The disruption caused by the Covid_19 pandemic forced educational institutions worldwide to rethink and reshape conventional delivery models of learning and teaching. This transition from face-to-face instruction to remote learning through virtual classrooms and the use of online platforms became the ‘new normal’, aimed at limiting the spread of the deadly virus. Teachers in the tertiary sector faced enormous challenges in the rapid transition to online learning, forging new paths into unknown territory and facing uncertainties about the future. The reality of teachers’ day-to-day work was, in many cases, not what their roles dictated of them in a pre-pandemic world. This paper is based on ongoing research that builds on an earlier study exploring the innovations and adaptations made to face-to-face delivery in programs from Vocational Education and Training (VET) and Higher Education (HE) in a TAFE institute in Victoria, Australia. Of significance is the unique context of the study, being a mixed-sector institute that offers VET and HE programs. Participants were drawn from two faculties within the Institute and included learners, teachers and lecturers. One aim of the study was to examine the online instructional approaches teachers implemented to replace in-person delivery. We used in-depth contextual interviews, collection of documents and artefacts, and an audit of the online learning platform as data collection methods in this single case study. Findings from the study showed that teaching staff from VET and HE were challenged by the online learning experience, firstly in the changes to pedagogical approaches and secondly, in the uptake of new technology. The provision of synchronous and asynchronous teaching and learning was fraught, with the speed of the changes imposed on teaching staff being problematic. Professional learning and support were provided by the Institute but often did not meet the needs of teachers. As emergency remote teaching continued, teachers were given more flexibility and autonomy to adapt and adjust their pedagogical approaches and use of digital tools. They developed and engaged in virtual classrooms, mastered new skills such as creating short instructional videos and adjusted and adapted assessment tasks. In this presentation the researchers will consider, firstly, how the pandemic has recalibrated the way teachers work in a post-pandemic world, and secondly, the critical need for education systems to further empower teachers by investing in skills development and capacity-building.

In these challenging times, it is more important than ever to bring together people with different perspectives who can not only learn from each other, but also allow learning that is new to everyone involved. Using the analogy of the Johari Window helps parties understand where they are in relation to the knowledge or ideas shared between them, and how they can move ahead. Perspective is important when discussing professional learning in early childhood education because it is fundamental in providing person-centred learning and essential for shared decision-making. Thinking about different perspectives, blind spots and potential for learning together can be prompted by the visual model of the Johari Window. This paper draws on a doctoral study that examined the role of the Education Leader in early childhood education and their day-to-day enactment of the role. The aim of the study was to gain a deeper understanding of, and insight into, the role of the Educational Leader in their day-to-day pedagogical decision-making, with a view to deepening current definitions and understanding of the role. We used shadowing as a research methodology, along with observation, contextual interviews and reflective conversations as data collection methods in this qualitative single case study. The original form of the Johari Window consists of four panes or arenas to represent how knowledge is shared – or not – by two parties. The modified version of the Johari Window has two additional panes: subject matter that is misunderstood or misconstrued by one party, and subject matter that is misunderstood or misconstrued by the other party. We used the modified version of the Johari Window to gain greater insight into, and understanding of, participants’ perspectives of professional learning needs at the preschool. For the purposes of the study, we identify the ‘parties’ as ‘the Educational Leader’ and ‘teachers/educators’ at the preschool. We came to regard the Johari Window as a dynamic device in the sense that different arenas opened or changed as people interacted with one another and came to understand each other’s truths. In this interactive presentation, conference participants will be invited to discuss and provide examples of how we might recognise our own, and other’s perspectives, and the ways we can ‘open’ the panes and allow learning from each other to build new knowledge.

Vocational Education and Training (VET) plays an important role in Australian educational system. VET system is provided in colleges, Technical and Further Education (TAFE) training institutions, private registered training organisations (RTOs) and community-based adult education centres [2]. The main purposes of VET are improving people's skills before they enter workforce or upskilling them after they entered the workforce. In this paper, we discuss the disadvantaged groups in Australian society and in the VET system and how participation in VET system improves the life chances of people in these groups. Also, we discuss the VET funding policy and the social implications of current Australian VET and lifelong learning policy towards the disadvantaged groups.

This workshop will develop your knowledge and skills for designing education programs for falls prevention research. It will include enhancing your skills in how to critique, develop, implement, measure and report educational interventions and outcomes.

This is a presentation that was given at a VATL LIT Workshop, sharing the experiences of Holmesglen Library in setting up an Institutional Repository.