Presenter’s Guide

Interactive Ochre
Toolbox 907

Supporting cultural awareness training

Cultural awareness presentations should utilise local Aboriginal or Torres Strait Islander presenters wherever possible to ensure authentic cultural experiences

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National VET Content Management, National VET E-learning, © Commonwealth of Australia (Department of Education), 2014.
With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-ShareAlike 3.0 Australia (http://creativecommons.org/licenses/by-sa/3.0/au) license.

Contents

Introducing Interactive Ochre	4
Introducing the Presenter’s Guide	4
General overview of Interactive Ochre	5
Purpose	5
Ngapartji-Ngapartji	6
The Core	7
Target audiences	8
Underpinning educational and instructional design ideas	9
Organising structure and key features	11
System requirements	14
Resource files	15
Approach to assessment	15
How does Interactive Ochre work?	16
Overview	16
Assessment suggestions	21
Preparing to use the materials	24
Related resources	25
Aspects learners/users may find difficult	25
Collaboration and interaction	26
Communication activities	26
Conclusion	26

Introducing Interactive Ochre

Interactive Ochre is a quality e-learning multimedia resource that is relevant nationally. It is a teaching and learning resource designed to assist learners to build their knowledge and practical application of concepts and principles of Cultural Awareness, particularly in contexts where they are working with Aboriginal and Torres Strait Islander people.
This resource provides a flexible source of training materials that can be adapted for use in a broad range of delivery models. It can be used to support presentations on cultural awareness to groups of learners or to support self-paced learning by individual learners. It can be used in its entirety or elements of the multimedia can be used separately.

Introducing the Presenter’s Guide
The Presenter’s Guide has been developed to support you in delivering Cultural Awareness training. The guide outlines for you the educational principles that underpin Interactive Ochre and explains all the activities the resource contains. It offers suggested customisation and delivery strategies that will provide you with the opportunity to maximise the learning experience for your learners and will assist you in developing your own contextualised delivery plans.

General overview of Interactive Ochre
This section of the Presenter’s Guide contains an overview of Interactive Ochre and includes information on:
•	the purpose of Interactive Ochre
•	Ngapartji-Ngapartji
•	the Core – central values and beliefs
•	target audiences
•	underpinning educational ideas
•	structure and key features
•	customisation methods
•	description of resource files.

Purpose
Interactive Ochre is a teaching and learning resource designed to assist learners to build their knowledge and practical application of concepts and principles of cultural awareness, particularly in contexts where they are working with Aboriginal and Torres Strait Islander people. The content is not linked to any specific training package. However, the materials are useful in supporting the development of knowledge, skills and attitudes in such areas as equal opportunity, particularly in relation to Aboriginal and Torres Strait Islander people.
Ngapartji-Ngapartji
Interactive Ochre embraces Ngapartji-Ngapartji (pronounced Nup-art-gee, Pitjantjatjara), which means equivalence, reciprocity and working both ways. Intercultural relationships are partnerships where we learn from each other by working both ways.
The following points provide an Aboriginal perspective on how Interactive Ochre can promote Ngapartji‑Ngapartji.

Modelling equivalent intercultural partnerships
Both Indigenous and non-Indigenous people can be encouraged to deliver Interactive Ochre, so long as they understand, appreciate and maintain the integrity of the message, as outlined in ‘The Core – central values and beliefs’ on page 8. Interactive Ochre provides the resources for Indigenous and non-Indigenous people to work in partnership to deliver the program. Delivery of the program provides an opportunity to model equivalent intercultural working partnerships and the success of any program of this nature requires working both ways - Ngapartji-Ngapartji.

Sharing public knowledge and respecting private knowledge
As a first step, the delineation between public and private knowledge needs clarification. It is critical that projects like Interactive Ochre are endorsed by Aboriginal people and that the differences between public and private knowledge are well defined and acknowledged in a delivery program. It is important to get the understanding and the language right.
Public knowledge is knowledge that is in the public domain and is known by everybody. It needs to be recognised and acknowledged that Interactive Ochre is about public knowledge. Private knowledge is the private business of individuals and groups and must be respected as such. If there is any doubt about the boundary between public and private knowledge, then the appropriate Aboriginal people must be consulted. 

Integrating the traditional and the contemporary
Interactive Ochre has been described by Aboriginal people as an example of ‘Contemporary Dreaming’ – Tjukurpa. This is demonstrated in the way traditional narratives have been adapted to contemporary life through music, lyrics, video and animations, while keeping the integrity of the culture intact. In this way, both Aboriginal and Torres Strait Islander and non-Aboriginal users can relate to the content and use it with meaning. Hence the Ngapartji-Ngapartji principles are upheld.

