Applied Learning design in an online VET teacher-education course: A pedagogical framework that responds to the needs of mature-aged, employed students

As one of the major contributors to the education sector in Australia, Vocational Education and Training (VET) operates within a number of contexts, including schools, private training providers and Technical and Further Education (TAFE) colleges. It takes responsibility for the continuing education of nearly two million students (from high school age to mature age) each year. Within VET there are approximately eighty thousand teachers employed, mostly on a part-time basis, delivering a wide range of courses (e.g., construction, hospitality, aged care, business, retail, tourism, arts, child-care) and catering for both employed students (e.g., appren-tices) and pre-employment students. Unlike many other countries, teachers employed within the VET sector in Australia are not required to hold a degree in teaching, although a growing number are interested in pursuing a university degree in order to progress their career and professionalism. This paper considers four aspects of VET teacher-education in Australia. Firstly, it provides an overview of the qualifications and experience required by providers of VET and identifies the opportunities universities have to offer additional professional development. As VET teachers are likely to be mature-aged, juggling work with study and been away from formal study for some time, there is a need for providers to consider how best to respond to these students. Secondly, this paper describes the approach taken by the University of Tasmania in a relatively new VET teacher-education programme, a Bachelor of Education (Applied Learning) . The specialty focus of the course, ‘applied learning’, represents the desired pedagogical approach in VET settings (cid:2) bringing application and theory together in an inte-Applied Learning design in an online VET teacher-education course: A pedagogical framework that responds to the needs of mature-aged, employed students

grated fashion in order to facilitate effective learning.An innovative approach was adopted to the design and development of units within the course, in order to create a learning environment that 'walked the talk' of applied learning whilst still reflecting the academic rigor expected in a university degree course.A set of six theoretically underpinned 'applied learning' design principles were articulated, which guided teaching staff as the course was developed, incorporating aspects such as student collaboration, integrating learning tasks with workplace roles, and ensuring that assessment tasks were authentic and applied.
The third part of this paper considers a recently completed doctoral study on the effectiveness of the design principles guiding the course.The findings led to a greater understanding of the nature, characteristics and needs of the students, including a vulnerability for self-doubt and withdrawal but also a desire to contribute altruistically and positively to the learning community.The investigation concluded that an applied learning approach that respects and integrates the students' lived experience can lead to positive, even transformational outcomes for students.The study also identified ways for course designers to capitalise on the affordances of web-based technology to support geographically and characteristically diverse students.
Finally, this paper considers the future of VET teacher-education in Australia and more broadly, considering the growing demand for high quality VET education and the subsequent role for universities.Most importantly, the paper contends that providers must consider how best to ensure a relevant, engaging and rewarding Higher Education experience for a diverse and dedicated VET workforce, who are developing the next generation of workers in a wide-range of industries and professions.

