Project-based learning in the community
TAFE NSW VET Pedagogy Project, Part C of Phase 1
WORKPLACE LEARNING - ASSESSMENT CASE STUDIES | Annie Dares, Cooloola Sunshine Institute of TAFE, Queensland
Students, industry and staff openly discuss the success, challenges and what could have been done differently.
Annie Dares
Training Packages
Community Services (CHC02)
Learning Environment
Working directly with the Community Services industry to enhance students learning and to make an active and positive contribution to the industry.
Teaching Approach
The teaching practice uses a project-based learning model to teach a wide range of theoretical frameworks, which then are used to develop the skills required of a Community Worker.
The teachers work and teach in the areas of disability, youth work, community work and diversional therapy. The teaching team shares a strong philosophy of actively contributing and being responsive to the Community Services Industry. This is done by active representation on committees, reference groups and working parties, delivering customised training to the industry. All team members undertake an action-based learning methodology which is supported by the Community Services unit at Cooloola Sunshine Institute of TAFE.
The students range in age from 17 – 55 and come to the course with a wide range of life, work and academic experience. This style of teaching provides the student with the opportunity to showcase the knowledge and skills that they have and to develop related and new skills. They apply their knowledge base and skills to real practical community-driven projects that are demanding but also meaningful.
The community based projects that have been undertaken include developing and launching:
- a Suicide Prevention Resource Guide,
- a Community Services expo,
- an intergenerational project with Sixties and Better and Crime Prevention Queensland,
- Crime Prevention week,
- developing a Parent Education Support Resource in collaboration with Public Health, councils and Centrecare,
- opening of BLOOMHILL Cancer Help Centre.
There are many community service agencies wanting to collaborate on projects as it enables agencies to achieve their particular project outcomes by utilising the large range of human and in-kind resources provided by CSIT. The quality of the outcomes achieved in the past by students is now widely known in the community.
The process starts with an initial meeting with the teacher/team leader and an idea of what they want to achieve. This is then formalised into a project brief with a time line of 10 –15 weeks, fitting well within a semester. The next meeting discusses the project brief, which includes the identification of expectations and guidelines. Students then develop themes, roles and tasks to complete the project.
Evaluation Methods
A formal debriefing is conducted with the students, the agency and Annie, and is usually facilitated by the students. Students, industry and staff openly discuss the success, challenges and what could have been done differently. Feedback is also canvassed by the Community Services sector that has participated in the project. Other sponsor and general public feedback is also sought and analysed.
A process of moderation is used with other members of staff with the project/s being discussed at staff meetings and informally. The project brief, learning and assessment guides are presented and critiqued. Staff discuss their delivery and assessment strategies, which can be incorporated into the project. Colleagues also provide debriefing about issues as they arise, ideas and general moral support.
Positive Difference to Learning
There are a range of positive outcomes for students’ learning such as:
- increased levels of student motivation. The students' level of self-motivation improves with them becoming excited about having an active role in the learning process
- increased confidence through the student gaining a wide variety of personal and professional knowledge and skills. The students increase their capacity to integrate theory into practice, enabling them to enter their field placement with a greater understanding of the Industry, and with a set of skills that are transferable. A number of the students gain employment from their first placement
- an increase in the students' knowledge and skill retention because they have actively been involved in the learning process in a real and purposeful manner. Students can apply knowledge and skills to new situations
- a reduction in the power relationship between the teacher and learner that can enable the student to relax and enjoy their learning
- reflective practice has become integrated into the learning process and to the students' practice that is solution focused.
See Also
Case
Studies Innovative and Excellent Practices in VET Teaching and
Learning 2003 (426 Kb) are also available as one
downloadable file.
