Case study 4a : E-learning within Plumbing

University of Ballarat (TAFE)

Reaching out to the apprentice

I think learning about e-learning is the way construction guys learn – they just hop in, have a bit of a go, see how it works, work out what’s not going so well and deal with it. - Stephen Parker, plumbing teacher

At the University of Ballarat TAFE’s plumbing department no-one suggests that teaching through e-learning is easy. And although most staff had no prior experience with computers no-one says it isn’t worth the effort.

The main reason for the teachers’ efforts in learning these new teaching methods is to better meet the learning needs of the student apprentices.

Stephen Parker, the plumbing teacher behind much of the e-learning developments, says that getting apprentice plumbers to attend and enjoy their learning, when many have had poor experiences with school, is in itself a challenge. Additionally, the University serves a wide area, from Nhill in northern Victoria to the border of South Australia, so travel can be a further obstacle to course attendance.

'The teachers also realised that their learning materials were getting old.
I reckon that some of this material was developed 25 years ago, and it’s therefore about time it was revised in light of the new technologies available'. (Stephen)

At present, the teachers are using a range of e-learning tools, including video production, video conferencing, SMS, online learning materials, and ‘intelligent’ interactive whiteboards. These tools make the learning content and instruction more visual for the apprentice, which makes it more appealing and aids knowledge retention.

'Students were unable to extract information from the text-based course material and they had little comprehension. However, they could if the material was presented visually'. (Stephen)

The plumbing teachers are quick to acknowledge the importance of the strategic approach taken by the University to e-learning. The training and mentoring teachers receive, and the University’s willingness to invest in sophisticated and relatively expensive new technologies, such as video conferencing and interactive whiteboards, mean that they are able to concentrate on the teaching and do not need to convince managers within the organization of the benefits of e-learning.

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