Introduction and background
The Vocational Education and Training (VET) sector fulfils a critically important role in Australia in preparing adolescent and mature-aged students for their chosen vocation or career.Teachers employed within the VET sector in Australia are likely to have had a successful career within their specialist area before moving into a teaching role.For example, they have been carpenters, electricians, chefs, hairdressers or mechanics and, typically, become teachers through a desire to give back to their industry (Productivity Commission, 2011).As VET teachers, their job role extends beyond teaching to working closely with employers and industry partners to support the apprentices and employees in their chosen careers.
Since the 1990s, Australia has adopted a national approach to VET, with a suite of training packages that are delivered by teachers in Registered Training Organis-ations (RTOs).A training package is a set of nationally endorsed standards and qualifications for a specific industry, (e.g., construction or hospitality).Each training package is developed by the related national Industry Skills Councils (ISCs) and should represent the desired skills and knowledge required by employees in that sector.Qualifications within each training package usually start with a foundational Certificate I and progress to a more advanced level, such as a Diploma.Every RTO that delivers training packages must conform with national requirements relating to the quality of delivery and assessment of the qualifications, or risk losing the right to offer their chosen training package.
Unlike many other countries, teachers employed in the VET sector in Australia are not required to hold a degree in teaching.Rather, the minimum requirement to teach or assess students enrolled in any of the VET qualifications is a Certificate IV in Training and Assessment (Cert IV TAE), which is a relatively short course to complete.Additionally, all VET teachers should have relevant industry experience and hold the vocational qualifications (such as Diplomas) in their subject area, at one level above the level that they are teaching.While some VET teachers may have university degrees in their discipline area (e.g., engineering or business), about 60 % of VET teachers do not (Productivity Commission, 2011).Hence, the typical educational profile of a VET teacher is quite different to a teacher in the school sector, who has completed a four year degree in teaching, or a degree in their discipline area (e.g., science) followed by a post-graduate degree in teaching.
While holding a university degree in teaching is not mandatory, many VET teachers are interested in pursuing a higher-education qualification in order to improve their knowledge and skills and advance their career.The VET teachers who decide to undertake university teacher-education courses are, however, likely to be quite different to the traditional university student.Many VET teachers, particularly those from trades with a traditional apprenticeship pathway, such as construction, hairdressing, and the retail sector, left school at a relatively early age and not consider themselves to be 'academic'.Many will be first-in-family to attend university and, as mature-aged entrants, have been away from formal study for a considerable time.They are also likely to be adding university study to other roles such as employee or parent.With these characteristics, VET teachers undertaking university study are very likely to fit the description of 'non-traditional' students (Munro, 2011) and as such, are representative of a growing segment of the university student cohort (Allen & Seaman, 2014).For these students, engaging in Higher Education is a daunting prospect and a supportive, constructive and positive learning and teaching environment is needed in order to attract and retain enrolment (Gilardi & Guglielmetti, 2011).Yet despite increasing numbers of nontraditional students, there is little evidence that universities are actively responding to their needs (Meuleman, Garrett, Wrench & King, 2014).This may be a contributing factor to the current situation in Australia where there is a struggle to maintain healthy student numbers in VET teacher-education programmes, and a consequential reduction in the number of courses on offer.

Applied Learning in VET teacher education
In 2012, the University of Tasmania began a new VET teacher-education course, a Bachelor of Education (Applied Learning).Historically, applied learning is most commonly referred to as 'learning with your hands' and pedagogically is most closely aligned with experiential learning (Dewey, 1938;Kolb, 1984).It melds together the two kinds of knowledge that philosopher Gilbert Ryle (1949) suggested: knowing that and knowing how.Ryle (1949) proposed that integrating theoretical knowledge (knowing that) with practice (knowing how) enables a student to move beyond being trained and into a space where the skills of lifelong learning are internalised.Thus, an applied learning approach has the potential to bring together theory and practice in a manner that builds the type of attributes sought in university graduates.Although usually associated with the VET sector, the Higher Education literature reveals a limited but growing interest in applied learning through "the kind of pedagogical principles and practices associated with engaged scholarship, communities of practice, civil engagement, and critical pedagogy" (Schwartzman & Bouas Henry, 2009, p. 5).Ash and Clayton (2009) suggest that an applied learning approach in Higher Education is: … grounded in the conviction that learning is maximized when it is active, engaged and collaborative.Each applied learning pedagogy provides students with opportunities to connect theory with practice, to learn in unfamiliar contexts, to interact with others unlike themselves and to practice using knowledge and skills (p.25).
Drawing upon this literature and more broadly, a set of applied learning design principles was created to guide the development and delivery of the four year, fully online, undergraduate degree at the University of Tasmania.Table 1, below, describes each design principle guiding the course, along with its theoretical underpinning and enactment into the course.
Tab. 1 The Applied Learning Design Principles, their theoretical underpinnings and enactment into the course.

