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)