1. TQR VET Futures
Project PALM 2010
Getting to the husk of it!

2. Context:
TQR VET Futures
Project PALM 2010
 2009 TQR regional skills stock-take identified that the
immediate capability needs in Teaching and Learning
skills were:
 Instructional design
 Delivery through e-learning/distance learning/holding
videoconferences
 Assessment Foundations/RPL process and
methods/Designing RPL tools
 Project PALM Methodology
 Problem based learning – engagement and
identification of issues, collaborative, enquiry based
and outcomes focused with a view to implementation
into teaching practice, semester 1 and 2, 2010.

3. PALM acronym and Metaphors

4. 21st
century teacher
capability development
 PD Renewal –doing things in new ways but
with a new spirit confirming and reiterating an
established practice but with a focus on
renovation and the development of a rich
learning culture for all – Automotive
 So… Integrating available and emerging
technology in the context of mindful inquiry
collaborative projects, access to resources,
tools and support which promotes
pedagogical renewal does work! – iConnect
web-conferencing information and moderator
training

5. 21st
century workplace
learning

6. PALM project ?
P- Problem and project based
 A- Active and action based
 L-Learning with multiple support
modes
 M-Model – Focused, problem based
not to mention….. teacher initiated
and management supported!
Doing things in a new way but with a new “spirit” confirming and
reiterating an established practice but with a new set of “eyes” and
a capacity to change and reinvigorate

7. Timeline – 5 months
Phase 1
February
Plan, connect
communicate
Phase 2
March
Communication
Technology
Training -iConnect
Phase 3
April
PBL
Coaching
mentoring
Phase 4
May
PBL Learning
Activities
Generic Workshops
Phase 5
June
Implement, share
Review and
Report

8. Phase1: Clarify, connect
communicate
 Develop a project name/ acronym – PALM Project?
 Co-ordinate Project team development – Invitations/secondments
for internal TQR facilitators and support mechanisms identified.
 Get buy in from stakeholders, develop marketing and information
sessions and documentation (PALM project plans)
 Finalise project management plan– ratify with sponsor and
market program , identify relevant networks, personnel and
communication options and use these to conduct information
sessions using available technology, iConnect, videoconference
and face to face sessions .Design and set up a my.TAFE module
on TQR my.tafe space, and leverage communication corridor
options, teaching and learning networks etc.
 Develop template for staff personal problem based learning action
plans

9. Phase 1
February 2010
Project
Management Plan
Develop
Project Team
Sponsor, facilitators,
stakeholders
Finalise TQR staff
Capability
Project PALM
strategy
Publicise Project
Information sessions

10. Phase 2: Plan, Communicate using
Educational Technology
 Orientation sessions for PALM Project – Institute based
 Participants identify PBL issues and develop a personal
learning and action plan in conjunction with their team/
managers/ facilitators using supplied template
 Individuals then apply for learning and development funding
in PALM submitting their learning and development plan and
action plan with manager support to HR unit in Institute
 Faculty managers/Institute Directors approve applications
and forward to Project manager Capability Project
 Participants complete first level communication technology
training/refresher – Video-conferencing , elluminate and
my.tafe familarisation
 Learning and development options identified and scheduled
from PALM Project timetable

11. PALM Facilitators
The “Fronds”

12. Identify and approach staff
 Use existing networks and tools – VE-Mentoring, RPL,
TROPICS, elluminate moderators, E-learning past
students, draft voice thread.
 Change mentors and learning champions –
educational managers/Institute Directors and faculty
heads
 Reference the project management communication
strategy
 Use a team based approach – TQR capability project
team
 Clarify the WIFM for participants internal facilitators
etc.
 Market and publicise through Institute Directors

13. Phase 2
March 2010
Participants
collaboratively
develop
and refine
learning and action
plans
aligned with
PBL issue
Develop
Communication
tools training
options
Attend/ complete
networking
and information
activities

14. Phase 3: Project team – Problem
based learning.
 Project PALM projects developed and ratified:
 Reflecting and reviewing what you do/know,
what you need to learn
 Providing underpinning knowledge and skills
development in focus areas– small group
activities/personal coaching and mentoring
 Finalise PBL action plan for enhancement of
current practice and commence activities
aligned with Project outcomes.
 Project Manager/Facilitator supports and
monitors Project participants.

15. Phase 3
April 2010
Commence
learning activities
Identify current
Training options and
Leverage other
VET Futures
projects
Develop generic
Web-conference
training sessions
Populate TQR
my.TAFE space with
PALM information
and activities
Update L&T
Networks
Stake-holders
and Institutes
PALM presentations

16. Phase 4: Learning team –
Problem based learning.
 A Facilitator is assigned to Project teams
and coordinates and monitors learning
activities for Institute participants
 Formal and informal learning options are
sourced and advised using available
communication strategies using technology
keep the team connected.
 Team updates

17. Phase 4
May 2010
Project participants
Work on action plan
Formal and informal
Learning approaches
used
Facilitator monitoring
Team updates
progress

18. Phase 5: Project team – Problem
based learning.
 Implement and share project
outcomes with relevant team and or
VTA areas/ teaching and learning
networks
 Report and document project learning
 Review project plan and learning
outcomes

19. Phase 5
June 2010
Implement
Share project
Outcomes
Team and VTA area
Report
document project
learning my.tafe
Review project plan
Outcomes
TQR Capability
Project report

20. Project Methodology – 5C’s
 Clarify stakeholder and learner needs /issues/
problem based learning approaches and
capability champions
 Connect – learners, communities of
practice/learning networks
 Communicate – consistent and creative and
technological
 Collaborate/Co-operate, Create – share and
participate in personal and cooperative learning
activities with clear outcomes
 Capability – implement, measure and achieve
outcomes and plan future strategies

21. Finally…
 The PALM approach was premised on:
 Designing professional development from the inside out
 Sharing the learning facilitation and development across the TQR
organisation
 Understanding diverse learning needs and designing phased learning
approaches (formal and informal)
 Knowing and learning as an active supported and social process
 Integrating information technology use across the organisation
 Managing support and monitoring – buy-in from all stakeholders
 Connecting to the identity of the new organisation
 Leveraging the value of ‘ignorance’ as in admitting to not knowing and being
able to ask for help – everything of value and creative comes out of not
knowing
Note: Educators are driven by passion, not by expertise. They, like all, are
caught within their own assumptions but move beyond those of the present
by being involved in learning as a social act.