The Core
Interactive Ochre has been widely accepted by Aboriginal people because it captures central values and beliefs that can be described as the ‘Core’. The ‘Core’ is identified as Tjukurpa, Walytja, Ngura, and Kanyini.

Tjukurpa (pronounced J-gr-pa, Pitjantjatjara): Dreaming
Tjukurpa is the religious interpretation of the profound bonding of people to one another, to their country and to the species of animals and plants inhabiting it. It is continually renewed by its expression in song, dance, verbal narratives or creation stories and re-enacted continually in ceremonial journeys. 

Walytja (pronounced Walch-ar, Pitjantjatjara and Luritja): Family
Walytja is the system of extended kinship; the organisational scaffolding for social roles and authority; the pathways of distribution and communication.

Ngura (pronounced No-ra, Pitjantjatjara and Luritja): Land
Ngura is the country to which people belong, which they may use but in ways that are always subject to obligations of care, including celebration.

Kanyini (pronounced Kun-yun-nee, Pitjantjatjara and Luritja)
Kanyini means to have, to hold, to care and is a verb that reflects a commitment, a full engagement, vitalising again and again all that went before and all that will go after.
The recognition of Tjukurpa, Walytja, Ngura, and Kanyini is a key to Interactive Ochre’s appeal and acceptance by Aboriginal people. It is authentic: this authenticity is reinforced by the concepts, content, and translation into song and lyrics, with much of the artwork for Interactive Ochre initiated and developed by Aboriginal Australians. Aboriginal people worked with the production team to ensure the different multimedia elements are appropriate and acceptable.

Target audiences
Learners
Interactive Ochre is designed primarily for members of the public service who will be working with Aboriginal and Torres Strait Islander people. This includes workers such as teachers, health workers, police officers and community liaison officers. The suggested activities and assessment tasks have been designed with this audience in mind.
However, the resource is adaptable, to be used to support cultural awareness training in any context and can be used broadly across the community. The interactivity of Interactive Ochre is designed to allow the user to approach the content at a number of different levels, and so allows flexibility for the presenter to adapt the learning to suit the cognitive and experiential level of their group.
Because the materials in Interactive Ochre have been developed in collaboration with Aboriginal and Torres Strait Islander people, it is also a powerful tool that can be used to support community development programs among Aboriginal and Torres Strait Islander people themselves.

Choice of deliverers
It is very important who presents the program. Aboriginal advisers talk about the need for knowledge of the ‘Core’. A mutually equivalent understanding is demonstrated in this package, and the presenter will need to maintain the same dynamic passion for effective overall presentation.
To ensure the most effective use of Interactive Ochre, it is recommended that the materials are presented within the local context. This may mean that a local Aboriginal and Torres Strait Islander person is the presenter or, if the presenter is non-Aboriginal, that they invite input from local Aboriginal and Torres Strait Islander people to enhance and contextualise the materials with their own local knowledge and stories.

Underpinning educational and instructional design ideas
Educational infotainment
The resource has been built on the model of educational infotainment, to provide learners with a rich environment of information presented through different media such as animation, music and interactive scenarios that are associated with digital entertainment. Educational infotainment springs from the well tried model of presenting educational information in an entertaining format, a model that has informed the production of TV and film documentaries. Educational infotainment presented in an online environment, either through the web or CD, takes the concept one step further and adds the element of interactivity so that the user engages more closely with the content.
Each section of Interactive Ochre uses different forms of entertainment. These are:
•	Traditional Perspectives – narration by avatars
•	History – narrated timeline with video stories
•	Working with Aboriginal People – animated song
•	Racism – animated scenarios
•	Moving On – animated song.

Each of these sections allows the user to either view the material as a piece of entertainment or to interact with it to explore the content at deeper levels.
By presenting sensitive cultural issues in an entertaining, non-confrontational way, Interactive Ochre promotes understanding of and compassion for the situation of Aboriginal and Torres Strait Islander people. The educational infotainment model particularly suits such cultural awareness issues because Aboriginal people have a long tradition of expression through the arts and enjoy using media.

