Teacher Guide

Teacher guide
Timber Plus Toolbox Series 13 Flexible Learning Toolbox
Supporting resources for Certificate II and III units of competency from the Forest and Forest Products Industry Training Package (FPI05)
flexiblelearning.net.au/Toolbox
Flexible Learning Toolboxes, ational !"T "#learning Strategy, $ %o&&on'ealt( o) *ustralia (+e,art&ent o) Industry, Inno-ation, Science, .esearc( and Tertiary "ducation (+IIS.T"), /01/0 1it( t(e exce,tion o) t(e %o&&on'ealt( %oat o) *r&s, t(e +e,art&ent2s logo, any &aterial ,rotected by a trade &ark and '(ere ot(er'ise noted, all &aterial ,resented in t(is docu&ent is ,ro-ided under a %reati-e %o&&ons *ttribution#S(are*like 300 *ustralia ((tt,344creati-eco&&ons0org4licenses4by#sa43004au ) license0
Table of contents
Introduction.......................................................................................................................... 1 Getting started delivering e-learning..................................................................................2 5o' to install t(e Toolbox00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000/ Pre,aring to use t(e Toolbox000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000/ Computer and technical re uirements...............................................................................! 5ard'are000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 3 So)t'are00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 3 Customisation...................................................................................................................... " #nline teaching strategies...................................................................................................$ Social net'orking0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000005 Pre,aring t(e learners to use t(e &aterials0000000000000000000000000000000000000000000000000000000000000000000000006 I&,le&enting success)ul Toolbox deli-ery00000000000000000000000000000000000000000000000000000000000000000000000006 %ualification and competencies..........................................................................................& 7nit guides0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 8 "&,loyability skills00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000008 Target audiences..................................................................................................................' Learners00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 9 Teac(ers4trainers4)acilitators 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000009 Toolbox structure and design...........................................................................................11 Site &a,000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 11 7nit structure0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 1/ %ontext0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 1/ :ey )eatures000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 1/ ;lossary000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 13 Learning ob<ects000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 13 Teaching and learning design...........................................................................................1$ Learning acti-ities000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 15 *ssess&ent 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 /1 (ssessment strategies......................................................................................................2! )ecognition of prior learning *)P+,..................................................................................2! (ccess and e uit-.............................................................................................................. 2$ Literacy re=uire&ents000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000/5 "=uity0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 /5 Getting help........................................................................................................................ 2. 1(at is a Toolbox %(a&,ion>00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000/? )esources........................................................................................................................... 2&
Ti&ber Plus Toolbox Teac(er ;uide
Introduction
1elco&e to t(e Ti&ber Plus Toolbox0 T(is Teac(er guide 'ill assist trainers and teac(ers 'is(ing to use t(e Toolbox eit(er in its co&,lete )or&, or as a source o) learning co&,onents, in t(e de-elo,&ent o) t(eir o'n teac(ing ,rogra&s0 T(e ,ur,ose o) t(e Teac(er guide is to s(o' (o' t(e Toolbox resources can be e))ecti-ely used to assist in t(e deli-ery o) a ,rogra&0 It is 'ritten in a non#,rescri,ti-e 'ay, assu&ing t(at t(e trainers 'ill 'ant to select as,ects o) t(e Toolbox, substitute ot(ers and custo&ise as,ects )or t(eir o'n audience including learners 'it( language, literacy and nu&eracy needs0 T(ese strategies 'ill ,ro-ide o,,ortunities to &axi&ise t(e learning ex,erience t(roug( t(e use o) t(e Toolbox and take ad-antage o) t(e collaborati-e learning en-iron&ent t(at can be ac(ie-ed t(roug( )acilitated discussion and in)or&ation s(aring a&ongst a grou, o) learners0
National VET E-learning Strategy
$ %o&&on'ealt( o) *ustralia /01/
Getting started delivering e-learning

Getting -ou started
I) you are ne' to e#learning, 'e suggest you -isit (tt,344designing0)lexiblelearning0net0au4 T(is site ,ro-ides so&e ans'ers to t'o big =uestions3 1(at is e#learning> and 5o' do you do it> T(ere are a nu&ber o) resources t(at ,ro-ide learning designs, learning &aterials, strategies t(at co&e 'it( do'nloadable guides0 So&e o) t(e areas co-ered are3 10 /0 30 @0 50 ;et started in e#learning "x,lore e#tec(nologies Plan an e#learning initiati-e +esign an e#learning course +e-elo, an e#learning ,lan
/o0 to install the Toolbox

To start using t(is %+#.AB3 Insert t(e Toolbox %+ in your %+#.AB dri-e0 In &ost cases t(e %+ 'ill auto&atically run, i) it doesnCt t(en do one t(e )ollo'ing0 7sing 1indo's "x,lorer (or your e=ui-alent) double click on t(e %+#.AB icon to -ie' t(e )iles contained on t(e %+#.AB0 T(en double#click on t(e )ile called Dindex0(t&2 at t(e root directory le-el0 7sing your 'eb bro'ser, go to t(e DFile2 &enu and select DA,en )ile2, bro'se to t(e location o) t(e %+#.AB and o,en t(e )ile Cindex0(t&C at t(e root directory le-el0
Ar
Preparing to use the Toolbox

*s a 'ork,lace trainer or su,er-isor, it is i&,ortant to set aside ade=uate ti&e to )a&iliarise yoursel) 'it( t(e Toolbox and its resources so you can ,ro,erly su,,ort your learners0 Teac(ers (a-e re,orted t(e greatest successes '(en t(ey )irst )a&iliarised t(e&sel-es 'it( t(e Toolbox, integrating it 'it( t(eir course, de-elo,ing student acti-ities and additional &aterial and t(us guiding t(e learners t(roug( using t(e Toolbox0 It is i&,ortant to ,re,are to use t(e Toolbox0 T(e )ollo'ing ti,s )or trainers (ig(lig(t i&,ortant in)or&ation you s(ould consider '(en introducing Toolboxes into your training0 Set aside ade=uate ti&e to )a&iliarise yoursel) 'it( t(e Toolbox so you can ,ro,erly su,,ort your learners0 Internet sites c(ange o-er ti&e so &ake sure you c(eck )or broken links ,rior to using t(e Toolbox0 Set realistic ti&e )ra&es )or i&,le&entation0 Integrate t(e Toolbox into your teac(ing deli-ery, <ust as you 'ould any ne' teac(ing resource0 7sing a Toolbox is not about lea-ing learners alone to learn )or t(e&sel-es, but about using a ne' &ediu& as a ,art o) an o-erall teac(ing deli-ery strategy0 I) you c(oose to conduct grou, acti-ities -ia discussion boards or 'ikis, you 'ill need to set u, discussion t(reads4'iki (eadings ,rior to co&&encing t(e acti-ity0 Eou &ay need to ,ro-ide instructions to t(e learners on (o' to use co&&unication tools suc( as e&ail, 'iki, -irtual con)erencing or c(at0
Computer and technical re uirements

