Program and sessions
(Subject to change without notice)
Living Black • SBS TV program
The remote Aboriginal community of Wilcannia in western NSW hosted the first successful Australian pilot of the Cuban-designed Yes I Can mass adult literacy campaign model. Featured on SBS recently, the model is the subject of Bob Boughton's keynote address at the VALBEC Conference.
8.15 am Registration
9.00am Welcome
9.30am Keynote
Mass literacy campaigns: A 'Pedagogy of hope'?
Bob Boughton, University of New England, Armidale, NSW
10.15 Morning Tea
11.00 • Group A - choose 1 of 4 (60 minutes)
Robert Millar, Wimmera Hub
Contributing to a new awareness and appreciation of indigenous issues and achievements within our community, The Deadly Ute Project brought together key players in the local community development, health, training and education sectors, to create opportunities for indigenous youth. Participants were mostly secondary school aged students and were introduced to a range of experiences in Automotive, Multimedia, Communication and Business in an adult learning environment. Key partnerships working together included; Goolum Goolum Aboriginal Cooperative, the Local Aboriginal Education Consultative Group, the University of Ballarat and Wimmera HUB. The project has created a series of good news stories and has been widely supported by the local media (newspapers: Weekly Advertiser and the Wimmera Mail Times and local radio: Triple H and ABC). The Project has also been recognised in a range of more widespread media outlets: SBS, WIN and ABC television, Koori radio and television.
Robert Millar has worked as a youth worker in the Wimmera region since 2002, managing Out of Home Care, Residential Care and Youth Housing services, before turning his hand to teaching and community project management at the beginning of 2011. He has never looked back and during this time has coordinated several projects including the multiple award winning Deadly Ute Project, Work Ready Program, Deadly Documentaries, The Healing Project, 'Look I'm In Control' and many re-engagement programs supported by leading local agencies. Many of these programs have been technology based, and engaged students through the use of technology and social media. Robert takes a person centred approach to project management and teaching whilst trying to improve outcomes amongst the wider community, and in particular youth and the Indigenous community. Robert has been an integral part of winning the 2011 Deadlys Award for Outstanding achievement in Education, the 2011 and 2012 Learn Local Koorie award and a finalist in the 2011 and winner in 2012 of the Wurreker award. Robert was also a finalist in the Teacher/ Trainer award at the 2012 Wurreker awards and in 2013 was awarded a Teaching fellowship through the VET Development Centre to undertake a Diploma of Vocation Education and Training.
A2 EmployabiLit- e: Embedding e-literacy into pre-vocational skills development
Josie Rose, CAE
This presentation will outline how CAE engaged with a range of partners to develop a highly personalised computer skills course for some of the most marginalised members of our society. It will trace the development of the project and the aims and outcomes achieved.
Josie Rose is the Team Leader Delivery Innvoation at CAE. She manages aJosie Rose is the Team Leader Delivery Innvoation at CAE. She manages a busy independent learning centre where CAE students can come to work on individual assignments or access computer literacy classes.
A3 Presenting scientific training in a low-literacy friendly format
Jude Alexander, Country Fire Authority (CFA)
The Country Fire Authority's ability to successfully manage grassfire relies on data collected by volunteer observers. Volunteers are trained to collect and input data into the CFA system. Training needs to be designed to accommodate a wide range of LLN ability. Making volunteer training inclusive of a diverse population has many benefits, including collecting better quality data, encouraging scientific participation and broadening understanding of bushfire science. The Country Fire Authority Grassland Curing Project has been running since 2010, with the objective of optimising prediction of grassland fire in Victoria. CFA rural volunteer observers have provided data on grassland since the early 1980s. When designing training for these volunteers in collecting scientific bushfire data, advice from regional staff was that any training must be low-literacy friendly. Training was developed as a powerpoint presentation using low-literacy friendly features such as video, pictures, white space and minimal written assessment, and is now expanding into online video-based training.
Jude Alexander works in grassfire research for the Country Fire Authority, specialising in training. She has experience delivering literacy training to disabled and general adult populations, along with industrial skills training. Jude originally qualified as a structural geologist and worked in gold mines, followed by work in soils and landscape analysis, before moving into grassfire research.