Design principle
Theoretical Students will be: underpinning 1. Provide learning activi-Experiential Learning Theory (Dewey, • Involved in activities that integrate theoretical ties that connect theory 1938) concepts with practical application; and application in auth- • Encouraged to make connections between what Authentic Learning (Herrington, Reentic contexts. they are studying and the real workplace issues eves, & Oliver, 2010) and challenges; Situated learning (Brown, Collins, & Dug-• Engaging with authentic problems and integratuid, 1989) ing those with their studies; and, Realistic Teacher Education (Korthagen, • Working closely with practitioners to better 2001) understand the skills and knowledge required in Applied teacher-education (Darlingthe workplace.Hammond, 2006) 2. Recognise the lived ex-Adult learning theory (Lindeman, 1926; • Recognised as having relevant and valuable life perience of students.Knowles, et al., 2011) experiences; • Encouraged to critically reflect on those experi-Transformational learning (Mezirow, ences in the learning process; 2000) • Invited to consider alternative approaches and Workplace learning (Billett, 2004) perspectives; and, Reflective practice (Brookfield, 1995; • Engaged in deepening their understanding Schön, 1983) through new experiences in a range of settings.
3. Provide meaningful op-Authentic Learning (Herrington et al., • Encouraged to take on roles that enable them portunities for the col-2010) to contribute meaningfully to the online comlaborative construction munity; Communities of Practice (Lave & of knowledge within the • Invited to contribute altruistically to the learn-Wenger, 1991) learning community ing environment for the benefit of their peers; Learning communities (Salmon, 2011;and Shulman, 2004) • Supported as they undertake collaborative activi-Community of Inquiry framework (Garrities, in recognition of the challenges that lie son, Anderson & Archer, 2001) within it, particularly in the online environment.

Encourage the develop-Identity and practice (Wenger, 1999)
• Encouraged to be actively involved as a memment of a professional ber of their professional community; Reflective practice (Brookfield, 1995; identity through col- • Building evidence of their attainment of the pro- Schön, 1983) legial interactions in a fessional standards of teacher-education gradu-Communities of Practice (Lave & range of settings. ates; Wenger, 1991) • Engaged in robust discussions and interactions Dialogue of Inquiry (Kozminsky, 2011; with their peers and teaching staff on a wide Loughran, 2006) range of topics relevant to their profession; and, • Actively building their professional identity.

Provide authentic as-
Authentic assessment (Herrington & • Completing assessment tasks that require the sessment tasks that re- Herrington, 2006) skills and knowledge associated with their fuflect the way the knowl-ture roles in the workplace; Sustainable assessment (Boud, 2006) edge will be used in real • Creating practical products that will be meaning-Formative feedback (Black & Wiliam, work settings. ful and useful to learners in their profession; 1998; Hattie, 1999) • Participating in peer-review and formative feed-Authentic assessment in teacher-eduback processes; and, cation (Darling-Hammond, 2000; Shul- • Engaging in a number of activities in any one asman, 2004) sessment task.

Encourage an increas-
Student autonomy in learning (Boud, • Encouraged to take increased responsibility for ing level of student own-1988) their approaches to learning and assessment; ership of learning.
• Engaged in activities that draw upon their un-Identity and ownership (Chickering & Reique experiences and contexts; isser (1993) • Evidencing their achievements in an ePortfolio; Ownership of Learning (Dudley-Marand, ling & Seale, 1995) • Collaborating with peers towards mutual Adult learning theory (Knowles et al., achievement of learning goals.2011) Reflective practice (Brookfield, 1995) Authentic learning (Herrington et al., 2010) In summary, the course design aims to ensure an engaging, meaningful experience for the students, responding appropriately to their likely characteristics and needs and role-modelling teaching approaches that they can, in turn, consider in their own classrooms.Students engage in their studies through a web-based Learning Management System (Desire2Learn), where they access a range of learning resources and activities and interact with their student peers and teachers through both synchronous and asynchronous modes of communication.Being fully online, students are able to adopt an 'anytime/anywhere' approach to their study, and teaching staff are purposefully 'present' in the online space Ϫ engaging with activities and responding to questions promptly and constructively.Enrolments in the course have grown significantly since its inception in 2012, defying the national VET teacher-education trend and enabling the course to become the most successful VET teacher-education course currently on offer in Australia.

