mylearning project plan version 4 draft
DESCRIPTION
A report outllining key eleements for implementing an e-learning solution in tertiary educationTRANSCRIPT
Chisholm Institute
Technology and Learning Information Services
Project Plan
Project: myLearning
Date: 13/10/2010 Release: Draft
Author: Project Manager John Collins
Project Executive: Project Executive Peter Harrison
Client:
Document Number:
Note: This document is only valid on the day it was printed
Document Control
Revision History Date of next revision: Revision Date Previous
Revision Date Summary of Changes Changes
Marked 27/10/10 1ST DRAFT Submitted 17/11/10 2nd Draft 18/11/10 3rd Draft 28/11/10 4th Draft Approvals This document requires the following approvals. A signed copy should be placed in the project files. Name Signature Title Date of Issue Version All valid project plans will be signed below by the CIO.
XChris van der WeydenCIO and Director Technology and Learning Inf...
Distribution This document has been distributed to: Name Title Date of Issue Version Chris van derWeyden CIO and Director TLIS 26/10/10 V26.10.10 draft
Table of Contents INTRODUCTION 1
PLAN DESCRIPTION 1
PLAN PRE-REQUISITES 1
EXTERNAL DEPENDENCIES 2
PLANNING ASSUMPTIONS 2
LESSONS INCORPORATED 2
MONITORING AND CONTROL 3
BUDGETS AND TOLERANCES 3
PRODUCT DESCRIPTIONS 3
SUPPORTING INFORMATION 5
PLAN SECTIONS OMITTED 5
APPROVALS 5
APPENDIX 1 PROJECT TIMELINE 6
APPENDIX 2 PROPOSED ENTERPRISE LEVEL BUSINESS RULES (V24.10.10) 7
APPENDIX 3 PROPOSED MODEL FOR SUPPORT, ONLINE TRAINING & RESOURCES 15
APPENDIX 4 PROPOSED STAKEHOLDER ENGAGEMENT & ADOPTION PLAN 18
APPENDIX 5 PROPOSED TEACHING RESOURCE INTEGRATION PLAN 22
APPENDIX 6 PROPOSED SYSTEMS ARCHITECTURE MODEL 26
APPENDIX 7 MYLEARNING 2010 PILOT PROGRAM 28
APPENDIX 8 CHISHOLM 2011 E-LEARNING PLAN (V24.10.10) 34
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Introduction
The Chisholm Strategy 2010-2014 highlights the need to ensure the design of educational
programs meet the individual needs of learners, of industry and other partners within a
contestable environment to deliver successful completions and strong vocational outcomes. To
this end, the provision of learning management capability is one of the highest priorities of the
Information Systems/Information Technology (IS/IT) Plan and is designed to support the
realisation of this goal.
The Chisholm e-Learning Plan for 2011 also identifies the provision of learning management
capability as a key Institute focus for 2011. The individual needs of learners, of industry and other
partners are at the core of e-Learning planning and the myLearning project reflects this
approach.
Plan Description
The myLearning project is designed to provide Chisholm learners with a reliable and consistent e-
Learning framework that can be embraced Institute wide. The project will deliver a
contemporary e-Learning solution that will provide the ability to integrate learning management
and e-Portfolio capability, enhance alumni benefits and provide knowledge transferability. This
project will also accommodate the growing need to provide learners with a simple way to
manage RPL evidence, assessment items and achievements.
The integration of Moodle, Mahara and Equella with Chisholm IT/IS systems and e-Learning
resources will underpin the myLearning project. This project will be coordinated by e-Learning
Services and is strongly aligned with the priorities of the Institute e-Learning Plan, which is
pivotal to the realisation of the Chisholm 2020 vision.
Plan Pre-requisites
1. Reliable Integration of Strata and Active Directory with Moodle .
2. Training Virtual Campus Agreement with e-Works which licences Chisholm with the use of
Moodle, Mahara and Equella.