Tina Berghella, Oggi Consulting and John Molenaar, Manufacturing Learning Victoria (MLV)
Providing insights into the capacity of the vocational education and training workforce in relation to addressing workplace numeracy skills needs, with a focus on the process manufacturing industries, is the main purpose of this NCVER funded research report. The first of its kind in Australia, this small study raises questions and highlights areas of limited understanding needing further research. This report is important because numeracy skills are a key driver of economic growth and yet nearly eight million Australian adults lack the numeracy skills needed for everyday life and work purposes. The vocational education and training sector is one part of the solution, but it is acknowledged that the vocational education and training workforce may be limited by its own skills gaps and skills shortages. Based on the findings, it appears that there may be a mismatch between the understandings, qualifications, skills and experience of VET practitioners and what is needed to address workplace numeracy skills.
Tina Berghella, Director, Oggi Consulting Pty Ltd, has a background in manufacturing and project management. Tina has worked on a range of WELL funded strategic, resource and training projects, and has a particular interest in workplace numeracy. She is an ISC QA Panel member and a WELL QA Panel member.
John Molenaar, Director, Manufacturing Learning Victoria (MLV), has managed a number of WELL related projects including WELL brokerage projects, the development of case studies, professional development resources and the management of an NCVER research project, 'The professional development requirements of Workplace English Language and Literacy Program Practitioners'.
12.05 pm • Group B - choose 1 of 5 (60 minutes)
B1 Youthworx Media: Creating an engaging teaching and learning space for highly marginalized young people - where do we start?
Jon Staley, Youthworx and Ann Haynes, NMIT
Youthworx uses creative media to engage extremely marginalised, disadvantaged young people, in a process of participation and development that seeks to reconnect them to society. This presentation will discuss the 'life change' model underpinning Youthworx and look at the key principles that have created an engaging teaching and learning space for young people who are homeless or at risk of homelessness. Built on the basis of a solid cross-sectoral partnership model (NMIT Tafe, Youth Development Australia, SYN Media, Salvation Army, and Swinburne University) Youthworx delivers high level accredited creative media training with tailored welfare and housing support, has strong links with industry and education, and a pathway into a media production social enterprise that employs graduates of the training.
This workshop will be broken into two parts. In the first section the presenters will give an overview of the challenges and opportunities associated with setting up Youthworx from scratch - from a grimy empty space to a thriving hub of activity and discuss the importance/possibilities of the partnership model. This will then be followed by a facilitated discussion and participant centered workshop that explores the key principles required to work effectively with 'at risk' young people.
Jon Staley has helped to establish Youthworx from scratch over the past 5 years, building on the partnership model to help establish a thriving organisation with a range of innovative programs designed to work with marginalised young people. Jon came to Youthworx with a background in education, theatre and film and has a longstanding passion and commitment to working with at risk‚ and marginalized youth on creative arts and media based projects. From 1998 to 2002 Jon taught Drama, English and Media and was Performing Arts Coordinator at Northland Secondary College in Preston. Between 2002 and 2007 Jon taught part time in Youth programs with NMIT TAFE while also working on a range of film, theatre and education projects for Golden Seahorse Productions alongside indigenous film maker Richard Frankland.
Ann Haynes has worked in many areas of education including the Adult Literacy field and she has been on the VALBEC Committee for a number of years. Most recently she has been Head of the Youth Unit at NMIT. She assisted in the trialling and implementation of VCAL at NMIT and throughout the State. As Head of the Youth Unit she has also worked extensively with disengaged young people and newly arrived migrant and refugee young people. Through work with young people with difficult backgrounds she has helped to set up community partnerships that have resulted in innovative programs that respond to young people's needs and promote re-engagement with education.
B2 The Foundation Skills Training Package in practice
Anita Roberts, Innovation & Business Skills Australia (IBSA)
The introduction of the Foundation Skills Training Package is an opportunity for practitioners to reflect on how LLN programs are contextualised for vocational purposes and to consider new approaches to delivery and assessment. This workshop will examine how units and qualifications from the Foundation Skills Training Package may be used in LLN programs and explore ways for LLN practitioners to work with vocational practitioners to design and deliver contextualised learning programs. Participants will be shown resources that are available to assist the implementation of the Foundation Skills Training Package and provide input to further resources that need to be developed.
Anita Roberts has worked within the vocational education and training system at the national level since 1995 and has extensive experience in language, literacy and numeracy (LLN) policy in the VET sector. She has co-ordinated a variety of LLN projects and authored a number of reports and publications on behalf of Industry Skills Councils. Anita has worked closely with Innovation and Business Skills Australia (IBSA) most recently as the project co-ordinator for IBSA development of the Foundation Skills Training Package. Anita is also a member of the Victorian State Advisory Committee for the Workplace English Language and Literacy (WELL) program.
