THE VET ELEARNING LANDSCAPE Issues for IT and Teaching Staff to Consider
Mapping the cultural emphases of emerging social software tools Stuckey, B., & Arkell, R.  Development of an e-learning kn...
Mapping the cultural emphases of emerging social software tools Stuckey, B., & Arkell, R.  Development of an e-learning kn...
Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules  for creation,  o...
Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules  for creation,  o...
Student cracks Government's $84m porn filter http://www.news.com.au/story/0,23599,22304224-421,00.html <ul><li>Tom Wood (1...
Issues: <ul><li>FACT: protected networks prevent VET practitioners conducting good practice, and teaching/modeling latest ...
Issues: <ul><li>lack of authorised spaces for lecturers and students to upload and download media content </li></ul><ul><l...
Some possible solutions: <ul><li>education networks be separated from admin/mission critical parts of the server </li></ul...
Networked Learning - solutions <ul><li>Organizations establish their own repositories for storing and sharing content </li...
In existing model: communication <ul><li>Breaking down the them v us syndrome: </li></ul><ul><ul><li>IT assigns a staff me...
Upcoming SlideShare
Loading in …5
×

The Vet Elearning Landscape

966 views

Published on

Short presentation given at Computer Network and Firewall Access workshop (Melbourne, Aug 28th, 2007)

Published in: Technology, Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
966
On SlideShare
0
From Embeds
0
Number of Embeds
31
Actions
Shares
0
Downloads
26
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

The Vet Elearning Landscape

  1. 1. THE VET ELEARNING LANDSCAPE Issues for IT and Teaching Staff to Consider
  2. 2. Mapping the cultural emphases of emerging social software tools Stuckey, B., & Arkell, R. Development of an e-learning knowledge sharing model A report for the Knowledge Sharing Services project, Australian Flexible Learning Framework;2005
  3. 3. Mapping the cultural emphases of emerging social software tools Stuckey, B., & Arkell, R. Development of an e-learning knowledge sharing model A report for the Knowledge Sharing Services project, Australian Flexible Learning Framework;2005
  4. 4. Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - up norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr Chat Tagging Tools ( del.icio.us , ELGG) List servers Forums Online journals FIREWALL FIREWALL FIREWALL
  5. 5. Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - up norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr Chat Tagging Tools ( del.icio.us , ELGG) List servers Forums Online journals FIREWALL FIREWALL FIREWALL
  6. 6. Student cracks Government's $84m porn filter http://www.news.com.au/story/0,23599,22304224-421,00.html <ul><li>Tom Wood (16 yrs) </li></ul><ul><li>Filters 'don't address bigger issues‘ Tom stressed the filters were missing the mark by a long way regardless of how easy they were to break. </li></ul><ul><li>&quot;Filters aren't addressing the bigger issues anyway,&quot; he said. &quot;Cyber bullying, educating children on how to protect themselves and their privacy are the first problems I'd fix. &quot;They really need to develop a youth-involved forum to discuss some of these problems and ideas for fixing them.&quot; </li></ul><ul><li>Tom says a computer-savvy child could work out the filter bypass and put it on the Internet for others to use </li></ul>
  7. 7. Issues: <ul><li>FACT: protected networks prevent VET practitioners conducting good practice, and teaching/modeling latest uses of technology in education </li></ul><ul><li>RESULT: many practitioners are now operating outside institutional networks </li></ul><ul><li>Increasing role of social media and personal publishing in the new paradigm of elearning (Web 2.0) </li></ul><ul><li>personal publishing exploits creativity as a learning mechanism and mirrors non-educational (social) behaviour of a new breed of student and teacher </li></ul><ul><li>A disjuncture exists between the nature of technology use outside of education and what is happening inside </li></ul><ul><li>ethical responsibilities of VET educators to guide students in a web 2.0 world </li></ul>
  8. 8. Issues: <ul><li>lack of authorised spaces for lecturers and students to upload and download media content </li></ul><ul><li>the increasing use of open source LMSs – principally Moodle </li></ul><ul><li>institutional mobile phones are often blocked from uploading/downloading content to web </li></ul><ul><li>Virtual Classrooms </li></ul><ul><li>often blocked when many are using them for PD and teaching; or they are accessible via the student network, but not the teacher network </li></ul><ul><li>an organization or state may allow access to the virtual classroom they have chosen, but access to tools used by other organizations is blocked  </li></ul>
  9. 9. Some possible solutions: <ul><li>education networks be separated from admin/mission critical parts of the server </li></ul><ul><li>devolved responsibility to workgroups to administer their own part of the server </li></ul><ul><li>workgroups make their own decision about what they run on that server, and bear responsibility for any consequences </li></ul><ul><li>designated staff have admin rights for this space </li></ul><ul><li>training to be offered to interested designated staff in order to deal with basic access and troubleshooting issues </li></ul>
  10. 10. Networked Learning - solutions <ul><li>Organizations establish their own repositories for storing and sharing content </li></ul><ul><li>Workgroups, or groups of schools/institutes form their own dedicated networks for creating sites for: </li></ul><ul><ul><li>Social bookmarking </li></ul></ul><ul><ul><li>Photosharing </li></ul></ul><ul><ul><li>Personalized learning spaces (eg MySpace/Facebook prototypes, blogs, wikis) </li></ul></ul><ul><ul><li>Providing upload/download provision and storage of media files for teachers and students </li></ul></ul><ul><ul><li>Provision of RSS feeds </li></ul></ul><ul><li>Institutions pay for own web 2.0 tools and customise (wikispaces, MySpace) </li></ul>
  11. 11. In existing model: communication <ul><li>Breaking down the them v us syndrome: </li></ul><ul><ul><li>IT assigns a staff member to each workgroup – they establish personal connections with teaching staff and become the first port of call for IT requests/issues for that workgroup </li></ul></ul><ul><ul><li>IT staff to liaise more closely with teaching staff in order to understand what teachers are trying to do and why </li></ul></ul><ul><ul><li>And vice-versa! </li></ul></ul>

×