(e)Learning

Implementation of the Interim Tertiary (e)Learning Framework

The Ministry of Education and the National Library worked with other government agencies and representatives from the tertiary education sector to develop an Interim Tertiary (e)Learning Framework, for the period 2004-7.

The Framework, which sets a strategic direction, will help to co-ordinate effort and maximise benefits for all stakeholders involved in (e)learning in the tertiary sector. To ensure it achieves this, it was developed by working closely with other government agencies, (e)learning experts and sector representatives.

Interim Tertiary (e)Learning Framework (PDF 260kb)

From 2005, the Framework will be implemented in active partnership with the tertiary education sector, international development partners, and other stakeholders.

Framework Implementation will:

1.   Extend existing structures for obtaining Education ICT governance, expert advice, stakeholder representation, necessary alignments and the building of relationships across and within New Zealand, as well as with the international vanguard. This would be on an ongoing basis. This includes the establishment of the Tertiary (e)Learning Reference Group to provide expertise and representation.

2.    Understand existing initiatives and resources, and their existing or possible relationship to the Framework. That is, do a ‘stock take’.

3.    Articulate what needs to be done to implement the Framework, likely responsibilities within this, and timeframes. This is referred to as the Action Plan. The Action Plan will comprise objectives, success measures, proposed actions, responsibilities and timeframes.

4.    Deliver on the Action Plan, addressing urgent priorities immediately with input from (1) above. This will set the Interim Tertiary (e)Learning Framework in motion.

The Interim Tertiary (e)Learning Framework is to be placed within the context of an integrated, pan-sector (e)learning strategy that will encompass the schools and early childhood sectors, as well as the tertiary sector.

Contact the Tertiary (e)Learning team for more information:
feedback.elearn@minedu.govt.nz [no spam]

•          Draws on networks for obtaining expertise and sharing knowledge

•          Represents the spectrum of stakeholder interests

•          Provides leadership within the sector

•          Maintains a focus on the action areas in the Framework

The Reference group’s work involves:

•          Developing detailed objectives and success measures for each action area

•          Creating an action plan to achieve the objectives in each action area

•          Producing useful, practical guidelines and advice for staff, organisations and learners

•          Conducting a stock take and gap analysis of the spectrum of (e)learning assets and activity

Contact the Tertiary (e)Learning team for more information:

feedback.elearn@minedu.govt.nz [no spam]

Tertiary (e)Learning Reference Group Terms of Reference (doc 65kb)

The Interim Tertiary (e)Learning Framework is to be placed within the context of an integrated, pan-sector (e)learning strategy that will encompass the schools and early childhood sectors, as well as the tertiary sector.

To develop the pan sector (e)learning strategy, the Ministry of Education will be undertaking a public consultation exercise, inviting input from across the whole education sector, and from other stakeholders. 

Contact the Tertiary (e)Learning team for more information: feedback.elearn@minedu.govt.nz [no spam]

New Zealand’s ICT Strategic Framework has been developed by the education sector government agencies and the National Library to ‘improve learner achievement in an innovative education sector, fully connected and supported by the smart use of ICT’. Connectivity is a key component of this Strategic Framework and supports the Strategic Framework’s vision by providing access to a robust national open standards-driven ICT infrastructure for education.

Projects that are enabling connectivity are focused around:

• Connected networks;
• Appropriate security;
• Access & interoperability standards; and
• Shared ICT services.

A cross-agency committee (the Education Sector ICT Connectivity Committee) has also been established to focus on resolving architectural issues relating to the ‘Connectivity’ domain of the ICT Strategic Framework. This group is focused primarily, but not exclusively on access and interoperability standards and technical issues.

Examples of connectivity projects:

• The Schools Network Upgrade Project is cabling small schools that have no network so that they are able to use their internet connection to interact with other education organisations.
• Work is underway to ensure education sector websites comply with NZ Government Web Guidelines.
• A project is underway to connect public libraries with the Kiwi Advanced Research and Education Network (KAREN) in order to connect users with researchers, educators, data and internet resources.
• The Education Sector Authentication and Authorisation (ESAA) project is providing a secure and simple method of accessing education sector applications and resources.

