2009 Roadshow: Managed Learning Environments Daytime sessions for school staff Ian Munro & Paul Seiler

Agenda 30 minutes Security in an online world (Ian) 30 minutes SMS Update (Paul) 40 minutes 50 minutes MLE unpacked: What it means to schools -Paul will set the scene; explain the MLE concept; and talk about reusable and portable digital content -Ian will cover web 2.0 and e-portfolios; talk though how LMS can benefit students, staff, parents; and give some pointers on where to next

MLE unpacked: What it means to schools

-Paul will set the scene; explain the MLE concept; and talk about reusable and portable digital content

-Ian will cover web 2.0 and e-portfolios; talk though how LMS can benefit students, staff, parents; and give some pointers on where to next

Multiliteracies in The New Zealand Curriculum Multiliteracies is a dynamic, shifting set of literacy practices that learners need in order to to participate in and contribute to 21st century society. Teachers can build on what they know about effective literacy practice, leverage the experiences and strengths that students bring to the classroom, and explore new learning opportunities. Our vision is for young people who will be confident, connected, actively involved, lifelong learners.

Multiliteracies in The New Zealand Curriculum Multiliteracies is a dynamic, shifting set of literacy practices that learners need in order to to participate in and contribute to 21st century society. Teachers can build on what they know about effective literacy practice, leverage the experiences and strengths that students bring to the classroom, and explore new learning opportunities. Our vision is for young people who will be confident, connected, actively involved, lifelong learners.

Learners with a single point of entry where they can access: tools to participate in collaborative/cooperative learning experiences; tools/means to discover, access and use resources; tools/means to access and contribute to the pool of resources/content and the general "knowledge bank". Would link with other systems and environments as required, for example to: allow for entry to multiple applications without having to re-enter passwords or require additional logging on; allow for learning resources created by the learner to be stored in other systems and accessed by other users; draw information from other sources on a regular basis and summarise it for the learner within this one environment. What could an MLE provide?

Learners with a single point of entry where they can access:

tools to participate in collaborative/cooperative learning experiences;

tools/means to discover, access and use resources;

tools/means to access and contribute to the pool of resources/content and the general "knowledge bank".

Would link with other systems and environments as required, for example to:

allow for entry to multiple applications without having to re-enter passwords or require additional logging on;

allow for learning resources created by the learner to be stored in other systems and accessed by other users;

draw information from other sources on a regular basis and summarise it for the learner within this one environment.

The software tools and digital content that support learning Comprised of two connected hubs (SMS and LMS), each connected to many modules The SMS is connected to: eReturns; early notification systems; finance systems; library systems; ENROL; local directories; etc The LMS is connected to: resource banks; searching tools; web mail; e-portfolio tools; blogs; wikis; library systems; etc The two hubs are joined by a data sharing ‘connector’ What is the MLE? In what country was the term MLE first used?

The software tools and digital content that support learning

Comprised of two connected hubs (SMS and LMS), each connected to many modules

The SMS is connected to: eReturns; early notification systems; finance systems; library systems; ENROL; local directories; etc

The LMS is connected to: resource banks; searching tools; web mail; e-portfolio tools; blogs; wikis; library systems; etc

The two hubs are joined by a data sharing ‘connector’

The two hubs SMS LMS ENROL Student record transfer E-asTTle Early notification eReturns Online office suites Library system Metadata searching Web mail Digital content stores eportfolio

Curriculum & Pedagogy National curriculum School curriculum inc. lesson plans (school, subject, teacher) Learning Management Systems (LMS) ePortfolios (record of learning) Course Management Systems Assessment tools Planning tools Communication Blogs Podcasts Chatrooms Noticeboards Social networking Discussion threads Audio conferencing Video/web conferencing Administration Student Management Systems (SMS) Student Record Transfer (SMS-SMS data exchange) NCEA returns Calendaring Timetabling eReturns ENROL Resources TKI Websites Wikis Digital Learning Objects Library Management Systems Content Management Systems Authoring/publishing/editing tools Other content sources (open access ) Enabling Services Identification / authentication National Student Index Parental portal Transport mechanisms Metadata schema Interoperability standards Specifications Hosting services Shared content

Questions on MLE

“ A software package to manage and deliver learning content and resources to students, usually comprising a variety of applications amalgamated as an “integrated” package and used within a MLE” Guide to selecting an LMS but called on OLE in TKI What is an LMS?