Instructional design principles
Interactive Ochre uses the educational infotainment model to promote application of learning into real workplace contexts. The construction of Interactive Ochre encourages deep learning. Learners are encouraged to interact with Aboriginal experiences through the multimedia presentation and engage with the content, building their knowledge from simple to complex understandings that incorporate problem analysis, application of learning to real contexts and evaluation of their solutions. Interactive Ochre incorporates the following instructional design principles.
Interaction
A high level of interaction in a number of different contexts encourages deep learning. Interactive Ochre encourages interaction between:
•	learner and content through the interface that gives access to a number of different media
•	learner and teacher through provision of a teaching resource that offers opportunities for discussion and suggestions for activities
•	learner and other learners through providing tools to assist learners to engage in collaborative projects.
Collaborative learning
Collaborative learning is a type of problem-based learning which relies on the combined abilities of the learners to analyse and solve issues relating to the problem. This approach to learning encourages the development of team work and is particularly appropriate to use in the context of education in cultural awareness issues surrounding relationships with Aboriginal people because of the high value given to the community in Aboriginal culture.
Interactive Ochre can support collaborative learning by:
•	suggesting learning activities and assessment tasks that encourage collaboration among learners
•	suggesting work-based, problem-based learning scenarios that ask the learners to collaborate with each other and with the communities in which they work.
Cognitive Strategies
Cognitive strategies are internal mental processes used by the learner to select and retain information and to build meaningful connections between new learning and prior knowledge and experience. They are the means by which the learner actively internalises new information and applies it to their own context.
Interactive Ochre can scaffold student learning through providing cognitive tools such as:
•	visual tool of animation
•	auditory tools of music, lyrics and narration
•	documents included on the CD that provide supporting information
•	interactive interface
•	learning through storytelling and shared experience.
Learner-centredness
A learner-centred approach focuses on the needs of the learner. Its characteristics are that it builds upon what the learner brings in prior knowledge and understanding. It supports active learning and the construction of knowledge and it offers the learner choices in the method and expression of their learning.
Interactive Ochre can support a learner-centred approach by providing:
•	interactive elements that encourage active learning
•	learning activities such as reflective journal, work-based project and team work that encourage learners to learn through their own stories
•	a range of methods for communication of the content that are presented in an entertaining way and that cater for different learning styles
•	a range of assessment strategies that allow learners to address assessment in a manner that is appropriate to their context.

Organising structure and key features
Interactive Ochre is a package that supports learning in cultural awareness, in particular as it relates to Aboriginal and Torres Strait Islander people. While it is not linked to specific training package competencies, the materials are useful in supporting the development of knowledge, skills and attitudes in such areas as equal opportunity.

The structure
The content of Interactive Ochre is structured in the following five sections:
•	History
•	Traditional Perspectives
•	Working with Aboriginal People
•	Racism
•	Moving On.

Each section is designed as a self-contained multimedia experience that allows the learner to explore the concepts at their own pace and their own level of understanding. It is therefore not designed as a linear course; the learner or presenter can start with the section that is most appropriate to them and move from section to section, drilling down into the content as far as they choose. Links to each section appear on the main menu.

The splash page
The home page of Interactive Ochre has links for the user to check whether their computer has the required software installed to run the product, guides, acknowledgements and copyright information. There are also downloable documents to help you as you work through the resource.
The links include:
•	Presenter’s Guide (This guide)
•	Learner’s Guide 
•	Technical Guide

There is a link called ENTER which takes you to the main menu of Interactive Ochre.

The Home page - Main Menu
The main menu of Interactive Ochre has links to take the learner and presenter to all sections of the resource, including: 
•	content sections –  History, Traditional Perspectives, Working with Aboriginal People, Racism, Moving On
•	Making It Happen – a collection of suggested activities and assessment tasks

At the top right corner of the screen, there is a global menu bar that is available to the user at all times and contains the following navigation and information tools: 
•	Home - Link to the main menu.
•	Warning to alert the user to the use of visuals and audio of Aboriginal and Torres Strait Islander people. 
•	Documents
o	Guides and documents
•	Presenter’s Guide
•	Learner’s Guide (This guide)
•	 Technical Guide
•	References
o	Content documents, including
•	History
•	Traditional Perspectives
•	Racism
•	A Workplace Guide 
•	Newsflash – the Headlines
•	Moving On
o	Lyrics for songs, including
•	Newsflash
•	If But Maybe
•	Serious Minds
o	Suggested activities and assessments, including
•	What Do You Know? - quiz
•	What Do You Know? – quiz answers
•	What Do You Think?
•	What Do You Feel?
•	What Would You Do?
•	Putting It into Practice. 
o	Map of Aboriginal and Torres Strait Islander language groups across Australia. 

Access and equity
Interactive Ochre is designed as a resource to support training in cultural awareness and as such has been developed in collaboration with Aboriginal and Torres Strait Islander people, respecting the cultural diversity that is found among Aboriginal and Torres Strait Islander people. It encourages the learner to explore their own attitudes towards cultural diversity. While the primary audience is the public service, the multimedia features also provide excellent resources for working with Aboriginal and Torres Strait Islander people.
The design of Interactive Ochre supports access for people across a range of literacy levels through the concepts being presented in a range of media including:
•	audio – music, narration and storytelling
•	visual – still imagery and animation
•	written – content documents.