ot(ing s,oils a co&,uter#based learning ex,erience &ore t(an tec(nical ,roble&s and di))iculties0 An t(e o,ening screen o) t(e Toolbox t(ere is a link to SEST"B ."F7I."B" TS0 So&e users do not c(eck t(is ,rior to using t(e Toolbox and disco-er t(ey don2t (a-e t(e re=uired so)t'are installed on t(eir co&,uter, or t(at t(eir co&,uter doesn2t &eet t(e &ini&u& re=uire&ents0 It is 'ort( c(ecking 'it( your Syste&s or IT %oordinator0 5o'e-er, Toolboxes are designed )or a standard s,eci)ication co&,uter and Internet connection eli&inating &any ,roble&s0 Eou can (el, by &aking sure your learners (a-e c(ecked t(eir co&,uter against t(e &ini&u& s,eci)ications listed, and '(ere necessary (el, t(e& to do'nload re=uired ,lugins0 For your re)erence, belo' is a co,y o) t(e in)or&ation ,resented 'it(in t(at link )ro& t(e (o&e ,age0
/ard0are
To use t(e learning &aterial in t(is unit, learners 'ill need a co&,uter 'it( t(e )ollo'ing )eatures3 IGBH co&,atible 'it( a 1 ;5I ,rocessor running 1indo's /000, JP, !ista, 1indo's ? or *,,le Bacintos(H 'it( a 500 B5I ,rocessor running ASJ -1005 'it(3 51/ BG o) .*B 10/@ x ?68 ,ixel dis,lay %+#.AB dri-e Internet access Sound card
1oft0are
Learners 'ill also need t(e )ollo'ing so)t'are4,lug#ins installed on t(eir co&,uter3 Ar Ar Sa)ari 3 or abo-e ((tt,344'''0a,,le0co&4 ) Bicroso)tH 1ord 9? or a si&ilar 'ord ,rocessing ,rogra& to o,en and use do'nloadable )or&s, c(ecklists and 'orks(eets0 *dobeH Flas( Player 100 I) you (a-en2t got t(is ,lug#in, you can do'nload and install t(e latest )ree -ersion )ro&3 '''0adobe0co& *dobeH P+F .eader 800 or abo-e0 I) you (a-en2t got t(is ,lug#in, you can do'nload and install t(e latest )ree -ersion )ro&3 '''0adobe0co& Fire)ox 300 or abo-e ((tt,344'''0&oIilla0co&4 ) Internet "x,lorer 600 or abo-e ((tt,344'''0&icroso)t0co&4 )
Incorrect -ersions o) t(ese a,,lications could result in in)or&ation being s(o'n in an unreadable )or& or not s(o'n at all0
Customisation
Toolboxes are designed to be custo&ised0 T(is is an i&,ortant )eature0 Teac(ers are in-ited to use ,arts o) a Toolbox t(at co&,li&ent t(eir training sessions and4or incor,orate t(eir o'n &aterials into a Toolbox0 T(ere are a series o) &ini tutorials a-ailable on t(e Toolbox 'ebsite t(at &ay assist you in custo&ising a Toolbox0 T(ese can be )ound at3 (tt,344tle0ta)e-c0co&0au4toolbox4access4searc(0do>,aging0,ageK1L(ier0to,icK@553a@98# 8801#c8ab#@a85#9ad/66cd@cb0 I) you re=uire assistance 'it( your custo&isation, ,lease contact t(e Toolbox %(a&,ion in your state0 Eou 'ill )ind a list o) t(e Toolbox %(a&,ions in t(e D;etting (el,2 section o) t(is guide0 To custo&ise resources in t(is Toolbox you 'ill need so)t'are suc( as3 an 5TBL text editor suc( as 5o&esiteH, GG"ditH or *dobeH +rea&'ea-er to edit 'eb ,ages0 *lternati-ely, )or a )ree do'nloadable text editor try :o&,oIer # (tt,344'''0ko&,oIer0net4do'nload0,(, a 'ord ,rocessor suc( as Bicroso)tH 1ord to edit docu&ents0
I) custo&isation o) &ulti&edia interactions is re=uired, t(en t(e )ollo'ing a,,lications &ay be necessary3 Flas( %S3 JBL SPE or e=ui-alent JBL editing tool P(otos(o,4Fire'orks (or e=ui-alent) )or editing still i&ages Sound"dit16 (or e=ui-alent) )or editing sound content Pre&iere (or e=ui-alent) )or editing -ideo content0
.e)er to t(e Tec(nical guide )or )urt(er in)or&ation0
Customising 2ord documents

BS 1ord docu&ents ,ro-ided as ,art o) an assess&ent in t(e Ti&ber Plus Toolbox are ,ass'ord ,rotected0 Protection can be disabled using t(e ,ass'ord3 ti&ber (case sensiti-e)0
#nline teaching strategies

Teac(ing in an online en-iron&ent )ocuses on )acilitating and guiding t(e learner2s ,rogress0 Learners (a-e signi)icant learning resources a-ailable to t(e& in t(e Toolbox, in t(e 'ork,lace, and on t(e Internet0 5el,ing learners to na-igate t(is in)or&ation and ,in,oint t(e rele-ant &aterials to &eet ,er)or&ance criteria is t(e central role0 It re=uires a clear state&ent o) learning ob<ecti-es and regular )eedback on learner ,rogress0 Toolboxes are designed to encourage t(is learner collaboration and t(e acti-ities are custo&isable de,ending on re=uire&ents0 It is t(e trainer2s decision (o' t(is collaboration occurs0 For exa&,le3 a trainer might set up a discussion board or online discussion forum around how to save energy in the home. start and finish date might be set for the discussion! and a proportion of final assessment weighted to participation. "earners may be notified of these re#uirements by email! as well as through an initial posting on the bulletin board. The bulletin board $along with other tools% is a useful record of learner contributions for assessment purposes. Anline discussions 'ill only 'ork i) t(ere is a sense o) tea& collaboration, so it is i&,ortant t(at you consider (o' to de-elo, t(is tea& en-iron&ent0 T(roug(out t(e tasks in t(is Toolbox t(ere are &any o,,ortunities )or learners to co&&unicate 'it( t(eir colleagues0 Gelo' are so&e ti,s t(at could (el, you to set u, and )acilitate co&&unication acti-ities 'it( t(e learners0 Eou can use an online icebreaker in a co&,uter training roo& or 'it( learners '(o are at di))erent locations0 I) you intend )or your learners to collaborate online (using e&ail, a learning &anage&ent syste&, or a 'eb discussion board) it2s i&,ortant to gi-e t(e& a c(ance to get )a&iliar 'it( eac( ot(er by using t(e &ediu&, be)ore t(ey get do'n to t(e serious ,art0
1ocial net0or3ing
"-ery day, your learners co&&unicate 'it( eac( ot(er in ne' and di))erent 'ays, and e&ails and bulletin boards are not al'ays t(e ,re)erred o,tions0 Bobile ,(ones, text &essaging, and creating and s(aring &edia )iles (-ideos, gra,(ics, ,odcasts) are ot(er co&&on )or&s o) co&&unication t(at ,eo,le currently use0 Social net'orking tools allo' you to assist learners to net'ork 'it( ot(er learners as t(ey co&,lete Toolbox acti-ities0 For exa&,le, you can ask learners to create net'orks by3 re-ie'ing &our guide to social e-learning )or additional in)or&ation and ideas0 (tt,344socialelearning0)lexiblelearning0net0au4socialMelearning4index0(t& s(aring t(eir 'ork in 'eblogs, )or exa&,le 'riting in t(eir o'n blog or s(aring &obile ,(one ,(otos in &oblogs (&obile 'eblogs) collaborating 'it( ot(ers to de-elo, docu&ents, )or exa&,le using 'ikis to ,ut toget(er a res,onse to a ,roble& creating and s(aring ,(otos o) t(eir 'ork using ,(oto s(aring so)t'are, )or exa&,le Flickr, '''0)lickr0co& creating and s(aring book&arks o) sites t(ey (a-e )ound use)ul in researc(, )or exa&,le, '''0delicious0co&
creating and s(aring &edia )iles ca,turing t(eir 'ork, )or exa&,le BP3s or -ideo )iles s(aring t(eir e-idence )or assess&ent in social net'orking s,aces on t(e internet s(aring ideas and in)or&ation -ia a -irtual con)erence0
Preparing the learners to use the materials

It is reco&&ended t(at you ,ro-ide an orientation to t(e Toolbox in a ,ractical, )ace#to#)ace session 'it( learners actually using t(e Toolbox0 7sing a Toolbox is not about lea-ing learners alone to learn )or t(e&sel-es, but about using a &ediu& as ,art o) an o-erall teac(ing deli-ery strategy0 Geside t(e resources t(at are located in t(e Toolbox, it is (ig(ly reco&&ended t(at you re)er your learners to a range o) ot(er resources including textbooks, 'ebsites, -ideo etc0 T(e )ollo'ing ti,s )or learners (ig(lig(t i&,ortant in)or&ation you s(ould consider '(en introducing t(e use o) Toolboxes into your deli-ery strategy0
Implementing successful Toolbox deliver Flexible deli-ery is not about lea-ing learners alone to learn )or t(e&sel-es, but about using a ne' &ediu& as a ,art o) an o-erall teac(ing deli-ery structure t(at is 'ell de)ined0 In an e-aluation o) Toolboxes, t(e o-erall &essage )ro& teac(ers 'as t(at Dstructure &eans success2 and re)lects t(eir recognition t(at e))ort is re=uired to integrate t(e Toolbox into t(eir teac(ing deli-ery N <ust like building any ne' teac(ing resource0 Feedback )ro& t(e sa&e e-aluation o) Toolboxes suggested t(at orientation sessions a,,eared to be a )eature o) t(e &ore success)ul trials0 Pro-iding orientation to t(e Toolbox in a ,ractical, )ace#to#)ace session 'it( learners actually using t(e Toolbox is clearly a key to a success)ul use0 It ,ro-ides a &ixture o) tec(nical and ,edagogical assistance t(at aligns t(e Toolbox 'it( t(e =uali)ication and t(e course0
Providing support
It is i&,ortant to ,lan a(ead and obtain &anage&ent su,,ort, set realistic ti&e)ra&es )or i&,le&entation and gain su,,ort )ro& t(e learner2s e&,loyer be)ore introducing t(e Toolbox0 Bake sure t(at you are a'are o) legislation and regulations '(ic( &ay i&,act on )lexible deli-ery o) t(e Toolbox0 For exa&,le, learners 'orking at (o&e, trainees(i, agree&ents, a,,rentices(i, agree&ents and enter,rise#based arrange&ents0 "stablis( '(et(er your learners (a-e co&,leted any ,re-ious units online0 T(is 'ay you can gauge (o' &uc( su,,ort you 'ill need to ,ro-ide to coac( learners in de-elo,&ent o) online learning skills, as 'ell as t(e content in t(e units0 Eou 'ill ,robably )ind learners re=uire di))erent le-els o) su,,ort0 In t(e )irst )e' 'eeks get a clear ,icture o) (o' eac( learner is co,ing to enable early inter-ention0 I) you &anage a -ery large grou, o) learners, create a sense o) co&&unity online by setting u, study grou,s o) )our to eig(t students, all o) '(o& begin t(e 7nit at &ore or less t(e sa&e ti&e0 T(is &akes it easier )or learners to gain t(e bene)its o) social learning and to )or& net'orks and ,ro-ide su,,ort to eac( ot(er as t(ey study0
Ance you (a-e set u, t(e study grou,, )acilitate an online Dicebreaker2 acti-ity '(en learners start t(e 7nit0 Eou could include ideas )or )acilitating t(is acti-ity 'it(in t(e Teac(er guide0 Plan a(ead and be clear to your learners about '(ic( grou, 'ork acti-ities you ex,ect t(e& to co&,lete0
Tas3s and discussion board activities

