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Sept Meeting

 

Tertiary (e)Learning Reference Group - Meeting Minutes

Date: Thursday 15 September

Time: 9.30 am - 4.30 pm

Venue: Level 7, CMC Building, 89 Courtenay Place,

Wellington

Attendees:

Sector: Elizabeth Valentine, Bill Rosenberg, John Clayton, Mark Laws, Stephen Marshall, Lloyd Woods, Selena Fox, Liz Hawes,

Govt: Geraldine Howell (National Library), John Houlker (NZ Trade and Enterprise), Deb Montgomery (NZQA), Shelley Robertson (TEC), Derek Wenmoth (MoE), Danny Wolters (MoE),

Others: Chris Allot McPhee - Virtual Learning Network (MoE), Eddie Reisch - Virtual Learning Network (MoE), Mark Horgan - Secretariat, Education Sector ICT Standing Committee (MoE), Sandy Britain (MoE/Tairawhiti Polytechnic),

Apologies: Ainslie Dewe, Terry Barnett, Linda Glogau (NZQA), Murray Leach (MoE),

Note takers: Katherine Davey (MoE),Peter Guiney (MoE)

Tabled documents:

• NZ Education Sector (e)Learning Strategic Framework (V5.0) - DRAFT
• Terms of Reference for the Education Sector ICT Connectivity Steering Group/Committee - DRAFT
• Connecting the Sector - Education Sector ICT Overview - DRAFT
• e-Learning Guidelines publication (Massey University) - DRAFT

1. Introduction

Welcome Trei Crawford, the newly appointed Māori advisor for TISSL, opened the meeting and welcomed the members. Derek once again chaired the meeting and apologies were given on behalf of those who couldn’t be at the meeting today.

The first order of business was the proposed next meeting date which was set at Thursday 24 November. This will be confirmed in the next week or two.

Derek then tabled a list of action points from the last meeting. These were all either completed or progressing well with no major issues. A new list of action points including progress on the yet as uncompleted 26 July set will be circulated with the minutes of this meeting.

Derek asked if the members were happy with the action points or whether there were particular areas of concern or if new ones could be added at this stage. Bill queried the status of the Effective Practice Guidelines tabled at the last meeting. Derek responded that there had been a change of direction in this regard with a proposal to leverage these off a recently completed e-CDF project which created an initial set of guidelines. Derek confirmed for the group that this would be covered in more detail under Agenda Item 3 later in the meeting.

2a. TeLRF update

• The TeLRF 04/05 projects have now been selected and can be viewed on the TeLRF page, through the ‘Projects and Contacts’ quick link on eLearn.
• The RFP for the 05/06 projects will be circulated around February/March 2006.
• Danny was particularly interested in getting TeLRG recommendations on what the RFP research priorities might consist of.
• In response to a query from one of the group Danny stated that some of the 04/05 projects selected include identifying structural needs for students particularly around their attitudes to study and what their aspirations are. This particular project is led by Massey University.
• Stephen stated in response to a query from the group that his (e)learning organisational maturity model would be restructured to make it more relevant for internal analysis. The intent here is to make it more appropriate for organisational change management decision making in key areas such as staff capability. This would help embed (e)learning in the organisational culture, business and processes rather than its current status as an ‘add on’ which is only well supported in isolated pockets within an organisation.

2b. eCDF update

• Shelley Robertson from TEC then gave a brief update on the status/progress of the eCDF
• The eligibility screening for the 05/06 eCDF applications have been completed and the Assessment Panel will review the short listed applications.
• The successful applicants from this process will be asked to submit full project proposals by the first week of November.
• By the end of November applicants will be expected to submit all relevant project documentation including budgets.
• A final decision as to what the successful projects would be for the 05/06 round would be made late January/early February 2006.
• Derek acknowledged that the eCDF is increasingly aligning with wider strategies.
• In response to a query it was confirmed that it was the 05/06 round for eCDF.

3. Effective Practice with (e)Learning Guidelines Derek introduced John Milne who, as part of a recently completed eCDF project, created a set of Guidelines for (e)Learning.

3a. Background

• John gave a brief background on the development of the Guidelines for an eCDF project involving Massey, Lincoln, Auckland, Waikato, Victoria University, Auckland University of Technology, and the Open Polytechnic.
• The project had a definite university bias. However with the inclusion of the Open Polytechnic and consultation with other polytechnics there was an attempt to incorporate polytechnics into the process.
• Members were encouraged to go to the website to get a more in depth look at the guidelines and in particular the interactive aspect of it (http/www.massey.ac.nz/~jdmilne/mediawiki/mediawiki-1.4.6/index.php?title=Main_Page). There is also available on the website a survey of users and literature review.
• The guidelines are a set of quality standards and guidelines available for use across the Education Sector. Whilst they have sections for teachers and learners the initial set is aimed more towards organisations.

3b. Approach

• Intended to be a ‘road map’ for effective practice.
• The guidelines are designed to be flexible so they are suitable/appropriate for different contexts.
• The guidelines will evolve as technology and pedagogy change.
• It is hoped that this document will be self sustaining through regular updates etc via the dedicated wiki.
• The guidelines aim to help staff by aiming to improve their practice partly through reflection on it.

