Actioning research workshop

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(No Transcript)
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Actioning research workshop Ive got the
research now what do I do? Suzy McKenna,
National Project Director Wendy Perry, Project
Officer - Applying Information and Research
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Outline

• Introduction to Reframing the Future
• Applying Information and Research
• Research collections
• Mine and sift
• Harvest and process
• Knit new practices
• Questions

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What is Reframing the Future?

• Reframing the Future is a major workforce
  development initiative of the Australian and
  State and Territory Governments.
• It assists in building the capacity of the
  Australian VET sector to support the
  implementation of the national training system
  and the aims of COAG and its national reform
  agenda.

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Applying Information and Research

• To enable VET organisations to access and engage
  with current VET research and to develop
  knowledge management practices, to support the
  achievement of the COAG aim to increase the
  quality and responsiveness of training, with an
  emphasis on RPL and/or employability skills.
• To enable VET practitioners to examine
  leading-edge insights into VET customer and
  client needs and expectations and establish
  mechanisms for applying the insights to practice
  to meet the COAG aim of a responsive and
  innovative training system.

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Is research useless on its own?

• Is research like a collection of items valuable
  to the person that collects it but not
  necessarily to others?

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Is it about finding another use for research?

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2006 projects

• The role of the VET practitioner
• Employability Skills
• Industry demand/smart models
• Engaging disengaged youth
• Knowledge sharing models
• Language Literacy and Numeracy
• Engaging indigenous learners
• Learner engagement and outcomes
• RPL

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Engaging with research mining and sifting
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Engaging with research mining and sifting

• What topics/areas are you interested in mining?
  Is there an existing body of research,
  information and practice?
• Where would you start? What activities would
  you use to sift the data and information?

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University of Ballarat

• During the project on Employability Skills,
  participants had the opportunity to
• Hear from industry representatives
• Discover how employability skills will be
  incorporated into new and revised Training
  Packages
• Complete a skills audit and engage in specific
  skills development
• Create individual action plans
• Complete a unit on implementing generic skills
  into teaching practice

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Critically examining researchharvesting and
processing
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Critically examining researchharvesting and
processing

• What steps would you use to process data and
  information into knowledge?
• How would you harvest tacit and explicit
  knowledge including internal and external
  sources?

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Chisholm TAFE

• Project participants commented on useful models
  (from the research) and advice and applied ideas
  and changes to their own situations.
• They explored tacit knowledge and revealed
  personal beliefs and conclusions.

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Applying research and new knowledge herding,
shearing, spinning, dyeing
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Knitting new practice .
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Knitting new practice

• What approaches would you use to knit, and
  disseminate new knowledge and practices?
• What outcomes do you envisage could result?

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Outcomes
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Challenger TAFE

• The tools developed included
• Self-assessment tools for RPL based on the
  critical aspects of evidence, written in plain
  English and clustered in terms of job roles have
  been developed for qualifications in the
  construction industry, business, information
  technology, automotive, hospitality and training
  and assessment.

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Practitioners Actioning Research in 2007

• Implementation of AQTF 2007
• ACE, COAG and national reform
• Generation Y
• Remote and regional youth
• Small and home-based businesses
• Employability Skills
• Long term unemployed and underemployed learners
• RPL and skills recognition
• Contemporary VET learning and assessment practice
• VET Practitioner, Knowledge Management and
  Workforce Development
• Literacy (2 way) and Numeracy with Aboriginal
  learners
• Working with people with disabilities

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Phases of organisational knowledge creation
(Debowski 2006)
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Reflection

• New practices result when research, information
  and data has been through a process to make it
  knowledge that is applied.
• Knowledge constructed by researchers (like a
  collection of tea pots) is transformed into
  practice resulting in useful application and
  something related but new (like a tea cosy).

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Thank you from the team www.reframingthefuture.net