I) you c(oose to include discussion board exercises, you 'ill need to set u, discussion t(reads ,rior to co&&encing t(e acti-ity0 Eou 'ill also need to ad-ise learners o) t(ese re=uire&ents i) you (a-e not included instructions in t(e Toolbox content0 Eou s(ould also encourage learners to use t(e discussion board to ask )or assistance i) t(ey are unsure o) '(ere to )ind a resource0 Eou &ay need to ,ro-ide instructions to t(e learners on (o' to use co&&unication tools suc( as e#&ail, discussion board or c(at0 TIP3 %alendar N ti, &ake use o) t(e LBS deli-ery tools I) you are deli-ering t(e ,rogra& online, e&ail 'ill be t(e ,ri&ary &et(od o) co&&unication 'it( your learners, so ensure t(at you (a-e a clear syste& o) e&ail )olders )or &anaging t(e tra))ic0 Send e&ails to all learners 'it( re&inders o) t(e tasks t(at s(ould be co&,leted, t(e tasks in ,rogress 'it( re&inders )or ti&es o) c(ats or )oru&s during t(at 'eek0 *lerting learners to acti-ities )or '(ic( t(ey s(ould be undertaking indi-idual learning (eg in learning tasks and learning ,acks) ,rior to a grou, acti-ity in t(e 'eek to co&e can also be (el,)ul0 Eou &ig(t co&&ent on t(e =uality o) 'ork in t(e ,receding 'eek and ,ro-ide ti,s and encourage&ent )or t(e task at (and0 Ge clear about ti&e)ra&es by setting targets )or learning0 T(ese can (el, you 'it( your Donline lesson2 ,lanning0 Eou 'ill need to set )ra&e'orks so t(at learners kno' '(at to do, and '(en to do it0 1(en learners are about to start an online grou, acti-ity, send t(e& an e&ail 'it( instructions on '(at tea&s t(ey 'ill be in or '(ose <ob it is to start a round robin acti-ity0 +o not ,resu&e learners 'ill 'ork it out0
+iterac- and numerac Find out '(et(er t(e learner 'ill need literacy su,,ort to read t(e online &aterial or co&,lete t(e exercises0 1ork,lace su,er-isors are o)ten a'are o) t(e literacy di))iculties o) t(eir e&,loyees, and o)ten already (a-e su,,ort &ec(anis&s in ,lace, suc( as ,airing t(e 'orker u, 'it( anot(er ,erson 'it( better literacy skills0
%ualification and competencies

T(e Ti&ber Plus Toolbox su,,orts %erti)icate II and III =uali)ications )ro& t(e Forest and Forest Products Industry (FPI05) Training Package0 T(e units o) co&,etency co-ered are3 %o&,etency %ode FPI%A.//03*3 FPI%A.//0@*3 FPI%A.//05*3 FPI%A.//0?*3 FPI%AT//16*3 FPI%AT//19*3 FPI%AT3/@1*3 FPI%AT3/@/*3 FPI%AT3/@?*3 %o&,etency a&e Follo' en-iron&ental care ,rocedures Follo' )ire ,re-ention ,rocedures Follo' A5S ,olicies and ,rocedures Baintain =uality and ,roduct care !isually stress grade so)t'ood 7se (and (eld tools *sse&ble ti&ber 'all )ra&es Lay u, ti&ber roo) trusses Select ti&ber )or )orestry o,erations
T(is Teac(er guide (as been de-elo,ed to (el, you to use t(e Ti&ber Plus Toolbox to deli-er t(e abo-e units o) co&,etency )ro& %erti)icate II and III =uali)ications )ro& t(e FPI05 Training Package0 It ex,lains t(e ty,es o) acti-ities and resources contained in t(e Toolbox and o))ers suggested deli-ery strategies and o,,ortunities )or custo&isation to (el, you to &axi&ise t(e learning ex,erience )or your learners0 T(is includes ,ro-iding guidance on (o' to create a collaborati-e learning en-iron&ent t(roug( )acilitating discussions and in)or&ation s(aring a&ongst t(e grou, o) learners0
4nit guides
* 7nit guide )or eac( o) t(e units in t(e Toolbox (as also been de-elo,ed0 T(e 7nit guides are a-ailable 'it(in t(e Toolbox0 T(ey ,ro-ide an o-er-ie' o) t(e e&,loyability skills t(at are i&,licit 'it(in t(e unit, a detailed breakdo'n o) t(e )eatured interacti-e acti-ities and t(e resources re=uired to co&,lete t(e unit0 "ac( guide ,ro-ides ad-ice on t(e skill recognition o,tions t(at are a-ailable to learners 'it( existing skills and kno'ledge0 For additional in)or&ation on =uali)ications re)er to t(e ational Industry and Training Skills 'ebsite N '''0ntis0go-0au
5mplo-abilit- s3ills
"&,loyability skills are so&eti&es re)erred to as generic skills, core skills, essential skills, ca,abilities or key co&,etencies0 T(e %o&&on'ealt( o) *ustralia de)ines t(e& as, Oskills re=uired not only to gain e&,loy&ent, but also to ,rogress 'it(in an enter,rise so as to ac(ie-e one2s ,otential and contribute success)ully to enter,rise strategic directionsP0 T(e "&,loyability skills )or eac( unit in t(e Ti&ber Plus Toolbox are listed in t(e 7nit guides0
Target audiences
+earners
T(e learners '(o 'ill use t(is Toolbox 'ill generally be undertaking a %erti)icate II or III =uali)ication )ro& t(e Forest and Forest Products Industry Training Package (FPI05)0 *lt(oug( t(ey could co&e )ro& any sector o) t(e industry, t(ey are &ost likely to be in-ol-ed in sa'&illing, &anu)acturing or &erc(andising0 T(e co&,etencies co-ered in t(e Toolbox are o) ,articular rele-ance to )ra&e and truss &anu)acturers0 Ty,ical c(aracteristics o) t(is learner grou, are as )ollo's3 literacy and nu&eracy skills ranging )ro& a-erage to belo' a-erage generally no ,ost#secondary education, 'it( &any not (a-ing )inis(ed (ig( sc(ool (ig(er t(an a-erage ability in D,ractical2 skills and (ands#on tasks 'ide age range, )ro& sc(ool lea-ers rig(t t(roug( to older 'orkers tendency to be &ale tendency to be based in regional or rural areas, and so&eti&es in re&ote areas less et(nic di-ersity t(an 'ould be )ound in &ost *ustralian cities &ost likely to s,eak "nglis( as a )irst language ('it( t(e exce,tion o) so&e indigenous co&&unities) ,re)erence )or (ig(ly contextualised training 'it( real#'orld exa&,les o) conce,ts, rat(er t(an t(e ,resentation o) t(eoretical ,rinci,les ,re)erence )or e&bedding kno'ledge and understanding o) ne' conce,ts by being gi-en t(e o,,ortunity to a,,ly t(e conce,ts to t(eir o'n 'ork,lace situations0
T(ese c(aracteristics (a-e been con)ir&ed in -arious studies conducted by t(e %onstruction Forestry Bining and "nergy 7nion, and t(e Industry Skills %ouncil, Forest1orks0 T(ey (a-e also been )ound by +a-id Bc"l-enny (,ro<ect &anager) in (is o'n ex,eriences as a 'orker and &anager in t(e ti&ber industry t(roug( t(e 19?0s and 80s, and t(en as a trainer )ro& t(e 1990s to t(e ,resent0 +a-id (as docu&ented t(ese )indings in -arious re,orts 'ritten )or t(e 1ork,lace "nglis( Language and Literacy (1"LL) Progra&0
Teachers/trainers/facilitators
6or the teacher/trainer or facilitator using the Toolbox T(e Toolbox 'ill suit a range o) deli-ery and assess&ent contexts, including3 'ork,lace trainers 'orking in a one#to#one or grou, training situation -ocational trainers and4or assessors in an educational or 'ork,lace setting '(o deli-er training, conduct assess&ents and issue =uali)ications tea& leaders4su,er-isors and4or line &anagers '(o are in-ol-ed in i&,le&enting learning in t(e 'ork,lace and assessing its e))ecti-eness )acilitators o) online learning ,rogra&s0
2or3place mentors
I) learners (a-e access to 'ork,lace &entors, &entors could be utilised in a -ariety o) 'ays0 For exa&,le, so&e acti-ities re=uire learners to )ill in 'orks(eets0 T(e 'orks(eets could be re-ie'ed by t(e &entor as an alternati-e to trainer )eedback0 *lso, t(e &entors could be used by indi-idual learners to (el, co&,lete acti-ities re=uiring grou, discussion or in,ut0
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Toolbox structure and design