The interface is designed to be exploratory, encouraging its use by young people who are accustomed to using games, but also providing specific help instructions for learners who are more comfortable with a structured approach. 
Interactive Ochre can be used in a stand-alone mode by an individual learner and so is appropriate for use in rural and remote learning situations. It can also be used as a supporting resource for group presentations where the role of the presenter is to guide the learners through the content and to contextualise the material by providing local stories that enrich the experience and bring it into a real life context.
The activities and assessment tasks are designed to support the development of knowledge and attitudes and can be adapted by the presenter to suit the cognitive and experiential level of the learners. Many of the suggested activities can be adapted to suit either individual or group participation or a combination of the two.

System requirements
The following minimum computer system specifications are required for viewing the Interactive Ochre CD-Rom efficiently: 
Platform
•	PC with Windows 7, a 1GHz processor and 1GB of memory (RAM).
•	Macintosh with Mac OS X 10.9 (Mavericks), a 2GHz processor and 2GB of memory (RAM).
•	iPad with iOS 7.
Web browser
•	Firefox 36 (all platforms)
•	Chrome 41 (all platforms)
•	Internet Explorer 11 (Windows)
•	Safari 7 (Mac OS X and iOS)
Other
•	Screen resolution: 1024x768
•	Word processing program such as Text Edit (Mac) or Microsoft Word (PC) to open RTF documents.

Accessibility
People using assistive technologies may have difficulties using this resource due to the high use of sound, imagery, video and animation. It is acknowledged that some users of assistive technologies have compatibility issues with media players and certain browsers and that this may affect their experience with this resource. Please contact Flexible Learning Toolboxes for any enquiries toolboxhelp@flexiblelearning.net.au. 

Supporting documents
Interactive Ochre contains a number of tools and supporting documents to assist the learner and the presenter. These include:
•	Map – available from the ‘Documents’ global menu indicating the language groups of Aboriginal and Torres Strait Islander people.
•	Learner’s Guide – available from the main menu and designed to introduce the learner to the structure and design of the resource.
•	Documents – available from each section and containing the written material which underpins the interactive elements of that section.
•	Activities and suggested assessments – available from the main menu and designed to assist the learner to apply the concepts of cultural awareness to their own context.

Interactive Ochre is a high quality e-learning resource with rich multimedia elements. The resource is designed to be contextualised. Firstly, as has been stated in the section on choice of deliverers (page 9), it is recommended that local Aboriginal and Torres Strait Islander people are invited to participate in the delivery of cultural awareness training to enrich the Interactive Ochre experience with local stories and history.
Secondly, the suggested activities and assessment tasks are included on the CD-ROM as rich text format (.rtf) files so that presenters can download and alter them to suit their own context. These documents include
•	What Do You Know? – quiz questions (also available as an interactive quiz)
•	How Do You Feel? – creative response
•	What Do You Think? – reflective journal
•	What Would You Do? – scenario response
•	Putting It Into Practice – work-based project.
Resource files
Interactive Ochre provides the user with a number of supporting resource files, including:
•	content document for each section, which outlines the underpinning concepts for that section and is available from the ‘Documents’ menu in global menu bar.
•	lyrics for the songs, available as .rtf files from the ‘Documents’ menu in global menu bar.
•	suggested activities and assessments available as .rtf files from the Making It Happen button on the main menu or from the ‘Documents’ menu in global menu bar.
•	transcripts of the narrations and the stories available as .rtf documents on the CD-ROM.

Approach to assessment
As Interactive Ochre is not aligned to specific training package competencies, assessment is optional and activities have been included in the Making it happen section that can be used as assessment tasks if required. Please see page 24 for a detailed description of suggested activities. 

How does Interactive Ochre work?
Overview
Interactive Ochre presents content in five sections and has an additional section for suggested activities. This part of the Presenter’s Guide gives an overview of the principles of interaction and outlines the concepts and interactive multimedia elements of each section.
Using the infotainment model, each section offers the learner the opportunity to explore the content at a number of different levels. At Level 1, the multimedia presents a piece of entertainment, a song, an animation or a story. At this level, the user can choose to watch the media element from start to finish with no further interaction at all.
At Level 2, the user may choose to view more information; it may be more detail on an historical event, or more insight into thoughts and feelings in a racism scenario. These may be presented as text, video or slideshows.
At Level 3, the user can choose to open the relevant content document that is available to read on screen or to print. The content documents have been developed by Aboriginal and Torres Strait Islander people in collaboration with the production team and so provide a deep and detailed insight into the perspective of Aboriginal and Torres Strait Islander people. Each of the content documents contains references to direct the user to further exploration of the topic.
In addition, four of the sections include video clips of Aboriginal and Torres Strait Islander people talking about their own experiences. These have been selected to relate specifically to the content for each section and offer the user an insight into the many and varied contexts of Aboriginal and Torres Strait Islander people across Australia. The inclusion of these stories adds authenticity and depth to the resource, which can be supplemented even further by enlisting local Aboriginal and Torres Strait Islander people to assist in delivery and contribute their stories to the building of understanding.

