A 'Success Factors' Case Study

The Institute of TAFE Tasmania - Automotive (Launceston) provides an interesting case study that clearly demonstrates the interaction between practices that use ICT and the 'success factors' as identified from the inschool observations made in this project. Although the educational context is very different from that of primary classrooms it would appear that the same factors are involved in the success of the endeavour.  For more information contact Rob.Prior@tafe.tas.edu.au

Key Success Factors for the use of ICT

KS1 - Purpose & Rationale
Purpose: The program uses ICT to move the learners' focus from being taught specific automotive knowledge and skills to managing their own on-going (life long) learning to acquire the required knowledge, skills and understanding of principles now and in the future (potentially life long).

Rationale:  ICT (WebCT random selection self tests - formative assessment) enables the following activities

• students to monitor their learning, especially their understanding of principles
• the test items prompt the students to to action (if required) to further their understanding of the matter being 'tested'
• staff to monitor & analyse student capabilities & progress (and hence course efficiency and effectiveness)
• staff to provide challenging
• staff and students to collaborate on a shared, informed basis about the students knowledge and skills
• students and staff able to use the system as and when convenient (synchronous and asynchronous)

• server based (24/7)
• in-college network
• external access
• developer and user interfaces
• identification of users (logins)
• random selection test items -> tests can't be learned -> multiple testing OK
• scoring structured to provide student performance & course profile 'at a glance'
• statistical reporting integrated
• access to functions according to
• test items include links to source of information

KS3 - Working Knowledge

Staff:

• develop test materials in WebCT
• access and understand statistical information from WebCT

Students:

• when and how to self test
• access and understand the results and take appropriate action

KS4 - Cost effectiveness

Costs:

• high start up costs for test development
• medium ongoing development costs (adding and refining test items)

Effectiveness

• ongoing savings
• focused, informed engagement with students
• continuous improvement of course
• flexibility & deployment (other places and other systems)
• improved student performance
• long term value to students: 
  • current knowledge and skills related to current and ongoing learning/problem solving (rather than specific low-level, limited-life knowledge and skills