1ite map
Gelo' is a )ull site &a, '(ic( ,ro-ides an o-er-ie' o) t(e Ti&ber Plus Toolbox structure0 T(is can also be accessed )ro& t(e (o&e ,age o) t(e Toolbox0 1plash page Syste& re=uire&ents 7nit in)or&ation +isclai&er and co,yrig(t Teac(er guide Tec(nical guide *ckno'ledge&ents /ome page for Timber Plus Toolbox .PL ex,ress'ay introduction 5o' t(e recognition ,rocess 'orks Ty,es o) acce,table e-idence ;lossary o) .PL ter&s .PL c(ecklists )or all Toolbox units Toolbox tour introduction Site &a, Caring for the environment (FPI%A.//03*3 Follo' en-iron&ental care ,rocedures) Preventing fires (FPI%A.//0@*3 Follo' )ire ,re-ention ,rocedures) 2or3ing safel- (FPI%A.//05*3 Follo' A5S ,olicies and ,rocedures) 7aintaining product ualit- (FPI%A.//0?*3 Baintain =uality and ,roduct care) Grading structural soft0oods (FPI%AT//16*3 !isually stress grade so)t'ood) 4sing hand-held tools (FPI%AT//19*3 7se (and (eld tools) (ssembling 0all frames (FPI%AT3/@1*3 *sse&ble ti&ber 'all )ra&es) +a-ing up roof trusses (FPI%AT3/@/*3 Lay u, ti&ber roo) trusses) 1electing timber (FPI%AT3/@?*3 Select ti&ber )or )orestry o,erations)
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4nit structure
*ll units in t(e Ti&ber Plus Toolbox )ollo' t(e sa&e layout and structure, as detailed belo'0 *lt(oug( t(e ,ages 'it(in eac( section are designed to be read se=uentially, learners can go to any ,age using t(e dyna&ic &enu bar )or eac( indi-idual unit0 Introduction3 ,ro-iding a general introduction to t(e unit and describing t(e -arious sections t(at &ake u, t(e learning content0 Glossar-3 listing key 'ords and t(eir &eanings0 )esources3 containing links to all P+F, 1ord and Flas( )iles used t(roug(out t(e unit0 )P+ chec3list3 ,ro-iding a sel)#assess&ent c(ecklist )or ,eo,le considering a,,lying )or .PL in t(e unit, as 'ell as a link to t(e unit o) co&,etency0 4nit guide3 su&&arising t(e &ain )eatures o) t(e unit0
Individual sections
8our 9ob3 ,ro-iding an o-er-ie' o) t(e to,ics co-ered in t(at section, and t(e &et(od )or 'orking t(roug( t(e sub<ect &atter, learning acti-ities and assess&ent tasks0 1upporting topics3 di-iding t(e content into discrete Dc(unks2, 'it( eac( one (a-ing a Learning *cti-ity designed to rein)orce t(e ,rinci,les discussed in t(at to,ic0 Tas33 ,ro-iding a set o) =uestions or an assign&ent on t(e to,ics co-ered, suitable )or use as an assess&ent exercise0 Case stud-3 containing a slides(o' ,resentation o) a ty,ical 'orker in t(at )ield o) acti-ity, 'it( a -oice o-er ex,laining (o' t(ey 'ould ans'er t(e Task =uestions0
Example of menu bar
Context
Gecause o) t(e 'ide di-ersity in <ob ty,es t(roug(out t(e ti&ber industry, ranging )ro& )orest 'orkers in re&ote areas to retail s(o, sta)) in t(e suburbs, t(e Ti&ber Plus Toolbox does not use a D-irtual 'ork,lace2 as a continuing t(e&e bet'een t(e units0 Instead, a strong grounding in real#'orld 'ork,lace contexts is ac(ie-ed t(roug( -aried case studies and exa&,les taken )ro& eac( o) t(e sectors in t(e industry0 P(otos are used extensi-ely in t(e su,,orting to,ics, toget(er 'it( descri,ti-e ca,tions ex,laining t(e link bet'een t(e i&age and t(e conce,ts being discussed0 T(e learning acti-ities are designed to rein)orce t(e conce,ts ,resented and encourage t(e learner to a,,ly t(e ,rinci,les to t(eir o'n 'ork,lace situation0 T(e Task =uestions are also directly a,,licable to t(e learner2s o'n 'ork,lace ex,eriences0
:e- features
T(e instructional design a,,roac( taken in t(e Toolbox is to ,resent all learning content in t(e context o) its a,,lication in t(e 'ork,lace0 For t(is reason, t(e con-entional textbook &odel o) ,ro-iding learning &aterial )irst and assess&ent =uestions last (as been in-erted, so t(at t(e task, or goal, is ,resented u, )ront, &uc( like a 'orker being gi-en a ne' <ob to
1/
do0 Ance t(ey (a-e understood t(e ob<ecti-e t(ey are 'orking to'ards, t(ey are t(en gi-en t(e in)or&ation necessary to ac(ie-e it0 In kee,ing 'it( t(is task#oriented a,,roac(, t(e )irst ,age in eac( section o) t(e units is called Your job, '(ere t(e learner is introduced to t(e sub<ect &atter and re)erred to t(e Task )or t(e section0 T(is gi-es t(e& ad-ance notice o) t(e assess&ent =uestions t(ey 'ill need to ans'er, '(ic( s(ould (el, t(e& to identi)y ga,s in t(eir kno'ledge and areas t(ey need to ,ay ,articular attention to as t(ey read t(e content &aterial0 It also allo's ,eo,le '(o already (a-e a sound understanding o) t(e to,ics to )ast track t(eir ,rogression t(roug( t(e &aterial0 T(e Task is designed to be co&,leted as an assess&ent acti-ity and sub&itted to t(e trainer )or &arking0 T(ere are t(ree buttons at t(e botto& o) t(e Task ,age, ,ro-iding learners 'it( t(ree o,tions )or co&,leting and sub&itting t(e =uestions N e&ail, 1ord )ile, and P+F )or ,rinting out a (ard co,y0
Sa&,le ans'ers to t(e Task =uestions are also ,ro-ided by a Dcase study2 'orker Instructions at the bottom of each Task page. in t(e )or& o) a Flas( )ile, 'it( a slides(o' s(o'ing t(e ,erson at 'ork '(ile t(ey narrate t(eir ans'ers or describe t(e 'ay t(ey 'ould a,,roac( t(e Task0 T(e narration is also s(o'n in a text )or&at under t(e &edia ,layer0
Glossar"ac( unit o) t(e Ti&ber Plus Toolbox contains a glossary0 T(e glossary is an al,(abetic listing o) 'ords t(at are used or associated 'it( t(e content in t(at unit o) t(e Toolbox0
+earning ob9ects
*n alternati-e 'ay to access t(is Toolbox content is -ia discrete learning ob<ects '(ic( can be do'nloaded )ro& (tt,344lorn0)lexiblelearning0net0au40 Learning ob<ects are s&aller co&,onents o) content )or&ing a sel)#contained se=uence o) learning0 * Dlearning ob<ect2 is de)ined as3 digital entity designed to support a particular learning e'perience! that can be repurposed for use in another setting! and which forms or is part of an I(S content pac)age. Essential characteristics of learning ob*ects are that they incorporate a self-contained se#uence of learning and be discoverable! interoperable! editable and reusable. $source+ *ustralian Flexible Learning Fra&e'ork Trials o) Learning Ab<ects (Series ?) # (tt,344toolboxes0)lexiblelearning0net0au4docu&ents4re,orts0(t&Qr1? * learning ob<ect does not i&,ly t(at it is an entire co&,etency or one o) t(e key ,er)or&ance criteria )ro& a unit o) co&,etency0 * learning ob<ect is an out,ut t(at can be used by ot(ers as a stand alone ,roduct0 T(e best 'ay to identi)y a learning ob<ect is as a
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seg&ent o) content t(at can stand alone and be used inde,endently )ro& t(e rest o) t(e co&,etency0 T(e Ti&ber Plus Toolbox su,,orts nine learning ob<ects, eac( consisting o) one unit0 T(ese are listed belo' s(o'ing t(e unit o) co&,etency t(at eac( is aligned to3 Caring for the environment # FPI%A.//03*3 Follo' en-iron&ental care ,rocedures Preventing fires FPI%A.//0@*3 Follo' )ire ,re-ention ,rocedures 2or3ing safel- FPI%A.//05*3 Follo' A5S ,olicies and ,rocedures 7aintaining product ualit- FPI%A.//0?*3 Baintain =uality and ,roduct care Grading structural soft0oods FPI%AT//16*3 !isually stress grade so)t'ood 4sing hand-held tools FPI%AT//19*3 7se (and (eld tools (ssembling 0all frames FPI%AT3/@1*3 *sse&ble ti&ber 'all )ra&es +a-ing up roof trusses FPI%AT3/@/*3 Lay u, ti&ber roo) trusses 1electing timber FPI%AT3/@?*3 Select ti&ber )or )orestry o,erations T(ese learning ob<ects can be accessed )ro& (tt,344lorn0)lexiblelearning0net0au4re,ositories.
1@
Teaching and learning design

