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  • I have been at ULearn09 and it is very interesting to listen to varying discussions around MLEs, SMSs and LMSs. There is a lot to take in and digest. Which LMS a school should go for seems to depend on a number of things - money, expertise, time seem to be the predominant factors. If the Ministry can help out money wise that would be great.
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  • Thanks, Ian & Paul for clarifying the overall picture of an MLE as the connector for SMS & LMS. It certainly opens up huge possibilities for coordinating and connecting national and global collaborative learning communities. I also got a lot out of the Web2 presentation. Steve - Puhinui School
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  • Thank you for some thought provoking stuff
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  • thanks for the great show.
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    2009 Mle Roadshow 4 2009 Mle Roadshow 4 Presentation Transcript

    • 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
    • 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?
      • 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 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?
      • 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?
    • 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
      • 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 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
    • 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
    • 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
    • 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
    • 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?
    • 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
    • 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
    • Security — Netsafe
      • 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!
    • 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 ”
    • 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
    • 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
    • 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
    • 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