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** Case Study 2: Bright Sparks Project **




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In the past, much of the electronic learning resource development in the heavy vehicle section had been left to one person. However in recent years new staff have joined the program and interest in learning and developing these resources has grown.

With them came an enthusiasm not only to provide the best learning experiences possible for their students but were not burdened by long years within TAFE relying on traditional experiences and practices. They already have useful levels of knowledge and skill in using technology although these were very limited in a teaching or learning environment.

One of the best ways to learn to do something well is to be put into a situation where you will be held accountable. For Mark Dibdin and Jason Loffler, two projects occurred at around the same time. The LTM program and the Bright Sparks project.

The Bright Sparks project is an initiative thought up by Mr Tim Jones, Educational Manager from the manufacturing program at Murray Bridge. Tim had run similar projects for the last few years where small numbers of people from different sections within a trade program were given release time to come together to share and learn from others from similar backgrounds with a common interest in developing and using technology to develop resources. Tim’s efforts included sourcing federal government funding to support this initiative. || Discussions with Tim about giving Mark and Jason an opportunity to be part of his project brought an enthusiastic and positive response. Together with members from Murray Bridge and Naracoorte, an automotive cluster was formed in which the cluster would develop electronic learning resources for six automotive competencies over a twelve month period. Tony Arrowsmith as an LTM would lead this cluster.

As stated earlier, both Mark and Jason already had some computer skills. After a brief discussion on the directions in which the resource development would evolve, arrangements were made to gain approval and purchase software packages such as an Adobe CS4 suite and Articulate Engage. This did not occur over night but did eventuate through the efforts of the LTM.

Both Mark and Jason have worked on separate competencies with a number of formal and informal gatherings with the LTM to discuss issues and progress. Often these related more to encouragement and support rather than actual training sessions. On occasion, elearning and instructional design experts were invited to share their knowledge and experiences. For both their projects, they have completed the initial developments and have been trialled with students. Feedback has been positive and improvements are being made as suggestions are considered.

The following interview has had to be recorded in two parts because the file size was too large.

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