Cultural Points of View
•Descargar como PPT, PDF•
1 recomendación•1,626 vistas
Cultural Points of View is a cultural awareness training program. This pilot was designed for delivery to SES volunteers and staff to develop an understanding of their local Aboriginal communities and develop skills to work with their communities. Funded by the NSW State Emergency Service, the Adult and Community Education Unit and the Australian Flexible Learning Framework.
![[object Object],[object Object],intro & overview the project the process indigenous perspective training & resources what worked what we learned next steps](https://image.slidesharecdn.com/ses-ace-rolling-powerpoint-091205195240-phpapp02/85/Cultural-Points-of-View-1-320.jpg)
![the project blended delivery of cultural awareness training ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Recomendados
Más contenido relacionado
Similar a Cultural Points of View
Similar a Cultural Points of View (20)
Más de Ann Brady
Más de Ann Brady (15)
Último
Último (20)
Cultural Points of View
- 9. Volunteer Induction + First Aid Training RIVERINA CC Wagga (1- Indigenous) Wagga (CA) Wagga (2 – CALD & Indigenous) ST GEORGE & SUTHERLAND CC Sydney suburbs TBA GRAFTON CC Grafton (VIT & CA) CENTRAL WEST CC CowraIVIT)/ Bathurst/ Condobolin (IVIT) , Orange/ Lake Cargelligo (IVIT) ROBINSON CC W`entworth (VIT & CA) Wilcannia (VIT) Broken Hill (CA) TAREE CC Purfleet Taree Kempsey ACE NORTH COAST Cabbage Tree Island (VIT) Tabulum/Casino (VIT)Ballina (CA) NORTHERN INLAND CC Bogabilla Toomelah KIAMA CC Nowra (IVIT + General Rescue +) DEEWR/HABITAT, Wollongong
- 10. cultural awareness training RIVERINA CC Wagga (1- Indigenous) Wagga (CA) Wagga (2 – CALD & Indigenous) ST GEORGE & SUTHERLAND CC Sydney suburbs TBA GRAFTON CC Grafton (VIT & CA) TAMWORTH CC Tamworth TENTERFIELD CC Tenterfield ROBINSON CC Wentworth (VIT & CA) Wilcannia (VIT) Broken Hill (CA) TAREE CC Purfleet Taree Kempsey ACE NORTH COAST Cabbage Tree Island (VIT) Tabulum/Casino (VIT)Ballina (CA) NORTHERN INLAND CC Bogabilla Toomelah
- 11. cultural points of view pilot project CULTURAL POINTS OF VIEW PILOT Framework Blended Learning Project VOLUNTEER INDUCTION CENTRAL WEST CC - Cowra (IVIT)/ Bathurst/ Condobolin (IVIT) - Orange/ Lake Cargelligo (IVIT) KIAMA CC - Nowra (IVIT + General Rescue +) - DEEWR/HABITAT, Wollongong
- 12. CALD pilot CALD/INDIGENOUS INDUCTION TRAINING & CULTURAL AWARENESS TRAINING RIVERINA CC: Wagga (1- Indigenous) Wagga (CA) Wagga (2 – CALD & Indigenous) ST GEORGE & SUTHERLAND CC - Sydney suburbs TBA
- 13. How it all fits together CULTURAL AWARENESS TRAINING CULTURAL AWARENESS TRAINING ONLY TAMWORTH CC – Tamworth TENTERFIELD CC – Tenterfield HUNTER CC – Newcastle NEW ENGLAND - Armidale INDIGENOUS VOLUNTEER INDUCTION TRAINING CULTURALLY & LINGUISTICALLY DIVERSE (CALD) INDUCTION TRAINING INDUCTION TRAINING ONLY ST GEORGE & SUTHERLAND CC Sydney suburbs TBA CULTURAL POINTS OF VIEW AFLF eLearning Project VOLUNTEER INDUCTION CULTURAL AWARENESS CULTURAL POINTS OF VIEW CENTRAL WEST CC Cowra (IVIT) Bathurst Condobolin (IVIT) Orange Lake Cargelligo (IVIT) KIAMA CC Nowra (IVIT + General Rescue +) DEEWR/HABITAT Wollongong INDUCTION TRAINING ONLY Taree CC Purfleet Taree Kempsey CALD/INDIGENOUS INDUCTION TRAINING & CULTURAL AWARENESS TRAINING RIVERINA CC Wagga (1- Indigenous) Wagga (CA) Wagga (2 – CALD & Indigenous) ACE North Coast Cabbage Tree Island (VIT) Tabulum/Casino (VIT) Ballina (CA) Northern Inland CC toomelah Bogabilla Robinson CC INDUCTION & CULTURAL AWARENESS TRAINING Grafton CC Grafton (VIT & CA) Robinson CC Wentworth (VIT & CA) Wilcannia (VIT) Broken Hill (CA)
- 18. plus an adaptable model and resources for blended delivery of cultural awareness for delivery in a range of workplaces/organisations to promote working effectively with diversity: CALD communities young people people with disabilities SES organisational culture
- 22. the tools team communication
- 23. the platform the tools
- 24. learner communication the tools
- 25. framework resources the tools
- 26. face to face component
- 28. Discussion Quiz online component
- 29. Practical Tasks Case Studies online component
- 31. the site
- 32. Linda Burney. Aboriginal people have views on topics other than Aboriginal affairs. Aunty May. Don’t try to learn about the Aboriginal perspective. Learn about the people by interacting with the people – take an inclusive approach – make it part of your life. Eric Cook – Be persistent in your endeavours, value your identity and take pride in what you do Question for learners – What are the key points each speaker is making?
