Broadband use in the vocational education and training sector

The Vocational Education and Training (VET) sector has a nationally coordinated focus on issues of online learning and the use of broadband, with some states undertaking additional initiatives. The Flexible Learning Advisory Group (FLAG) coordinates this focus, representing all states and territories. FLAG works in conjunction with the Australian National Training Authority (ANTA) to manage priorities in online learning under the Australian Flexible Learning Framework (AFL Framework).

The AFL Framework is a national collaborative five-year (2000-2004) strategic program for flexible learning in VET. The Framework is funded from a specific annual ANTA National Project allocation within the Commonwealth sourced Infrastructure Program. The Framework is supported by annual implementation strategies that cover a range of online learning issues. The projects within FLAG's Strategy 2002 cover a range of issues in online learning and include measures to address applications and content development, access to bandwidth and professional development.

Broadband content and delivery

Adult learners have pressing demands on their time. A flexible learning environment facilitates good outcomes for students. VET institutions are implementing programs to address flexible learning needs and for some years, they have placed an emphasis on developing online content. VET institutions have developed thousands of hours of online courseware both within their state management frameworks and under the auspices of ANTA. FLAG's Strategy 2002 commits the sector to spend a further $7.54 million on developing online content, applications and services. Online content developed in the VET sector forms packages that include collections of resources, suggested learning strategies and supporting material. Packages are designed to "offer online learning experiences in realistic settings and provide options for both workplace and simulated learning experiences." The VET sector has integrated these online learning tools into its courses to complement face-to-face delivery. VET institutions deliver some courses completely online and support these through online communication with teachers and peers.

Access to broadband

FLAG's Strategy 2002 has established an Access to Bandwidth project. By the end of 2002, this project will complete an analysis of the bandwidth available across the VET sector. The project will determine bandwidth requirements for the sector and explore business models that will assist VET providers to source sufficient affordable bandwidth.

The data currently available on bandwidth in the VET sector are not in a consistent form, so it is difficult to compare the situation across the states and territories. The speed and ubiquity of internet access is a major issue for institutions in the VET sector. Some metropolitan VET institutions have sufficient bandwidth to run media-rich course content across the internet; others do not. The disparities in bandwidth between metropolitan and regional areas lead to problems with the quality and consistency of course materials. Poor connectivity represents a major barrier to any media-rich, interactive online learning experiences across the VET system.

WestOne Services, part of the Western Australian Department of Training and Employment, gave an example of a careers system that was originally developed as a Flash application with a strong emphasis on interactivity and visual appearance. Following a review, this application was redeveloped as a non-Flash application to allow access for users with less bandwidth in both rural and metropolitan areas. This kind of duplication has significant implications for online content development. Those with access to high bandwidth can receive course materials of a higher standard that are more interactive and engaging than those with access to lower bandwidth. Reworking courseware is wasteful - an extravagance that the education sector can ill afford.

Different content developers approach the issue of variable or insufficient broadband in different ways. Some developers choose to take full advantage of the greatest bandwidth available in the sector, using video, audio and graphics. These developers accept that not all institutions have access to high bandwidth. They believe that if institutions and jurisdictions have difficulty using high bandwidth content, it will force them to address their supply problems. A second approach is to create only content and applications that will run on low bandwidth. The bandwidth problems currently facing content developers and institutions can be addressed by increasing bandwidth through improved broadband availability and pricing.

Stakeholders in the VET sector have indicated that if more bandwidth were available, there is a range of additional applications that would enhance delivery of education services. These include webcasting, streaming video, demonstrations on demand and inclusion of more simulations in course content. At present, these applications are not viable in the VET sector. Although some major metropolitan TAFE campuses are serviced by bandwidth of up to 100 Mbps, the number of connected devices on the campus reduces the speed of data transfer to a speed that will not sustain the needs of these applications. Many smaller campuses support both learning and administrative functions with bandwidth in the order of 64 kbps.