The University of Canberra (UC) is the university of Australia’s capital city. It offers undergraduate and postgraduate education. Specialising in a range of interrelated disciplines, UC teaches and researches in: arts and design; business, government and law; health; and, education, science, technology and mathematics.
The Totara Learn solution gives education agencies the power to determine what courses they will offer their staff from the full suite of DSE e-learning modules, simply by switching courses ‘on’ or ‘off’ via their landing page.
Through their landing pages, education agencies have the power to change course offerings and the advice they offer learners, as well as generating their own reports on user statistics.
The innovation of cloud hosting computing technology also made the delivery of a mass e-learning programme on this scale easier.
“With a target audience of 300,000 school staff nationally, we couldn’t have afforded to deliver this online training without the cloud. Now we have users signing on at a rate of 5,000 to 10,000 a month, and the system doesn’t blink.”
The Totara Learn is perfect for delivering a mass online training course like the DSE e-learning to multiple groups of users, because it has the capacity to give each client a branded product with customisation and reporting features. Yet the DSE e-learning remains an integrated e-learning system managed by the University of Canberra. This enables staff at the University to monitor the user experience, collect user feedback and assess the overall impact of the learning.
Complementing the structured e-learning for staff of education providers is a publically accessible website providing a practical guide to the Disability Standards for Education for individuals, families and communities.
The University of Canberra again chose Catalyst to host this important asset in their campaign to raise awareness of the rights of people with disability in education, and the obligations of education providers.
“It helped me to understand the principles involved and about how they are applied in practical situations to help students with disabilities. Also, I became more aware of the scope of disabilities where previously I had a fairly restricted view.”