History
Content
The History section presents an overview of the history of Australia from the point of view of Aboriginal and Torres Strait Islander people. It is not intended to provide a complete history, but rather to give an insight into key events that have shaped the history of Aboriginal and Torres Strait Islander people. It begins with references to what is known of the history and lifestyle of Aboriginal and Torres Strait Islander people before the arrival of settlers from Europe and continues with snapshots gathered from across Australia that build a picture of history since settlement. An important aspect of the content of this section is the focus on the impact on Aboriginal and Torres Strait Islander people of government policies, tracing the evolution of policy development.
Interactive elements
The History section is presented as an interactive timeline. Visually, the interface of the History section has been developed using elements from contributing Aboriginal artists and has the rich look and feel of traditional art.
Level 1
You can select a date to view content from the timeline. The information timeline moves down the screen. Each date is accompanied by an image, a brief description of the event and a map showing the location of the event. 
Level 2
By clicking on a date or image the user gets a larger view of the image and an expansion of the written information about the event. The user can also get to this detailed information by clicking on the ‘More Information’ button on the screen.
At various points in the timeline, there are links to video clips of contemporary Aboriginal and Torres Strait Islander people who are talking about how historical events have affected them. 
Level 3
If the user wishes to access more detail they can click on the ‘Documents’ button in the global menu bar. This opens a screen that allows them to scroll through and read or print the entire content document for the History section. 

Traditional Perspectives
Content
The Traditional Perspectives section introduces the user to the importance of traditional lifestyles to ATSI people and to the continuing impact and importance of traditional culture for all Aboriginal and Torres Strait Islander people in contemporary society, whether or not they live in a traditional setting. The content covers four major topics that are important in building an understanding of the relationship of Aboriginal and Torres Strait Islander people with their traditional culture:
•	Land and Sea
•	Language
•	Dreaming
•	Lore.

This section of Interactive Ochre is designed to give an introductory insight into Aboriginal and Torres Strait Islander traditional culture. It is important to note that, in keeping with the underlying design principles, the material presented in this section is public knowledge and so does not delve deeply into aspects of Dreaming and Lore that are private business.
Interactive elements
The content of the Traditional Perspectives section is presented by four avatars. The interface has been developed using symbols used in Aboriginal art.
Level 1
The user can click to play the entire presentation. The four avatars appear in turn as animations of Aboriginal people who speak directly to the user about the topic they are presenting. As they speak, their words appear as closed captions and a series of related images animates in a screen. The narration is interspersed with tracks of traditional Aboriginal music that has been composed to complement the content of the topics.
Level 2
Below the presentation are image thumbnails from the presentation, some information about the image and an excerpt from the content document that is particularly relevant. When the user clicks on an image for more information they also get the full image.
In addition, for each of the areas of content, there are links to related video clips of contemporary Aboriginal and Torres Strait Islander people talking about the impact of traditional culture on their lives.
Level 3
If the user wishes to access more detail they can click on the ‘Documents’ button in the global menu bar. This opens a screen that allows them to scroll through and read or print the entire content document for the Traditional Perspectives section. 

Working with Aboriginal People
Content
The Working with Aboriginal People section is based on two content documents. The first, A Workplace Guide, introduces a series of cultural understandings that underpin communication with Aboriginal and Torres Strait Islander people in the workplace. The second, Newsflash – the Headlines, explores in depth some of the social and historical issues that impact upon ATSI people.
This section of Interactive Ochre was the first to be developed in the infotainment model and is structured differently to the other four sections. It contains two songs that express different aspects of the content.
Newsflash highlights many of the social and historical issues that impact upon Aboriginal and Torres Strait Islander people in contemporary society. 
If But Maybe gives the user insight into the feelings of Aboriginal and Torres Strait Islander people as they respond to many situations that they experience in contemporary life. The song provides a good starting point for reflection and discussion about the experiences of people from different racial backgrounds in contemporary Australian society.
Interactive elements
When the user enters the Working with Aboriginal People section they have a choice of viewing Newsflash or If But Maybe. Level 1 interactivity is available for both Newsflash and If But Maybe. Levels 2 and 3 are available in Newsflash.
Level 1
The user can click to view the entire song and animation. At this level, the lyrics of the song are displayed across the bottom of the screen and the user can opt to have the lyrics on or off.
Level 2
Below the presentation are image thumbnails from the presentation and more information. This slideshow shows the lyrics of the current verse or chorus along with some underpinning information about the issues raised.
Level 3
If the user wishes to access more detail they can click on the ‘Documents’ button in the global menu bar. This opens a screen that allows them to scroll through and read or print the entire content document for the Working with Aboriginal people section. 

