Educational reach

Project participants were asked to describe their organisation's educational reach after completing this project, particularly in relation to the use of clever use of ICTs with their particular learner group and any learner outcomes that impacted on results, reach and retention, as well as the impact on curriculum.

Learner outcomes: results, reach and retention

This project ( café chatterbox) has increased the learners’ interest in course content and therefore increased the retention, particularly with the young people: it has been a fantastic way of engaging them. They have had many years of lack of success and they often reject the more traditional forms of learning. They see this as more relevant and exciting whilst still improving their literacy. This strategy has really aided retention. They are keen to come and keen to run the café.
One particular girl was an irregular attendant and she came every day – this practical, project based methodology has engaged them more. They have now experienced success.

Teaching methodology

The teacher has integrated all of the learning they need - literacy, numeracy and work readiness skills- all integrated in a project based approach geared to real life. The students see the relevance of the cafe chatterbox project.
This project has changed the teacher’s teaching methodology: the project based learning and the use the computers and net to fulfill the assessment requirements. Students don’t see assessments as separate.

Tools used in blended delivery are tools that engage young people. The learning is now much less teacher centered and much more student centered: the students are now driving the project.
The project has widened the teacher’s repertoire of ICT tools and significantly extended his knowledge around the integration of the tools.

Student group

The student cohort is very diverse, and they don’t usually get along as there are youth and intellectually disabled students in the same class. They are now working as a team and they are keener to take responsibility and solve their own problems – they don’t need the teacher to resolve issues as much any more.
In 2008 they will be separating the group. WCC wants to focus more on e-learnring and ICT with the young people, as they work at a much faster pace than the older ones with intellectual disability.
Peer mentoring also worked well and it will continue to be a strategy in 2008. WCC is looking at a VCAL / ESL mentoring project in 2008.


WCC will be implementing the new CGEA in 2008. The new CGEA curriculum will support their strategies and goals for e-learning with youth. The CGEA offers excellent units that will lend themselves to e-learning integration.There is a lot more choice and it allows for learning plans that support individual choice.