Team Profile

Project Name: Passport to Assessment for Learning

‍Public Contact Details

Name Peter Rutherford
Role in the project: Project Manager
Email: peter.rutherford@deta.qld.gov.au
Phone: (07) 3259 9048 or 0408 064 125

Other team members:

Matt Young
Matt Douglas
Dan Hausin

Showcase presentation:



https://www.dropbox.com/s/8pwh6wu1jdvsw02/Passport%20to%20Assess%204%20Learning.ppt



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Project Profile:

‍What is the problem or opportunity you are addressing in this project?

This online Passport to Assessment for Learning package uses an innovative scenario-based assessment task where high speed broadband will prove its value in the effective delivery of the product and the return of learner responses.

We aim to deliver high resolution audio visual stimuli in real-time to replicate workplace situations involving cultural conflict the learner is likely to face as an employee within the tourism industry.

The learner is required to demonstrate they have the knowledge and skills to recognise issues with a cultural basis and act to resolve those issues. When the learner has viewed each segment of the video, they have 30 seconds to prepare and deliver their oral responses to the virtual client. Direct recording of the responses to a server within the strict time limit replicate the high pressure situation where an employee needs to think quickly and respond immediately to a client.

‍Who are the learners and how will they benefit from this project?

Australia, and Queensland in particular, relies heavily upon the tourism industry to generate wealth. In 2010, international visitors contributed $3 780 million dollars to the Queensland economy. With approximately 2 000 000 international visitors to Queensland per year, it is essential that training organisations provide the industry with graduates well-versed in meeting the needs of people from different cultures.

Employers in the tourism industry seek well-trained, skilled employees with a high level of communication skills. Tourism as a service industry is a people industry, and staff need to be able to deal successfully with people from diverse social and cultural backgrounds. It is critical that industry employees communicate respectfully and with a high level of understanding to meet the cultural needs of their clients.

This project seeks to initially target Certificate III Tourism students who are typically young school leavers who commonly are not very worldly and have little personal travel experience. They are largely unfamiliar with travel in a foreign country and the difficulties international clients may face while travelling in Australia due to cultural misunderstandings and the conflict that may arise.

This product recognises that students come with a range of pre-existing knowledge and skills. The capacity for students to view the assessment task on commencement of the unit enables the learner to identify the knowledge and skills they need to be able to complete the assessment task successfully. The Self-assessment review tool with its ‘traffic light’ system, empowers the learner to determine their own learning pathway based on the knowledge they need to attain

This learning through assessment package seeks to raise awareness of cultural differences and develop communication skills to make the learner a more skilled and effective prospective employee of the tourism industry.

‍How are you currently delivering this training? (ie prior to the project)

Assessment for learning of this nature might be typically carried out by:
  • a teacher conducting role play with their students
  • use of objective question tests
  • written responses to questions

How will your project demonstrate the power of broadband to enhance outcomes for learners?



‍Please list 5 key words (comma separated) that people can use to find your project

passport, assessment, learning, tourism, culture,

Monthly Project Update

please complete one or two paragraphs each month to provide an update of your project
Date
Project Update
January 2012
  • Identified specific tasks required of SME for progression of project.
  • Met with Services VETU EBM to secure SME for appointment to project
  • Cemented partnership with Barrier Reef Institute of TAFE for NBN enabled trial. Will trial with Customer Services statf - provides learning experience for staff and they can also validate authenticity of stimuli from their own work experiences.This agreemnent has caused development of learning content to move from a secondary consideration to a primary, equal to the development of the assessment task and technology.
  • Met with AV Manager to scope stimuli scenarios - discussed locations, actors, scripting, production.
  • Explored technical solution with ICT Ops Team Leader.
  • Project team decimated by VSPs, leave and departures.
  • Preparation of content for QVDC eAssessment Program 2012 Case Study.
February 2012
  • Met with remaining project team to investigate deliverables.
  • Resolved copyright and IP concerns through meeting with Yvonne and Lye.
  • Awaiting response from VETU EBM re SME.
  • Harvesting learning content and interactives.
  • Met with ICT Ops Team Leader and Learning Technologies Advisor to nail down technical solution - strategy proposed earlier found to be not viable. Learning Technologies Advisor to pursue another possible solution - Wowza.
  • Graphic Designer has commenced progressing a more integrated design for the appearance of learning content.
  • Learning Technologies Advisor has commenced moving learning content to product and re-working interactives as required.
March 2012
  • Follow up email after meeting re Unisys tool development
  • Met with BNIT Customer Services team to propose using their team as trial participants for institute delivery and accessing of product in home environment of non-NBN enabled area.
  • Request to ICT Platforms and Services re: costing and capability of building a tool to deliver video scenarios and collect data
  • Draft of media release provided
  • Follow up email to BNIT CSC after meeting with proposed paln for implementation
  • Media provided for QVDC case study
  • No SME available - looking into unsolicited resumes through HR
  • Dan reworking prototype video for case study release
  • Matt D seeking images for learning content
April 2012
  • Script for Hindu diner re-worked
  • Project half-way meeting with Lih. Message; focus on assessment piece for project promary goal.
  • Few days work from re-deployment teacher to look at meeting performance criteria
  • Casting and screen-test of Hindu diner
  • Re-worked version of dev site
  • Resolving conflict content completed
  • Course established in LMS
  • Recommendation for BR to create their own course and link to BNI course - then BR can create their own group andf manage it themselves.
  • Unisys requested more information on requirements.
May 2012
  • Proposed dates for BR trial. Raised issue of lack of availability of NBN for trial participants from BR
  • Organised for BNIT trial participants from Learning Hubs - names added to group
  • Shooting of HD video scenario at Polaris Restaurant
  • Correspondence with Paul from Unisys re Unisys capability to develop tool
  • interactives and aesthatics of learning content completed
  • Self-assessement review tools completed
  • ICT Initiatives Team investigating media server, hardware and software
  • Matt achieved capture, recording and teacher playback of student reponses
  • testing of assessment capture, playback and recording for teacher evaluation
  • Video editing completed and uploaded
  • Full screen facility added
  • BNIT participants successfully completed trial of assessment item and completed pre and post trial survey forms
  • Copyright and acknowledgement to TN added
  • End of project showcase presentation prepared
*
June 2012