(e)Learning

Welcome to (e)Learning on STEO..

News - Links to the eLearn portal and other information.

Projects and Contacts – Tertiary (e)Learning projects and their contacts

Implementation of the Interim Tertiary (e)Learning Framework

Tertiary (e)Learning Reference Group (TeLRG)

Pan Sector Strategy

Connectivity

Teachers for Teachers for Tertiary (T4T4T)

Tertiary (e)Learning Research Fund (TeLRF)

(e)Learning Collaborative Development Fund (eCDF)

Virtual Learning Network (VLN)

Other Projects

Effective Practice with e-Learning Guidelines

Documents and Publications – documents and papers related to the Ministry of Education’s work in tertiary (e)learning

What is the Ministry of Education’s role in tertiary (e)learning?

The Ministry of Education supports the appropriate consideration and development of tertiary (e)learning in a variety of ways that revolve around setting a strategic direction for the sector, stewardship, funding, knowledge management, and relationship management. Key work relates to:

• Implementation of the Interim Tertiary (e)Learning Framework

• eLearn  - New Zealand's Tertiary (e)Learning Portal

• Tertiary (e)Learning Research Fund  (TeLRF)

• Liaison with stakeholders and development partners, across New Zealand and internationally

• Knowledge management and building an (e)learning knowledge base

• (e)Learning Collaborative Development Fund (eCDF)

• Input to related New Zealand government, sector and international work

Tertiary (e)Learning team

Sector and Business Services

Ministry of Education

PO Box 1666

Thorndon

Wellington

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

Phone: Sector Service Desk 0800 422 599

(e)Learning is learning that is enabled or supported by the use of digital tools and content.  It typically involves some form of interactivity, which may include online interaction between the learner and their teachers or peers.  (e)Learning opportunities are usually accessed via the internet, though other technologies such as CD-ROM are also used in (e)learning.

The last few years have seen a wave of digital tools and content being designed to facilitate the learning process. Tertiary education Organisations are increasingly including these components in the programmes of study they offer their students.

(e)Learning enables different types of learning activities from those that rely on traditional teaching modes (e.g. the face-to-face lecture, tutorial or lab), and traditional media (e.g. books).  It is increasingly used to support campus-based courses, and is bringing new dimensions to distance education.

(e)Learning’s role in tertiary education in New Zealand

(e)Learning will help New Zealand to take up the opportunities outlined in the Tertiary education Strategy 2002/07 for supporting our national development goals. Specifically, it will help us to respond to the challenges of globalisation, accelerating technological change and the networked knowledge society.  (e)Learning has a key role to play in enabling an education system that is not only more fluid, but also more responsive to the needs of learners, education organisations, and society as a whole.

For individual learners, (e)learning can improve the access, quality and relevance of education in a number of ways:

• Connect learners with an almost limitless wealth of information
• Improve information literacy
• Increase flexibility as to where, when and how people learn
• Provide new ways in which learners can be empowered to structure and manage their own learning experiences

For tertiary education organsiations, (e)learning extends educational reach to a larger and more diverse group of students.  To a large extent this is because (e)learning is less constrained by time and geography. This opens up the possibility of learning opportunites that are more flexible, therefore allowing more New Zealanders to undertake a course of study suited to their needs and circumstances.  Another major benefit is that the networked education system, facilitated by (e)learning, allows access to worldwide learners, educators, opportunities and knowledge.

For our knowledge society - a networked, information rich environment with a knowledge-based economy - information literacy is becoming increasingly critical. Computer networks provide the infrastructure for people to access information, but this is of little value if they do not have the skills to use it effectively. Networked environments enhance these skills through use in context.  (e)Learning is therefore seen by many as a natural and crucial learning pathway for citizens of the knowledge society, equipping them to become adaptable life-long learners.

