Solutions for Realtime Technology


Manager Lindy Clifton –
Facilitator Kath Jones –

Breeze ( Adobe Connect ) online class -

We'd like to thank all of those people who have contributed and shared
their time, knowledge, good humour and patience in the process of
the Solutions for Realtime Technology Learnscope Project.

Sponsoring RTO: TAFE NSW, Sydney Institute, Ultimo Campus

Target client groups: disability; skills shortage; learners in the workplace

Project summary:
Our Institute offers one of the few courses in Australia, and the only course in New South Wales, which trains students in realtime captioning and court reporting using the latest software and specialised shorthand machines.
There is an Australia-wide shortage of skilled captioners and court reporters while the ageing workforce has created a crisis in succession planning.
Our aim is to upskill participants’ e-learning abilities to enable them to use social software tools as a means of engaging learners in a more dynamic manner while providing more up-to-date and readily available course material for their use.

Online presence:

Survey 1 (Breeze Workshop)
Survey 1 (Breeze Workshop) Graph
Breeze online class (see and hear)


Wordlist - Court

Wordlist - Parliament

Wordlist - Legal Terms (Latin)

Wordlist - Towns & Cities of Australia

Prefix-Suffix Twins


Student material
(Skill and Speed practice) -





70wpm New! @ November 07 New! @ November 07 New! @ November 07 New! @ November 07 New! @ November 07

80wpm New! @ November 07 New! @ November 07 New! @ November 07 New! @ November 07

90wpm New! @ November 07 New! @ November 07 New! @ November 07

100wpm New! @ November 07 New! @ November 07

110wpm New! @ November 07 New! @ November 07 New! @ November 07

120wpm New! @ November 07 New! @ November 07


PLEASE NOTE: This course is NOT offered online. The material posted on this site is complementary to face-to-face class lessons and is not intended to be for individual self-paced learning.

Theory Class 2008

THEORY CLASS 2007 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07 New! @ October 07

Meeting room (note: this site will be inactive unless there is a current meeting being held)

Industry site (for machine shorthand reporters)


Learn to touch type
Here are some sites with touch typing material on it. Feel free to visit these sites and choose one which suits your needs.

Test your typing speed

Fun 'n' news
YouTube vide on Court Reporting

In our Learnscope Project journey we have visited these sites to download freeware to use in creating material for the project -
Tagger (aka labelling) (to tag MP3 files)
Photo Story (to create a mini video with narrative)
Flickr (an online photo album)
PodOmatic (create and store audio files)
Survey Monkey (Create a Survey)
Meeting room (Online class room)
Skype (Internet communication - computer-to-computer or computer-to-phone)
Audacity (Audio editing)
Juice (Podcast receiver)
Google (calendar)

Industry Questionnaire (training)
Document used as the agenda for meetings with Industry Representatives.

Self Assessment Procedure
Document used by TAFE students to simulate an Assessment for court reporting jobs.

Team events (focus, date, time, availability to other teams)




(21 October Catch our breath!)
19 & 20 Learnscope Showcase (Randwick)
18 Breeze meeting with industry representatives (Lindy Clifton, Kath Jones, Glenda Smith, Lisa Pantano, Vicky Ioannides, Anita Viesis (other attendees - tbc)
16 Meeting to work on Digital Storytelling for Learnscope Showcase (Steph Ridgway, Kath Jones, Lindy Clifton)
12 Breeze class – trial run with students 6pm-7.30pm
9 Meeting to test Breeze for class and Showcase Day (Steph Ridgway, Kath Jones)
Breeze trial (Catriona Smith, Kath Jones)
5 Breeze trial (Claire Fogarty, Kath Jones)
3 Meeting to overview Breeze (Claire Fogarty, Kath Jones)

29 Progress Meeting (Lindy Clifton, Kath Jones)
27 Workshop - Copyright Kitchen (Kath Jones)
Progress Meeting (Lindy Clifton, Kath Jones)
22 Progress Meeting (Lindy Clifton, Kath Jones)
21 Breeze workshop (Steph Ridgway, Anita Viesis, Eunice Walsham, Lisa Pantano, Shelley Barwick, Charles Mileshkin, Catriona Smith, Kath Jones)
15 Skype conference (Kath Jones, Shelley Barwick, Claire Fogarty, Catriona Smith)
14 Progress Meeting (Lindy Clifton, Kath Jones)
7 Careers Expo (attend the stand to promote Cert IV course. Kath Jones)
4 Industry representatives Meeting (Vicky Ioannides, Aoife Coakley, Anita Viesis, Kath Jones)
1 Voice recognition Meeting (Bob Thomson, Catriona Smith, Kath Jones)
Update meeting (Shelley Barwick, Kath Jones)

31 Sharing resources between courses meeting (Nereda Illingworth, Lindy Clifton, Kath Jones)
25 Progress Meeting (Lindy Clifton, Kath Jones)
22 Learnscope visit (Alex Hayes, Kath Jones)
17 Progress Meeting (Lindy Clifton, Kath Jones)
Discussions with Australian Copyright Council on copyright issues
7 Learnscope visit to Engaging Learners With Disabilities Project (Alex Hayes, Michele Perry, Heather Beebe, Kath Jones-sat in on the meeting)

27 Voice recognition meeting (Bob Thomson, Catriona Smith, Kath Jones)
13 Industry representatives meeting (Eunice Walsham, Glenda Smith, Kath Jones)
3 IT meeting (Steph Ridgway, Kath Jones
Audiovisual meeting (Malcolm Cooper, Kath Jones)

21 Toolbox workshop (Lindy Clifton, Kath Jones)
Progress Meeting (Lindy Clifton, Kath Jones)
1 Digital Storytelling workshop