3c. Development

• Analysis of 21 guidelines (both NZ and international).
• Consultation (particularly with project partners).
• The analysis phase included:
• Looking at the following guidelines: Open eQuality Learning (EU), the JISC Effective Practice Guidelines, Recommended E-Learning Guidelines (Canada), Guidelines from the Edith Cowan University in Australia, guidelines from the Institute of Higher Education Policy (United States) and in NZ the 2004 Interim Tertiary e-Learning Framework.
• Consulted with the project partners and surveyed selected (e)learning specialists (6 from universities and 6 from ITPs) for recommendations.

3d. Group discussion on guidelines

• One of the major concerns of the group was what the point of difference was between this set of guidelines and the numerous others both nationally and internationally. The following responses were provided:
• Each set of guidelines analysed had its own area or set of concerns different from the ones in these guidelines. The local context would further strengthen this point of difference.
• Alignment with specific NZ strategies (such as the Interim Framework).
• Stephen stated that compared to other guidelines (which were opaque and designed only for experts), this set had a far wider reach largely due to its accessibility and lack of tie in to compliance or regulatory outcomes.
• Shelley wanted to know what gap these guidelines would fill. John responded that currently there was no overarching set of guidelines for (e)learning in the tertiary sector which these would address.
• In terms of some of the questions it might answer it would assist institutions in course delivery decisions as well as the key area of assessment for learners and the course itself.
• In response to another query John stated that there were discrete and relevant sections in the guidelines for staff, managers and students. He pointed members to a main page derived from the website mentioned above which outlines an interactive matrix for interested parties to feed into.
• People would use the matrix to select their area of concern for advice, reflection or to gain specific knowledge. The matrix is also supported by exemplars around the different areas of concern.
• Users cannot only edit but also set up discussion groups around the different areas of concern.
• To make the guidelines useful in a NZ context, generic scenarios are used to illustrate particular teaching/classroom situations and what may need to be considered in order to resolve them. These issues in turn link to relevant parts of the guidelines for further guidance and advice.
• It is likely the case studies currently being collected by the tertiary (e)learning team would fit into this scenario section or perhaps even be linked to the scenario as to how to resolve particular situations.

3e. Where to from here?

• There is a further eCDF bid currently with TEC to implement these guidelines (12–15 TEOs initially).
• The MoE case studies will be incorporated.
• The guidelines will be publicised to encourage their uptake and for further input.

3f. Feedback and general discussion on future direction of guidelines

• Derek posed the question to the group as to whether or not these were the appropriate guidelines to use to achieve the objective of a set of effective practice guidelines for (e)learning for the tertiary sector.
• The group was generally supportive of these guidelines being the ones used. However some concerns and observations were raised.
• Firstly it was stressed that ITO, PTE and Wananga input would need to be provided in future iterations and in particular through the case studies. Selena and Elizabeth will be consulted with to gain appropriate case studies and input from their respective sectors.
• Secondly there was also some concern raised about being involved with an eCDF project that had not yet been officially sanctioned or funded.
• There was also a perceived management bias in the guidelines.
• However on the positive side the interactive matrix and scalability that this would allow were seen as major benefits to adopting this particular set of guidelines. Further work on the staff and student sections would also alleviate any concerns about the guidelines being too management focused.
• In addition it was pointed out that the interactive matrix that forms the crux of the guidelines would assist smaller institutions in particular to develop (e)learning action plans.
• It was acknowledged that these were still a work in progress.
• Bill asked what was meant by implementation in this context. Stephen responded by saying that it would mean establishing priorities and aligning with any standards arising from the e-Framework and/or action plan.
• Bill believes that using specific institutions to do this would encourage greater participation and not close the process off.
• John asked if the interactive matrix used for the guidelines could also be used for the action plan.
• Derek was supportive of this proposal and that to achieve it recommendations and specific issues would need to be extracted from the matrix for more detailed analysis and discussion. It was also thought that in regards to ongoing updates of the action plan, the matrix would be very useful.
• Derek would also like to see more extensive and broader consultation around the guidelines to ensure they are relevant and have buy in from as large a part of the sector as possible.
• Lloyd thought a gap in the guidelines was that they did not challenge whether or not (e)learning was appropriate at an institution in the first place. He believes that for much wider acceptance of the guidelines this assumption may need to be challenged. The issue of teacher workload should also be addressed.
• Elizabeth believes that case studies from the corporate environment would be an invaluable addition to the guidelines as they have good teachers (often ex-academics) and courses.
• Derek acknowledged that workplace learning is an important facet of the tertiary sector.
• Elizabeth asked how a decision would be made in regards to accepting the guidelines and thought a decision making Framework for the group would be useful.
• Bill believes the guidelines may not be accessible for staff and in particular the fact that they lack the ‘how to’ element needed for much of the proposed guidelines audience may negate their usefulness. He also questioned the value of having questions up front.
• Bill suggested possibly making it more subject driven and this could be achieved through the case studies. The guidelines were lacking a ‘human’ face in his view but the case studies should also help address this.
• Lloyd would like to see a central repository of case studies.
• Bill suggested that there could be a number of “views” of the guidelines – through case studies, which might make them more relevant to staff, and the present view, which might be relevant to management.
• Geraldine thought an environment scan would be useful and would also like more discussion on the future development of the guidelines including what interactive tools to use.
• Deb would like to see the big issues and priorities clearly outlined in the guidelines.
• Lloyd believed that institutions were unlikely to implement all elements of the guidelines but at least the guidelines would allow them to focus on what was most important for them and implement this accordingly.
• Geraldine thought additional resourcing would be required to implement the ‘discoveries’ contained in the guidelines.
• Lloyd thought if this was the case there were unlikely to be any guidelines driven changes from an institutional perspective.
• Geraldine thinks a shift from a competitive to a collaborative tertiary education culture is required. For example a student should be able to access electronic/digital resources across institutions. Whilst this is starting to happen particularly in the library sector further development is needed.