- 33. Getting started with Aboriginal culture
- 35. working with the community
- 36. legislation and SES policy
- 37. cultural awareness in practice
- 38. an indigenous perspective Carl (SES)
- 39. training & resources Christine – Central West Community College Rebecca – Kiama Community College
- 44. Sustainability
Notas del editor
- Ann to MC the presentation – Thank you to the AFLF for allocating us time to tell you about our project – Cultural Points of View introducing the project and the development team members who will be telling you about it today Ann Brady Project Co-ordinator and … . Jenny Kapp, Technical and elearning advisor, resources developer, voice of calm and reason Helen Zwicker, Executive Officer, Kiama Community College and co-trainer in Wollongong pilot Rebecca ……… , co-trainer with Helen Margie Westmacott, Training Co-ordinator (Young), Central West Community College Christine Keefe, Trainer, Orange and Bathurst pilot delivery Jean Botfield, Learning & Development Officer, North West Region, NSW SES (may be apologies) – enthusiastic contributer extrordinaire Carl Ralph, Community Liaison Officer (Indigenous Communities) NSW – roving SES DIV partnership busybody Kathryn Couttoupes, ACE Project Officer, ACE Unit, NSW DET, Project Manager and desk-bound bureaucratic SES DIV partnership busybody And Thank you to our champions David Rae, Human Services Manager, NSW SES & Debbie Littlehales Community Colleges Australia (then NSW) 9 of us – 2 minutes each – fast speakers – about: The context - ACE SES Diversity in Volunteering Partnership Program, its aims and achievements and why the need for cultural awareness and blended delivery Slides Project context and overview An indigenous perspective integrated in program planning Program development porcess training and resources What worked What we learned Sustainability and next steps
- Ann Cultural Points of View is a cultural awareness training program. This pilot was designed for delivery to SES volunteers and staff to develop an understanding of their local Aboriginal communities and develop skills to work with their communities. How to ensure their unit & region is a culturally sensitive environment that will foster recruitment and retention of people from communities not traditionally involved in volunteering in mainstream organisations Optimise ability to serve the diverse community of NSW Create awareness of SES services across all communities The program includes a three hour face to face training session and an online component designed to reinforce and assess participants’ understanding of indigenous culture and how to effectively interact with people from culturally and linguistically diverse backgrounds.
- Kathryn
- So what does the SES do? What roles and services – can anyone in the audience tell us? Do we have any SES members in the workshop today? And the ACE sector?
- Ann SES volunteers give up a lot of time for their work with the SES As a group they are dispersed all over the state So our idea was to develop a learning strategy to make the training more accessible using a blended learning approach
- This was our aim.
- From the outset the business of the SES team members in particular prevented us from having a f2f meeting, after all, you can’t priorities a project above a natural disaster. So we decided to ‘walk the talk’ from the outset We met online using Discovere and we met approximately 8 times. Before the first meeting our Technical person, Dot Waterhouse, contacted each person individually and ensured that they were able to access the room. There were some occasional and minor initial technical issues on other occasions, but nothing major and generally speaking most people were able to access the room and participate most of the time. The trainers also came to Sydney and spent the day with Jenny and I which was enormously helpful in moving the project forward. Dot also set up a Moodle where we anticipated most of our communication would occur as we developed our project. Dot, left our project just before our first meeting due to competing commitments and Jenny replaced her as our technical advisor The Moodle was not a success in terms of communication and I think that was due to the regularity of our online meetings – people didn’t really need to communicate between meetings or if they did it was often by phone, for example the trainers, Rebecca and Chris spoke regularly during the development phase and would then report back at our meetings. The Moodle became a repository for our meeting minutes or recordings of our meetings and a place to store the documents we developed.