T(e teac(ing and learning strategies e&,loyed in t(e Ti&ber Plus Toolbox are bot( action# based and ,ro<ect#based0 T(e Learning *cti-ities are designed to allo' t(e learner to a,,ly ne' conce,ts to t(eir o'n ex,eriences or 'ork,lace situations, and t(e Task =uestions o)ten re=uire t(e learner to undertake researc( or co&,lete an assign&ent back at t(eir 'ork,lace0 T(e ,resentation style o) t(e Learning *cti-ities is -aried, and includes discussion ,oints, 'ork,lace researc( and an interacti-e exercise0 Bany o) t(e acti-ities are designed to sti&ulate discussion bet'een t(e learner and t(eir trainer, and also bet'een -arious learners in di))erent locations, -ia so&e )or& o) electronic co&&unication0 T(e Learning *cti-ities are able to be undertaken as grou, exercises -ia t(e 'eb or e&ail0 T(e Tasks can also be trans&itted easily to t(e trainer -ia e&ail0
+earning activities
"ac( unit in t(e Ti&ber Plus Toolbox contains a nu&ber o) sections ('it( t(e exce,tion o) Baintaining ,roduct =uality '(ic( only contains one section)0 1it(in eac( section are Csu,,orting to,icsC t(at ,ro-ide t(e content in)or&ation )or t(at sub<ect area0 *t t(e botto& o) t(e su,,orting to,ic ,ages are Learning *cti-ities, designed to rein)orce t(e conce,ts ,resented and allo' t(e learner to a,,ly t(e& to t(eir o'n 'ork,lace situation0 For learners '(o are undertaking grou, training, or (a-e access to learners in ot(er locations, t(e Learning *cti-ities also ,ro-ide t(e o,,ortunity )or t(e& to s(are t(eir t(oug(ts and discuss t(e si&ilarities and di))erences in t(eir ex,eriences0 Set out belo' are t(e indi-idual Learning *cti-ities contained in t(e Toolbox0 Caring for the environment 1ection 1; +a0s and regulations +esson T(e la' and you <escription of learning activit.e=uires t(e learner to identi)y t(e ty,e o) docu&ent t(at sa&,le state&ents co&e )ro&0
1ection 2; 2aste and ha=ardous substances +esson T(e 3 .2s 5aIardous substances <escription of learning activit*sks t(e learner to t(ink about t(e 'aste ,roduced at t(eir 'ork,lace and identi)y (o' it is reused or recycled0 .e=uires t(e learner to ,ut a series o) ste,s relating to cleaning u, a c(e&ical s,ill into t(e correct se=uence0
1ection !; (ir> po0er and 0ater +esson <escription of learning activit-
:ee,ing t(e air *sks t(e learner to t(ink about t(e airborne e&issions at t(eir 'ork,lace clean and t(e &et(ods used to control t(e&0 7sing less ,o'er *sks t(e learner to identi)y ,o'er#sa-ing actions t(at t(ey &ig(t be able to introduce at t(eir 'ork,lace0
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Stor&'ater and .e=uires t(e learner to select letters to co&,ile t(e ,(rase DThe drain is 'aste'ater *ust for rain2 used in an anti litter ,ro&otional ca&,aign0 T(e green(ouse e))ect Preventing fires 1ection 1; ?ushfires +esson "le&ents o) a )ire Fire danger ratings %lot(ing and e=ui,&ent <escription of learning activit*sks t(e learner to rate )our ,otential 'orksites in ter&s o) t(eir )ire risk0 *sks t(e learner to researc( in)or&ation about t(e current )ire danger rating and 'eat(er 'arnings )ro& t(eir local )ire aut(ority0 *sks t(e learner to identi)y t(e ite&s o) )ire#)ig(ting e=ui,&ent and clot(ing t(at are a-ailable at t(eir 'ork,lace in t(e e-ent o) a )ire0 *sks t(e learner to ,ut in se=uence t(e &ain sources o) carbon dioxide e&issions in *ustralia0
%onstructing a *sks t(e learner a series o) =uestions about t(e ,rocess o) constructing a )ire break )irebreak by (and0 1ection 2; #n-site fires +esson <escription of learning activit-
Fuels and *sks t(e learner to describe t(e ,olicies and ,rocedures at t(eir 'ork,lace ignition sources t(at (a-e t(e e))ect o) reducing t(e risk o) a )ire0 An#site )ire# )ig(ting e=ui,&ent +ealing 'it( e&ergencies 2or3ing safel1ection 1; 6ollo0ing procedures +esson <escription of learning activit*sks t(e learner to dra' a si&,le site ,lan o) t(eir 'ork,lace and &ark in t(e locations o) (ose reels and )ire extinguis(ers0 *sks t(e learner to &ark in t(e e&ergency exit door and t(e e&ergency e-acuation asse&bly ,oint on t(eir site ,lan0
.ig(ts and *sks t(e learner to describe (o' t(ey 'ould go about raising a sa)ety res,onsibilities concern 'it( &anage&ent0 Sa)e o,erating Pro-ides a series o) =uestions about an SAP t(at t(e learner needs to ,rocedures )ollo' in t(eir day#to#day 'ork0 1earing PP" *sks t(e learner to identi)y t(e ite&s o) PP" t(at t(ey 'ear at 'ork and t(ink about t(e reasons '(y eac( ite& is necessary0
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1ection 2; /a=ards and emergencies +esson 1ork,lace (aIards Banual (andling "&ergencies <escription of learning activit*sks t(e learner to describe t(e ,rocess o) re,orting a (aIard in t(eir o'n 'ork,lace0 Pro-ides a =uestionnaire on t(e risk )actors in-ol-ed in &anual (andling in<uries0 %(ecks t(e learner2s kno'ledge o) t(eir o'n 'orksite2s e-acuation ,rocedure0 <escription of learning activit-
7aintaining product ualit+esson
5a-ing a good *sks t(e learner to describe t(e ,ossible ra&i)ications o) a ,oor attitude attitude to'ards &aintaining ,roduct =uality0 Beeting industry standards %(ecking a ,roduct2s =uality *sks t(e learner to identi)y t(e *ustralian Standards t(at relate to t(eir day# to#day 'ork )ro& a list ,ro-ided0 *sks t(e learner to c(oose a standard t(at t(ey use in t(eir 'ork and c(oose a ,roduct or grou, o) ,roducts t(at need to co&,ly 'it( t(is standard0 T(e learner is t(en re=uired to identi)y t(e s,eci)ications )ro& t(e standard t(at t(ey need to ,ay t(e &ost attention to '(en 'orking 'it( t(eir c(osen ,roduct0
Grading structural soft0oods 1ection 1; Principles of stress grading +esson Ty,es o) stresses Strengt( grou,s Structural grades and stress grades F grading 'it( a &ac(ine B;P grading !isual o-er# rides <escription of learning activitPro-ides a &ulti,le c(oice, dro,#do'n interacti-e exercise '(ic( asks t(e learner to identi)y t(e ty,e o) stress t(at )our di))erent structural &e&bers are being sub<ected to in a building0 *sks t(e learner to na&e exa&,les o) ti&ber used in a,,lications t(at re=uire (ig( ,er)or&ance c(aracteristics, es,ecially in relation to strengt(, and list t(e s,ecies t(at are ty,ically used0 .e=uires t(e learner to ans'er =uestions relating to t(e F grades a,,licable to a range o) s,ecies0 Pro-ides a drag and dro, interacti-e exercise re=uiring t(e learner to select a ,articular F grade )or )our ,ieces o) ti&ber t(at (a-e been &ac(ine stress graded0 Presents a series o) True 4 False =uestions relating to &ac(ine#graded so)t'ood, ,articularly B;P#graded ,ine0 .e=uires t(e learner to use a su&&ary table o) -isual o-er#rides to ans'er =uestions relating to &eanings o) co&&on abbre-iations used in t(e *ustralian Standard0
1?
1ection 2; (ssessing characteristics +esson <escription of learning activit-
Looking at t(e Pro-ides a drag and dro, exercise designed to rein)orce t(e &eanings o) ,iece ti&ber related ter&s0 :nots Presents a &ulti,le c(oice interacti-e exercise re=uiring t(e learner to deter&ine an F grade )or ,ieces o) ti&ber 'it( ,articular knots0
.esin ,ockets ;i-es t(e learner descri,tions o) boards 'it( di))erent resin ,ocket c(aracteristics and asked t(e& to decide on a grade0 Slo,e o) grain .e=uires t(e learner to calculate (o' &uc( t(e grain 'ill rise o-er 300&& )or eac( o) t(e )i-e structural grades0
At(er *sks t(e learner to )ind exa&,les o) ti&ber 'it( ,articular c(aracteristics c(aracteristics and to take close#u, ,(otos o) eac( c(aracteristic0 %o&binations Pro-ides a &ulti,le c(oice exercise t(at in-ol-es esti&ating t(e siIe o) knots in co&bination and deter&ining t(eir F grade0
4sing hand-held tools 1ection 1; T-pes of hand-held tools +esson <escription of learning activit-
%o&&on (and Pro-ides a drag and dro, exercise to &atc( a range o) tools 'it( t(eir tools correct na&es0 %o&&on ,o'er .e=uires t(e learner to describe t(e ,o'er tools t(ey regularly use at 'ork, tools listing t(eir brand na&es, siIes and ,o'er sources0 1ection 2; #perating po0er tools +esson <escription of learning activit-
7sing electricity .e=uires t(e learner to exa&ine t(ree#,in electrical ,lugs or sockets and identi)y t(e colours used and t(e ,ins t(ey are connected to0 7sing *sks t(e learner to ans'er a series o) =uestions designed to (el, t(e& co&,ressed air gain a better understanding o) co&,ressed air syste&s0 ;eneral sa)ety Pro-ides a drag and dro, exercise in-ol-ing t(e identi)ication o) sa)ety )or ,o'er tools (aIards in a 'ork area0 (ssembling 0all frames 1ection 1; 2all frame components +esson Parts o) a 'all )ra&e <escription of learning activit.e=uires t(e learner to look at a co&,leted 'all )ra&e in t(eir o'n 'ork,lace and ans'er =uestions about t(e studs, to, ,late, lintel and bracing0
Stresses in 'all Pro-ides )our exa&,les o) structural &e&bers in 'all )ra&es under stress, )ra&es and asks t(e learner to identi)y t(e ty,es o) stress s(o'n0 Loads, s,acings and Pro-ides &ulti,le c(oice =uestions on loads, s,acings and s,ans in a 'all )ra&e0
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s,ans F grades and B;P grades Pro-ides t(e learner 'it( a table o) -isual o-er#rides t(at a,,ly to &ac(ine stress graded so)t'oods and asks t(e& to )a&iliarise t(e&sel-es 'it( t(e ter&s used0
1ection 2; Putting the frame together +esson Robs and ,rocesses %(ecking ti&ber =uality <escription of learning activit.e=uires t(e learner to co&,are t(eir <ob title 'it( t(ose listed in t(e lesson and identi)y any di))erences in t(e duties t(ey ,er)or&0 .e=uires t(e learner to use t(e -isual o-er#rides table t(ey do'nloaded or ,rinted )ro& a ,re-ious learning acti-ity and use it in t(eir o'n 'ork,lace to )ind ti&ber t(at &ay be Dout o) grade20
+a-ing up roof trusses 1ection 1; )oof truss principles +esson <escription of learning activit-
Parts o) a roo) .e=uires t(e learner to &atc( u, a list o) ter&s 'it( t(eir corres,onding truss ,osition on a truss diagra&0 Gasic truss design .oo) s(a,es and truss layouts F grades and B;P grades ail ,lates *sks t(e learner to deter&ine t(e co&,ressi-e and tensile )orces t(at ,articular truss co&,onents are sub<ected to0 Is a drag and dro, exercise to &atc( u, t(e di))erent truss ty,es in t(e (i, roo) 'it( t(eir correct na&es0 *sks t(e learner to )a&iliarise t(e&sel-es 'it( t(e tec(nical ter&s used in t(e grading rules )or &ac(ine stress graded so)t'ood0 Pro-ides t(e learner 'it( t(e o,,ortunity to identi)y and ex,lain t(e &eanings o) -arious codes and sy&bols relating to nail ,late siIes and ,lace&ent on a truss <oint0 *sks t(e learner about t(e ty,es o) <igs and ,resses t(ey use at 'ork and t(e sa)ety ,rocedures t(at a,,ly to t(e&0
Rigs and ,resses
1ection 2; (ssembling a truss +esson <escription of learning activit-
%(ecking .e=uires t(e learner to use a set o) grading rules to c(eck on t(e grade o) ti&ber =uality ti&ber in t(eir o'n 'ork,lace0 7nderstanding Pro-ides t(e learner 'it( a roo) layout and truss su&&ary and asks t(e "=* learner to calculate t(e total "=* -alue0 Guilding a truss *sks t(e learner to co&,are t(e ,ractices t(at t(ey )ollo' in asse&bling and ,ressing trusses in t(eir o'n 'ork,lace 'it( t(ose described in t(e lesson0
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1electing timber 1ection 1; 2ood in the living tree +esson <escription of learning activit-
5o' trees gro' .e=uires t(e learner to use t(e kno'ledge t(ey (a-e gained in t(e to,ic to ans'er t'o =uestions relating to t(e gro'ing ,rocess o) a tree0 T(e ste& *sks t(e learner to &ake u, a gro't( ring gauge and c(eck t(e cur-e o) t(e gro't( rings on -arious ,ieces o) ti&ber, and identi)y '(ere t(e (eart'ood c(anges to sa,'ood0
1ection 2; Characteristics of timber +esson Structure o) (ard'oods Structure o) so)t'oods ;ro't( rings +urability +ensity <escription of learning activitT(is learning acti-ity is co&bined 'it( t(e learning acti-ity )or t(e next lesson, Structure o) so)t'oods0 Pro-ides a drag and dro, exercise, testing t(e learner2s ability to classi)y so&e co&&on s,ecies as eit(er (ard'ood or so)t'ood0 .e=uires t(e learner to exa&ine t(e gro't( rings on se-eral ,ieces o) ti&ber and look )or certain )eatures0 *sks t(e learner to re)er to t(e +urability table contained in t(e lesson and ans'er )our =uestions relating to ti&ber durability0 *sks t(e learner to re)er to t(e +ensity table contained in t(e lesson to )ind t(e ;reen density and t(e *ir dry density o) se-en listed ti&ber s,ecies0
1ection !; #rganisms that destro- 0ood +esson Fungi Gorers Ter&ites <escription of learning activit.e=uires t(e learner to )ind di))erent ty,es o) )ungi in t(eir o'n 'ork,lace and to note t(e conditions under '(ic( t(ey )ound t(e ti&ber0 *sks t(e learner to identi)y di))erent ty,es o) borer (oles in ti&ber in t(eir 'ork,lace0 *sks t(e learner to )ind exa&,les o) ter&ite acti-ity, eit(er in t(eir 'ork,lace, local bus(land or in t(eir o'n (o&es0
1ection "; 1easoning of timber +esson Beasuring &oisture content T(e drying ,rocess <escription of learning activit*sks t(e learner to calculate t(e &oisture content o) a ,iece o) oregon using t(e )or&ula gi-en in t(e lesson0 Pro-ides a drag and dro, exercise to test t(e learner on signi)icant ,oints in t(e drying o) ti&ber0
S(rinkage and Pro-ides a drag and dro, exercise dealing 'it( de)ects t(at result )ro& &o-e&ent drying ,roble&s0
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T(is section ,ro-ides in)or&ation about t(e acti-ities )or eac( o) t(e nine units o) co&,etency co-ered in t(e Toolbox0
(ssessment
T(e Tasks in eac( unit o) t(e Ti&ber Plus Toolbox are structured so t(ey can be sub&itted as )or&al assess&ent e-idence0 ote t(at t(e assessor &ay need additional e-idence be)ore t(ey are in a ,osition to )or& a <udge&ent about t(e learner2s co&,etence as de)ined by t(e Training Package unit e-idence re=uire&ents0 *dditional e-idence &ay include a ,ractical de&onstration, a t(ird ,arty re,ort )ro& t(e learner2s su,er-isor, and exa&,les o) docu&ents ,roduced by t(e learner at t(eir 'ork,lace0 T(e assessor s(ould consult t(e unit o) co&,etency )or &ore in)or&ation about assess&ent e-idence, including t(e section (eaded3 D%ritical as,ects o) e-idence20 T(e )ull unit o) co&,etency is ,ro-ided in eac( Toolbox unit as a P+F docu&ent in t(e 7nit guide0
Tas3s
"ac( section in t(e unit (as a Task )or co&,letion0 Its ,ur,ose is to ,ro-ide an acti-ity t(at tests t(e learnerCs understanding o) t(e ,rinci,les, and t(eir ability to a,,ly t(ese ,rinci,les to t(eir o'n day#to#day <ob0 T(e Tasks are suitable )or use as assess&ent acti-ities, and &ay be eit(er e&ailed to t(e trainer or sub&itted in (ard co,y as assess&ent e-idence0 Set out belo' are t(e Tasks )or eac( unit in t(e Toolbox0
Caring for the environment