“ A software package to manage and deliver learning content and resources to students, usually comprising a variety of applications amalgamated as an “integrated” package and used within a MLE”

Guide to selecting an LMS but called on OLE in TKI

With sector input and through an open tender process we have selected three LMS proposals (and four vendors) to work with: Editure with My Classes Edtech with Ultranet A partnership between: Dataview with KnowledgeNET Catalyst with Moodle But what does this mean for a school selection? Note the title of this slide Consider our preferred suppliers in your short-list Liaise with us on your process (we are from the Ministry here to help  ) Do you really need something not offered by any of these four? Selection of preferred LMS development vendors How many NZ schools currently use an LMS?

With sector input and through an open tender process we have selected three LMS proposals (and four vendors) to work with:

Editure with My Classes

Edtech with Ultranet

A partnership between:

Dataview with KnowledgeNET

Catalyst with Moodle

But what does this mean for a school selection?

Note the title of this slide

Consider our preferred suppliers in your short-list

Liaise with us on your process (we are from the Ministry here to help  )

Do you really need something not offered by any of these four?

Questions on LMS and preferred vendors

The LMS usually has some type of editor that enables the user to layout text without any knowledge of HTML In most cases you will also be able to add graphics such as digital learning objects, videos, sound files, diagrams, 3D animations, etc You can also add links to external URLs But it is difficult to share content between school, take it with you or use it in an application other than in which it was created Creating content today

The LMS usually has some type of editor that enables the user to layout text without any knowledge of HTML

In most cases you will also be able to add graphics such as digital learning objects, videos, sound files, diagrams, 3D animations, etc

You can also add links to external URLs

But it is difficult to share content between school, take it with you or use it in an application other than in which it was created

Our focus is to break the dependency between the content and the LMS We want to ensure that any material a teacher creates can: move with them to another LMS at another school be shared with a fellow teacher using the same or another LMS at the same or another school be accessed by people without any LMS Teachers will contribute to and access New Zealand resources tagged to our curriculum (e.g. learning area, strand and level) Student created content will move with them to the next school and also be sharable Creating content in the future

Our focus is to break the dependency between the content and the LMS

We want to ensure that any material a teacher creates can:

move with them to another LMS at another school

be shared with a fellow teacher using the same or another LMS at the same or another school

be accessed by people without any LMS

Teachers will contribute to and access New Zealand resources tagged to our curriculum (e.g. learning area, strand and level)

Student created content will move with them to the next school and also be sharable

Our approach for reusable content: Reference: Sandy Britain via the MLE Reference Group and Jim Tittsler WikiEducator What is the price of the wiki training though WikiEducator? Register here for L4C30

Questions on content

Web 2.0 tools

Web 2.0 (1) • What is Web 1.0? Encarta on CD was fantastic Annual CD updates – at a cost Then it became available online – always up to date Now we have Wikipedia Email communication is now often replaced by a blog or social network Kodak had a site to upload and order prints of photos Now we have Flickr Personal web sites, now blogs

• What is Web 1.0?

Encarta on CD was fantastic

Annual CD updates – at a cost

Then it became available online – always up to date

Now we have Wikipedia

Email communication is now often replaced by a blog or social network

Kodak had a site to upload and order prints of photos

Now we have Flickr

Personal web sites, now blogs

Web site compared to blog • blog is an abbreviation of web log • a blog is an informal online diary of “postings” of text and photos etc • it has a linear (top down) display • you scroll down to earlier postings • archived postings can be ‘click’ accessed • friends/families can comment • it is user-maintained • changes are frequent, simple and quick to make • most people use free blog software and hosting • advertisements can be avoided • its key purpose is people reaching out to family and friends • a web page consists of discrete web pages • its key purpose is advertising – business reaching out to clients • often professionally designed and maintained • must be well presented to hold customer’s attention • must be competitive • quite static and slow to change • can now link to interactive sections for ordering etc • usually fairly formal

Web 2.0 (2) • Instead of using directories, we can now tag Publishing has become participation The web can now stream movies, video, sound A wiki could be used instead of a content management system RSS feed ( Really Simple Syndication) keeps you subscribed to any changes So what is web 2.0? What features do the Web 2.0 tools above have in common? The most common features are probably the interactivity, participation, collaboration and use of the web as a platform to deliver live software Google and Flickr are two of the best known (native) Web 2.0 companies

• Instead of using directories, we can now tag

Publishing has become participation

The web can now stream movies, video, sound

A wiki could be used instead of a content management system

RSS feed ( Really Simple Syndication) keeps you subscribed to any changes

So what is web 2.0?