Racism
Content
The Racism section deals with racism as defined by the Human Rights and Equal Opportunity Commission (HREOC) and introduces the user to different types of racism including:
•	overt or open racism
•	covert or hidden racism
•	systemic or organisational racism.

The content document is structured to develop clear understanding of the different types of racism, to outline examples of racism in the workplace and in the general community, and to highlight the importance of Equal Opportunity legislation in protecting people from racial discrimination.
Interactive elements
The Racism section is presented as a series of narrated scenarios that show ATSI people in situations where they experience racism. These scenarios are played out in public places including:
•	department store
•	motor vehicle registration office
•	hospital
•	police station
•	nightclub.

When the user enters this section they are presented with an image of a street scene with a number of different buildings in it. Some of the buildings are links to animations of stories about racism. The user can roll their mouse over the buildings to see which ones are active, click on the building to start the animated scenario that takes place in that building.
There is also a link that will take the user to the definitions of racism and to a menu of video stories about racism.
Level 1
Once the user has selected a scenario they can watch the scenario play out in full. A single voice narrates the scenario with subtitles and the animation shows the events unfolding. Occasionally the animation pauses to show the character’s thoughts. These contain possible underlying thoughts and feelings that characters may be experiencing.
Level 2
The second menu button takes the user back to the street where they can access definitions and stories of racism. Each finger of the hand is a link. These links are to the different types of racism including:
•	overt
•	covert
•	systemic
•	discrimination.

If the user clicks on stories they can choose a video story of a contemporary ATSI person telling their experience of one of the types of racism.
Level 3
If the user wishes to access more detail they can click on the ‘Documents’ button in the global menu bar. This opens a screen that allows them to scroll through and read or print the entire content document for the Racism section. 

Moving On
Content
The Moving On section looks towards the future and the content expresses the aspirations of ATSI people as they reflect on the following topics:
•	Youth and Education
•	Healing and Health
•	Culture
•	Employment
•	Working Both Ways.
Interactive elements
The Moving On section is similar to the Working with Aboriginal People section as it is based upon an animated song. The song, Serious Minds, picks up the themes of the content document and is animated with images that represent both work of contemporary Aboriginal artists and images of historical and social significance.
Level 1
The user can choose to view the song in its entirety. At this level the words of the lyrics are displayed on the screen and the user can opt to turn them on or off.
Level 2
The second level menu buttons takes the user to more information on each of the five topics in this section. Within these pages there are also links to Story Videos of contemporary Aboriginal and Torres Strait Islander people speaking about each of the five topics in this section.
Level 3
If the user wishes to access more detail they can click on the ‘Documents’ button in the Global Menu bar. This opens a screen that allows them to scroll through and read or print the entire content document for the Moving On section. 
Making It Happen
The Making It Happen section is where the user will find suggested activities. Apart from the quiz, this section does not involve interactivity, but is rather designed to assist the learner to apply the concepts they have learned through the content sections into their own context. The activities are constructed in such a way as to allow the presenter to adapt them to be appropriate to the learners and to the context of learning. A range of methodologies may be appropriate.
The activities in Making It Happen are designed to be adaptable to individual or group work and for classroom or remote contexts.

Assessment suggestions
Interactive Ochre is not linked to any training package competencies and so does not include a formal assessment strategy. However the Making It Happen section contains suggested activities. These are designed to complement the materials included in the content sections. The presenter has the option of adapting the activities to their own context and may use appropriate activities or parts of activities as part of a formal assessment process if required. Depending on the organisational context of the cultural awareness training, outcomes of the training may be recognised in a number of different ways, including:
•	recognition of individual participation in cultural awareness training
•	inclusion of cultural inclusion activities in a team annual plan
•	inclusion of training and subsequent application of cultural awareness concepts in an individual performance management and professional development plan
•	formal assessment against internal organisational criteria.

Each activity is accompanied by clear instructions and is available to be read on the screen or to be downloaded and printed. The documents are available on the CD-ROM in rich text format (.rtf) so the presenter has the option of adapting the activity for a particular context.
The activities are outlined below with suggestions for possible adaptation.
What Do You Know? 
What Do You Know? is a quiz activity. The quiz is available as an interactive quiz on the CD-ROM. Suggested uses include:
•	classroom use to generate group discussion
•	individual self-test to test underpinning knowledge
•	test to assess underpinning knowledge.