For more information on the ICT Strategic Framework or the projects related to connectivity in the education sector, please email:

ICT.Sector@minedu.govt.nz [no spam]

T4T4T is an online professional development programme for tertiary teachers, funded by the Ministry of Education.

A pilot ran through 2004, and was a collaborative initiative between CORE Education (formerly Ultralab South) and the Canterbury Tertiary Alliance (CTA), involving Canterbury University, Christchurch Polytechnic Institute of Technology, Lincoln University and Christchurch College of Education.

This pilot has now been successfully completed. For further information on this initiative, including a final report and recommendations for its future development, please go to the T4T4T website or contact the Tertiary e-Learning team at feedback.elearn@minedu.govt.nz [no spam].

The Tertiary e-Learning Research Fund (TeLRF) was established with a view to funding research into tertiary e-learning in New Zealand in order to provide a more comprehensive context and framework to inform strategic investment and decision making around e-learning for tertiary education organisations.
 

Existing reports from the TeLRF can be found below.

Research priorities are set annually based on consultation with stakeholder representatives.

The first round (2004-05) of funding focused on identifying observable trends and drivers of change that are likely to have a significant impact on the future of e-learning in New Zealand.

The second round (2005-06) focused on:

• the international context of e-learning
• the potential systems/models to support e-learning
• the profile of the e-learning student audience including the impact of any demographic changes

The third round (2006-07) focuses on:

• Articulation of a baseline for professional capability, and models to assist in achieving this baseline capability in TEOs
• Optimising  the value of e-learning in the workplace for building vocational capability/efficacy

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2007/2008 Round

The Request for Proposals and subsequent assessment of the received applications for the 2007-2008 round for tertiary e-learning research is now complete.

The Ministry of Education would like to thank all applicants for the high standard of research proposals received.

Two projects have been selected for funding:

• Waikato Institute of Technology (in collaboration with the Industry Training Federation and supported by the AgBiotech Innovators Academy)
  Using e-learning to build workforce capability: A review of activities
• Otago Polytechnic (in collaboration with Otago and Massey Universities and the Manukau Institute of Technology) 
  Developing digital information literacy of staff and students: An action research project

In a departure from previous rounds the Otago Polytechnic project will run over two financial years.

The research from this funding round will be completed by 30 March 2009, and the findings made available through the eLearn portal as soon as possible after that date (www.elearn.govt.nz).

Information regarding any future Ministry commissioned tertiary e-learning research will be given here as well as eLearn (www.elearn.govt.nz) website and the Government Electronic Tendering Site (www.gets.govt.nz).

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2006/2007 Round
 
The Request for Proposals and subsequent assessment of the received applications for the third (2007) round of the Tertiary e-Learning Research Fund is now complete.

The Ministry of Education would like to thank all applicants for the high standard of research proposals received.

Three projects have been selected for funding:

• Professional Development for e-Learning: adoption, implementation and improvement - Massey University *   
• Professional development for building e-learning capability in New Zealand – Otago University *
• An investigation into current eLearning activities in New Zealand Industry Training Organisations - Electricity Supply Industry Training Organisation

In a departure from previous rounds the Massey and Otago University projects will work collaboratively to achieve a robust and rigorous approach to addressing e-learning professional development in NZ.

* The research from this funding round will be completed by 29 February 2008, and the findings made available as soon as possible after
  that date.

2006/2007round Research Reports

The e-learning research undertaken by the Electricity Supply Industry Training Organisation (ESITO) in collaboration with the Waikato Institute of Technology (Wintec) referred to above has now been completed and is available through the link below.

Project
An investigation into current eLearning activities in New Zealand Industry Training Organisations

Project Manager/Lead Organisation(s)
ESITO and Wintec
Doug Pouwhare
Email: dougp@esito.org.nz [no spam]

Project Summary
The project aims to explore, identify, and describe how;

• Information and communication technologies, software simulations and digital training packages are currently used within the industry training sector in New Zealand.
• Information and communication technologies, software simulations and digital training packages are currently used within the vocational sector globally.
• The industry training sector can be informed of, and implement efficiently, the most appropriate blend of e-learning activities for their individual organisation.