B3 Learning: the first Core Skill
Jennifer K Miles, Monash University
Our ability to engage in learning is deeply influenced by our life experiences and by the family, cultural, economic and social environments in which we reside. Jennifer's work with VET practitioners looks at the conditions and resultant internal schemas that contribute to the creation of self-identity, and to our sense of what achievement is perceived as possible for us in life. This knowing we hold of ourselves and our own experiences of learning becomes the foundations on which our notions of success as a learner are built. If we as teachers are facilitating the learning of others, we need to begin with understanding our own experiences and influences as a learner. This workshop will explore learning and the construction of identity as it relates to the Australian Core Skills Framework (ACSF). Participants are encouraged to draw on their own experiences as we engage in critical conversations around Learning: the first Core Skill.
Jennifer K Miles has worked over many years to facilitate the ongoing learning and professional development of VET practitioners in Victoria. Founding her practice in critical pedagogy and transformative learning, her current PhD research interests focus on investigating the construction and transformation of teacher identity. It builds on the work of her Masters related to storytelling as a tool to support transforming perspectives of self and environment.
B4 'Building Strength with Numeracy' numeracy resource showcase
Beth Marr, Numeracy Consultant
The new resource 'Building Strength with Numeracy' is a combination of revamped 'classics' and newly written material presented in a series of pdf files which are available for teachers to download from the VALBEC website. This numeracy resource has been developed during 2012 through funding from the ACFE board. Building on existing resources and after a survey of numeracy practitioners, Beth and her team have begun developing a range of numeracy resources. This will be an opportunity to participate in some activities as well as to walk through the resources and provide feedback to improve and further expand them.
Beth Marr has worked in adult numeracy over several decades. More recently she has conducted numeracy training in Timor-Leste. When she can make time she likes to travel, but is drawn back to numeracy work and inspiring a new generation of numeracy teachers.
B5 Blended Learning & Language programs at Kangan Institute
Maria Juj and Haidi Shehab, Kangan Institute
MyKangan, utilising the Learning Management System (LMS), Moodle is a major component of the roll out of Kangan Institute's blended learning strategy. This case study of blended learning in the Language Studies department, particularly with the Certificates in spoken and written English. Using the LMS (Moodle) will show how students are introduced to course information hubs where handbooks, timetables and excursion forms are readily available online. The LMS is used by learners on campus, off campus and on mobile devices. Teaching and learning approaches that combines face to face with the LMS, introduce video content, collaborative activities and formative assessment will be showcased. Some key points of the implementation include users' digital literacy, teacher anxiety, mainly relating to change, adaptation of content to suit an online environment and introducing collaborative activities to students.
Maria Juj, Senior Blended Learning Leader at Kangan Institute, working primarily in the Community Youth and Health Group. Maria works closely with teaching staff to build capability in blended learning and the increased usage of the LMS (Moodle) to support learners' need for flexibility and engaging learning experiences.
Haidi Shehab, ESL teacher on CSWE levels 1, 2 and 3. Facilitated the first ESL course in Moodle the platform for blended learning at Kangan Institute. Extensive teaching experience in the primary and VET sector.
1.10pm • Lunch, displays, networking
2.05pm • Group C - choose 1 of 5 (60 minutes)
Nadia Casarotto and Cheryl Bartolo, CMM General Studies and Further Education
The CGEA was reaccredited in 2013. This session will provide an overview of the key changes resulting from the reaccreditation. Points of focus will include the explicit inclusion of digital literacy in the engage and create units and discussion about an integrated assessment approach.
Nadia Casarotto and Cheryl Bartolo are the Curriculum Maintenance Managers for the General Studies and Further Education sector. They have a broad knowledge and understanding of curriculum and training package development and implementation and experience in developing delivery and assessment materials for curriculum and training packages. They have recently worked on the reaccreditation of the Certificates in General Education for Adults.
C2 Building capacity to deliver Foundation Skills in diverse worlds
Ann Leske, TAFENSW Riverina Institute
Sharing the recorded perspectives of vocational teachers as they emerge as LLN teachers, this presentation will focus on experiences and observations gained through mentoring and teaching vocation, LLN teachers and workplace staff to extend their knowledge of language literacy and numeracy skills development. The strategies that will be discussed are relevant to those advocated in the National Foundation Skills Strategy for Adults and draws on observations from delivering LLN units of competency from the IBSA TAELLN401A and the Graduate Certificate course.