3. Suitable and reliable access to Internet bandwidth across Chisholm Campuses.
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4. All staff to include self-paced learning development in their work plans, using the
e-Learning Design Course and associated resources to develop e-learning skills and
knowledge.
External Dependencies
1. TAFE Broadband Hub and Internet upgrade.
2. Reasonable access to Audio Visual Presentation & VC collaboration capability.
3. Active Directory Identity Management integration for the automation of student and staff
Moodle accounts.
4. Telstra Regional Intercampus Network Connect to TAFE Hub.
Planning Assumptions
1. The Training Virtual Campus e-learning framework, provided through e-Works is accessible
and reliable.
2. The Chisholm IT infrastructure and Internet connection is accessible, suitable and reliable.
3. The e-Learning Leaders network will continue to be supported in 2011 to ensure the effective
deployment of myLearning across the Institute.
Lessons Incorporated
1. MyLearning categories to adopt Delivery Centre hierarchy to meet reporting requirements.
2. MyLearning course sites to adopt Strata naming conventions at qualification and unit of
competency level.
3. Adopt course team approach to myLearning course site development.
4. Blend on-demand training resources for developers with face to face workshops.
5. Expert consultancy for Chisholm systems integration (i.e. STRATA).
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Monitoring and Control
Details of how the plan will be monitored and controlled Roles and Responsibilities.
1. Proposed Business Rules, outlining roles and responsibilities have been developed. (See
Appendix 2 - Proposed Enterprise level Business Rules )
2. Initial evaluation of Pilot program will be conducted in January 2011.
3. A range of consultative and reporting mechanisms are established to monitor and control.
These include reporting to CDG, consultation through the Delivery Centre IT Steering
committees, e-Learning Leaders Network and the TLIS Management Committee.
Budgets and Tolerances
Covers time and cost, including provisions for risks and changes. Associated IT Infrastructure
provisioning not included in this budget.
Budget Amount Tolerance +/-
Time (2011 staffing) 4 EFT .5 EFT+
Cost (2011 fee per user) $6.00 per non Government funded user ($4.00 for < 6 month enrolment)
0
Scope No provision 2011
Risk No provision 2011
Change No provision 2011
Product Descriptions
MyLearning will deliver:
1. A reliable and consistent e-Learning framework that can be embraced Institute wide. The
integration of Moodle, Mahara and Equella with Chisholm IT/IS systems and e-Learning
resources will underpin the framework.
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2. An integrated suite of options for Chisholm teachers to develop and access
Learning resources is a key deliverable of the myLearning project. These include access to:
2.1. The inbuilt learning resource generation and management capability of the integrated
framework of Moodle, Mahara and Equella.
2.2. LORN (Learning Object Repository Network) an easy to use portal that allows Chisholm
educators to access quality resources to integrate into their myLearning sites.
2.3. The Open Learning Studio, a unique and highly innovative video production model,
developed by Chisholm’s e-Learning Services team, specifically for the use in the delivery
of online education. The purpose of the Open Learning Studio is to develop
Chisholm’s flexible capability to produce and deliver high quality audio visual learning
content and events via the internet.
2.4. Web 2.0 , this describes the integration of advanced Internet technology and applications
including multimedia sites such as You Tube and Vimeo, blogs, wikis, RSS and social
networking. For Chisholm educators, Web 2.0 presents a wide range of resources for
developing highly engaging learning opportunities for students.
