1. Anita Wyntje Regulatory Standards

2.  Staff based all over WA  Travel to Perth ◦ expensive ◦ costs time  Staff availability

3.  Started in 2007  Most courses asynchronous  Heavy use of content delivery  Assessment provides immediate feedback “Tick and flick” courses Online handbooks

4.  Most courses are regulatory or technical  2010 research: ◦ Highly structured ◦ “must do” and “could do” ◦ Content rich – text, images, video ◦ Accurate language ◦ Simple language ◦ Link with practical activities

5.  Firearms  Poisons  Exemptions for Genetically Modified Crops  Biosecurity and Agriculture Management Act  Moodle pre-requisite content, access to resources  Practical /Workshops: skills, discussion

6. New legislation – Create compliance champions  Accredited course  External provider

7. No-no’s:  Off the shelf content – relevance  Focus on general ‘government’ units – RCC  Extended face-to-face delivery  Post-course assignments

8.  Agreement to use Moodle – new but exciting  RTO staff = facilitators  Shared course design DAFWA  Provided custom content & case studies  Create course  User support

9.  Course plan: Online prerequisites  Individual online evidence for RCC Face to face workshops  3 x 3 days, fortnight apart  Online content release staggered  Use of online collaborative activities  Group assignments submitted on Moodle

13.  Participants very task focused: ◦ Struggle with unstructured online collaboration (forums etc.) ◦ Looking for specific requirements, e.g. “two database entries” ◦ ‘Open’ collaborative spaces not used  Communication by email, phone  Assignments submitted by email

14. Despite initial agreement  Not comfortable with online  Did not contribute to ‘course development’  Communicated with participants by email  Did not facilitate forums, chats etc  Did not enter data in gradebook

15.  Participants will be task-focused ◦ Give measureable requirements  Strong facilitation ◦ Give clear instructions in tasks ◦ Respond to conversations (posts or chats) ◦ Nag, hassle and be there  No post-workshop assignments!

16.  RTO skills as online facilitator? Don’t let them discuss – ask them to demonstrate!  Use Moodle - What’s email?  Get them to ‘do’ the course  Ensure you see the evidence matrix for all competencies