What features do the Web 2.0 tools above have in common?

The most common features are probably the interactivity, participation, collaboration and use of the web as a platform to deliver live software

Google and Flickr are two of the best known (native) Web 2.0 companies

ePortfolios • Web based with web 2.0 tool integration • Social networking • Student centric and student ownership of learning • Depending on the age of the student an ePortfolio may include: • results of assessment, both formal and informal • a showcase or celebration of work • samples of work showing progression and development • reflective thinking after each unit of work • what did I do well in this unit? • what did I find difficult? • what could I have done better? • what lessons have I learned?

ePortfolios • Personal development plan • Record of achievement (or learning) Remember: • there are no rules, but the key is • knowledge through collaboration • the ePortfolio space is in its infancy • ePortfolio modules are offered from some vendors ( Mahara software and the fee-free MyPortfolio service) • much of the richness of an ePortfolio can be obtained from a wider set of Web 2.0 tools Read Eportfolios: Celebrating Learning (a scoping paper on ePortfolios in NZ schools) and the Impact of e-portfolios on Learning

• Personal development plan

• Record of achievement (or learning)

Remember:

• there are no rules, but the key is

• knowledge through collaboration

• the ePortfolio space is in its infancy

• ePortfolio modules are offered from some vendors ( Mahara software and the fee-free MyPortfolio service)

• much of the richness of an ePortfolio can be obtained from a wider set of Web 2.0 tools

Read Eportfolios: Celebrating Learning (a scoping paper on ePortfolios in NZ schools) and the Impact of e-portfolios on Learning

Research Exploring Tangible Benefits of e-Learning (April 2008 Northumbria University) The Joint Information Systems Committee (JISC) was tasked with finding evidence that technology-enhanced learning is delivering tangible benefits for learners, teachers and institutions. It is based on 37 detailed case studies in Higher Education. In what year was the term computer bug coined?

Research finding Key findings for students : high levels of satisfaction with the teaching and learning strategy clear evidence of improved retention students effectively author their own learning activities a clear improvement was shown in their abilities to engage in reflection highly positive about using ePortfolios to share experiences and gain feedback pass rates appear to showing improvements of up to 10% Is this transferable to the compulsory sector? different maturity levels of the students we have very little online testing reflection as a practice is growing in New Zealand schools and is no longer restricted to primary schools

Key findings for students :

high levels of satisfaction with the teaching and learning strategy

clear evidence of improved retention

students effectively author their own learning activities

a clear improvement was shown in their abilities to engage in reflection

highly positive about using ePortfolios to share experiences and gain feedback

pass rates appear to showing improvements of up to 10%

Is this transferable to the compulsory sector?

different maturity levels of the students

we have very little online testing

reflection as a practice is growing in New Zealand schools and is no longer restricted to primary schools

Questions on web 2 and e-portfolio

Learning management systems • Learning management systems are also an immature market • Currently attracting lots of international attention – hard evidence substantiating their benefits is growing • Specifically for e-Portfolios, very encouraging evidence is now available • Refer to the earlier JISC report and Effective practice with e-Portfolios • Anecdotal information from teachers and students is very positive • New Zealand Interface often has relevant material

What does it mean for you? • Three user groups will experience the benefits • Students • Teachers • Parents In what country was this photo taken?

MLE - Benefits to students (1) • Assuming a computer at home, 24/7 access to: • courses and course work • homework • interaction with the teacher for work submission and comments • revision or practice tests/exams • creative work environment for presentations/assignments • no books to carry back and forth • reference materials online • social networking • skype, gmail video etc In what century was the slide rule invented?