4. Action Plan Update and Discussion

4a. Introduction Danny informed the members that the feedback on the action plan had been reviewed but he was now looking for a mandate from the TeLRG to take the next steps of how this should be incorporated into an updated version. He was particularly interested in having the TeLRG create a set of key recommendations arising from the action plan.

4b. Group Discussion on scope and structure of action plan

• Danny opened the discussion by asking the group what the Ministry of Education should be doing to assist tertiary staff and decision makers to implement its (e)learning objectives. The Ministry of Education also needed to increase its own knowledge in this area.
• Danny acknowledged Bill’s feedback and also asked the group what responsibilities organisations have in implementing (e)learning objectives.
• Bill would like to see a differentiation between central government and institutional issues.
• Need to establish how feasibility will be embedded in the action plan and whether it may need to be an additional layer within the plan.
• Back end infrastructure needs to be implemented in order to achieve the action plan objectives/recommendations.
• Robust business planning advice is required.
• Stephen queried whether it was useful to differentiate between action plans for TEOs and central government. However he was keen to see clear linkages between organisational goals and how Ministry of Education is helping to achieve this, rather than narrowly focusing on the bureaucracy and compliance aspects of government.
• This should be reflected in organisational strategies and profiles and charters.
• Learners need to be supported. Benefits and developments associated with (e)learning need to be clearly communicated to organisations.
• Providing staff development should be seen as a driver for strategy.

4c. Review of feedback and clarification of issues

• There needs to be support for effective e-teaching and learning and institutional change.
• Changing tertiary education culture needs to be addressed, i.e. changing attitudes of decision makers by outlining more clearly what is beneficial for organisations for example.
• The effective practice guidelines need to be incorporated. Staff need the time and resources to develop and/or upgrade (e)learning courses.
• The current situation, particularly at universities, is that (e)learning is an additional workload not allocated for in terms of time and resources.
• Deb pointed out that this also applied to polytechnics. (e)Learning is good for students but is more problematic for teachers and it was felt that teachers needed ‘time out’ to effectively teach and develop (e)learning courses.
• Lloyd expressed a common view that decision makers often see (e)learning as cost saving measure as it involves minimal physical assets and infrastructure and time saving.
• In regards to Stephen’s TeLRF project about (e)learning organisational maturity/capability, Elizabeth asked if one of the outcomes of this was changing organisational attitudes towards (e)learning.
• Stephen confirmed that this was not one of the outcomes however he firmly believed that visionary leadership was required to implement (e)learning. The decision makers however need to accept the fundamental assumption that ICT will be a significant part of the teaching and learning process.
• Currently decision makers do not accept this assumption and see the current models as effectively meeting their business needs. Many academics also share this view and see (e)learning as being largely ‘hype’.
• Stephen believes that the delivery of teaching and learning could be significantly more expensive if ICT is not effectively incorporated.
• The benefits to students need to be clearly identified and communicated to tutors (and organisations) and this will drive change. For example if students were to not participate or continue with (e)learning then organisations and teachers would change.
• John believes that funding for short courses compounds some of the current problems by providing incentives for (e)learning that are detrimental, in particular the way it supports and encourages the continuation of the transmission model of education delivery.
• He would like to see government funding allocations provide much clearer directions and signals around whether or not they want the transmission education delivery model to continue and prosper.
• Eddie told the group that his own experiences and interactions with stakeholders suggest that many want to know what an online course might look like, how to develop it and how to effectively incorporate multi-media into it. The current batch of case studies lack details in these key areas.
• Elizabeth concurred with this view and is concerned that significant amounts of (e)learning content is still text driven and static and not the multi-media based experience that increasing numbers of learners want and expect.
• Geraldine was concerned that the group discussions were tending to be based around the assumption that students are passive recipients of education and learning. However increasingly they are contributing to their own learning by creating content. There needs to be a facilitation approach rather than a delivery approach and this would make students and teachers more equal.