What we have achieved so far

Taking the Next Step: The Interim Tertiary e-Learning Framework was developed by the Ministry of Education and National Library in conjunction with representatives from the tertiary sector. The interim Framework provides direction for the ongoing development of New Zealand’s tertiary sector (e)learning capability. It identifies seven key action areas that need to be addressed at a national level.

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

Highways and Pathways: Exploring New Zealand’s e-Learning Opportunities was published by the Ministry of education in 2002. This was developed by a group of ten tertiary sector (e)learning experts, who were convened by government to recommend how the issue of (e)learning in the tertiary sector should be addressed.

Highways and Pathways (PDF 599kb)

The tertiary (e)learning internet portal was developed as a resource and tool to support those with an interest in tertiary (e)learning.  The portal’s success depends on contributions of knowledge and information from its many users across the tertiary education sector and in government.

The eLearn portal provides:

• access to tools and information to support collaboration, networking and information sharing between e-learning practitioners, tertiary education organisations and government agencies

• communications, news and other updates relating to tertiary e-learning

• overviews, resources, projects and contacts associated with each of the Framework's seven action areas

• robust advice to assist in the development of e-learning

• information on what e-learning enabled courses are available in New Zealand, and where.

This is achieved in partnership with the Eduforge website (www.eduforge.org).

eLearn is intended to support the vision, principles and development of all action areas in the Interim Tertiary e-Learning Framework. Its strongest focus, however, is on the first action area - development of a vibrant and inclusive e-learning community of practice. The benefits of growing such a community include reduced duplication of effort in developing e-learning, leveraging shared expertise, and ensuring that developments in e-learning are coherent and have strong and well considered foci.

If you would like to subscribe to eLearn News, please visit the ‘Contact Us’ section of the eLearn Portal at www.elearn.govt.nz, and fill in your details.

Documents related to the TeLRG (including meeting minutes) are posted on the wiki (under 'TeLRG Documents') and other documents for consultation will be added as they become available. The address of the wiki is: http://wiki.tertiary.govt.nz/~TertiaryELearning/Main/HomePage.

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]

e-Framework – The e-Framework for Education and Research

The e-Framework is an international initiative (involving agencies from UK, Canada, Australia, New Zealand and Holland) to create a common framework for mapping the services, standards and specifications that are the basis for building effective, efficient and interoperable technical systems to support learning, administration and research in our educational organisations.

In July 2005, the Ministry of Education reached an agreement with JISC (Joint Information Systems Committee, UK) and DEST (Department of Education, Science and Training, Australia) to enter into a formal partnership around the e-Framework. This agreement means committing to contribute work from New Zealand to the development of the framework.

Additional information can be found by accessing the link to further information below.

JISC (Joint Information Systems Committee) Technical Standards for e-Learning and Research

This document provides a list of the key standards and protocols that make up the JISC IE technical architecture [1]. This document is intended primarily for developers, in order to provide them with a single point of reference to the main technologies that they should be using when working in the context of the JISC IE [2].
These standards are intended to apply to all JISC IE service components listed in the JISC IE Glossary [3] (portals, brokers, aggregators, content providers, subject gateways, authentication/authorisation services, service registries, user-preferences services, OpenURL resolvers, institutional profile services, metadata schema registries, terminology services or other shared infrastructure services).
(JISC IE Technical Architecture (1)
(JISC IE 2)
(JISC IE Glossary (3)

e-Learning Standards Overview (PDF 324 KB, v1.4)

e-Learnz is a consortium of New Zealand polytechnics, universities, wananga and other organisations working in e-learning for tertiary education, and aiming to become New Zealand’s centre of excellence in the development and delivery of e-learning.
The Ministry of Education requested that e-Learnz prepare an overview of existing and emerging standards, and a set of recommendations for interim e-learning standards. These standards have also been designed for use with the e-Learnz Collaborative Tool Box project which is hosted on the Eduforge site.
Feedback on the document can be given through the tertiary e-learning standards wiki hosted by the Ministry of Education.

