This program is designed for a group of learners are approaching NRS Level 4 (Reading, Writing and Oral Communication) in a Melbourne TAFE Institute. They are able to read a newspaper with reasonable ease, but need to develop study skills and research skills to extend their competence. Many of them intend to take up further study at Certificate IV/Diploma levels in the humanities, social science and community development fields.

Outline the purposes and social context of the program

This program aims to extend students’ study skills in finding and evaluating resources, collaborative enquiry and analysis, critical thinking and problem solving. It is especially focussed on use of publicly available resources such as those in the new Melbourne Museum, and those available through the world wide web.

Although the students on the program are mainly interested in the humanities, the program also aims to ‘promote science-literate and reflective students who are knowledgeable about the earth’s processes and our responsibilities’ (NASA-ETE program).

The Problem Based Learning approach

The pedagogical approach taken will be one of Problem Based Learning (PBL), which has been practised for many years, especially in the field of progressive medical education, but which is now gaining popularity in many different areas of education, and is currently producing a wealth of literature.

The learning strategies for this program are to be developed within a Problem Based Learning (PBL) structure. This is a model which teachers and students can use in different contexts. It incorporates many good teaching/learning practices, placing the student in the role of active learner and the teacher in the role of mentor and guide. It encourages development of generic competencies that are useful not only in study, but also in many personal, work and civic contexts. There are many websites containing information about PBL, but the basic processes are well summarised in the model on the Classroom of the Future website (see references) from which these steps are derived:

1. Read and analyse the problem scenario

2. List what is known

3. Develop a problem statement

4. List what is needed

5. Gather information

6. Analyse information

7. Present findings

Within each of these steps, several different learning strategies maybe incorporated, bearing in mind the proposed Learning Outcomes and the specific needs of the learners. Note that these stages may need to be repeated.

Melbourne Museum

As one of the purposes of this program is to help students access publicly available resources, an excursion to Melbourne Museum makes an important contribution to examining what’s available to the public in cultural institutions. Museums have generally moved in the direction of being educational institutions promoting lifelong learning. As well as galleries and exhibitions, the new Museum has a Study Centre open to the public, and Studios, or learning nodes, in all areas of the Museum, through which the public may access information about gallery and exhibition content. Galleries and exhibitions relevant to this project are:

• the Forest Gallery
  a representation of Victorian forest, covering the impacts of geological forces, climate, water, fire and people.

• Southern Diversity:
  an examination of the flora and fauna found in southern Australia

• Bunjilaka
  a gallery focussing on the indigenous past, present and future

• the Study Centre

Outline the learning outcomes

Learning outcomes include:

• learning to learn independently and collaboratively

• thinking analytically and critically

• finding and evaluating information

• reflection

• developing opinions based on objective data

• application of theoretical knowledge to practical situations

• conflict resolution

• team work

and related literacy skills

The following NRS Level 4 Public communication competencies are likely to be covered by the program. As you can see in the Assessment section of this snapshot, they can be written up in user-friendly terms for students.

NRS Level 4 Reading

4.1 Reads and interprets structurally intricate texts in chosen fields of knowledge which require integration of several pieces of information for generating meaning.

4.2 Interprets texts which include ambiguity and inexplicitness where reader needs to distinguish fact from opinion and infer purpose.

4.3 Interprets and extrapolates from texts containing data which includes some abstraction, symbolism and technically presented in graphic, diagrammatic, formatted or visual form.

NRS Level 4 Writing

4.4 Communicates complex relationships between ideas by matching style of writing to purpose and audience.

NRS Level 4 Oral Communication

4.6 Participates in sustained transactions with flexible use of a range of generic structures, for the purpose of exchanging or obtaining goods and services, or gathering/providing information.

4.7 Takes part in sustained interpersonal exchanges, demonstrating flexible use of register and a range of interactional strategies, for the purpose of establishing, maintaining and developing relationships, exploring issues or problem solving.

4.8 Extracts main ideas and most details from sustained oral texts.

NRS Level 4 learning strategies

4.9 Evaluates appropriateness of learning strategies/practices and refines activities to achieve goals and enhance learning.

Setting up the program and selecting participants

Initial or Placement Assessment

Developing the curriculum and assessment processes

Deliver the Program

Evaluation of the effectiveness of the program