4d. Group Discussion

• Bill reiterated the importance of organisational support for (e)learning. In addition universities had strong international networks, and networks based on disciplines were very important. They tended to have a strong research focus, which made recognition and support for teaching difficult, but we need to think about how teaching could be recognised in ways that are consistent with this existing culture.
• One possibility would be to create facilities to allow external peer review of teaching, analogous to peer review of research. Work along these lines is part of an Australian project (see http/www.peerreview.com.au/pr/default.cfm) and teaching needs to be more clearly seen in this international context as well as research.
• Bill asked if this project would align with the proposed National Centre for Tertiary Teaching Excellence (NCTTE).
• It was stated that technology would be examined as a potential facilitator for change and in addition an environment scan would be done (and would include the Australian project) for relevant developments and options put forward for the best ways to improve tertiary teaching.
• The Teaching Matters Forum (TMF) should address this as a matter of urgency. This would also be useful as the TMF recommendations and reports are seen and approved by Government. There is a need for this forum (with appropriate input from relevant/appropriate stakeholders) to define what is meant by effective teaching. This should also include TEC and MoE input.
• It was pointed out however that the main focus of the TMF (and likely to be so for the next 12 months) was the establishment of the NCTTE.
• A view was expressed that teaching awards have little impact on practice as many non-recipients cannot see how they can achieve these high standards.
• Shelley asked what (e)learning is. Is it merely a subset of learning generally? What are its links to effective teaching practice?
• Bill would like to see TMF address the issues that have been raised in this discussion as part of their ongoing work programme.
• TeLRG should provide input to the TMF work programme, for example by providing a TeLRG view on what constitutes teacher skills.
• In addition they would recommend having an (e)learning rep on the board/steering committee. For further information on TMF reports and works members should go to http/cms.steo.govt.nz/News+and+Info/Teaching+Matters/Teaching+Matters+Forum.htm.
• Bill would like to see the transition to (e)learning more carefully managed with targeted and appropriate assistance to help improve teaching and learning outcomes. It needs to be appropriate to the stage of development – too large leaps risk making it appear unattainable to staff.
• Stephen believes there is significant resistance from the tertiary education sector to incorporating best practice from outside organisations/sectors.
• Shelley acknowledged it was a challenge for central Government to ensure all tertiary education sector views were adequately addressed.
• Deb thought that teaching awards were tied to tangible outcomes rather than necessarily good teachers. Good teachers are often overlooked. How then would good teaching be defined? One possibility would be to tie it student feedback (taking into account the different environments and contexts). In this view successful interaction with students would have a major bearing on how effective teaching was defined.
• Lloyd believes the barriers to effective teaching need to be identified as in his view all teachers want to improve.
• Deb thought recognition should be looked at and Elizabeth thought a performance assessment framework would be useful.
• Identifying teacher skills would help develop appropriate (e)learning business cases by identifying core skills and key competencies..
• This would require a different research focus according to Derek.
• Lloyd informed the group that at least 50% of TMF work was research and they were currently examining what is effective teaching and also how to connect practitioners to relevant information in a timely manner. The research work would involve seconding appropriate sector people to undertake specific projects and then take the results/report to the sector for distribution and ongoing development. A practical or applied research approach was important in this respect.
• Derek asked the group what MoE’s role was in regards to this and where specific responsibilities lay?
• Lloyd would like to see this discussed in more detail at the next meeting.
• Derek asked the group if the organisational section of the guidelines should include Stephen’s (e)learning maturity model.
• Danny thought that this model provides useful information for decision makers to make resource allocation decisions but that institutions needed to take ownership and responsibility for creating their own strategies as they knew best their business drivers and target audiences.
• Derek argued that all this work needed to link to the organisational teaching and learning plan. There is also a need to incentivise (e)learning through different EFTS funding models for example.
• Time issues however need to be addressed for (e)learning and needs to be examined in a wider context for example by incorporating it into NZQA policy around what constitutes a course and how it is funded.
• There is a need to challenge current teacher/student models and paradigms as they are likely to need reviewing in light of student driven content for example. There was also a view that (e)learning was beneficial for different paced learners (i.e. both ‘fast’ and ‘slow’ learners).
• Completions data is a poor measure of student performance as it can be easily manipulated.
• Cost structures for campus physical infrastructure are known. However even these change if course materials are put online or posted. There is the additional factor of student withdrawal in which case there is no compensation for the materials they have used. Extra fees cannot be charged to cover this.
• The EFTS model and Student Component funding are based on a time component for study and this also informs NZQA credit allocations for unit standards/courses etc. Prior to 2000 distance learning received less EFTS funding than face-to-face however this is now level. Whilst (e)learning is cheaper in many ways the quality needed for it is not.
• From a delivery perspective it is cheaper for teachers and institutions as it transfers many costs to students by making them download course materials for example. Therefore it needs to be clearly demonstrated that the quality component e.g. adding multi-media functionality is more expensive. This should also take into account variations between disciplines and teaching.
• There is likely to be no single formula for where different (e)learning areas sit.
• Elizabeth suggested that corporate costing models be used as these cover key considerations such as what is the target audience(s). Where are they located and what is the expected longevity of the content?
• John pointed out to the group that US institutions have developed online interactive costing models which are useful for business planning and (e)learning as they go into detail about the associated (e)learning course costs.
• Elizabeth stressed the importance of this in mitigating a major risk around (e)learning, namely the ‘build it and they will come’ approach. It also mitigates the risk of resistance to upskilling from teachers.
• Teachers have little input into organisational business models and as a result often develop (e)learning courses on their own initiative with little costing information behind it.
• The business risk here is that this investment may have little value for the business. This is compounded by the fact that there are failures in this area due to technological changes.