The L@arning Federation

The Le@rning Federation (TLF) is an exciting and innovative project that employs emerging technologies to produce world-class online curriculum content, which will both encourage student learning and support teachers in Australian and New Zealand schools.
TLF is a result of an agreement by the education Ministers in both countries to collaborate in developing this content and delivering it to schools electronically. The content will be freely available to all Australian and New Zealand schools.
The Le@rning Federation has adopted the learning object model for its online interactive content. TLF learning objects are based on the most recent research into how children learn and how teachers can facilitate learning, and their digital materials – which include graphics, text, audio, animation and interactive tools – are specifically designed to engage and motivate student learning. Digital resources such as images of documents, maps and photographs are also available.
To find out more about the Le@rning Federation and the work that the initiative is supporting, visit their website by clicking on the link below.

Australian e-Learning Interoperability Standards

This links provides access to Australian interoperability standards and their latest developments

Find Information on the Australian Flexible Learning Framework
(Related document Australian Flexible Learning Framework – VET Interoperability Framework)

This link provides access to the Australian Flexible Learning Framework recommended standards for technical services, information formats and intellectual property management

CETIS (Centre for Educational Technology Interoperability Standards)

CETIS represents UK Higher and Further Education on international educational standards initiatives. It advises Universities and Colleges on the strategic, technical and pedagogic implications of educational technology standards. CETIS also provides strategic and technical input to JISC programmes such as X4L, and the e-learning framework programmes.

Creating an MLE (Managed Learning Environment)

JISC Infonet's guide to creating an MLE elaborates in some detail the questions that institutions need to tackle to be able to successfully specify, design, implement and benefit from an MLE. It also provides a huge resource base of other people's and institutions' experiences and advice, and tries to do so in a way that is accessible to all the people who need to be involved - including managers, technical staff, teachers and support staff.

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

The fourth round (2007-08) focuses on:

• Using e-learning to build workforce capability, and
• Developing digital information literacy of staff and students.

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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).

2007/2008 Round - Completed research reports

The e-learning research undertaken by the Waikato Institute of Technology (Wintec) in collaboration with the Industry Training Federation (ITF) and supported by the AgBiotech Innovators Academy referred to above has now been completed and is available through the link below.

Project
Using e-learning to build workforce capability: A review of activities

Project Manager/Lead Organisation(s)
Wintec and ITF
John Clayton
Email: john.clayton@wintec.ac.nz [no spam]

Project Summary
The project aims to:

• Identify and report on the ways in which ICT and e-learning is employed in work-based and work-placed learning both internationally and nationally.
• Describe the known impact of ICT and e-learning on building workforce capability globally and nationally.
• Assess the demand from employers, providers and learners for ICT and         e-learning in improving individual and organisational capability. 
• Demonstrate how, and in what ways, ICT and e-learning can aid particular industry sectors in building workforce capability.
• Examine and explore reasons why ICT and e-learning is not being used in particular industry sectors to support work-based and work-placed learning.
• Recommend further activities that could be taken to promote and embed the effective use of ICT and e-learning in work-based and work-placed e-learning. 

Project Report (PDF v1.6 1208kb) 

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2006/2007 round

The Ministry is pleased to announce the successful completion of the 2007 round research reports that were funded to help address the following knowledge needs:  What is the nature and extent of e-learning activity and capability in the Industry Training Organisation (ITO) sector?  What are the e-learning professional development requirements for TEO staff?  The details of the projects and reports designed to address these knowledge needs are:

Project
An investigation into current e-Learning activities in New Zealand Industry Training Organisations

Project Manager/Lead Organisation(s)
Electricity Supply Industry Training Organisation and the Waikato Institute of Technology
Doug Pouwhare
Email: dougp@esito.org.nz [no spam]

Project Summary
The project explored, identified, and described 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 v1.4 1541kb)

Project Report (doc 2410kb)

Project

• Professional Development for Building e-Learning Capability in New Zealand
• Professional Development for e-Learning: adoption, implementation and improvement.