2aste and ha=ardous substances; asks t(e learner to ,ro-ide exa&,les o) t(e 'ay t(ey i&,le&ent t(e D3 .2s2 o) 'aste &anage&ent in t(eir o'n 'ork0 (ir> po0er and 0ater3 asks t(e learner to describe t(e &easures t(eir 'ork,lace takes to control e&issions0
Preventing fires
?ushfires; asks t(e learner to list t(e )ire )ig(ting e=ui,&ent and sa)ety gear t(at is at t(e ready and a-ailable to t(e& in t(e e-ent o) an e&ergency )ire situation0 #n-site fires; asks t(e learner to ans'er a series o) =uestions in relation to a range o) )ire extinguis(ers0
2or3ing safel6ollo0ing procedures3 asks t(e learner to identi)y t(e &eaning o) a series o) 'ork,lace sa)ety signs and describe t(eir ty,ical locations0 /a=ards and emergencies; asks t(e learner to carry out a 'ork,lace ins,ection and co&,lete a c(ecklist to identi)y any (aIards0
7aintaining product ualit7aintaining product ualit-; asks t(e learner to na&e )our =uality ,roble&s t(at t(ey need to be on t(e lookout )or 'it( t(e ,roducts t(ey (andle at 'ork0 For eac( one, t(ey need to describe '(ere or (o' it is likely to (a-e occurred and suggest a solution t(at 'ould sto, t(e ,roble& )ro& occurring again0
/1
Grading structural soft0oods