• John pointed out that offering business studies online was common as it is cheap and easy. However the complexity around enrolments and other admin functions is not factored in. Whilst there may be a loss of opportunity costs it may be less risky to adopt a wait and see approach. To (e)learning until it is more firmly established.
• John asked if the eCDF funded (e)learning qualification was now widely available? This would allow it to be offered locally at minimal cost to institutions. This could also provide the basis for a coherent framework for teaching (e)learning.
• Shelley responded by saying that the principle of eCDF funded projects was that the products and services created were freely available to the sector. This is driven in part by the objective of increasing the capability of the entire sector not just individual institutions within it.
• The risks around ongoing viability of the project and the uptake of their associated products and services needs to be addressed. Part of this would be ensuring the all eCDF products and services are interoperable and widely available and used.
• Consideration should be given to having the eCDF products and services available via eLearn.
• Lloyd pointed out that not only was business planning involved in the construction of (e)learning courses but that professional development would likely be required prior to commencement e.g. a teacher doing an online course as a student. These costs also needed to be factored in. Courses also needed to incorporate the learner perspective.
• Liz asked the group if there were known factors about (e)learning that made this study option more or less attractive to students.
• Derek responded by stating that significant amounts of research had been done examining (e)learning from the learners’ perspective. This shows that, like learning, a major motivation for students is the obtaining of a quality qualification. It also shows that both blended and distributed models are working well. Finally Derek pointed out that bulk delivery works best when a blended model is used.
• Bill informed the group that an OCED report on these themes was available (“E-learning in Tertiary Education: Where Do We Stand?” http/tinyurl.com/a2m6e).
• Stephen said that despite initial predictions the blended model has established a firm foothold in tertiary education.
• Lloyd pointed out that blended education had a long history dating back to at least the 1970’s with distance education. The value of blended learning in terms of effectiveness is established in his view and the key question is where to from here?
• Elizabeth believes that (e)learning needs to be targeted and use interactive multi-media.
• Derek concurred but with the proviso that it is also usable and simple. He saw a need for greater and stronger alignment between the various policies and strategies pertaining to (e)learning so that overarching assistance could be provided to the sector.
• Elizabeth wanted to know what the policy obstacles were to implementing (e)learning.
• Derek said it was not so much a case of obstacles but a lack of coordination and communication between the diverse policy streams (e.g. learning outcomes and funding) which meant conflicting policies in regards to (e)learning in some areas.
• Lloyd believes that this applies to education generally and that there is a need to develop (e)learning management processes. However to incorporate this will require greater understanding of (e)learning amongst the decision makers.
• John sees interactive planning tools that assist managers in the planning process, as an ideal tool for decision makers entering into the (e)learning environment and would help build their (e)learning knowledge and capability.
• Deb thought that this would be more useful for programme managers as it was unlikely to get CEO buy in as they rarely carry out these tasks.
• Elizabeth however questioned this as many CEOs do complete the organisational charters and profiles. Any use of these tools however must be clearly tied to the ‘bottom line’ for CEO uptake.
• TeLRG should have input to the profile process to make it more user friendly. For example it was hard to physically locate the Tertiary Education Strategy or Statement of Tertiary Education Priorities and to see what the alignment between these and the profiles was.
• Stephen saw a need to mitigate the organisational risk of failure associated with (e)learning compounded by its unclear benefits. His particular eCDF project was not based around organisational change although more distributed products and services may drive this. He noted that generally polytechnics had been greater participants in eCDF than universities as they tended to see eCDF as specialist funding for specialist research.
• The greater uptake by polytechnics can also be explained by the fact that eCDF tends to be more closely linked to their immediate and pressing problems from a CEO perspective which is not the case at universities.
• eCDF projects were seen as occurring over too short a time frame and that longer time frames would be useful. These projects are also seen as ‘tag ons’ by many senior managers and CEOs and have not proved effective in promoting or contributing to organisational change.
• Elizabeth queried whether enough senior managers are technologically ‘savvy’ enough to implement or drive the changes required for (e)learning. This was seen as a significant barrier for decision makers who really needed to see (e)learning in action in order to obtain a greater understanding about its benefits and get their buy in.
• (e)Learning was not seen as a major focus for decision makers or even a major issue particularly in the context of the wider organisational strategies, considerations and issues.
• Derek believes that (e)learning needs to be seen more widely in terms of ICT and not merely the Internet.
• There is little depth to (e)learning discussions generally at a high level as these tend to revolve around compliance and gaining funding rather than transformation. This is compounded by a focus on research, not teaching at a senior management/strategic level. This is largely due to the emphasis on PBRF.
• The key recommendations need to be identified and distributed to the TeLRG wider sector contacts for comment feedback.
• The growth in participation in (e)learning has given rise to new issues and perspectives that need to be considered.
• Learning needs to be accessible and this also aligns with high level government strategies.
• The wider question of what is meant by consultation needs to be addressed as well as who should be consulted. For example should the draft action plan with recommendations be provided to the entire sector or merely to specialist focus groups comprising of (e)learning experts and/or decision makers for example. Focus groups played a significant role in the formation of the TMF for example. Road shows also need to be considered.
• The question of how the wiki will be organised also needs to be addressed. The tertiary (e)learning team won’t change the information architecture of the wiki but summaries will be posted. The name of the person making changes or posting on the wiki needs to be clearly identified for ease of follow up.
• Sub wikis for more targeted and detailed feedback should be considered.
• Actions need to be achievable and the identification of who will do what also needs to be completed. Prioritisation is crucial for this.
• The value of the action plan will be measured by how much it helps inform decision makers as to where(e)learning sits in terms of their priorities. The motivations of CEOs may also need to be considered and addressed.