Project Manager(s)/Lead Organisation(s)
Otago University

Professor Kerry Shephard, Dr Sarah Stein and Irene Harris
Email: kerry.shephard@stonebow.otago.ac.nz [no spam]; sarah.stein@otago.ac.nz [no spam]; iharris@business.otago.ac.nz [no spam]

Massey University, Canterbury University, Otago Polytechnic, The Open Polytechnic of New Zealand and the Southern Institute of Technology

Dr Juliana Mansvelt (Massey University)

Email: J.R.Mansvelt@massey.ac.nz [no spam]

Project Summary
Note that this was a collaborative project between Otago and Massey Universities to jointly develop a professional development framework for use by New Zealand Tertiary Education Organisation’s. 

Otago University’s contribution to this joint framework was to discover and report on the professional development processes, plans and frameworks that have been developed and are being utilised overseas to improve the e-learning capability of TEOs through professional development.

Alongside this development, the project used phenomenographic research to determine how NZ teachers and teaching-support staff conceptualise their role in relation to e-learning and their need for professional development.

Massey University's contribution to the joint framework was to:

• Bring together the recent literature relating to e-learning studies within the NZ tertiary setting;
• Establish an online survey to be administered to participants in three polytechnics and two universities to ascertain skills, and expectations of administrators, trainers, and teachers of appropriate levels and relevant forms of professional development; and
• Based on the analysis of the survey undertake semi-structured interviews with staff at participating institutions to further explore professional development requirements and professional development experiences, best practice, and future needs and produce a report on the findings of this and the survey.

Project title and Executive Summary (PDF v1.4 38kb)
Project title and Executive Summary (doc 47kb)

Project Report Part A (PDF v1.4 34kb)
Project Report Part A (doc 46kb)

Project Report Part B (PDF v1.4 453kb)

Project Report Part B (doc 558kb)

Project Report Part C (PDF v1.4 177kb)

Project Report Part C (doc 256kb)

Project Report Part D (PDF v1.4 87kb)

Project Report Part D (doc 221kb)

Project Report Part E (PDF v1.4 1224kb)

Project Report Part E (doc 1571kb)

Project Report Part F (PDF v1.4 34kb)

Project Report Part F (doc 68kb)

Project Report Part G (PDF v1.4 85kb)

Project Report Part G (doc 218kb)

The completed reports can also be accessed via the Quick links section on eLearn.

_________________________________________________________________________
 
 

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)

___________________________________________________________________________

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  
___________________________________________________________________________

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)
 
_________________________________________________________________________

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)

___________________________________________________________________________

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 1920kb). 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.

Connectivity Issues – Key Sites

This link provides access to JISC’s e-learning programme

Connectivity Issues – Key Sites

This link provides access to BECTA, the British Educational Communications and Technology Agency whose primary objective is to provide information and advice on raising standards across further education and skills, focusing on the strategic and effective use of technology.

The New Zealand Register of Quality Assured Qualifications – Policy Document

The Register policy document outlines the Register's requirements, qualification definitions and quality assurance responsibilities that underpin all quality assured qualifications in New Zealand.

KiwiQuals – The New Zealand Register of Quality Assured Qualifications

This link provides access to the website containing all NZQA approved qualifications

Get an evaluation of an overseas qualification

The Qualifications Recognition Service (QRS) provides a service to people who want their qualifications that were obtained outside New Zealand evaluated and compared to current New Zealand qualifications.

QRS evaluates qualifications awarded by recognised overseas educational institutions and training providers.

You may wish to have your qualifications evaluated if you want to live, work or study in New Zealand.

Special conditions

The assessment does not include:

• incomplete studies
• awards from educational institutions that are not recognised in their own country
• short, informal or in-service courses.

Important to know

You need to enclose supporting documentation with the completed application form and the application fee. You need to supply original documents and a set of photocopies. Photocopies alone are not sufficient.