Evaluation of the applied learning design principles guiding the course
A doctoral study (Downing, 2015) investigated the experiences of students in the Bachelor of Education (Applied Learning) over an eighteen month period, using the iterative process of design-based research to assess the influence and effectiveness of the applied learning design principles.Design-based research (DBR) is also known as design research, educational design research, design experiments and development research, and involves an iterative process of analysis, design, development and implementation of a specially designed intervention (Design-based Research Collective, 2003).Initally conceived and articulated by Collins (1992) and also Brown (1992), it is an approach that is particularly appropriate for educators who seek to incorporate research into practice and better understand the 'messiness' of real-world practice in a particular context.Data were collected through interviews, focus groups and student artefacts (such as assignments and online forum postings).Qualitative data analysis sought to identify themes inductively, which were then explored at a greater depth through a second layer of investigation.
The study investigated the extent to which the applied learning design principles fostered an environment where students could authentically apply what they were learning about to everyday problems and opportunities in real workplaces.Consistent with the design principles, students were expected to take a greater level of responsibility for their learning, and connect their studies to their own, unique, context in both the learning and assessment activities.This approach represents the heart of applied learning pedagogyırecognising and responding to the individuality of meaning-making and knowledge creation, and using that individuality to create more meaningful links between theory and practice.Over the three iterations of the study, the students showed a gradual and, in some cases, transformational change in the role they undertook in their own learning and in their confidence to grow professionally.Perhaps most indicative of the effectiveness of the design principles was evidence that students were changing their own teaching practice in response to how they experienced their university learning environment.
The study revealed that applied learning design principles encouraged the students to reconceptualise their role in the learning environment.This often began with a need to (re)examine their beliefs about themselves as learners and the way in which they engaged with their teachers and peers.Rather than being passive receivers of content from an 'expert' teacher, they were introduced to new concepts, ideas, theories, frameworks and such like, and asked to examine and interrogate those in light of their existing perspectives and beliefs.Many participants with negative connotations from their school days were initially reluctant to show any behaviour that could be seen as challenging the authority of the teacher, but over time that tendency dissipated, and levels of self-confidence grew.
The findings from the doctoral study revealed that an applied learning approach that respects and integrates the students' experience and context can lead to positive, even transformational outcomes for students.Of critical importance was the need for immediate relevance of what was being studied to the every-day realities of the students' working lives Ϫ they wanted to 'put their learning to work' as soon as possible, both to maximise the value of their study and to help them to engage and maintain their commitment to study.Simply put, if studying in the course did not help them with their current and real challenges at work, withdrawal from enrolment was likely.
The conclusions of study contributed new knowledge about the characteristics and needs of non-traditional students and their behaviour in the learning environment.The investigation uncovered a persistent vulnerability for self-doubt and withdrawal, but this sat alongside a strong desire to contribute altruistically to the learning community.Indeed, it appears that the manner in which the design principles ensure opportunities to give meaningfully to the learning community may actually help non-traditional students to address concerns over their worthiness and capability to succeed in Higher Education.

Implications for pedagogical design in VET teacher education in universities
The study concluded that applied learning design can assist course developers in building an environment that more effectively links university study to the workplace and facilitates meaningful professional development.Additionally, the findings revealed that web-based technology can offer effective and engaging ways to support geographically and characteristically diverse students.Importantly too, given the growing number of non-traditional students entering university, the applied learning approach responds well to those students with a low sense of selfefficacy, who need encouragement and support while developing the confidence to engage fully in the university environment.
The study also found that teaching staff in universities should be open to reconceptualising their role in the learning environment; moving from being seen as the 'expert' to more of a facilitator, by helping students connect what they are learning with their real workplace context.This requires teaching staff to be more open to allowing a degree of modification to learning and assessment tasks in order for those tasks to be more meaningful and rewarding (both intellectually and pragmatically), and truly respecting what the students brought to the learning environment.

Summary
This paper has provided an overview of the context in Australia for VET teachers, and their continuing professional development and education.Importantly, it appears that a growing number of VET teachers are interested in pursuing a Higher Education experience, but they will need a supportive, constructive and meaningful course in order to feel confident, engaged and motivated.
The applied learning design principles that guided the course development and delivery, and the findings of the accompanying doctoral study, may well be a useful resource for other Higher Education providers seeking to build an appropriate course for VET teachers.The applied learning approach appeals on a number of levels Ϫ it responds to the characteristics of non-traditional students, it models the desired approach in VET, and it is suitable for an online or web-based mode of delivery.It is noted that this doctoral study did not aim to be a comparative one in terms of what is offered overseas.Therefore, in terms of potential further research, a study on the effectiveness of the design principles in another context or discipline would be a valuable addition to the limited literature on this pedagogical approach Ϫ an approach that appears to offer much to the Higher Education sector.