5. New Zealand Education Sector (e)Learning Strategic Framework Update

(Supporting document - ‘New Zealand Education Sector (e)Learning Strategic Framework, version 5.0)

Introduction Derek provided a brief background to the governance for ICT in the education sector. The Education Sector ICT Standing Committee, comprised of the Chief Executive Officers of the education sector agencies, was established following a cabinet paper outlining the importance of the education agencies working together. One of the key deliverables of this group is an ICT Strategic Framework for the education sector. The diagram below shows the relationship between the group, the ICT Strategic Framework (currently being developed) and other areas:

• Currently being developed

The (e)Learning and ICT Strategic Frameworks Professional development and capability building have been major areas of concern and the importance of infrastructure is becoming realised. The (e)Learning Strategic Framework was being developed to look strategically at Learning and Teaching, Connectivity and Administration/Support.

Connectivity, is one if the key components of the National Digital Strategy and addresses the same concerns outlined in the (e)Learning Strategic Framework. As the issues are common - not just in (e)Learning, but at a national education ICT level, connectivity has been removed from the version 5.0 of the (e)Learning Framework and is instead covered in the ICT Strategic Framework.

In its place, Research has been moved to be one of the strategic objectives of the (e)Learning Strategic Framework (along with Learning and Teaching and Admin/Support). The priorities of this objective have come from the research teams in the MoE.

The landscape has changed with the introduction of an ICT Strategic Framework for education. A member of the group suggested that a diagram that weaves together the (e)Learning and ICT Strategic Frameworks and other aspects of the education sector is provided. It was also suggested that the National Digital Strategy be added to the ‘associated documents’ section of the (e)Learning Strategic Framework.

Derek then drew the group’s attention to the latest iteration of the NZ Education Sector (e)Learning Strategic Framework (version 5.0) and the diagram on page 7 - ‘Overview of Relationships between Various Strategies’.

At the top of the diagram, we have the government priorities for education and learning as the ultimate aspiration in education. Underneath these goals, there are the sector strategies that support these goals. At the base of this diagram is the ICT Strategic Framework (with its links to the National Digital Strategy) and the many ICT projects that are occurring across the education sector.

In between the top and base of this diagram are Learning and Teaching, Research and Administration/Support - all supported by the (e)Learning Strategic Framework. This diagram has yet to be fully populated - yet the five boxes in learning and teaching show five ‘areas of activity’ in this area alone. Those areas of activity that feature below or across the ‘tide mark’ show that they are supported through the use of ICT. It is expected that over time this ‘tide mark’ would rise as (e)learning in education becomes more commonplace.

The ICT Strategic Framework has a very strong mandate and as mentioned has a direct link to the National Digital Strategy and the government priorities for education. There is a strong argument that if we have the top part of this diagram (i.e. government priorities/goals and sector strategies) and we have the bottom part of this diagram (the ICT Strategic Framework) - do we need the middle layer?

Responses from the group included a concern that the tertiary sector feature in that middle layer, take that away and the tertiary sector would become subsumed with government. Another comment was that if the entire education sector was of a high quality, there would be no need for a separate (e)learning section in the middle - but we don’t. Particular things are needed for particular issues and in this regard, (e)Learning needs to be distinct. Murray added that the ICT Strategic Framework provides goals that (e)learning can measure itself against. It puts in place the infrastructure that enables a lot of things to occur, i.e. the ICT Strategic Framework is the ‘what’ and the middle layer of the diagram is the ‘how’.

A couple of other suggestions were put forward by the group:

• Stephen suggested the following text replace the ‘Research’ strategic objective: “System and processes that support the use of research to inform and enhance the work of individuals and institutions.”
• The third strategic priority (under ‘Learning and Teaching’) reads ‘accessible content’; Stephen suggested that this could change to ‘accessible learning opportunities’.
• It was suggested that supporting learning and teachers be added to ‘administration/support’ to enable (e)learning. Derek responded by saying that all three areas - Learning and Teaching, Research and Administration/Support - together ‘make’ (e)learning.

Finally, Derek again raised the point that connectivity was now no longer directly represented in the (e)Learning Strategic Framework. Derek asked the group whether or not it should be left solely in the ICT Strategic Framework, rather than it featuring in both Strategic Frameworks. The group provided general agreement, although it was suggested that it may be possible to depict connectivity and interoperability as an area sitting behind the (e)Learning Strategic Framework (as a means of support).

6. ESAF, the Education Sector ICT Standing Committee and the ICT Strategic Framework for Education - Mark Horgan

(Supporting document - ‘Connecting the Sector - Education Sector ICT Overview’)

Mark Horgan began by providing an introduction to the ICT Standing Committee vision and two of their focuses - a coordinated gateway to education information (edCentre portal), and the creation of an ICT Strategic Framework for Education.

