Innovation is an important aspect to teaching and learning in the VET sector, and a range of workshops conducted in 2009 identified some key ways of promoting this: using networks to spread new ideas, learning to change in small degrees rather than by radical reform, and encouraging practitioners to reflect on organisational change.
This study provides an important innovation to the existing literature by explicitly attempting to measure 'cultural attachment' and its relationship with post-compulsory education and training.
In this interview, Steve Davis talks with researcher Yvonne Hillier about her report, 'Innovation in teaching and learning in vocational education and training: International perspectives'. This publication explores both the characteristics and examples of innovative teaching and learning practice internationally. It found that technologies can be used to support networks of practitioners and resource banks to foster better professional practice and help practitioners exchange ideas and resources.
This publication explores both the characteristics and examples of innovative teaching and learning practice in Australia.
This publication explores both the characteristics and examples of innovative teaching and learning practice internationally. It found that technologies can be used to support networks of practitioners and resource banks to foster better professional practice and help practitioners exchange ideas and resources. In addition, it is important for practitioners to be able to step back from their 'daily grind' to think about what they can do differently and how. They need to be supported to test out new resources and pedagogies in a culture of active experimentation.
This report describes seven essential characteristics of employment service organisations that lead to successful employment outcomes for their Indigenous clients.
An overview of research on innovative teaching and learning practice in Australia is discussed in this publication, which was based on discussions with practitioners and vocational education and training (VET) managers responsible for teaching and learning. It examines why and how people are changing their pedagogy, and with what results. It found that improvements in teaching and learning practice arise from a perceived need to change. The imperatives to change are usually locally based and their success is dependent on a commitment by all those supporting the learner. Practice is best shared through effective mentoring and by using networks effectively.
This overview of research into innovative teaching and learning practice internationally found that technologies can be used to support networks of practitioners and resource banks to foster better professional practice and help practitioners exchange ideas and resources. In addition, it is important for practitioners to be able to step back from their 'daily grind' to think about what they can do differently and how. They need to be supported to test out new resources and pedagogies in a culture of active experimentation.