Case+Study

=Interactive Scaffold Training =

Executive Summary
Scaffolding is one of the most dangerous areas on any site. This project will improve training which will assist in accident and injury prevention in line with Occupational Health & Safety procedures and Australian Scaffolding Standards.

The project outputs include engaging, multi media rich, interactive training tools that will be used in a blended delivery model offering an alternative to the print-based school model used currently. Competencies for two units from the CPC08: Construction, Plumbing and Services Integrated Framework Training Package have been addressed in the safe erection and dismantling of scaffolding. There is no current e-learning provision for this training.

An instructional video shot on a genuine construction site captures authentic scaffolding erection and dismantling procedures. A simulated interactive scaffold resource coincides with the video providing learners with the opportunity to practice scaffolding procedures prior to attempting the physical task in the following stages:
 * plan to erect scaffolding
 * monitor scaffolding
 * dismantle scaffolding.

This project has provided a better model in terms of learning for students who have grown up in a digital culture, a model which also has a more sustainable approach for the future.

Project Manager Sean Crane explains the need for the development of these resources, and the overall benefits this project will have on apprentices in the construction trade.

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Benefits

 * networking and knowledge sharing within our organisation and beyond
 * review of practices and Australian Standards as a consequence
 * a truly customised resource available for teachers and students.

This blog provides an anecdotal record of the development of the project recording milestones reached and meeting outcomes. The blog is accessible to all team members for comment on posts. Project Blog

Lessons learnt
The story boarding and actual video shoot were not as related as they could be. The accuracy of the previously planned storyboard was not reflected during the actual video shoot. The timing could have been improved with more pauses and planning and discussion onsite section by section. An additional day for filming would have been advantageous.
 * Video Production:**

In retrospect getting it right the first time could have been achieved more effectively if one person with expert knowledge had been nominated as an observer during the shoot, to provide feedback on the fly.


 * Learning Object**:

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A more structured process in the development of the learning object may have prevented the need for numerous adjustments and corrections. Initial agreement on issues of best practice, industry practice and Australian Standards methods would have provided greater consistency.

Reflections

 * ** "Where can we buy it?" ** was the call from major industry partners. A fantastic learning resource created in a sustainable format to benefit construction apprentices.
 * A wider network of communication regarding the project may have been a benefit to those not directly involved, promoting awareness and giving opportunity for additional feedback. This could have been achieved by perhaps creating a core mailing list for the project team and an extended mailing list to the entire industry skill group within the organisation.
 * Potential recognised to apply similar outcomes and outputs to other skilled areas such as dogging and rigging.

Framework connection
The national training system’s e-learning strategy, the Australian Flexible Learning Framework funds and supports E-learning Innovations projects which aim to embed e-learning into the national training system by supporting and enabling innovation in training design and delivery, at the state and territory level.

This project has developed an e-learning resource that allows students to complete their studies online or in the workplace. The benefit for the organization is our ability to demonstrate a flexible and responsive approach to training delivery. The use of technologies in delivery strategies demonstrate; commitment to encourage innovation as an integral part of our work in developing the skills of students; an increased capability to respond to a variety of learning needs providing a model for further resource development in other licensed skills areas.

The project outputs will ensure that learners are provided with the most current information utilising an engaging model of delivery to respond to the need for high quality training. The implementation of e-learning in this license skills area demonstrates the organisation's commitment to encourage innovation as an integral part of our work in developing the skills of students.  In engaging in this E-learning Innovations project, the following Framework products and resources were utilised:
 * VET e-learning content development guidelines
 * Tas E-Learning Innovations wiki
 * Copyright Kitchen.

Acknowledgement
This is a Tasmanian E-learning Innovations project output, developed by the Skills Institute and Sprout Labs, with seed funding from the Framework.

For more information
For more information on the Australian Flexible Learning Framework: Phone: 07 3307 4700 Email: enquiries@flexiblelearning.net.au Website: flexiblelearning.net.au