3. The capturing of and reporting on, processes, systems and case studies associated with the
2010/2011 deployment of the enterprise wide e-Learning solution for Chisholm Institute:
3.1. Pilot program.
3.2. Enterprise level business rules.
3.3. Model for support, online training and resources.
3.4. The systems architecture model.
3.5. Plan for integrating LORN, existing and new teaching resources.
3.6. Stakeholder engagement and adoption program.
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Supporting Information
Please refer to the following appendices for supporting information:
Appendix 1 Project timeline
Appendix 2 Proposed Enterprise level Business Rules
Appendix 3 Proposed model for support, online training & resources
Appendix 4 Proposed Stakeholder engagement & adoption plan
Appendix 5 Proposed Teaching Resource Integration plan
Appendix 6 Proposed Systems Architecture model
Appendix 7 myLearning 2010 Pilot program
Appendix 8 Chisholm 2011 e-Learning Plan
Plan Sections Omitted
• Omitted section • Omitted section
Approvals
Prepared by:
Institute position:
This document requires the following approvals
Approved by:
Institute position:
Approval date:
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Appendix 1 Project Timeline
06/10/10 MyLearning V2.0 environment created
Key Project milestones
09/10/10 MyLearning Pilot courses confirmed
1/11/10 1st draft of Project plan submitted for consultation
8/11/10 MyLearning information site published in staff space
8/11/10 MyLearning resource site published
21/11/10 Draft myLearning project plan released to all staff for comment
2/12/10 Draft myLearning project plan reviewed by Board of Studies
5/12/10 Draft myLearning project plan reviewed by CDG
9/12/10 MyLearning pilot review (e leaders network forum)
17/12/10 Automated integration with Active Directory released
21/01/11 Project plan published
28/01/11 Enterprise wide Business rules published
28/01/11 Site requests from Course Coordinators created
04/02/11 On demand training - Digital Literacy Design Course republished in Moodle
Face to face Workshops – Semester 1
Time Location Training Session
9.00 -12.30 Room Z109 MyLearning Orientation for Course Developers
Feb 01/02/11 02/02/11 08/02/11 09/02/11 15/02/11
16/02/11 22/02/11 23/02/11
Mar 01/03/11 02/03/11 08/03/11 09/03/11 15/03/11
16/03/11 22/03/11 23/03/11 29/03/11 30/03/11
Apr 05/04/11 06/04/11 13/04/11 19/04/11 20/04/11
May 03/05/11 04/05/11 10/05/11 11/05/11 17/05/11
18/05/11 23/05/11 24/05/11 31/05/11
Jun 05/06/11 06/06/11 12/06/11 13/06/11 19/06/11
20/06/11 26/06/11 27/06/11
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Appendix 2 Proposed Enterprise Level Business Rules
1. INTRODUCTION
Chisholm is deploying components of the Australian Flexible Learning framework’s integrated
solution for e-Learning. The Australian Flexible Learning Framework fund and support an integrated
solution for e-Learning which comprises 3 core technologies:
• Moodle; An online Learning Management System for the administration, documentation,
tracking, and reporting of training programs, classroom and online events, e-Learning programs,
and training content.
• Mahara; An e-Portfolio system that is learner centred and provides a Personal Learning
Environment for every one of our students.
• Equella ; A digital repository that incorporates Learning Objects, Learning Content Management
and integrated content authoring to provide Chisholm program areas with the ability to easily
manage and share resources, whilst maintaining an independent approach to teaching and
learning.
In 2010 a pilot program will focus on the Learning Management system component, with some
exploration around the e-portfolio functionality of Mahara. In January 2011 the project is planned to
be deployed Institute wide.
The enterprise level business rules identify the actions to be taken to request, create and maintain a
myLearning course site. This procedure applies to all online courses involved in the 2010 pilot
program and 2011 deployment and includes Skills Victoria funded and non government funded
courses.
2. SYSTEM ACCESS
2.1. For access to myLearning courses, the Course requestor shall complete the Moodle course
site request survey. The request requires the approval of the Program Coordinator.
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2.2. The course requestor will provide additional staff access to the Moodle course
site as required.
2.3. Students will access their myLearning courses via the myChisholm student space.
3. POLICY
3.1. Course Structure and Scope
3.1.1. A Moodle course site may be made up of a Chisholm qualification (including a registered
short course), a single unit of competency (or module), or a cluster of units or modules that
are grouped for delivery within a qualification. In all instances, a course level approach to
creating a Moodle site is mandatory and all Moodle sites must have an accompanying
qualification level site.