Literacy in New Zealand

This is intended to provide a knowledge base of adult literacy information contributed to by both New Zealand and international organisations.

Creative Commons: Free Copyright Licences – Creative Commons Aotearoa New Zealand (CCANZ)

CCANZ provide a range of copyright licences, freely available to the public, which allow those creating intellectual property – including authors, artists, educators and scientists – to mark their work with the freedoms they want it to carry.

The National Digital Forum (NDF)

The National Digital Forum (NDF) is a coalition of organisations across New Zealand Aotearoa with an interest in digital resources. These organisations include museums, archives, art galleries, libraries and government departments.

The NDF is identifying opportunities for organisations to collaborate, co-operate and share information with each other. The objective of the NDF is to facilitate a national approach to building collections of digital cultural heritage resources. A national cross-sectoral approach will help organisations to:

• avoid duplicating effort
• share information and develop expertise in the regions and nationally
• negotiate funding and apply for grants, by providing a strong national platform.

Train the Trainers

Massey University will develop a “Train the Trainers” programme that can be customised for specific tertiary education institutions. Following initial training, trainers will apply the training programme in their own institutions. This project is part of the 2nd round of eCDF funding.

The Commonwealth of Learning

The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government. Its goal is to encourage the development and sharing of distance education knowledge, resources and technologies.

There are a number of useful knowledge resources available through COL's website. These resources cover a range of topics, including research, professional development, learner development and organisational capability.

IRFOL – The International Research Foundation for Open Learning

The International Research Foundation for Open Learning (IRFOL) is a specialist research agency whose function is to carry out research that will guide policy on open and distance learning. Its work concentrates on basic education, higher education, and the education of teachers. It works mainly, though not solely, in developing countries in association with partner institutions and researchers there.

IRFOL's functions are four-fold:

• Research for policy makers - comparison of open and distance learning with conventional education systems (quality, cost effectiveness, and legitimacy)
• Research for practitioners - management and administration; teaching, learning and assessment; communication technology
• Support and training for researchers - particularly those working in institutions or countries with limited resources
• Publishing research findings

The European Commission e-Learning Initiative

The eLearning initiative of the European Commission seeks to mobilise the educational and cultural communities, as well as the economic and social players in Europe, in order to speed up changes in the education and training systems for Europe's move to a knowledge-based society.

CORE Education

Core (previously known as Ultralab South) was the result of a vision for a New Zealand educational research centre with a focus on the effective use of digital technologies in schools.

Core’s mission is to develop innovative, empowering, creative and effective learning environments and to push the boundaries of educational possibilities in New Zealand and the Asia-Pacific region.

e-Learnz Inc.

e-Learnz is an open consortium of New Zealand universities, polytechnics and other organisations working in e-Learning for tertiary education, and aiming to become NZ's centre of excellence in the collaborative development and delivery of e-learning.

Key aims are to:

• Facilitate collaboration amongst providers of e-Learning within New Zealand
• Share expert resources, advice and staff development in e-Learning
• Facilitate the creation and marketing of e-Learning products and services in NZ and overseas
• Facilitate research in the field of e-Learning.

Institutes of Technology and Polytechnics in New Zealand (ITPNZ)

Institutes of Technology and Polytechnics of New Zealand (ITP New Zealand) is the national association for institutes of technology and polytechnics (ITPs).  ITP New Zealand represents the interests of its members, supports collaborative activities within the ITP sector and develops relationships with external stakeholders.

New Zealand Vice-Chancellors’ Committee (NZVCC)

The New Zealand Vice-Chancellors' Committee (NZVCC) represents the interests of New Zealand's Universities. As a statutory entity, the NZVCC has overall responsibility for the quality of university programmes and acts as the interface between universities and the government.

DEANZ

DEANZ, the Distance Education Association of New Zealand, is the New Zealand association for professionals working in Flexible, Open and Networked Education. Their key objective is to foster growth, development, research and good practice in these areas.