Mark asked for comment on the document, in particular the ‘ICT Strategic Framework for Education Achieved Through…’ section and the five c’s: connectivity, content, continuity, confidence and capability, and collaboration. It was pointed out to the group that the ICT Strategic Framework had added two additional ‘Cs’ from the National Digital Strategy: namely continuity and collaboration. This is because collaboration is crucial to (e)learning if it is to become more than merely a delivery model/mechanism. In an (e)portfolio context continuity is important particularly in the transition across the different sub sectors that make up the education system.

Some comments were provided by the group:

• Context i.e. the communities of learning practice and the environments where content is exchanged was suggested as another possible heading in the Strategic Framework. Also content is enabled by the context - the ICT environment enables everything. Mark explained that this had been considered under the ‘collaboration’ heading but it was good point to be made.
• Another suggestion was that ‘continuity’, in terms of lifelong learners, could fit under ‘confidence and capability’. Derek responded by saying that ‘confidence and capability’ is not about technology.
• What about control? Mark suggested that this is represented under ‘confidence and capability’. Control can also be about inappropriateness in the ICT environment.
• The vulnerability of technology is also an issue.
• (e)Learning relies on a level of institutional infrastructure, and it’s up to the institution to prioritise spending, is this going to change? Mark replied by saying that the 2005/06 pilots for the MUSH (Municipals, Universities, Schools and Hospitals) network will allow broader participation.
• The broadband challenge is about filling in the gaps in connectivity between homes, businesses and organisations. Probe filled in the gaps for remote people.
• There was an objection to the term ‘business use’ used in the first point of the ‘ICT Strategic Framework for Education Achieved Through…’ section. Learning is not a business.
• A question was raised about the digital divide. There is strategic development in public libraries to cross the digital divide, e.g. free internet access however simply getting access to digital content is a big issue.
• Derek reminded the group that this ICT Strategic Framework was for education and is about achieving the goals of the education sector, alongside which is the National; Digital Strategy which is looking at issues such as the digital divide.
• It was suggested that there be a stated aim in the National Digital Strategy about addressing the digital divide in education. In tertiary, there is a rule saying that every student who wants to enrol in an online course should be able to.
• Having access to machines/ICT is an issue for students in tertiary. These are the details of connectivity that need to be considered at a tertiary level, however for early childhood and schools, the issues are at a higher level.
• Universities tend to be self-sufficient regarding their ICT needs. How do individual institutional needs fit into this strategy?
• Mark pointed out point four and five of the ‘ICT Strategic Framework for Education Achieved Through…’ section - “Balancing local choice and national direction” and “Coherence through open standards rather than standardisation”. How things are done at an institution is up to the institution, but if something is available externally, it needs to be specified in the same way. When there’s a pass-over of information, that is when there needs to be interoperable systems.
• A concern was expressed that the ICT Strategic Framework did not have much relevance to what institutions are struggling with such as:
• Resources to keep gear up-to-date
• Standards within the institution
• Access outside the institution
• Physical support to help people use systems
• Sandy felt that within the context of his institution, the ICT Strategic Framework has a lot of relevance to the issues they are facing.
• Sandy also added that putting P.Cs in homes for adult learners isn’t supportable, we need to be establishing regional/local centres. Where Sandy is, the local school is the best place for adult learners to access ICT.

Mark then drew the group‘s attention to the ‘ICT Strategic Framework for Education - Measures’ section. Under the ‘Confidence and Capability’ heading, it says that by 2010 ‘All learners, teachers, researchers, administrators and support staff can utilise their ICT tools and services effectively and efficiently’.

Through the standards process at the moment, a third party piece of software allows two things to talk to each other/interoperate. If mark has his way, you would not have the third party; if you bought something it would adhere to a standard and have a support structure that caters for the standard. If you choose to go off and get something else - you have to support it yourself.

We are trying to get networks to interconnect, Municipals, Universities, Schools and Hospitals (MUSH) is looking at doing this.

The following comments were added:

• There needs to be easily accessible/connected networks and systems across the sector.
• We need to share the responsibility of support across Early Childhood, Schools and Tertiary if we are all using the networks and systems.
• Fonterra and Carter Holt Harvey have set up/are setting up their own private networks; do these developments need to link up with what we are doing?

7. Establishment of an Education Sector ICT Connectivity Steering Group/Committee - Derek Wenmoth

(Supporting document - ‘Education Sector ICT Connectivity Steering Group/Committee - Terms of Reference’)

The initial idea regarding the connectivity work was that it would sit alongside the other two strategic objectives - Learning and Teaching and Administration and Support. As mentioned previously in relation to the (e)Learning Strategic Framework, connectivity is now viewed as something much broader that sits in the context of education sector ICT rather than simply a facet of (e)learning. This change of thinking is also reflected in the governance and advisory structure.

Connectivity will be broader than one part of the sector. A connectivity group would reflect the views of the sector collectively, not like the TeLRG which is representative of the various parts of the tertiary sector. A connectivity group would also have members from relevant agencies outside the education agencies such as MORST.

The group would also have a strong link with the TeLRG, consultation would occur between the two groups. The connectivity group will be reflective of the thinking that is going on nationally and internationally and will also have a coordinating role of smaller groups of expertise that would be formed on an ‘as needed’ basis.

The diagram below outlines the relationship of the connectivity group with the TeLRG and the education sector agencies and governance forums:

Some discussion took place around the establishment of a Connectivity group, and the following action points arose:

Sandy added that a Connectivity group would act as a bridge around standards, technical issues, organisational issues and pedagogical issues. These need to be all considered together.

