Online Learning?? Blah, Blah, Blah!!

This paper explores the rationale for using technology to support teaching, learning, assessment and associated administrative tasks in vocational education and training. It does so from a provider perspective, and unashamedly argues that current applications of technology can never achieve their maximum potential until there is a fundamental rethink of how the learning environment is managed and how the learning process is facilitated. The time has come when we can no longer continue to explore the latest "technology trends " and muse on potential benefits and pitfalls. Importantly, providers must look to capturing value from both academic and administrative viewpoints.

It is observed that technological change is not new to education. Previous 'revolutions' include the introduction of the ballpoint pen, overhead projectors, broadcast television and videotape. We assert that whilst the most recent revolution is outstanding in terms of the speed and capacity, its introduction is as much about change management as changes that have occurred in previous times.

Based on experience, it is asserted that:

• The application and effect of using technology to enhance learning systems in VET is poorly understood and more poorly defined;
• The majority of practising teachers continue to view 'chalk and talk' as their primary learning support tool;
• The potential to capture the value of technology in a sustainable way is rarely achieved and usually results in an additional cost to the process;
• Even the best examples of using technology in a learning environment are nearly always 'bolted' onto existing processes and often do not achieve widespread support even from the local teaching staff;
• To date, discussions have largely been dominated by early adopters and learning enthusiasts with little involvement from management.

Based on extensive experience in the development of print based and online resources, the authors have observed that the development of resources based on technology, be it print or digital, is only one part of the problem from a provider's perspective. And, they conclude that the development of systems and resources that have had the potential to change teaching and learning practice have been less than might be desired by policy makers. Change might be defined as sporadic and variable.

Based on these two broad observations, the authors conclude that, from a management perspective, the development of technology based systems must:

• Be able to be resourced and the maintenance of these systems must be sustainable within available resources and funding.
• Be available and accessible to the target audience, and, based on sound pedagogic principles.
• Enable changes in teaching, learning and assessment practices from classroom and teacher centred to student centred, with the required level of student support to promote successful outcomes.