MLE - Benefits to students (2) • calendar and timetable • reflection • podcasts • diary • mind maps • blogs and wikis • photos/graphics/articles/videos – digital repositories • communication to the wide world • ePortfolio • video/web conferencing • new ways of doing old and new things

MLE – the functions and applications

MLE - Benefits to teachers • course material and structures can be released as required • interaction with the student for marking work and comments • instant feedback to students if submissions are late • creative work environment for lesson material – planning tools • lesson plans and activity sequences can be stored and move with the teacher to another school (authoring, publishing and editing tools) • as interoperability improves, facility to share resources with teachers in other schools • fewer reference materials (hard copy) and smaller piles of marking • reference materials online • calendar, timetable and notices • communication with other staff and sporting/cultural groups • blogs and wikis • content repositories

MLE - Benefits to parents – the parental portal • view of child’s work requirements and status • calendar and timetable • attendance • assessments due and previous marks • view of ePortfolio • extra-curricula activities • current topics in class • general notices • reports • communication re assessments and reports in a timely manner • view of record of achievement (learning) In what year was this statement made? “ Stocks have reached what looks like a permanently high plateau. "

Preparedness and getting started • Does the LMS concept fit the school’s vision? • Are staff familiar with the school’s SMS? • Is there total commitment from senior management? • Careful planning is essential – visit other schools before setting (realistic) goals • Open-source software is not free! • Local or hosted installation? • Training • Is class-by-class, year-level, or whole-of-school the best way to introduce the LMS? • Who will champion its introduction?

Questions on MLE

SMS Update: Where are we currently at? The Ministry remains actively involved in quality assurance of SMS Data Sharing Approval replace accreditation Think of a wof process for a car How much do vendors pay for the Ministry to test their software?

The Ministry remains actively involved in quality assurance of SMS

Data Sharing Approval replace accreditation

Think of a wof process for a car

Data sharing summary table √ √ MyClasses √ 90% Moodle √ √ Ultranet √ √ KnowledgeNET √ √ √ KARANT started started √ √ √ √ Integris √ Jan 90% 90% √ √ √ √ PCSchool starting April √ √ √ √ √ √ √ eTAP 90% 80% √ √ √ √ √ √ KAMAR started started started √ √ √ √ √ Musac √ √ √ IES √ √ √ √ Synergetic started started √ √ √ √ Schola started started √ √ √ √ √ SchoolMaster DigitalNZ SMS-LMS v2 Student Record Transfer ENROL Arrivers ENROL Leavers e-AsTTle Get/Check NSN eAR eReturns Roll Returns Vendor

Do not forget to invest in the human capability FAP provided a little training, but often this was more than previously and more than now Vendors report more calls in early 2009 than 2008, 2007, 2006 Budget for it and it is affordable Training and professional development

Do not forget to invest in the human capability

FAP provided a little training, but often this was more than previously and more than now

Vendors report more calls in early 2009 than 2008, 2007, 2006

Budget for it and it is affordable

Questions

Security — Netsafe More users, more worries Your security requirements become more and more complex as your system is opened to users and machines outside your control Home-based PCs are often infected with malware – this can compromise your data Educate your user base and maintain effective security Refer to www.netbasics.org.nz

More users, more worries

Your security requirements become more and more complex as your system is opened to users and machines outside your control

Home-based PCs are often infected with malware – this can compromise your data

Educate your user base and maintain effective security

Refer to www.netbasics.org.nz

Security — Netsafe Use better locks better Be aware of non technological access Shred documents Who is looking over your shoulder

Use better locks better

Be aware of non technological access

Shred documents

Who is looking over your shoulder

Security — Netsafe Your digital footprint Consider what your school and school-affiliates share with the community could anything impact negatively on the school? do the affiliates have the same concerns re privacy, copyright and school reputation? online information travels the globe instantly – consider information put on the internet as permanent recalling or erasing information is difficult and you’re probably already too late!

Your digital footprint

Consider what your school and school-affiliates share with the community

could anything impact negatively on the school?

do the affiliates have the same concerns re privacy, copyright and school reputation?

online information travels the globe instantly – consider information put on the internet as permanent

recalling or erasing information is difficult and you’re probably already too late!