3.1.2. The Program Coordinator is responsible to oversee the development and maintenance of the
Moodle qualification level site which must contain as minimum, qualification level
information including: course handbook, course timetable and staff contact details.
3.1.3. Requests for courses that fall outside the above structure are exceptions and will require
further discussion with the myLearning administrators.
3.1.4. MyLearning administrators (e-Learning Services) are responsible for the structuring of the
categories in which courses reside.
3.1.5. As a guide, the scope of a Moodle course site should reflect the delivery and flexibility of the
program area delivering it. In selecting how the courses are structured, program areas are
encouraged to consider some of these points:
• A Moodle course site that delivers a single unit of competence is the preferred structure
because it provides maximum flexibility for reporting of student attendance/access, and
grading.
• If a Moodle course site delivers a whole qualification, then a student either has access to the
WHOLE qualification or NONE. So part time students enrolled in only a few units will have
access to all of the qualification’s resources.
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3.2. Categories
3.2.1. Categories provide a reporting structure for the MyLearning framework. A maximum of 4
levels of categories will be used, as follows:
• Delivery Centre
• Department
• Program Area
• Qualification; in all cases courses will be placed at the qualification level category, unless by
exception.
3.3. Roles
• Administrator: e-Learning Services are the site Administrators. Administrators can create and
access all areas of the site.
• Course creator: Course creators can create new courses and teach in them
• Teacher: Teachers can create and edit course content, including managing grades for the
course. Teachers can also add other teachers to have editing permissions.
• Non-editing teacher: Non-editing teachers can teach in courses and grade students, but
cannot alter activities.
• Student: Students have access to all areas of the course; they can upload content and
contribute to activities such as forums and quizzes.
• Guest: Guests have minimal privileges and usually cannot enter text anywhere.
• Authenticated user: All logged in users.
• Parent/Employer: To be used for allowing parents/employers to access their
child’s/employees activities.
• E-Learning Leader: Delivery Centre based, e-Learning Leaders can view and edit all courses
within the Delivery category. E-Learning Leaders can also assign roles within the Delivery
category. The role is hidden, so that these people do not appear in participant lists for
Teachers.
3.4. Create Courses
3.4.1. The Administrator will create courses after all relevant information has been supplied.
3.5. Course Request
3.5.1. To request a course staff need to:
• Agree to terms and conditions.
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• Complete the Moodle Course Request online survey
3.5.2. On receipt of the correctly completed information please allow three business days for the
course to be created, notification of course creation will be forwarded by email.
3.6. Create Student Accounts
3.6.1. Student accounts will be created automatically on enrolment.
3.6.2. Groups will be generated by Active Directory based on STRATA class groups and teachers can
assign those groups to their Moodle courses.
3.6.3. Students funding source will be identified as per Skills Victoria reporting requirements and as
per licensing agreement.
3.6.4. (For interim pilot phase)
• Student accounts will be created by the Site Administrator.
• Moodle course requestors will complete the Moodle Student Enrolment Template with
student list populated by Strata with all required fields.
• The funding source for each individual student needs to be identified and included on the
Moodle Student Enrolment Template.
E-Works requires the following funding source to be allocated to users:
o FFS12 This is to identify a user as a 12 Months Fee for Service student.
o FFS6 This is to identify a user as a 6 Months Fee for Service student.
o SV This is to identify a user as a Skills Victoria Funded student.
o Other This is to identify the ‘Other’ user category, which is not specified in one of
categories listed above:
Users tagged as ‘Other’ will not be counted in the invoice. Other is used to
show activity that cannot be classified as FFS or SV. Written exemption needs
to be attained for using ‘Other’ and a brief description is requested for users
tagged as other.
VET in schools should be tagged as ‘Other’.
If you need to use a ‘Sandpit’ users for demonstration purposes, tag the
Sandpit users as ‘Other’ to make it exempt from fees.