- The first activity is very straight forward – all you need to do is click on each of the pictures and listen to what the speakers have to say about Aboriginal culture. The videos are very short, less than 2 minutes each.
- In section 2 we ask you again to watch four videos – these focus on traditional aspects of Aboriginal culture. There are transcripts available if you prefer to read. Then we ask you to answer some questions about what you have heard. Instructions on how to participate in the quiz are on pages 26-27 of your learner guide. Then we ask you to consider cultural diversity more broadly and provide you with some ideas and definitions before we ask you what you think cultural diversity is. That question is answered in a discussion forum – the same way that you were able to ask questions of your trainer or for technical help.
- Your final activity is two short answer questions. You can choose to write or record your answer using this simple voice recorder. All you have to do is click on Record, speak into your microphone and save your recording at the end. So we hope that we’ve provided a variety of activities and a range of different but simple ways for you to respond. This environment is designed to function online. When you participate in an online environment such as this you have the benefit of learning from your peers in much the same way you do in a face to face setting like this one. You can “talk” to each other – i.e. Read what your colleagues say, voice your opinions and debate your answers. Is there anyone who cannot access the internet? If yes, give them a CD but tell them that they will miss out on all the collaborative activities, that it will be a much more isolating experience – much better to take the trip to the SES or the college and learn online.
- During our meetings the trainers would report on the resources they had discovered and ideas for activities and ask for feedback from an SES perspective and from an indigenous perspective and we gradually developed a storyboard. We arrived at: An initial f2f meeting followed by six online topics We were aware of potential literacy issues and selected a variety of mediums to make the site accessible to as many people as possible and to provided opportunities for collaborative learning. The f2f learning is about local indigenous and SES cultures and general cultural awareness concepts Online learning begins with concepts and background information about indigenous people now and traditional perspectives, brings in the SES context and culture and then situates that learning in a practical day to day SES and concludes with a reflective activity which asks the learners to articulate their own roles and responsibilities in relation to cultural awareness. Jenny will show you some images of the site and explain which technologies we selected and why.
- Intro to the Moodle environment - Animoto slide show using photos/logos above with Make No Assumptions (Interactive Ochre) playing the background. Followed by: WARNING Aboriginal and Torres Strait Islander users are warned that this website may contain images, names and voices of deceased persons. Navigation Ask me a question forum Link to resources
- Learning activity Short video of each speaker – key points above. Question for learners – What are the key points each speaker is making? When they have written their answers they can click on something which says “Did your ideas match with outs?”.
- Four perspectives of traditional aboriginal culture – summarised below. Learning activity. Online will be spoken. Students listen. Traditional aspects of aboriginal culture Land and Sea Language Dreaming Lore
- Formative assessment Multiple choice questions
- A case study Voice over explaining the context of the image and asking questions. (Voicethread) 2 different scenarios Participants can respond by speaking or typing
- Discussion questions – assessable activity
- Short answer questions designed to get participants thinking about their responsibility to be culturally sensitive. Mention Voice recorder – but didn’t work – likely to integrate later. Concluded with an assessment task where participants respond to a case study or write an action plan – i.e. brings participants into how they can implement what they have learned.
- Role in the project Importance of Elder – welcome to country, local knowledge Importance of historical understandings
- Describe the f2f and focus on feedback from learners
- Describe your experience facilitating online and focus on feedback from learners
- Ann Guides and assessment tasks are downloadable from the Framework wiki. We are project 62.
- Meeting online: enabled us to meet more regularly than we otherwise may have Enabled the ACE trainers to gather then information needed to develop appropriate training Helped us to understand and identify the differences between the SES culture and the ACE culture – eg. The ACE people were concerned that assessment in this subject might be an issue but for the SES assessment is an integral part of their training practice. The f2f meeting enabled us to progress the project Moodle was an appropriate platform – it has a variety of tools embedded within it which is provide for a range of learning styles, will accept video and audio, is pedagogically sound, and provides instant feedback to learners, is enabled for password access and provides Will enable the SES to produce a range of courses.
- Ann
- Kathryn
- Kathryn
- KC
- KC - conclude