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Thinking beyond numbers:Learning numeracy for the future workplace
Beth MarrRMIT / Consultant
Jan HagstonSwinburne University of Technology
TAFE
Purpose of the study
Build knowledge related to:
Current and future numeracy needs in workplaces
Conceptions of numeracy in industry
Acquisition, enhancement and portability of workplacenumeracy skills
Identification of models (training, work processes andpractice, work documentation, etc) to support thedevelopment of these skills.
Research method
Desktop research / literature review
Interviews with industry representatives
10 stakeholder interviews
Case studies of three worksites
Employer and employee perspectives
Semi-structured interviews
Observation / work shadowing
Select areas where numeracy skills likely to be used.
Case study sites
Aged care – Hillside park substantially older female workforce (over 40 yrs)
minimal computer skills
Automotive parts manufacturing – Vehicle Parts
Victoria predominately male workforce
use of sophisticated technology
Engineering production – Metals and More small company
increasingly using technology.
Key findings
Numeracy use in the workplace
Industry conceptions of numeracy
Workers attitudes to numeracy, school maths and learning
Apparent contradictions between workers’ andstakeholders’ views on numeracy needs
Future training models
These relate to:
Definitions of numeracy
Useful definition for the purpose of the research:
To be numerate means to be competent, confident, and
comfortable with one’s judgments on whether to use
mathematics in a particular situation and if so, what
mathematics to use, how to do it, what degree of accuracy
is appropriate, and what the answer means in relation to the
context. Coben 2000.
How does industry see numeracy?
Agreement that numeracy skills are vital in the modernworkplace
Conceptualised as meaningful application of maths skillsto real situations
Number skills and calculations – usually qualified asbasic or low level
Associated with primary school arithmetic
Narrow expectations
Implications for training?
The intended scope and breadth of theterm ‘numeracy’ must be unpacked andexplained at all levels of trainingimplementation and development.
Importance of numeracy skillsStakeholders’ & managers’ ranking of the importance of
numeracy skills
3*7314. Use of mathematical ideas and concepts to evaluate and critique workplace
practices and monitoring systems
2*8313. Use of mathematical ideas and concepts to model or analyse workplace
situations
7*612. Use of computers/technology in relation to mathematical tasks
5*5311. Communication of mathematically related ideas
4*7210. Recognition of patterns and anomalies with measurement and data
3*649. Use and interpretation of scale drawings, plans and diagrams
5*718. Use and interpretation of graphs, charts and tables
3*917. Display and interpretation of data
5*536. Creation and use of formulas (possibly using spreadsheets)
2*565. Use of ratio and proportion
8*54. Measurement: eg length, volume, weight, temperature, speed
1*1023. Calculation and interpretation of percentage
10*32. Mental calculations/ estimations
13*1. Calculation - with and without calculators or computers
Very
Impor
-tant
Impor
-tant
Not
Impor-
tant
Numeracy skill
Industry perspectives
“workers need to recognise when things are out of
whack” (Industry Training Board CEO)
“Employers … want workers who can understand overall
processes so they can make critical judgments – to make sure
things are OK even when
machines are doing a lot
of the mundane
measurement tasks – they
need to be skilled beyond
the readout of the
machine” (TAFE
workplace training
consultant)
Example of assessment task
Unit of Competence: BSBCMN107A: Operate a personal computer
Assessment task 1
In this assessment task you are to:
turn on the computer and log in
find and open a Word file in a folder that you use regularly at work
change the default printer
print the file
tell the assessor how you would check the progress of print jobs if you needed to
save the file onto a disk, CD ROM or memory stick
close all computer applications
shutdown the computer.
Your trainer/assessor will observe you doing these things and will use a checklist to mark off what you can do.
You will also be asked to check you are using the computer in a safe manner.
Frequency of numeracy tasks undertaken and tools used by workers
7#16. Other
635. Reading or creating plans, diagrams and scale drawings
5224. Use of formulas
126 Use of conversion charts
6111 Use of decimals (including money)
423 Use of ratio, proportion
126 Use of fractions
513 Use of percentages
72 Adding, subtracting, multiplying
3. Undertaking calculations
126 Constructing graphs
432 Reading graphs (or tables)
423 Entering data on charts, graphs or spreadsheets
2. Use of graphs, charts and tables
6# Use of other measuring tools (eg. Teaspoon, measuring cup, air
leak testers)
315 Use of calipers and similar
4212 Use of gauges and dials
5112 Use of scales
711 Use of tape measures and rulers
1. Use of measurement
DailyAbout once
a week
Less than
once a
week
NeverNumeracy tasks and tools
Challenges in assessing in the workplace
Recognising existing skills and
knowledge.
