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=What is Flexible Learning in VET?= In the context of Vocational Education and Training, Flexible Learning has many and varied definitions, and varies also according to which VET practitioner you may speak to. For this reason, the definition of Flexible Learning used within the Tasmanian Polytechnic is necessarily broad: “Flexible learning occurs when students have choices about the when, where, how, what and who of their learning” To be able to discuss, lead and evaluate Flexible Learning, this definition has been illustrated with these ideas: In past practices much of the early work in Flexible Learning centred around self-paced materials where the flexibility was limited to when and where the learning took place, often within the restriction of an academic calendar. With advances in technology to support it, and a growing recognition of the new skills sets our learners demand, the ideal of Flexible Learning is much more about individual negotiations between learner and educator within a competency framework.
 * When** – learning outside the 9-5 workday, on weekends, outside normal class times, begin after a course has already started and finish before or after it normally ends…
 * Where** - on any campus, in the workplace, at home, local and global institutions, while travelling, on holiday, in the field, in a virtual world…
 * How** – face-to-face, classroom, text, workbooks, online, blended, augmented reality, folio, simulations, local and global projects, competitions, self-paced, student-directed, self/peer assessment…
 * What** – Recognition of prior learning, personalised learning, personal pathway, skill sets, accreditation…
 * Who** – self, students, workplace supervisor, collaborators, teacher, mentor, personal learning network, Open Courseware, community of practice…

Our Context and Background.
The Tasmanian Polytechnic was formed in January 2009 through the Tasmania Tomorrow reforms, and we serve learners from Year Eleven upwards seeking a practical, applied vocational pathway to employment or further training. These reforms brought together two sectors that had experienced Flexible Learning in different ways. The Senior Secondary Colleges that served the Year Eleven and Twelve learner cohort typically provided their services on-campus with access to these activities off-campus to support the on-campus activity. TAFE Tasmania offered a range of on- and off-campus learning opportunities, with some courses completely off-campus, others fully on-campus, and the vast majority a combination of the above. In the bringing together of these two histories to form a new Polytechnic Education, we have seen that the adoption of Flexible Learning practices has been influenced by individual teacher choice more than any other factor. Organisational strategies existed in the previous institutions with success, yet with any change to educational practice, it is highly reliant upon the actual educator to integrate new strategies and approaches in their daily practice. Of the factors influencing the move to more Flexible Learning, whether at the organisational or institutional level, the outside environment in which we work has had the greatest influence. Internet access, computing power, skills shortages, generational change, access to information and communication channels and changes in the types of employment available have all influenced the education sector. Flexible Learning has often been a response to learner demands, changing enrolment patterns or availability of teacher expertise. Experience of TAFE/Uni Dual Sector institution?

The new FL Teacher
For the teacher to excel in flexible learning for their learners, the following aspects have been identified. Many of those working in the VET sector have come to teaching as a second career after developing expertise in an industry area. For all teachers, the field of teaching is constantly evolving, and thus their craft must also develop. It is this need for constant growth and development where the organisation can benefit from supporting their staff, and this provides also an opportunity for the organisation to guide and influence the practices of their staff.

**Key FL Aspects for a Teacher**
Practices · Negotiates Learning and assessment pathways · Purposefully promotes communication and collaboration · Reviews and evaluates materials to support learning · Maintains systems to support teaching process · Integrates innovative practices Knowledge of: · Wide range of learning strategies · Adult Learning Principles · Learning Design Principles · Deep understanding of relevant training package / accredited courses · Integrating ICT as part of learning process Characteristics · Adaptability and Flexibility in range of contexts · Quick to pick up new skills and strategies (not simply ICT) · Reflective practitioner, in charge of own learning

The new Flexible Learning skill sets required by a teacher have been determined over time through participation in professional learning networks including the Australian Flexible Learning Framework (AFLF), projects undertaken with Reframing the Future support, and observation of global developments and publications by bodies such as JISC ([] ) NMC ([] and the NRC ([]). From an educational technology futures perspective, the NMC’s Horizon Report ([] ) has been particularly of note.

Through observing the strategies and technologies that teachers themselves choose to research, adopt and integrate into their practice, the definition of Flexible Learning practice has also grown. It has been through requests for support in adopting and integrating these approaches that potential for wider implementation has been evaluated. TAFE Tasmania committed to a Flexible Learning Plan in 2004-5 and an Engaging Learners Plan in 2006-8 which provided an organisational structure to Flexible Learning initiatives and the overall development of professional educators amongst our staff. The introduction of the new Certificate IV and Diploma of Training Assessment which include flexible learning units has also formalised the system’s expectations of a VET teacher. //(could be expanded upon).//

Through past professional development activities such as LearnScope ([] ), Reframing the Future ([] ) and current activities such as Elearning Innovations ([]) teachers have had scope to investigate, experiment, trial, and evaluate approaches within a safe environment. While the AFLF projects have generally focused on the elearning section of Flexible Learning, Reframing the Future and TAFE Tasmania internally funded projects had a broader focus on the concept of flexibility for learners. One significant advantage of the internally funded projects has been the flexibility of broader funding guidelines, while still operating within the corporate objectives and strategy. Communities of Practice have proved to be a valuable strategy for bringing together teachers around a particular domain of knowledge.

Organisational Strategies
To ensure the integration of Flexible Learning into each teacher’s toolkit, there are three main areas that we believe need to be addressed; teaching and learning practice, ICT infrastructure and systemic support for Flexible Learning.

Teaching and Learning Practice
The introduction or further development of Flexible Learning related practices needs to be seen within the context of the teacher’s whole practice. Through the ongoing professional learning provided internally, and supported externally where applicable, opportunities to expand the flexibility of our teacher’s practice are identified and supported. For many of our teaching staff this has taken place whilst undertaking the Certificate and/or Diploma of Training and Assessment. Through the business planning process previously in place in TAFE Tasmania, leaders of teaching teams were asked to identify new flexible learning initiatives and how they responded to learner and industry needs. The two strategic plans mentioned above provided a coordinated and considered approach to a whole-of-organisation approach to Flexible Learning practices. Under the auspices of these plans many initiatives were fostered, including the formation of the Flexible Learning and Workplace Learning Communities of Practice. Currently within the Tasmanian Polytechnic, there are three major CoPs being established; Problem Based Learning, Community Engagement and Essential Attributes. The active FACS (Flexible, Applied, Connected and Supported) Action Learning Network was established earlier this year, exploring the new Polytechnic Learning model in depth ([] ). A critical

ICT Infrastructure
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Systemic Support for Flexible Learning
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Cross Sector Challenges
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