The quiz questions are also available on the CD-ROM in rich text format (.rtf). This allows the presenter to print the quiz and offers the option for the presenter to add questions where appropriate. 
How Do You Feel? 
How Do You Feel? is a creative activity, suggesting to the learner various forms of expressing a response to the content of Interactive Ochre. These include such forms as song, music, storytelling, poetry, painting, sculpture and other visual arts, dance or other appropriate creative forms.
The activity outline suggests some processes for brainstorming, concept development prototyping and editing, and final presentation. 
This activity is included as a means of highlighting the importance of cultural expression and is appropriate in a cultural awareness resource because of the strong links to music, visual art and dance in ATSI communities.
Suggested uses include:
•	individual activity as a response to the content of Interactive Ochre
•	group activity in creation of communal response
•	starting point for collaborative creative projects between ATSI and non-Aboriginal people.

This is not an appropriate activity for assessment, as it focuses more upon responses to issues rather than on the technical expertise of either the learner or the presenter.
What Do You Think?
What Do You Think? is a reflective journal. The reflective journal is included as an individual activity. The reflective journal activity encourages learners to engage in different levels of thinking, from simple to complex, with carefully crafted questions and thought starters. The levels of thinking are based upon Bloom’s taxonomy which describes the following levels of thought development:
•	knowledge
•	analysis
•	comprehension
•	synthesis
•	application
•	evaluation.

Learners are introduced to a number of different methods for keeping a reflective journal including keeping a written diary, keeping a visual or audio diary and using an online blog (a web-based journal that allows the learner to develop an online journal of text, sound and image and to share that with a selected audience).
Suggested uses are:
•	individual activity for personal development
•	learning journal for communication with presenter about progress throughout the cultural awareness course
•	means of presenter providing feedback to learners, especially appropriate in remote contexts
•	source of material for How Do You Feel? and Putting It Into Practice activities.

If this activity is used as a personal reflection, it is not appropriate for assessment. However, if the approach is to use it as a source of material for the ‘Putting it into practice’ activity, it may serve as part of an assessment portfolio.
What Would You Do?
What Would You Do? is a scenario-based activity that links to the racism scenarios in the Racism section. The activity is designed around those scenarios and a number of others. Learners are asked to reflect upon the scenarios and to develop their own responses. These range from personal responses to responses that are appropriate for application into the workplace and are underpinned by knowledge of relevant legislation.
The presenter is encouraged to contextualise the activity by including some scenarios that are particularly relevant to the learner’s geographical location, industry and workplace context or other relevant contextual information.
Suggested uses include:
•	guide for individual response, source for material for How Do You Feel? activity
•	written assessment
•	group discussion.

Putting It Into Practice
Putting It Into Practice is a work-based activity project. This activity synthesises the learner’s development of knowledge and attitudes and asks the learner to report on the application of their learning into their own workplace. 
The underpinning educational principles of Interactive Ochre encourage deep learning and encourage the learner to contextualise this learning to the workplace. This activity therefore asks the learner to present a report and supporting folio of evidence on the application of their learning to their work context. This involves the learner in reflecting upon the content of Interactive Ochre and analysing their own interactions with Aboriginal people in the light of this experience.
Some examples of work-based projects may include:
•	design and implementation of a public health campaign in an Aboriginal community
•	planning, promotion and coordination of an event for Aboriginal people
•	incorporation of cultural awareness issues into the practice of ongoing work tasks.

The activity document provides support to learners by listing the types of evidence suitable for a portfolio and by suggesting structures and methodologies for producing a report.
The presenter has the option of using this activity in part or in full. If it is to be used as an assessment task, the activity can be adapted to a range of levels of complexity to suit the cognitive and experiential level of the learner.
Suggested uses include:
•	assessment task
•	guide for professional development activity as part of a performance management strategy
•	team building exercise.

Preparing to use the materials
Interactive Ochre may be used as a resource for teaching cultural awareness in a classroom setting, for individual learning in a remote setting or for a blended version of these two modes. It is important that the presenter prepares well to use the materials appropriately for the mode of delivery. The following list of tips and hints highlights important preparatory steps the presenter should take.

General tips and hints
•	The presenter should ensure the support of management for cultural awareness training. As Interactive Ochre is not aligned to training package competencies, the presenter should negotiate with management the level and type of assessment if required, and plan accordingly. Assistance in this task can be found in the section on Assessment suggestions (page 24).
•	Become familiar with all the materials in the resource. As the content sections are designed to be exploratory, it is important that the presenter knows in detail how each section works to use the materials to full advantage. This particularly applies to the classroom setting where the presenter may be using a single copy of the resource and projecting on to a screen.
•	As outlined in the section on Target audiences (page 9) it is crucial that cultural awareness training includes some interaction between the learners and local ATSI people. If the presenter is non-Aboriginal, it is important to invite ATSI people to participate in the cultural awareness training and to plan with them when and how they will participate. This may include reviewing the content of Interactive Ochre with them to ensure that their contribution is well integrated into the course.