Project Report (PDF 1541kb)

Project Report (doc 2410kb)

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2004/2005 Round

The e-learning research supported by this fund has now been completed and is available to be downloaded through the links below.

Project:
New Zealand Tertiary Institution e-Learning Capability: Informing and Guiding e-Learning Architectural Change and Development. 

Project Manager(s)/Lead Organisation(s):
Victoria University of Wellington and e-Learnz Inc.
Stephen Marshall
Email: stephen.marshall@vuw.ac.nz [no spam]

Project Summary:
This project builds on the TeLRF Round 1 Capability Determination project findings, by developing and testing self-assessment processes for evaluating e-learning capability and architecture.  It will provide evidence-based analysis at both the institutional and sector level that can inform the process of improving and developing e-learning architectures.  Its outcomes include an expansion of the maturity model validated in the Round 1 project; a system that supports self-analysis by institutions of their e-learning capability and architecture; detailed evaluations of process capability and architectures for participating institutions; and expanded summary of e-learning capability and architectures across all participant institutions (anonymously) for comparison to gain understanding of the ongoing impact of change and investment.
 
Executive summary (PDF 2531kb)

Project workbook (PDF 1011kb)

Report process descriptions (PDF 989kb)

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Project:
e-Learner Profiles: Identifying trends and diversity in student needs, orientations and aspirations

Project Manager(s)/Lead Organisation(s):
Massey University, Nelson Marlborough Institute of Technology; The Open Polytechnic; Otago Polytechnic
Lynn Hunt, Massey University
Email: l.m.hunt@massey.ac.nz [no spam]

Project Summary:
This constitutes a development of framework of the diverse e-learning profiles found throughout the tertiary sector, taking into account demographics, learning orientations (learning styles), readiness for e-learning, and experience of and attitudes to e-learning.  It will identify structural trends in the tertiary student body over the last three years and changes in the students themselves in terms of attitudes, approaches to study, needs and aspirations.
 
Project Report (PDF 933kb)

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Project:
Global picture, local lessons: e-learning policy and accessibility

Project Manager(s)/Lead Organisation(s):
Massey University
Bill Anderson
Email: w.g.anderson@massey.ac.nz [no spam]

Project Summary:
This is an examination of existing national/federal and state/provincial policy in the area of e-learning, a determination of the outcomes of the policy implementation, and a consideration of subsequent and proposed amendments and the reasons for those.  It will determine the nature of government-funded infrastructural arrangements for e-learning, focusing on the specific barriers and enablers faced by small and remote communities.  Both areas (policy and accessibility) will include Australia, Canada, the UK, EU states, federal and state policy in the USA, and the more developed Asian nations. It will also consider trans-national organisations as part of the context of policy formation, e.g. Commonwealth of Learning and UNESCO.
 
Project Report (PDF 3667kb)

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2003/2004 Round

The (e)learning research supported by this fund and completed to date is available to be downloaded through the links below.

Project:
Determination of New Zealand Tertiary Institution e-Learning Capability: An Application of an e-Learning Maturity Model.
 
Project Manager(s)/Lead Organisation(s):
Victoria University of Wellington and e-Learnz Inc.
Stephen Marshall
Email: stephen.marshall@vuw.ac.nz [no spam]

Project Summary:
This project engages in a detailed (e)learning capability determination exercise over a number of New Zealand TEOs. It assesses their current strategic and operational capability for delivering and maintaining (e)learning in an educationally effective but also organisationally effective manner.

Executive Summary (PDF 3874kb)
 
Project Report  
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Project:
An Investigation into Factors that Influence New Zealand Polytechnic/Institute of Technology Tutors’ Uptake of e-Learning, with Particular Reference to Early and Later Adopters and Resisters.
 