Principles of stress grading; asks t(e learner to ,ro-ide details about t(e ti&ber t(ey 'ill be grading )or t(eir ,ractical de&onstration, including its strengt( grou,, range o) F grades and ty,ical a,,lications '(en used )or structural ,ur,oses0 (ssessing characteristics; is a (ands#on grading de&onstration by t(e learner under one o) t(e )ollo'ing o,tions3 -isual stress grading o) a ,articular so)t'ood s,ecies in accordance 'it( *S /858 a,,lying t(e -isual o-er#rides )or &ec(anical stress#graded so)t'ood, in accordance 'it( *S 1?@80
4sing hand-held tools

T-pes of hand-held tools; asks t(e learner to co&,are t'o tools t(at ,er)or& t(e sa&e )unction but o,erate on di))erent ,o'er sources, suc( as electricity and co&,ressed air, and list t(eir relati-e ad-antages and disad-antages0 #perating po0er tools; asks t(e learner to c(oose a tool t(ey regularly use and 'rite u, a Sa)e A,erating Procedure )or it0
(ssembling 0all frames

2all frame components; asks t(e learner to identi)y t(e &ain ,arts o) a 'all )ra&e t(en ans'er a series o) =uestions relating to its s,eci)ications0 Putting the frame together; asks t(e learner to c(oose a set o) 'all )ra&es t(at t(ey are ,(ysically building in t(eir 'ork,lace, and ans'er a range o) =uestions relating to t(e construction ,rocess )ollo'ed and tec(ni=ues used0
+a-ing up roof trusses

)oof truss principles; asks t(e learner to sub&it a <ob s(eet )or a truss toget(er 'it( an ex,lanation )or all s,eci)ications s(o'n in t(e dra'ing0 (ssembling a truss; asks t(e learner to c(oose a ,articular truss asse&bly <ob t(ey are undertaking at 'ork and ans'er a range o) =uestions relating to t(e construction ,rocess )ollo'ed, and t(e tools and tec(ni=ues used0
1electing timber
2ood in the living tree; asks t(e learner to c(oose a s,ecies o) ti&ber t(at t(ey 'ork 'it( in t(eir <ob, and ans'er a series o) =uestions about t(e )orest conditions t(e s,ecies gro's under0 Characteristics of timber; re=uires t(e learner to describe -arious ,ro,erties and c(aracteristics o) )our s,ecies o) ti&ber t(at t(ey are )a&iliar 'it(0 #rganisms that destro- 0ood; asks t(e learner to )ind )our exa&,les at t(eir 'ork,lace o) da&age done by 'ood#destroying organis&s, and identi)y t(e s,ecies o) organis& and t(e conditions under '(ic( it 'as )ound0 1easoning timber; asks t(e learner to c(oose t'o ti&ber ,roducts t(at t(ey (andle at 'ork and ans'er a series o) =uestions relating to t(e drying ,rocess and (o' it a))ects t(e ,ro,erties o) t(e ti&ber0
//
(ssessment strategies
T(e Tasks in eac( unit o) t(e Ti&ber Plus Toolbox are structured so t(ey can be sub&itted as )or&al assess&ent e-idence0 ote t(at t(e assessor &ay need additional e-idence be)ore t(ey are in a ,osition to )or& a <udg&ent about t(e learner2s co&,etence as de)ined by t(e Training Package unit e-idence re=uire&ents0 *dditional e-idence &ay include a ,ractical de&onstration, a t(ird ,arty re,ort )ro& t(e learner2s su,er-isor, and exa&,les o) docu&ents ,roduced by t(e learner at t(eir 'ork,lace0 T(e assessor s(ould consult t(e unit o) co&,etency )or &ore in)or&ation about assess&ent e-idence0 T(e )ull unit o) co&,etency is ,ro-ided in eac( Toolbox unit as a P+F docu&ent in t(e 7nit guide0
)ecognition of prior learning *)P+,

T(e Ti&ber Plus Toolbox contains an RPL Expressway to (el, learners decide '(et(er t(ey s(ould a,,ly )or recognition o) ,rior learning in any o) t(e units co-ered0 T(is section ,ro-ides in)or&ation on (o' t(e .PL ,rocess 'orks, as 'ell as an D.PL c(ecklist2 )or eac( o) t(e co&,etencies co-ered in t(e Toolbox0 T(e c(ecklists can also be accessed )ro& 'it(in t(eir res,ecti-e units -ia t(e le)t (and &enu bar0 T(e .PL "x,ress'ay ad-ises learners to )ollo' t(e ste,s s(o'n belo' i) t(ey 'is( to a,,ly )or recognition o) ,rior learning in so&e or all o) t(e ele&ents o) a unit3 10 Identif- their existing s3ills, by 'orking t(roug( t(e .PL c(ecklist )or t(at unit and ticking t(e skills t(ey belie-e t(ey already ,ossess0 T(is ,age can t(en be ,rinted o)) )or )uture re)erence0 Learners are also ad-ised to read t(roug( t(e )ull unit of competency )ro& t(e Training Package, '(ic( is ,ro-ided in a P+F docu&ent, linked at t(e botto& o) t(e RPL checklist ,age0 T(ey s(ould t(en discuss t(e details 'it( t(eir su,er-isor or trainer0 Prepare the evidence, by collecting any docu&entation and ot(er )or&s o) su,,orting e-idence t(at &ay (el, t(e& to de&onstrate t(eir co&,etence to an assessor0 !arious suggestions and exa&,les are ,ro-ided on t(e Types of acceptable evi ence ,age0 Contact their training provider0 In &any cases, t(is 'ould be done by t(e learner2s 'ork,lace su,er-isor or trainer4assessor0 5o'e-er, a link is ,ro-ided to t(e ational Training In)or&ation Ser-ice ( TIS) 'ebsite, '(ic( lists all registered training organisations t(at deli-er t(e ,articular =uali)ications0 4nderta3e the assessment, by ,resenting t(e su,,orting e-idence to t(eir assessor, as 'ell as ,er)or&ing any on#t(e#<ob de&onstrations re=uired0
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30
Menu bar for the RPL Expressway
@0
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T(e assessor needs to ensure t(at t(e e-idence ,ro-ided is su))icient, -alid, reliable and current to &eet t(e e-idence re=uire&ents as set out in t(e Training Package0 T(ey &ay re=uire so&e additional e-idence i) t(ere are ga,s in t(e &aterial ,resented0 T(is &ay include an on#t(e#<ob de&onstration o) t(eir skills0
/@
(ccess and e uit+iterac- re uirements

