As we found here in Australia, the move to more digital and online approaches to delivery needed to be very quick, so was not necessarily done as well as it could have been. We, like many others, were underprepared.<\/p>\n

The ILO is really suggesting the need to consolidate, learn from and build on these recent experiences. As the report suggests:<\/p>\n

\u201cSupporting fully online learning requires a substantial investment in course design, fit-for-purpose learning content, teacher training and the development of new administrative processes \u2026 It requires nothing less than a different business model to support the different approach to teaching and learning.\u201d<\/p>\n

This quote from the ILO\u2019s report rings true from the Australian experience. Like others, we have<\/p>\n

\u201c\u2026 struggled to provide student and teacher access to computer equipment and reliable Internet, to implement and support technologies for live workshops (web-conferencing services), to provide suitable learning resources for online learning, to train teachers to facilitate online sessions effectively, and to cope with a new level of privacy and security issues.\u201d<\/p>\n

In the next issue we will be highlighting a new report from NCVER, entitled \u201cThe online delivery of VET during the COVID-19 pandemic: part 2\u201d which is due for release on 23 February. Let\u2019s see what that says!<\/p>\n

Where the real future lies?<\/h2>\n

Blended learning will be the future, perhaps, by combining (or enhancing) \u201cthe face-to-face component of courses with varying levels of online activity, including accessing information, completing online activities, engaging with other learners and managing assessment processes.\u201d Digital readiness for online or blended delivery requires four core systems: (1) learning management systems, (2) assessment systems, (3) content development systems, and (4) live classroom systems.<\/p>\n