31 Podcasting workshop (Lindy Clifton, Kath Jones)
11 IT meeting (Steph Ridgway, Kath Jones)
5 Learnscope induction day

13 e-Learning Meeting (Annette Leverett, Kath Jones)


Background to the project:
Some team members have skills in elearning using toolboxes, yet have had little or no exposure to the use of social software. Other team members have had no experience in either toolboxes or social software.
This project also provides a unique opportunity to work closely with industry to ensure that course delivery meets industry standards.
Students find great difficulty in reaching the high speed rates required to be industry-ready. They are required to carry out intensive practice outside class. Learning material available uses old technology – outdated cassette tapes – and obsolete court processes.
The use of updated material and technology will more closely mirror the industry’s work environment – the shorthand machine is connected to a laptop and streams text over a web site or to air.
An emerging opportunity is to provide support to industry based groups who are considering developing on-the-job training in this area.

Proposed project outcomes:
Ø Upskilling of participants in e-learning methodologies, in particular the use of pod-casts and the creation of e-learning library materials
Ø Development of e-learning skills and knowledge to implement e-learning for machine shorthand students.
Ø Forging of partnerships with industry stakeholders.
Ø Creation of industry specific on-line material for real-time writers.
Ø Method of offering this unique course both within the state and nationally.
Ø Creation of a potential employment pathway for Deaf and Hearing Impaired individuals.

Benefits to client group:
All client groups will undertake several new activities which will provide a much richer and broader learning experience. Firstly, they will gain an understanding of the principles of e-learning which will be then be extended by undertaking theory development and speed practice using e-learning software and processes.
In particular the use of podcasting as an e-learning tool will prepare students for the technical environments they will be faced with in the workplace. Captioning, web-streaming of text and realtime transcription of court proceedings, meetings, etc are major components of the industry for which they are being trained. Podcasting will give students an understanding and experience of similar procedures not previously possible in this course.
Students will receive an introduction to the principles of e-learning, e-learning tools and the Sydney Institute e-learning site. The Business Services Legal Toolbox will have an area added to it for the use of these students. This will also assist students to complete some of the theoretical components of this course which they are required to complete outside class.
This blended delivery will enable students to take further responsibility for their own learning due to the accessibility of the material which will be uploaded onto the Toolbox. They will be encouraged to self-pace through some of the speed work which will lead to more timely speed development which will in turn open them to job opportunities in a quicker timeframe. The course itself will become more streamlined, resulting in increased course completions.
The use of this blended delivery format addresses the differing learning needs of students – those students who learn best in the face-to-face environment are catered for, while those students who need richer learning opportunities will have these provided through the e-learning material. In addition, those students who respond best to the use of technology in the learning environment will flourish!
Students’ varied interests and career aspirations will be incorporated in the broader range of content possible due to the use of social software.
Students currently enrolled in the course have been asked to take part in trialling the software and one student from each group will form part of the team. Surveys will be used to quantify the feedback after the trial of some of the material.

Evaluation strategies:
As detailed above, the use of on-line surveys to evaluate the material developed and the social software used will form a major part of the evaluation of this project.
The Edna forums will be used to measure the feedback received from employing bodies which are represented in the team.

Additionally, client representatives will provide continual feedback to the material and procedures developed throughout the project period. Edna forums, meetings and workshops will also provide opportunities for on-going feedback.

Retention rates of students are expected to increase. It will, however, take 1-2 years to quantify this. Datawarehouse statistics will be used to track course completions.

We are capturing our learning via:
Progress notes will be posted on the project blog. These notes will provide an anecdotal viewpoint of participants’ learning experiences throughout the life of the project.
Questionnaires will be designed and distributed to both current students of the course and industry bodies to quantify changes experienced as a result of the incorporation of elearning methodologies to create a blended learning experience for all involved. These questionnaires will be distributed at both the beginning and end of the project.
Evidence of evolving confidence and uptake of e-learning will be taken from records of EdNA Group forums.
Students’ experiences will be captured using surveys and will be summarized in a report which will highlight the strengths and weaknesses of the e-learning methodology used, as perceived by the students themselves.
Students will be asked to canvassed to participate in an interview which will be videoed for inclusion.

We hope to share our learning :
Ø The team will use the NSW LearnScope EdNA Group as a major information-sharing and communication tool.
Ø Participation in the LearnScope Showcase in October.
Ø Discussion with across-group teams formed at the Induction Day on 5 May 2006 through EdNa forums.
Ø Copies of progress will be uploaded onto
Ø Report on Project Outcomes will be made to the Machine Shorthand Industry via the Industry Body’s (SRAA) newsletter and web site.
Ø Report to NCRA Journal (National Court Reporters Association, American industry body –Monthly News Journal).
Ø Articles for Deaf and hearing awareness groups.

We’ll connect with others via:
Project outcomes and achievements will be shared using the following methods:
Ø Reports to industry meetings, and TAFE section staff meetings
Ø Report to Senior Staff Meeting prior to Showcase Presentation
Ø Workshop presentations
Ø Video blogs
Ø Ongoing involvement in national network groups
Ø Involvement in industry and VET networks
Ø Showcase Presentation

Proposed project products/outputs:
Project outcomes will be reported using the following processes:
Ø Digital story highlighting the team member experiences
Ø Team blogs
Ø Regular Team EdNa Group forums by providing progress and feedback
Ø Podcasts of specialised theory components highlighting innovative teaching delivery
Ø New resources will form a great deal of the outcomes of this project. These will be uploaded onto the Legal Toolbox
Ø Project portfolio – including links, stories, questionnaire results, training materials online, MP3 files, mind maps, FlickR tags