Ensuring all components of the
competency are covered.
Useful resources
http://www.tafe.swinburne.edu.au/i2e/rpl.html
(Swinburne’s processes on the Recognition of Prior
Learning)
http://www.ncver.edu.au/ (National Centre for
Vocational Education Research)
http://tpatwork.com/default.asp/ (Training Packages at
Work)
http://ppd.swinburne.edu.au/quasys/default.htm
(Swinburne’s assessment processes)
Flexible Delivery
With thanks to Alana Killen
Flexible, open or blended delivery
Flexible delivery is
sometimes called open or
blended delivery.
Flexible delivery emphasises
student access by offering
training at times and places,
and using delivery modes
that suit the learner and
remove restrictions and
barriers.
Principles of Flexible Delivery
Access – It should open up
opportunities for people to
take part in education.
Therefore courses and
programs should be offered at
times and places to suit the
learner wherever possible.
Learner-centred – It is also
about providing opportunities
which suit the learner, so they
have more control over the
pace and style of their
learning.
Some misconceptions
Flexible delivery can include, but is NOT
RESTRICTED TO online learning.
On-line delivery is one aspect of flexible delivery
and should be considered along side a variety of
different approaches.
Some examples of Flexible delivery
Classroom delivery
Self-paced learning
Individualised learning
programs
Workplace delivery
Workplace mentoring
Saturday/weekend
workshops
Project-based learning
Videoconferencing
i-lectures or e-classrooms
In flexible delivery a range of delivery options may be used.
These include:
Flexible delivery at Swinburne
At Swinburne different courses offer flexible delivery options. The
options will vary according to:
Where students live and work
Course content.
For example,
students who work may attend classes on Saturdays or in the evenings
and take part in online learning using WebCT.
Full time students who study on-campus will also learn online.
Courses for students may also be run in the workplace at a time that is
convenient for the workplace. These workers may be supported by a
workplace mentor who can support them to put their learning into practice
in the workplace.
Online learning at Swinburne
My.Swinburne is a central point or portal from which students can
access a range of online resources. These include:
WebMail - Receive and send email
WebCT - Access subjects and assessments
Library - information on loans, holds, etc.
Student Information System (SIS)
Frequently Asked Questions
Student Exam Timetable - View provisional and final exam timetables.
At Swinburne University of Technology, InformationTechnology and online learning is a part of the learningexperience.
Email at Swinburne
Every current student has a Swinburne email address. This is
used for:
formal communication with the University
communication with teachers
communication from the library.
Using WebCT at Swinburne
WebCT is an online environment which allows students and teachers to:
access learning content
communicate together
submit assignments electronically
complete quizzes
work collaboratively.
Some subjects at Swinburne TAFE are fully or partly deliveredin a program called WebCT.
Students can access WebCT anywhere, anytime via the web. They donot have to be on a Swinburne campus and do not need specialsoftware on their computer.
Examples of WebCT
WebCT Home page showing: Calendar
Grades or results
Courses enrolled in.
WebCT – course content and tools
About studying using WebCT
Learning materials
Assessment tasks
Syllabus
Unit outlines.
Each course has the following information and sections:
WebCT – Learning materials
Example of some of the learning materials
WebCT – Learning materials
Learning materials content
WebCT – Assessment tasks
Assessment tasks may include:
Assignments
Quizzes
Surveys
Short answers.
WebCT – Other features
Other features include:
Online grade (or results) book
Discussion
Links to external websites
Self assessment quizzes
Can include pod casts
Streaming of lectures
Audio recordings.
Online classroom
Virtual or online classrooms are increasingly being usedusing the program Elluminate. This allows a teacher to run aclass online. Using a headset and microphone the teachercan talk to a class and students can ask questions. Theteacher can also:
use an on-line whiteboard
demonstrate computer applications
upload Powerpoint presentations
organise for students to work in break out groups.
For an example of an Elluminate session go to
https://sas.elluminate.com/mr.jnlp?suid=M.F64BBA5
65889FE626486B6D73E938E
Useful resources
http://www.flexiblelearning.net.au/flx/go (AustralianFlexible Learning Framework)
http://www.ncver.edu.au/ (National Centre forVocational Education Research)
http://tpatwork.com/default.asp/ (Training Packages atWork)
http://www.resourcegenerator.gov.au/Login.asp(Resource Generator)
http://www.tafe.swinburne.edu.au/i2e/ (Innovation inEducation Unit)
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