T(e text used t(roug(out t(e Ti&ber Plus Toolbox is ,itc(ed at a Eear 9 reading le-el, to acco&&odate t(e broadest range o) literacy abilities 'it(out co&,ro&ising t(e de,t( o) in)or&ation t(at can be ,resented in a text#based )or&at0 T(e instructional design (as been constructed in suc( a 'ay as to reduce t(e reliance on text to ,resent &aterial, suc( as t(roug( t(e use o) case study slides(o's 'it( -oice#o-er narrations and a range o) gra,(ic# based learning exercises0 In instances '(ere learners re=uire extra assistance to 'ork t(roug( t(e &aterial in t(e Toolbox, trainers s(ould look )or 'ays to su,,ort t(e& 'it( t(eir reading and 'riting0 T(is &ay include ,airing t(e& 'it( anot(er learner '(o (as better literacy skills, or asking t(eir 'ork,lace su,er-isor or anot(er trusted ,erson to (el, t(e&0 ote t(at t(e co&,etencies co-ered in t(is Toolbox all re=uire so&e le-el o) literacy ability as ,art o) t(eir ,er)or&ance criteria, suc( as reading order )or&s, )illing out ,roduction s(eets or co&,leting 'ork,lace c(ecklists0 For t(is reason, t(e Tasks are al'ays in t(e )or& o) 'ritten exercises, to encourage t(e learner to ,ut ,en to ,a,er or use t(eir co&,uter keyboard to construct sentences, or at least use 'ritten 'ords0 Teac(ers s(ould ensure t(at t(e language and literacy de&ands o) t(e assess&ent tasks are no (ig(er t(an t(ose re=uired in t(e 'ork role o) t(e learners0 T(e case studies ,ro-ide literacy su,,ort )or t(e Tasks, t(roug( t(e use o) a -oice#o-er narration and acco&,anying scri,t0 T(ese scenarios o)ten ,ro-ide sa&,le ans'ers to t(e Task =uestions, or (el,)ul background in)or&ation in 'ays to a,,roac( ,articular Task assign&ents0 *t t(e to, o) eac( Task ,age, learners are ad-ised t(at t(ey &ay sub&it an audio )ile i) t(ey 'is( to ans'er t(e =uestions -erbally0 5o'e-er, t(is o,tion s(ould only be o))ered to learners '(o are clearly unable to co&,lete t(e task in 'riting, and do not (a-e t(e su,,ort structures a-ailable to recei-e literacy assistance '(ile t(ey are co&,osing t(eir ans'ers to t(e task =uestions0
5 uitationally t(e goals o) all !"T ,olicies on e=uity are t(e sa&e3 to i&,ro-e access to study and related outco&es 'it(in !"T )or all clients and ,otential clients0 I&,ro-ing access &ig(t in-ol-e strategies suc( as including accessibility )eaturesS/TU ensuring t(at selection criteria and course &aterials do not discri&inate against learners and ada,ting acti-ities to encourage all learners0 "xa&,les o) e=uity strategies include ,ro-iding a su,,orti-e learning en-iron&entU ad<usting assess&ents and t(e &eans o) accessing in)or&ation to &eet indi-idual circu&stancesU and de-elo,ing and using inclusi-e training &aterials0 "ssentially, in t(e context o) !"T e=uity re)ers to t(e ca,acity )or all learners to ac(ie-e results in training and to recei-e training in an inclusi-e en-iron&ent 'it( inclusi-e &aterials0 Inclusi-e en-iron&ents and &aterials ackno'ledge and -alue t(e di))erences bet'een ,eo,le and culturesU t(ey include rat(er t(an exclude0 T(e Ti&ber Plus Toolbox is designed to i&,ro-e access to study and related outco&es )or all learners0 It caters )or a range o) learning styles and ,ur,oses by ,ro-iding &ulti,le entry
S/T
*d(erence to accessibility re=uire&ents is &andatory under *ustralian la' see http+,,estandards.fle'iblelearning.net.au,topics,accessibility.htm for an outline of the -ramewor).s re#uirements
/5
,oints0 T(e inter)ace allo's learners to na-igate in a -ariety o) 'ays, &axi&ising accessibility0 Learners need to be able to interact 'it( &aterials t(at3 include &ulti,le 'ays o) learning and teac(ing ,ro&ote e=uity o) learning outco&es0
T(e target audience (as a broad range o) educational backgrounds and skills0 To acco&&odate t(ese needs, t(e Ti&ber Plus Toolbox3 uses clear, ,lain "nglis( ,ro-ides a glossary )or eac( unit ,ro-ides still i&ages, diagra&s and slides(o' case studies 'it( -oice o-er narration ad-ises on )acilitation )or learners '(o &ay (a-e literacy di))iculties and be lacking con)idence as learners, ,articularly in online learning0
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Getting help
I) t(ere are any tec(nical issues, users s(ould re)er to t(e s,eci)ications in t(e Tec(nical guide0 I) assistance is still re=uired3 discuss t(e issue 'it( your Toolbox %(a&,ion0 Gelo' are t(e contact details )or eac( state Toolbox %(a&,ion0 call t(e 5el, +esk on 1300 ?36 ?10 e&ail your issue to toolbox(el,V)lexiblelearning0net0au0
2hat is a Toolbox Champion@

T(ere is a Toolbox %(a&,ion in eac( State and Territory0 T(e Toolbox %(a&,ions ser-ice is ,ro-ided to assist Pri-ate .TAs, Industry bodies, T*F", *%" and Sc(ools in !"T in t(e success)ul i&,le&entation o) Flexible Learning Toolboxes0 Funded by t(e Flexible Learning Toolboxes Pro<ect under t(e *ustralian Flexible Learning Fra&e'ork, t(e %(a&,ions are t(e W)aceW o) Toolboxes in t(eir state or territory0 To locate your Toolbox %(a&,ion, ,lease -isit # (tt,344toolboxes0)lexiblelearning0net0au4c(a&,ions40
2hat can the Toolbox Champions do for -ou@

Arganise and conduct ,ro)essional de-elo,&ent acti-ities0 Bentor tea&s 'is(ing to i&,le&ent Toolboxes0 Pro-ide ad-ice about using t(e Toolboxes0 +isse&inate in)or&ation and broker ot(er ty,es o) su,,ort (eg custo&isation)0
/?
)esources
Toolbox I&,le&entation ;uide (tt,344Toolboxes0)lexiblelearning0net0au4docu&ents4index0(t& T(is guide (as been designed to (el, you get started 'it( using your Toolbox as a teac(ing resource0 Toolboxes by series4code (tt,344toolboxes0)lexiblelearning0net0au4,re-ie'4byseries0(t& T(is 'ebsite ,ro-ides you 'it( access to all Toolboxes0 Eou &ay 'ant to re-ie' t(e ,re-ious series o) Teac(er guides )or guidance or clari)ication0 Learning ob<ect re,ository net'ork (tt,344lorn0)lexiblelearning0net0au4re,ositories LA. currently (as se-en &e&ber re,ositories contributing &ore t(an /500 learning ob<ects )or do'nload in a 'ide range o) industries and sub<ect areas, including business, co&&unity ser-ices, )orestry, electrotec(nology, (orticulture, touris&, and (os,itality0 T(e nu&ber o) learning ob<ects increases as re,ository o'ners build t(eir collections0 +esigning e#learning (tt,344designing0)lexiblelearning0net0au4 T(is site ,ro-ides so&e ans'ers to t'o big =uestions 1(at is e#learning> t(e ;allery o) strategies (as o-er 100 click#and#-ie' sa&,les ,lus teac(ing guides 5o' do you do it> t(e Learning design and Learning &aterials sections o))ers detailed sa&,le designs and course &a,s To (el, you )ind '(at you2re looking )or, t(ere are a range o) di))erent e#tours t(roug( t(e resources on t(is site0 Eour guide to social e#learning (tt,344socialelearning0)lexiblelearning0net0au4socialMelearning4index0(t& In t(is resource you can ex,lore t(e o,,ortunities and c(allenges t(at you &ig(t disco-er 'it( social e#learning in ,ractice, and get ,ractical guidance and ti,s )ro& e#learning ,ractitioners0 Listen to t(e keynote )ro& *nne Gartlett#Gragg to )ind out &ore about t(e ,ractice be(ind t(e case studies, strategies, tools and acti-ities ,resented in t(is resource0
/8
Toolbox contact details3 Flexible Learning Toolbox 5el, +esk P(one3 1300 ?36 ?10 "&ail3 Toolbox(el,V)lexiblelearning0net0au 1ebsite3 )lexiblelearning0net0au4Toolbox For )urt(er in)or&ation on t(e ational !"T "#learning Strategy, ,lease contact t(e FL*; Secretariat3 P(one3 03 995@ /?00 "&ail3 )lagMen=uiriesVnatese0go-0au 1ebsite3 )lexiblelearning0net0au
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Timber Plus Toolbox Series 13 Flexible Learning Toolbox

Ti&ber Plus Toolbox Teac(er ;uide

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Ti&ber Plus Toolbox Teac(er ;uide

Getting started delivering e-learning

/o0 to install the Toolbox

Preparing to use the Toolbox

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Computer and technical re uirements

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.e)er to t(e Tec(nical guide )or )urt(er in)or&ation0

Customising 2ord documents

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#nline teaching strategies

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Preparing the learners to use the materials

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Tas3s and discussion board activities

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%ualification and competencies

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Toolbox structure and design

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Example of menu bar

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Teaching and learning design

1ection !; (ir> po0er and 0ater +esson <escription of learning activit-

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Ti&ber Plus Toolbox Teac(er ;uide

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