Security – passwords • Passwords • Borrowing (child/parent, teacher/teacher, teacher/student) • Stealing • Strength (pet, birthday, names, historic significant event, mnemonic ) • Uniqueness • Remembering (under keyboard, on monitor, in wallet) • Resetting/re-use (how often?) • User name, logon name, account name, display name, full name, User ID, membership number • Wireless networks In 1932 who said? “ There is not the slightest indication that nuclear energy will ever be obtainable ”

• Passwords

• Borrowing (child/parent, teacher/teacher, teacher/student)

• Stealing

• Strength (pet, birthday, names, historic significant event, mnemonic )

• Uniqueness

• Remembering (under keyboard, on monitor, in wallet)

• Resetting/re-use (how often?)

• User name, logon name, account name, display name, full name, User ID, membership number

• Wireless networks

Security – identity – access • How do I know who you are? • passport/birth certificate • energy account • credit/ID card/driver’s licence • qualification certificate • third party who knows both of us • Access – what are you authorised to do? • Two-factor authentication • Security check questions • Cookies and your online history

• How do I know who you are?

• passport/birth certificate

• energy account

• credit/ID card/driver’s licence

• qualification certificate

• third party who knows both of us

• Access – what are you authorised to do?

• Two-factor authentication

• Security check questions

• Cookies and your online history

Security — Social networks/blogs • Is there really a danger – bullying, grooming, etc? • Will anything on a blog come back to bite me? • Who owns it and can it be removed? • Other people’s photos • Blog ownership and age • Banning at school, available at home • What should not be revealed? • Is a class blog safe? • What about school websites? • Do you have a code of conduct for online communication? • Look at The Whatsit , Safekids & Connectsafely In 1897 who said? " X-rays are clearly a hoax "

Security — Backups • Why? • Theft, file corruption, mould, failure, loss of data, heat/fire, easy access to critical area, environmental damage, water, malicious damage, accidental damage, power outage • How often – full/partial? • Copy or backup software? • What should be backed up? • Life of media (tape, hard drive, dvd, flash, sd, clouds, hosted) • Format – longevity? • Cost • Location and conditions of storage • Rotation

• Why?

• Theft, file corruption, mould, failure, loss of data, heat/fire, easy access to critical area, environmental damage, water, malicious damage, accidental damage, power outage

• How often – full/partial?

• Copy or backup software?

• What should be backed up?

• Life of media (tape, hard drive, dvd, flash, sd, clouds, hosted)

• Format – longevity?

• Cost

• Location and conditions of storage

• Rotation

Security — People & Process • Who has responsibility – who can substitute? • If you have an indispensible staff member then you need a backup • What about restoration – has it ever been tested? • Teachers’ laptops in the home – do you have a policy? • Police vetting • Technicians • Network audit logs • School policy • IT usage • security clearances • declaration and consent forms • access rights

• Who has responsibility – who can substitute?

• If you have an indispensible staff member then you need a backup

• What about restoration – has it ever been tested?

• Teachers’ laptops in the home – do you have a policy?

• Police vetting

• Technicians

• Network audit logs

• School policy

• IT usage

• security clearances

• declaration and consent forms

• access rights

Questions

Ian’s contact details Phone: 04 463 7629 Email: [email_address] LinkedIn: Ian Munro Paul’s contact details Phone: 04 463 7605 Email: [email_address] LinkedIn: Paul Seiler MLE Reference Group : mle-reference-group+subscribe@googlegroups.com Data Sharing Group : data-sharing-framework-subscribe@yahoogroups.com WikiEducator : and the NZ Open Education Resource Portal Ministry website : www.minedu.govt.nz/goto/mle Feedback and ongoing participation

Ian’s contact details

Phone: 04 463 7629

Email: [email_address]

LinkedIn: Ian Munro

Paul’s contact details

Phone: 04 463 7605

Email: [email_address]

LinkedIn: Paul Seiler

MLE Reference Group : mle-reference-group+subscribe@googlegroups.com

Data Sharing Group : data-sharing-framework-subscribe@yahoogroups.com

WikiEducator : and the NZ Open Education Resource Portal

Ministry website : www.minedu.govt.nz/goto/mle