Areas that urgently need to be considered by a connectivity group are:

• Network issues e.g. School Zone and in tertiary.
• A watching brief on new developments, in the business sector as well - so sufficient technical knowledge to do this.
• Alignment with international work in standards, such as that of JISC’s e-Framework, the IMS Global Learning Consortium, ISO S C36 Committee and the Australian 1901 Committee.
• Representation of these international committees is also needed and could be a role of the members of the connectivity group.

Derek added that these areas really show the need for this group to have sufficient knowledge and clout. There will be an emphasis on technical knowledge yet also a political awareness, i.e. where this work links in with the political landscape. Work that requires work with a specific technical focus will be for the specialist groups that will sit underneath the main ICT Connectivity Steering Group/Committee.

Next Steps

Summary of Actions

Action Point	Owner	Due Date
General
24/11 as the next meeting date to be confirmed	Kat	14/10
Minutes of today’s meeting will be posted on eLearn	Kat	26/9
The action points will be reviewed at the beginning of the next meeting	Derek	24/11
TMF Steering Group member to be invited to address TeLRG at first available meeting after establishment of NCTTE to discuss and get their input as to what constitutes effective teaching.	Lloyd, Peter	(Lloyd to inform group of first steering committee date as this will be deadline)
TEC and MoE input into TMF and NCTTE to be reported back after first TMF Steering Group meeting.	Shelley, Danny	24/11
TeLRG to provide input to TMF and NCTTE work programme including recommending appropriate (e)learning reps and their definition of effective teacher skills.	Group	Lloyd to inform group of first steering committee date as this will be deadline)
Add to next meeting agenda an item to discuss the Ministry’s role in relation to effective teaching and a separate item for who is responsible for what.	Peter	17/11
Put Elizabeth’s time comparison report on the wiki.	Elizabeth, Kat	14/10
Investigate the possibility of having eCDF products and services on eLearn	Danny, Shelley	24/11
TeLRG to provide input on making the profiles process more user friendly particularly for new entrants.	Group, Shelley	24/11
Review wiki layout and functionality (including the trialling of sub wikis).	Peter, Eddie, Danny	4/11
Effective Practice Guidelines
Discussions to occur with Selena and Elizabeth around input and case studies from ITO’s and PTE’s. Mark should be consulted initially for Wananga input. Elizabeth will also provide appropriate case studies from the workplace/corporate sector.	Tertiary (e)learning team, Elizabeth, Selena, and Mark.	11/11
Effective Practice Guidelines to have a more practical focus and include guidance on how to incorporate technology into existing or proposed courses so that offline processes and methods are not merely replicated online.	Tertiary (e)learning team	24/11
To continue to collect and review case studies for incorporation into guidelines.	Tertiary (e)Learning team, Group	11/11
Action Plan for Framework Implementation
Investigate the possibility of using the guidelines interactive matrix for the action plan.	Danny, Eddie	Report back next meeting (24/11)
Extract benefits and developments (including Ministry of Education’s role/assistance in these) from action plan and post on wiki.	Danny	7/11
Communicate these to sector (i.e. teachers and organisations).	Group	28/11
Action plan needs to incorporate the current thinking around (e)learning and its key recommendations need to reflect the need for change e.g. the facilitation rather than the delivery model, funding to send clearer signals in this regard etc.	Danny	24/11
Identify key recommendations for the action plan and put these on the wiki for TeLRG feedback and then distribution to the wider sector.	Danny, Kat	14/10
Education Sector (e)Learning Strategic Framework & ICT Strategic Framework Tertiary
Tertiary (e)Learning team to revise (e)Learning Strategic Framework and consider TeLRG suggestions:	Derek	24/11
Add all strategic documents in ‘associated documents section’, e.g. National Digital Strategy,update the diagram so wider sector and government strategies are in the background,add NCTTE to strategic diagram and have more scholarly examples in the research area,add support and accessible learning opportunities to diagram,make a clearer link in document between capability and support.	Derek	n/a
Tertiary (e)Learning team to provide group with diagram representing the relationships between the Strategic Frameworks and other aspects of the education sector.	Tertiary (e)Learning team	n/a
TeLRG to provide feedback via Danny Wolters regarding the ICT Strategic Framework (documents sent to group 20–09–05)	TeLRG	n/a
Establishment of a Education Sector ICT Connectivity Steering Group/Committee
TeLRG to provide feedback regarding the establishment of this group - structure/ governance/scope etc as well as the Terms of Reference.	TeLRG	n/a
TeLRG to recommend possible members for this group, i.e. a possible TeLRG representative.	TeLRG	n/a
Tertiary (e)Learning team to refine and expand Connectivity diagram further once details become more clear.	Tertiary (e)Learning team	n/a
Tertiary (e)Learning team to include (after discussion) the lifespan of the connectivity group i.e. is it ongoing?	Tertiary (e)Learning team	n/a

NB

The commentary recorded in this document is of an informal and in some cases personal nature, and does not necessarily reflect the views of the TeLRG, TeLRG members, their associated organisations, or any other organisations or individual that might be mentioned or implicated.

25 July 2008

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