1. TAFE NSW International Centre for VET Teaching and Learning Welcome Café Conversations on workplace learning in the context of VET pedagogy. Ph 02 9244 5111  Fax 02 9244 5925  Email icvet@tafensw.edu.au Level 4, 1 Oxford Street, DARLINGHURST NSW 2010 TAFE NSW Teaching and Learning Colloquium Networking and sharing our strengths in teaching and learning www.icvet.edu.au

2. VET Pedagogy Different Learners, Different Contexts Lynne Stallard Sources of data 1TAFE NSW Teacher interviews 2003-2005 2ICVET Research and Literature Reviews in VET Pedagogy and Emerging Practices in Workplace Learning 2003-6 3NCVER, DEST, Australian Flexible Learning Framework, VET publications www.icvet.edu.au Ph 02 9244 5111  Fax 02 9244 5925  Email icvet@tafensw.edu.au Level 4, 1 Oxford Street, DARLINGHURST NSW 2010 TAFE NSW International Centre for VET Teaching and Learning

3. ‘Pedagogy’ means ‘the art and science of teaching’. It implies: A learning context (which also has its own particular chacteristics) Cognitive processes = 'learning styles' Developmental characteristics Culture-based characteristics Learners (each with particular characteristics) Pedagogy – Learning in a context

4. TAFE NSW International Centre for VET Teaching and Learning Pedagogy in VET is now more about  Identifying educational theory in practice  Complex learners and their needs  Multiple contexts – institutional, online, workplace, community, cross cultural  Role of teacher as learning facilitator in a varying sized group and one to one

5. TAFE NSW International Centre for VET Teaching and Learning VET Pedagogy BEFORENOW

6. TAFE NSW International Centre for VET Teaching and Learning VET Pedagogy BEFORENOW VenueInstitution Not only ‘institution’, but also… …workplace (and online and…)

7. TAFE NSW International Centre for VET Teaching and Learning VET Pedagogy BEFORENOW VenueInstitution Not only ‘institution’, but also… …workplace (and online and…) FocusCultivating the whole person Not only ‘cultivating the whole person’, but also… …in the workplace, cultivating current vocational skills and employability skills and problem-solving and emotional intelligence and…

8. TAFE NSW International Centre for VET Teaching and Learning VET Pedagogy BEFORENOW VenueInstitution Not only ‘institution’, but also… …workplace (and online and…) FocusCultivating the whole person Not only ‘cultivating the whole person’, but also… …in the workplace, cultivating current vocational skills and employability skills and problem-solving and emotional intelligence and… Teacher requirement Knowledge and skill & how to teach Not only ‘knowledge and skill & how to teach’, but also… …in the workplace, working across the workplace-TAFE boundary and employee relations and handling workplace politics and gaining credibility and…

9. TAFE NSW International Centre for VET Teaching and Learning  Give learners more opportunity to practice  Improve the quality of feedback ( accurate and on time)  Encourage transfer of training by making sure the training environment honours the characteristics of the operational environment  Assist learners to know when to make a transition between the two modes of knowledge (implicit and explicit) Workplace learning – key ways to improve use of implicit knowledge…

10. TAFE NSW International Centre for VET Teaching and Learning “If you're going to work in a trade like fitting and machining or welding and metal fabrication then you're going to be a knowledge worker... I want these students to understand that they are important, that trade skills are very important to our society, and to build their self respect.” Cliff Trood 2005,Teacher North Coast Institute TAFE NSW Workplace Learning

11. TAFE NSW International Centre for VET Teaching and Learning “Given that we are assessing about ‘competent performance in the workplace’ according to the Training Packages, we need to make more use of evidence from workplaces of actual performance.” Ken Fraser 2003,Teacher “Workplaces and educational institutions merely represent different instances of social practices in which learning occurs through participation.” Stephen Billett 2001, Researcher Workplace Learning

12. TAFE NSW International Centre for VET Teaching and Learning Partnerships with Industry – more than a training solution …It’s really about workforce development “A very one dimensional view of an RTO-Industry Partnership is that the RTO offers training to the Industry. And RTO-Industry Partnership is about join ownership, its about sharing, its about jointly contributing.” Malcolm Goff, Challenger TAFE, 2005 Training Agenda  More emphasis on developing relationships  More negotiation skills for all concerned  Less teaching, more quality assurance (of workplace trainer)  More dual development of workforces - industry and ours

13. TAFE NSW International Centre for VET Teaching and Learning  How different people are  How to get people to do things that you want done  Who has real power in the organisation  How to handle sensitive information  How to protect one’s workmates  Factors outside the organisation which impact on what happens Workplace Learning – What are Teachers and Research telling us? There are skills that industry needs which are not always in the training package, such as: To do well in modern workplaces, non- technical skills can matter more than technical skills. TAFE teachers certainly can and do help students with non- technical learning, but there’s a limit to how much they can do so.

14. TAFE NSW International Centre for VET Teaching and Learning “Workplaces and educational institutions merely represent different instances of social practices in which learning occurs through participation.” Stephen Billett, 2001, Researcher Workplaces do not offer equal opportunities to Learn; differences in status and cliques within work placement are among factors that affect opportunity. Tacit knowledge maybe as important as articulated knowledge in people’s work and it is hard for VET practitioners to gather and pass it on. ICVET VET Pedagogy Literature Review 2006 Apprenticeships in modern industries may not simply be able to replicate traditional apprenticeships because there are not the same traditions associated with the newer occupation. Workplace Learning – What are Teachers and Research telling us?