Tips and hints for the classroom context
Much cultural awareness training may be structured on a workshop basis with learners attending one or a number of sessions in a classroom setting.
•	It is important to plan structured workshop sessions to allow for a combination of interaction with the materials, input from local ATSI people, time for personal reflection and group activity.
•	The suggested activities are designed for the presenter to customise to their own context. In preparation for delivery, the presenter should plan which, if any, activities they wish to use, how they need to modify the activities for their learners and in what mode they will present the activities. The quiz, for example, may be used as an interactive class activity with class discussion around the questions as they appear on the screen, while the scenario activity may be printed off to form the basis for small group discussion.
•	Much of the material presented is sensitive, particularly material in the Racism section. It is important to plan how to introduce such material and to develop strategies to deal with a wide range of responses that may arise to the materials.

Tips and hints for remote delivery to individual learners
If the learner is an individual learner in a remote location, it is important to plan how to support learning. The presenter should follow the tips and hints listed above for preparation of course structure and selection and customisation of appropriate activities. Some additional tips and hints are listed below.
•	Ensure that the learner has access to appropriate hardware as outlined in the section on System requirements (page15)
•	Develop a schedule of tasks and a timeframe for completion.
•	Develop regular and structured email contact to assist with continuity in the course.
•	Introduce the learner to blogs as a means of recording their learning journal online and providing the presenter with access to tracking and commenting on progress.
•	Use online discussion boards to allow learners to communicate with learners in other locations. This may involve training in how to use a discussion board.
•	Identify a local mentor. A mentor may fulfil a range of support functions, ranging from someone with whom to discuss concepts, to someone who directs and reviews a local work-based project. 
•	Ensure that the learner has interaction with the local ATSI community. A local ATSI person may, for example, be a mentor.
Related resources
The following files are available on the CD to support the interactive elements of the content sections. These can be accessed from the ‘Documents’ button on the global menu bar. The presenter can open and download them as rich text format (.rtf) documents to customise if required and to print.
•	Content documents for the five content sections.
•	Lyrics for the three songs.
•	Activities.
Aspects learners/users may find difficult
Interactive Ochre is designed on the infotainment model and uses an exploratory interface to encourage the learner to explore the materials at their own pace and to the level of detail that is appropriate for their context. Some difficulties that may arise from this design are outlined below.
When the resource is being used in a workshop context, it may not be possible to cater for each individual learner’s preferred path through the materials. In addition, the sensitive material that is included in the content may give rise to a range of responses from the learning group. It is important that the presenter is prepared, with strategies to deal with a range of responses and to be flexible in the presentation to adapt to the needs of the learning group. It may be appropriate to provide learners with a copy of the resource so that they can further explore the materials at their own pace.
The exploratory interface may be difficult for some learners to adapt to as it uses a design that encourages the learner to move intuitively through the materials in a non-linear fashion, rather than directing a sequence. The presenter should ensure that the learners are familiar with the Learner’s Guide, available from the main menu and written to give clear directions in how to use the interface in each section.

Collaboration and interaction
Interactive Ochre is designed to support interactive and collaborative experiences. Interaction is encouraged through a range of experiences including:
•	interaction with the content through the rich multimedia and the exploratory interface
•	interaction with local ATSI people as arranged by the presenter
•	interaction with peers in workshop contexts and/or in the development of workplace activities as suggest in Putting It Into Practice, the work-based project activity
•	interaction with the local ATSI community in application of the concepts of cultural awareness to the workplace.

The application of cultural awareness concepts into the workplace provides opportunities for collaborative practice. As suggested throughout this Presenter’s Guide, presenters are encouraged to customise and contextualise the materials and the activities as appropriate for their learners and this may include collaborative work-based activities that apply the concepts in a practical way to a local situation.

Communication activities
It is important to encourage communication as part of the cultural awareness training. This includes communication with local ATSI people as well as with peers within the learning group and within each learner’s workplace.
The Making It Happen section contains a number of activities that are described in this guide with suggestions on how they can be used both within a classroom setting and for individual and remote learners. Each activity also includes some suggestions for the learner on how they may engage in communication with ATSI people and with their peers.

Conclusion 
Interactive Ochre is a rich resource that is designed to be flexible and adaptable to support learning in cultural awareness in a range of contexts and for learners from a wide range of cognitive levels and experiential backgrounds. While it presents important and challenging concepts and deals with sensitive material, the infotainment model allows presenters and learners to explore the material at a pace and level that is most appropriate to them. The underlying educational and design principles encourage the development of culturally sensitive attitudes in a non-threatening manner which allows these concepts to be accessible to a wide range of learners.
The team hopes that this Presenter’s Guide offers you suggestions that will help you design and construct a cultural awareness course for your own context that is rich and satisfying and that will mean you enjoy using Interactive Ochre.

Toolbox contact details:

Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: Toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/Toolbox