ASCILITE

The Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) is a society for those involved in tertiary computer-based education and training, including educational interactive multimedia. It provides a forum to stimulate discussion of relevant issues in the educational use of technology, as well as promoting research and evaluation.

EdNA – Education Network Australia

EdNA Online is a service that aims to support and promote the benefits of the Internet for learning, education and training in Australia. It is organised around the Australian curriculum and its tools are free to Australian educators.

JISC – Joint Information Systems Committee

The Joint Information Systems Committee (JISC) supports further and higher education by providing strategic guidance, advice and opportunities to use Information and Communications Technology (ICT) to support teaching, learning, research and administration. JISC is funded by all the UK post-16 and higher education funding councils.

Postgraduate Certificate in eEducation

This certificate is for bachelor degree graduates interested in teaching information and communication technologies or eEducation.

Graduate Certificate in Applied eLearning L7

This Certificate is for teachers, lecturers, educators and trainers from all education sectors, and both public and private institutions, where the trend is towards the utilisation of technology to support teaching and learning.

Graduate and Postgraduate Diplomas and Certificates in Applied e-Teaching and Support

These courses are relevant to: Staff developers, trainers, educational designers, teachers (online and face-to-face), and those involved with developing online learning communities

Toi Whakaoranga –Professional Development Course

Effective Practice with e-Learning Guidelines

These guidelines have been developed jointly by the MoE and Massey University.  The objective of the guidelines is to support practitioners who are considering adopting or who have already adopted e-learning as a means to enhance the quality of learning and teaching at their institutions.  The guidelines have been created by merging an existing set of e-CDF created guidelines by Massey with Ministry of Education collected case studies from across the tertiary sector.  The guidelines are hosted on an interactive ‘wiki’ type environment where practitioners can (amongst other things) obtain information and add case studies of their own if they wish to.

Exploring contributions to scholarship in e-learning: weighing up the evidence

This examines articles from three recent three journals in order to draw some
preliminary conclusions about the kind of contributions e-learning can make that may be regarded as valuable in advancing the scholarship of teaching and learning.

Navigating the Maze: Teaching and Learning an emergent futures methodology for strategic thinking

This provides detail on what makes the Navigating the Maze program successful for senior managers from government, industry/business and community organisations in planning for the future of their organisations.

e-Portfolios

Latest article on e-portfolios from Edna (the Australian online education network)

Web 2.0: Building the New Library

This article explores the concept of 'Web 2.0' and asks what it means for libraries and related organisations.

Putting the Library into the Institution: Using JSR 168 and WSRP to Enable Search within Portal Frameworks

This article describes the investigations and technical development undertaken within the JISC-funded Contextual Resource Evaluation Environment (CREE) Project to enable the presentation of existing search tools within portal frameworks using the JSR 168 and WSRP portlet standards.

OECD Survey on e-Learning in Tertiary Education (PDF 192 KB, v1.4)

The OECD, in partnership with the UK-based Observatory on Borderless Higher Education (OBHE), has carried out a survey of e-learning in 19 tertiary education institutions in 13 countries. The qualitative findings of the project were complemented by an OBHE survey of online learning in Commonwealth universities undertaken in 2004.
The Policy Brief below looks at the results of these surveys, and likely future trends in e-learning at university.

Free Computing Courses at Tertiary Education Providers in New Zealand (Microsoft Word Document 356 KB, 97-2003)

The objective of the "Free Computers"  project was to carry out some initial research on free short computing courses running throughout New Zealand.  

Free short courses offering basic-level computer training have been available since 2000 from a number of institutions throughout New Zealand, mainly polytechnics and institutes of technology, and some private training establishments. By 2003 the number of institutions offering such courses had increased and some research was proposed to survey all tertiary education institutions offering the courses and the students enrolled in them.

