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Kathy Keay
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Michele Edwards

WA10EL235 - Hairdressing Together

Executive Summary

This project was designed to reduce duplicated effort in resource development in hairdressing across regional institutes and ensure consistency of resources used when delivering training to apprentices. It also provided a platform for lecturers to share and communicate on the issues of delivery and assessment in an online environment.
This project involved the development of a content repository called the Hairdressing CAFÉ. This repository provided an avenue for the institutes involved to add newly developed resources, share developed products and identify resources that can be used in the development of further online learning.
A commitment by both management and lecturers at Durack and Great Southern Institutes of TAFE to continue the development of online material and maintain the Hairdressing CAFÉ will ensure the sustainability of this project.

Background

The aim of the project was to bring together four regional colleges from across the state and develop a process to pull together various resources that are used within these colleges and develop a method of sharing and communicating between colleges as new resources become available. Materials already developed and able to be shared as part of this project were reviewed and gaps identified for further development. The final product was agreed upon by all regional members at the first meeting. In the past, all TAFE Colleges delivering hairdressing had a forum in the Curriculum Support Services Network (CSSN) so that they could meet and share ideas and material developed. Since the CSSN no longer exists, this project plan included putting something to replace that forum.
The Colleges that were involved in this project were Durack Institute, Curtin VTEC, South West Regional College and Great Southern Institute of Technology. One representative from each college was funded to attend meetings. Each participant’s involvement in the project depended on the individual’s capabilities and capacity to develop materials or add contact to an external developer.

The development of four units of competence in an online learning format using Moodle, and the development of an online repository for ongoing sharing of identified delivery and assessment materials were identified as outcomes for this project. The development of the repository allowed for all participating colleges to continue supplying content after the project was completed and supported further development of online flexible delivery materials. It also supplied the link for regional colleges to ensure consistent delivery and share innovative ideas.

What was done

The first face-to-face meeting was held at WestOne in Perth where the outline and aims of the project were presented and the group identified the best outcomes for each college.hairdressing_1.jpghairdressing_2.jpghairdressing_3.jpg

Durack Institute identified the following units of competency to be developed:
  • WRHHS301A Apply the principles of hairdressing science
  • WRHHS302A Consult with clients and diagnose hair and scalp conditions
Great Southern Institute of Technology chose:
  • WRHHCL303B Design and perfom full and partial highlighting techniques
  • WRHCL302B Colour and lighten hair
After the first meeting, milestones and delivery dates were put in place. The project commenced with the four regional institutes meeting in Perth to discuss the level of participation and the expectations of each team member. At this stage all institutes were keen to participate. The Moodle shell was created on the Durack Institute Moodle site and access given to all participants. A Moodle demonstration followed.
Priority was given to research common content and develop four units of competency and a resource repository called Hairdressing CAFÉ on the Moodle platform.
A high quality learning resource was identified in the suite of resources from JB Bailey. This resource, once purchased, allows you to put the content online. After an in-depth analysis both Durack and Great Southern decided to purchase JB Bailey licences to develop quality online delivery products. West Coast also agreed to purchase a licence as a resource for delivery in 2011. Team members remained in contact over the course of the project through email and teleconferences. To enhance the written content, development of the following learning objects have been completed: Power Point presentations, digital stories, videos, interactive quizzes with suitable YouTube objects imbedded.
The development of the content and the learning approach was guided by an industry consultant who reinforced the suitability of the materials for the workplace. As the ideas and materials were developed, apprentices attending the institutions were also consulted. Students were also involved in the development of videos and digital stories. During development the students were able to give input to how they would best learn and gave valuable feedback along the way. As product development occurred at two different institutes utilising the experience of two hairdressing lecturers, this provided external validation to all the materials.
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Benefits experienced by

The networks and working relationships between the institutes formed as part of this project are strong and continuing. This has provided support to lecturers when producing and delivering online products. Expertise has been developed in a number of key staff members in the training sector that will enable them to support and give advice to other developers of online products.
Feedback from the lecturers involved in this project noted that it has enhanced the way they deliver in a standard face-to-face class as well as preparing them for online delivery. New products that made development easier and quicker were used during the project. The main one was called Articulate. This program has now been adopted by other lecturers developing resources.


Lessons learnt

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At the start of the project all four organisations were very keen to participate. However, due to unforseen circumstances, Curtin VTEC and South West Regional Institute withdrew from the project.
It became evident that having a risk analysis and a backup plan were extremely important as part of the overall project plan.
The face to face meetings and ability to bring lecturers together and talk about what they do and the resources they use was the key to moving a project forward in a trades’ area. Although this was an e-learning project the face to face meetings were a key to completing the project.
The time it takes to develop resources was underestimated. During the project it became evident that support for lecturers new to developing online materials both in technical and content areas needed to be maintained.


The results

As a result of the project, the regional institutes now have an electronic means to share resources and communicate their delivery and assessments in their industry area. Learning objects have been developed that can be shared on the Framework’s LORN website. Ongoing commitment has been made by the managers of the two key lecturers at Durack and Great Southern to continue the development of units online and maintain the Hairdressing CAFÉ for sharing identified and developed products. Colleges and institutes across Australia have already started to contact both Durack and Great Southern Institutes on the outcomes of this project and the model used to produce the Moodle content.


Project Outputs

The project outputs for the project that were returned as LORN learning objects: videos, PowerPoint presentations, photo stories, quizzes and drag and drop objects. A large number of photographs have also been collected as part of this project and will been made available. The four units of competency were also completed and are currently in the trial stage with students.


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Chemical straightning
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Full head colour


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Colour foiling
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pre-lightened full head colour


This is a sample of the bank of photographs produced during the project.


Reflections and suggestions

This has been a very worthwhile experience. However, one suggestion would be that an online expert or support person be made available to assist lecturers who are new to online resource development. Copyright seems to impact on all areas of resource development, so it became apparent that it is far easier to create your own resources.


Framework connection

The national training system’s e-learning strategy, the Australian Flexible Learning Framework funds and supports E-learning Innovations projects which aim to embed e-learning into the national training system by supporting and enabling innovation in training design and delivery, at the state and territory level.

Acknowledgement

This is a Western Australian E-learning Innovations project output, developed by Great Southern Institute of Technology and Durack Institute of Technology, with seed funding from the Framework.




For more information

Kathy Keay: Kathy.keay@gsinstitute.wa.edu.au
Jodi Remaj Jodiremaj@gsinstitute.wa.edu.auMichele Edwards Michele.Edwards@durack.edu.au




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Susan Dawes



Susan Dawes

[Hairdressing together]
Phone: (08) 98928828
Email: sue.dawes@gsinstitute.wa.edu.au

For more information on the Australian Flexible Learning Framework:
Phone: (07) 3307 4700
Email:
enquiries@flexiblelearning.net.au

Website:


flexiblelearning.net.au
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