Project Manager(s)/Lead Organisation(s):
Waikato Institute of Technology
Dr David Mitchell & John Clayton, Waikato Institute of Technology
Email: dmitch@waikato.ac.nz [no spam]; ctjfc@wintec.ac.nz [no spam]

Project Summary:
This project investigates the factors that lead New Zealand polytechnic and institutes of technology tutors to adopt or resist the incorporation of (e)learning approaches into their teaching practices. It includes consideration of perspectives of both tutors and organisational management.
The study focuses on four main groups: early adopters, later adopters, intending adopters, and resisters.  The research utilises case studies, focus group interviews, and national surveys in order to establish the factors that facilitate or discourage tutors’ decisions to adopt (e)learning.

Executive Summary (PDF 108kb)
 
Final Report (PDF 1029kb)
 
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Project:
Measuring the worth of e-learner support systems: Developing a possible benchmarking method for evaluation effectiveness.
 
Project Manager(s)/Lead Organisation(s):
Aotearoa Tertiary Students’ Association
Jane Renwick, Stephen Owen
Email: research@atsa.org.nz [no spam]; janerenw@paradise.net.nz [no spam]

Project Summary:
This research tests a survey-based method for assessing learner perceptions of the effectiveness of (e)learning support systems. The study also surveys (e)learning professional staff’s (tutors and support personnel) beliefs about the effectiveness of those systems. The findings of the two surveys are tested for any correlation between the learners’ judgments and staff assessments.

Executive Summary (PDF 166kb)
 
Project Report (PDF 1152kb)
   
Appendices (PDF 866kb)

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Project:
Approaches and Implications of e-Learning Adoption on Academic Staff Efficacy and Working Practice: A Comparative Study.

Project Manager(s)/Lead Organisation(s):
Universal College of Learning and Otago Polytechnic
Maurice Moore (UCOL)
Email: m.moore@ucol.ac.nz [no spam]
Bronwyn Hegarty (Otago Polytechnic)
Email: bronwynh@tekotago.ac.nz

Project Summary:
This research project will examine the multiplicity of staff development (SD) being offered by a cross section of New Zealand tertiary institutions, in the polytechnic, university and college of education sectors, using case study research methodology.  Not only will the current status of staff development for (e)learning across the tertiary sector be examined, but also other factors impacting on staff experiences with (e)learning.
 
Final Report (PDF 1239kb)

Annotated Bibliography (PDF 512kb)

The eCDF is a fund of $28 million over four years from 1 July 2003 to 30 June 2007.The eCDF is designed to improve the tertiary education system’s capability to deliver (e)learning that improves education access and/or quality for learners.

The eCDF aims to help achieve co-operative and strategic implementation of (e)learning in tertiary education organisations.

The fund is administered by the Tertiary Education Commission, with funding policy developed at the Ministry of Education. The Ministry continues to actively liaise and work with both the TEC and sector-level eCDF project leaders.

For more information on the eCDF, including currently funded projects, follow the link: 

http://www.tec.govt.nz/funding/strategic/ecdf/updates.htm

  What is the Virtual Learning Network?

The Virtual Learning Network (VLN) is a web-based brokerage service established in 2002 to facilitate the sharing of information about courses provided by education organisations using video conferencing facilities. Since its beginnings in 2002, the service has expanded its initial focus on schools to now include tertiary education organisations, and be in a position to include early childhood centres, private training establishments, businesses and other government agencies.

Background

For many of the smaller, rural secondary schools in New Zealand, the challenge of providing a sufficiently broad range of curriculum options for students at the senior level of the school cannot be met within existing, local resources. Since 1994 an increasing number of schools across the country have worked together to establish clusters linked by audio or video conference networks, allowing a teacher in one school to teach a ‘class’ comprising students in one or several of the other schools in the cluster.

Towards the end of 2002 the Ministry of Education supported the establishment of a ‘brokerage’ service for those clusters of schools linked by video conferencing. Demand also came from schools for the coordination of support for schools using video conferencing, and the desire of schools in these clusters to know what offerings were available in the wider context.

From the beginning of 2005, emphasis has been given to involving tertiary education organisations on the network, with the primary focus being the addition of courses provided by the tertiary institution intended for school students. Already, three major tertiary education organisations have become a part of the VLN.