Ann Leske has been an Adult Literacy teacher at TAFENSW Riverina Institute for 15 years. She has demonstrated commitment to creating innovative partnerships to engage the disengaged. Her professional achievements reflect a deep belief in the value of an adult literacy practitioner. Ann's research project:Blind Date:an exploration of potential partnerships between literacy teachers and community service workers (NCVER, 2010) underpins her current interest in building LLN capacity with a desire to ignite the LLN passion.
C3 Using Digital Storytelling with Literacy/ESL learners to enhance their writing
Jeanne Solity, Deakin University
Widely used Communicative Language Teaching (CLT) approaches are criticised as homogenising and neutralising learners‚ gender and cultural identity, in one size fits all curriculums. Writing often poses major problems for Literacy/ESL learners who come from complex linguistic, cultural and gender backgrounds. These learners‚ can face significant barriers, often having little knowledge of Western writing traditions and alphabets. Canadian educators have recently classified this group as Literacy/ESL learners‚ to allow for more specific training for this group. In seeking to explore solutions to this problem, this workshop will explore Jeanne's current doctoral research which examines how Digital Storytelling might be used to teach writing for this group. Digital Storytelling, whilst effectively used in school education to teach writing from oral storytelling, is relatively unexplored in adult ESL and Literacy teaching programs.
Jeanne Solity's research over three decades has focused on recording women learners' lived experiences reflected in their oral stories, to develop Literacy and Second Language writing. More recently, her Doctoral Thesis at Deakin University explores how Digital Storytelling might be employed to assist Literacy/ESL learners from complex social, cultural and linguistic backgrounds, to develop their writing. She has innovated and established a number of literacy projects in London and Australia. As Australian Project manager and initiator of the Making a Difference National gender and literacy Curriculum Project, she produced three texts for teachers titled The Gender Language and Power, (2000) series. In 1998 she established Penoestra Publications, to publish these texts and compilations of stories by working women about current social issues.
C4 Volunteer work to enhance employability skills
Melanie Fattore and Christina Murphy, Victoria University
Improving the employability skills of students is an integral component of Victoria University's ESL courses. As part of the unit VBQU 118 Conduct a project with guidance, a CSWE 11 class at the St Albans campus participated in voluntary work in an English speaking workplace in 2012. This presentation will reflect on how the program assists students with career planning and pathways as well as employment opportunities. For many students this is their first foray into the Australian workplace. There were oracy assessments and other tasks related to this program to assist students in their work roles. This year the program will be expanded to take in students at both the Cert 111 and 1V ESL Access levels.
Melanie Fattore, Coordinator Cert IV in ESL Access, VU, started her teaching career at the Koorie Open Door Education school in Glenroy. She spent one year teaching ESL in Japan and on return to Australia, she taught ESL for Community West.
Christina Murphy, ESL teacher, VU, has worked as a Primary school teacher for most of her teaching career, doing Co-ordination work and managing off campus programs. She was awarded an accelerated teaching award called the Advanced Skills teacher level 3 while in the primary sector. She has travelled and taught overseas and for past 13 years worked in the adult sector as an ESL teacher.
C5 Hands-on digital literacies: BYOD ( Bring Your Own Device)
Michael Chalk, PRACE, LearnLocal e-mentor project.
Picture this: All you have is the internet and a data projector. Some of your students have telephones, maybe there's a smartphone, a tablet or one other laptop in the room.
How can you engage a group of learners in the world of digital literacies, when you only have limited technology?
This will be a hands-on session so BYOD: bring your own device whether it is a smartphone, tablet, laptop, ipad, ordinary mobile phone, camera. See what can be done and what others have done with digital technologies.
You will receive log in instructions to access Wifi.
Michael Chalk is an adult educator (LLN) who supports and inspires teachers to use technology to support learning across the Adult Community Education (ACE) / LearnLocal sector. With over 10 years of working in e-learning, his practical experience includes integrating technology into classroom delivery for language and literacy learning; e-learning design and delivery; online facilitation for networks and workshops, and supporting teachers to strategically improve the ways they use technologies in the classroom. He has been involved in state and national e-learning projects such as: AccessACE e-Learning Research Circles, and Victorian ACE e-mentor projects; e-learning innovations and LearnScope, eg Can You Hear Us? (audio technologies in the classroom); Flexible Learning Leaders and Community Engagement (Framework). Blog: http://michalk.id.au/txt/ Twitter: @miczl
3.15pm Keynote
Literacy and social practice matters
Inge Kral, Centre for Aboriginal Economic Policy Research (CAEPR), Australian National University, Canberra