treading the well worn pathway to the filing cabinet where the familiar course notes are once again withdrawn. The e-Learn Centre provides an environment that offers options to complement the traditional method:

• online
• online communication tools
• learning resources accessed via networked computers
• toolboxes
• CDs
• Paper-based, self-paced learning resources
• On-the-job assessment

The involvement of the Liaison Librarians has proved a resounding success in many ways for all parties:

• Teachers already enjoyed a level of trust and confidence in their Liaison Librarians. The e-Learn Centre and its purpose gained a legitimacy for these reasons
• Students also recognised the Liaison Librarians as supportive, educational staff
• Liaison librarians were exposed to a number of new technologies and gained a greater understanding of the direction of the VET agenda

Two LearnScope projects supported by funding from ANTA, involved Librarians and e-Learn staff, facilitating work-based learning working with teachers from across the four campuses of Southbank Institute. The projects, "Online Communication" and "Weaving the Threads of Online Learning", provided continuing exposure to Library and e-Learn technologies while increasing the skill base of Southbank's teaching staff.

The Captains Courageous view the Liaison Librarian as a conduit. Information that needs to be communicated to teachers and students is disseminated by the Liaison Librarians.

Captains' Log - Captains Courageous

It is probably timely to provide an insight into the two Captains.

It is said there is nothing like adversities to draw people together or separate them forever. Fortunately in this instance, there is a bonding, mutual respect and good energy exchange. Tears have been shed, frustration shared, but the wit and humour have enabled the horizon to be kept in sight.

Open communication and being aware of each other's kinesthetic level provides a base for empathetic displays not only between us but also with the teams. A united front is demonstrated which provides a stability when the ship hits a reef or moves into a storm front.

Captains' Log Mid Year 2001

Positives are beginning to flow. Teachers are seeking out solutions in the e-Learn Centre for a range of learning options for their subjects as well as for their own self-development. Teaching staff have explored and included in their programs, communication technologies such as WebBoard to enable group discussions with their clients in the workplace. They have enthusiastically welcomed multimedia learning resources for online offerings. Applications like PowerPoint are undertaken for personal professional development.

The Captains have collaborated with teachers in an effective response to the requirements of the Australian Quality Training Framework. The Australian Quality Training Framework has some key elements for which teachers have responsibility. These are Standards 7 - Competence of Staff and Standards 8 and 9 - Assessment and Training Standards, Recognition of Prior Learning, and Learning and Delivery Strategies. Audits have identified the need for improvement in these areas. Assistance is being offered by the Liaison Librarians and e-Learn Coordinator to provide workable solutions to what is seen by teaching staff as tasks requiring massive amounts of paperwork.

A suggestion has been for the teams to have the area of Assessment as a standing agenda item at the teaching units' weekly or fortnightly meetings and the minutes of these meetings are attached to the relevant documentation. This simple action has added a humorous element to the proceedings, team members actually needing to talk to each other! After a slight shake of heads, the Captains right the tiller, take a compass reading, smile in the face of this minor detour, and continue.

Unless there are some givens in place, an initiative will fail. In the Captains' experience, the Systems Librarian has been that given. Strongly supportive, the Systems Librarian picks up and runs with what initially appears to be insurmountable odds, working at Institute level where results can be achieved. She achieves. That's all that really needs to be said.

Also essential to the success of the Library e-Learn Centre is management support. A project goes nowhere without this level of endorsement.

There is a strong philosophy in learning underpinning the e-Learn Centre. Library staff and the Systems Librarian understand this principle and can represent its best interests in any forum.

It has not been all smooth sailing. There are still the unexpected squalls. When you show your capability, you earn yourself more strikes, in this case more work. Oh, success can be tiring. However, a warning from Tammy Fraser (Beilenson, 1988:6) who says when you're on top of the world you should remember it turns over every twenty-four hours.

Bibliography

Australian National Training Authority (2000) Flexible Learning for the Information Economy: A framework for the National Collaboration in Vocational Education and Training 2000-2004, ANTA, Brisbane.

Beilenson, J.P. (ed.) (1988) Wit & Wisdom of Famous Australian Women, Peter Pauper Press, White Plains, New York.

Southbank Institute of TAFE (2000) Business Plan, Draft 2, 2001 - 2004, (2000) SBIT, Brisbane.

Department of Employment, Training and Industrial Relations (1999) Corporate Plan 1999 - 2002, DETIR, [Brisbane}.

Johnson, A. & Sullivan-Windle, B (2000) Librarians Working in Partnerships with Teaching Staff to Achieve the Flexible Learning Objectives of the National VET Agenda: Networking 2000 Presentation, Southbank Institute of TAFE, South Brisbane.

Queensland Treasury (1997) Managing for Outcomes, Queensland Treasury, [Brisbane].