E-learning for the Victorian Landscaping Industry Jane Harding and Paul Douglas Holmesglen Learning Innovation and Development 30 May 2013

Landscaping students at Holmesglen Limited time on campus Construct landscape features using concrete

Landscaping students and e-learning (pre-) Mixed skill level with computers/technology Only 20% had used e-learning Only 14% had used Holmesglen learning space 93% used a smart phone to access the internet

Digital evidence collection Set up course on Holmesglen learning space Trained students to upload evidence to this space Students collected evidence of competence Teacher could give feedback via learning space

Remote video assessment Video assessment kit for student Student uses two cameras –One on student’s hat to record task completion –The other pans and tilts to validate student’s work Teacher observes via computer or mobile device

Assessment in action Student sets up kit and phones teacher –puts on Ai-Ball camera or POV glasses –starts demonstrating competence in task Teacher observes at computer –Controls pan and tilt camera (validation) –Gives feedback to student

Video assessment kit issues POV glasses –No good for glasses wearers –Interfere with protective helmet/goggles Ai-Ball camera –Limited battery life (1.5 hours) –Alternatives are expensive Speed of 3G network is slow

Landscaping students and e-learning (post-) 63% felt that their e-learning skills had improved Uploaded evidence from home, work and campus Variety of devices used to access learning space Overall experience was positive

Demonstration Paul Douglas will demonstrate the technology: Using streaming video to collect evidence and validate remote assessment