The focus for the research was to provide specified information for the Ministry of Education. It was believed the research findings would also provide some base line information that could be useful for institutions planning further courses and for government departments involved in formulating policy relating to e-literacy levels, access issues, employment readiness and productivity.

"Thwarted Innovation" is a major study from the University of Pennsylvania in collaboration with the Thomson Corporation. It answers the question "Why did the boom in e-learning go bust?" Researchers Robert Zemsky and William 0. Massy used e-learning weatherstations at campuses across the US to decipher precisely what happened and why.

Sloan-C Review “Thwarted Innovation – What Happened to e-Learning and why” Robert Zemsky and William O. Massy (PDF 29 KB, v1.4) 

This report counters many of the findings in the above report and should be read in conjunction with it for a more balanced view of US tertiary e-learning developments.

Coming of Age: An Introduction to the new World Wide Web (PDF 1.94 MB, v1.3) 

A guide to new web technologies, and their application to learning. This is useful not only for highlighting possibilities and issues, but also as a practical guide.

The Digital Divide 2004

The aim of this report is to examine whether a digital divide exists in New Zealand and if so, to identify the main household characteristics which influence this divide.

Case Studies – Creative Commons and attitudes to content sharing (PDF 81 KB, v1.4)

Demands for greater freedom in content distribution and use are associated with new possibilities afforded by the convergence of information and communications technologies (ICTs) and learner-centred education.

The paper listed below uses case studies to briefly explore how Creative Commons copyright licenses (creativecommons.org) are assisting in managing copyright in a way that enables these more liberal approaches to digital content distribution, editing and redistribution in tertiary education.

Rights Management: Overviews and Advice

Website dedicated to ownership and licensing issues in an open source context

10 Big myths about copyright explained

This article attempt to answer common myths about copyright seen on the net and cover issues related to copyright and USENET/Internet publication.

Learning Design and Pedagogy – Key Publications - Theory and Practice of Online Learning

Comprehensive publication on the theory and practice of online learning

The Impact of Technology on the Quality of Teaching and Learning in Tertiary Institutions: Literature Review by Bronwyn Hegarty (PDF 333 KB, v1.4)

The aim of this paper is to explore literature related to educational e-learning systems and to discuss whether web-based delivery of educational programmes does infact provide quality teaching and learning which is effective.

Newsletters

e-Learn Watch

This section provides access to newsletters which provide information on the latest national and international developments in tertiary e-learning

EDUCAUSE Review

This magazine is designed for teachers and others developing, managing, evaluating and using information resources.

Presentations

Brian Pauling’s e-Learning Thesis: PowerPoint presentation (PPT, 1.73 MB, v97-2003)

Institutions of higher education are no longer ‘ivory towers’ of isolated splendour. They are increasingly challenged by:

- Government intervention in educational policies
- Economic rationalism
- Consumer demand
- Technological change which enables globalisation and the rise of techno-capitalism

Given the existence of these ‘forces of change’ is it possible to predict what impact, if any, they may have on the role of small institutions, in small English speaking countries, with relatively advanced systems of education (i.e. New Zealand)?

Don’t Teach Me – Help Me Learn! – Presentation by Shona Butterfield to the Third Pan-Commonwealth Forum on Open Learning in 2004 (PDF, 115 KB, v1.4 )

Don't Teach Me - Help Me Learn! touches on the needs of learners in their different contexts, and on an institutional response to the provision of quality education. Shona Butterfield's paper provides an overview of some of the approaches being implemented in New Zealand today and discusses some of the developments she has seen in e-Learning.

E-Learning and Libraries: Interoperability Update (PDF, 353 KB, v1.4)

A presentation by Neil McLean.

Research Bulletins Project – May 2008 update

The Request for Proposals and subsequent assessment of the received applications for this project is now complete.

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

We are pleased to announce that the successful applicant is Blended Solutions. They are a recently formed e-learning consortium comprised of e-learning subject matter experts. 

It is anticipated that the project will be completed by September 2008 and further updates on the project findings and results will be announced after this.