The Virtual Learning Network is about more than simply providing a technical service. It involves socialising the vision of what may be achieved through a fully functioning brokerage service, the provision of pedagogical and technical advice and guidance, and making contributions to the development of a coordinated and strategic approach to the provision of support and services. 

The VLN Team

The Virtual Learning Network brokerage service is part of the Ministry of Education’s Tertiary (e)Learning team, although maintains strong connections with the Schools and Early Childhood Education teams. Chris Allott-McPhee (CAM) and Eddie Reisch provide the coordination and technical support for the Virtual Learning Network. The key roles of the VLN team are:

• Brokerage – of classes, programmes and events, professional development and expertise,
• Advice and guidance (pedagogical and technical)
• Coordination and scheduling,
• Liaison - with key stakeholders, technical and programme providers
• Support - for the member organisations of the Virtual Learning Network, their principals/CEOs, staff and students.

For further information, visit the VLN site: http://www.virtuallearning.school.nz/ or contact the Virtual Learning Network team, email CAM or Eddie:

chris.allottmcphee@minedu.govt.nz [no spam] or eddie.reisch@minedu.govt.nz [no spam].

Or phone CAM: 04 463 8486 or Eddie: 04 463 7052.

The Centre for Technology Interoperability Standards (CETIS) defines metadata as “’data about data’….structured, descriptive information….used to describe an information resource, an image, a collection or a simulation, amongst a multitude of other kinds of resources. Metadata is often compared to a library catalogue record, which is a structured description of an information resource.” (Slater, J., (2002). A Guide to Metadata. CETIS, U.K.. Accessed February 2007).

A useful introduction and overview about education metadata is provided by CETIS, and an introduction to learning object metadata is also provided by the general public on Wikipedia (Please note, however, that this does not necessarily represent the views of Ministry of Education or the New Zealand Government, and the accuracy of the information cannot be guaranteed).

Metadata schema development in New Zealand

The Ministry of Education is currently developing an Education Sector Metadata Schema (ESMS) for New Zealand. This will build on and be aligned with the significant specifications for education metadata that are being developed internationally, to take into account unique New Zealand requirements. Any New Zealand schema will be concerned with ensuring broad interoperability based on open standards. Information about the ESMS project is available here.
 
Important to note also is a presentation by the Ministry of Education and the National Library titled Metadata in Practice: Defining an Education Sector Metadata Schema for New Zealand (PDF 600kb). Note in particular the Metadata Standards Framework for New Zealand on Page 5 of the presentation.
 
It is likely that the New Zealand standards for learning resource metadata will utilise work done as part of the Dublin Core Metadata Initiative (DCMI) by their Education Community.
 
Other specifications will also be taken into account for possible alignment. Examples of these include:

• IEEE Standards Association’s IEEE 1484.12.1 – 2002 Standard for Learning Object Metadata (IEEE LOM)
• IMS Global Learning Consortium, Inc.’s Learning Resource Metadata Specification (LRMS)
• CETIS’ UK Learning Object Metadata Core 

The international developments mentioned here are currently focused on bringing about some alignment between them. For instance, IEEE LOM has been mapped to Dublin Core, and the organisations have an agreement in place; similarly IMS’s LRMS has been aligned with IEEE LOM.
 
Additional metadata schema requirements for NZ may take into account classification systems like the New Zealand Standard Classification of Education (NZSCED).

In addition to ESMS, some other projects and papers are relevant to the consideration of education metadata in New Zealand. Some of these are as follows:

• National Library’s DCMI Metadata Registry
• Open Source Learning Object Repository (OSLOR) project
• Open Access Repositories in New Zealand (OARiNZ) project

If you know of any other relevant work, in New Zealand or overseas, please let us know by emailing us at feedback.elearn@minedu.govt.nz [no spam].

Finally, it is important to refer to the e-Framework to provide a robust service-oriented framework for e-learning technical development. Of equal significance is the ICT Strategic Framework for Education, which is currently open for consultation.