When training your own staff (staff PD for delivering TVC Courses) tag those
users as other and provide a description. The only staff PD that is exempt is
for TVC registered teaching staff who use the TVC to deliver the training.
• Forward the Moodle Student Enrolment Template to [email protected]
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3.7. Enrol Students
3.7.1. There are three ways in which students can be given access their course:
• Teachers can enrol students individually.
• Teachers can enrol their students by adding a group or groups of students from the Active
Directory group list in Moodle. These groups will be automatically updated by Active
Directory.
• Teachers can assign an enrolment key to their course which will allow students to self-enrol
• (For interim pilot phase) Students will be enrolled into their courses by the Site
Administrator using information provided on the Moodle Student Enrolment Template.
3.8. Course Back-ups
3.8.1. E-Works provide a site wide back-up for all Chisholm courses.
3.8.2. For individual Moodle course site back-ups it is recommended that the Course requester
backs-up at regular intervals. (Instructions are provided on Moodle course sites.)
4. REFERENCES
Nil
5. TERMS OF USE
5.1. The terms of use are defined by Chisholm policies QMS 010 – Use of Social Media (see item 6
– Guidelines for use of Mahara) and QMS 506 – ITS Security and Usage.
5.2. The purpose of QMS 506 is to ensure that the Institute’s network, computer systems and
information is managed and configured securely. It also sets out the guidelines to be
followed for acceptable use, access and protocols relating to the myLearning system.
5.3. (For interim pilot phase) In addition to the above the following terms apply:
• Course level approach around course teams designing and developing their on-line course
delivery.
• Course teams need to be self-supported and self-learning.
• Acknowledgement that face to face training will only be available by prior agreement, for
Courses participating in the Innovations grant program.
• Demonstrate e-Learning competence e.g. completed e-Learning Design course or similar,
developed online materials and facilitated online delivery.
• Course teams are responsible for meeting Institute and pilot reporting requirements.
• Committed to working with an e-Learning Services Consultant on regular basis.
• Agree to be adaptable and participate in collaboration and communication opportunities
where required.
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Qualification Level SiteMoodle Meta Site
Inherits Users from child Moodle Course sites
Diagram illustrating requirements for Moodle Site enrolmentsDraft Version 23.10.10
Moodle Course Site( type 3 ) Entire Qualification
• Individuals and Groups* enrolled by site developer.
• Selected from “add users” control• Multiple groups can be added• FIM – Automates group updates
All Chisholm staff and students have Moodle User accounts
Moodle Course Site( type 2) Multiple competencies
• Individuals and Groups* enrolled by site developer.
• Selected from “add users” control• Multiple groups can be added• FIM – Automates group updates
Moodle Course Site( type 1) Single Competency
• Individuals and Groups* enrolled by site developer.
• Selected from “add users” control• Multiple groups can be added• FIM – Automates group updates
, Connects all students to Qualification level site
1. Groups created from Strata student lists
• Strata Course Enrolment lists• Strata Class Enrolment lists
2. Individual User attributes to include email & individuals funding code:
Funding Codes 0 = Fee for Service 121 = Fee for Service 62 = Skills Vic funded student3 = VETIS students, Other
3. External Users (i.e. Pre assessment students, RPL, Parents employers) will require account creation & Course site access.
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6. GUIDELINES FOR THE USE OF MAHARA
6.1. Draft guidelines have been developed by the Australian Learning framework for e-portfolio
service providers (service providers) and managers of learner information (MLI) in the
vocational education and training (VET) sector. It is recommended that Chisholm adopt the
use of these guidelines in principle. The guidelines can be downloaded from the myLearning
project site. These guidelines should be adopted in conjunction with Chisholm’s QMS POLICY
010 on the use of Social media. The extract below (section 5) specifically identifies
recommended terms and conditions of use relating to privacy.
6.2. E-portfolios – Terms and Conditions of use relating to privacy (extract –section 5)
6.2.1. This guidance is not an exhaustive list of matters and takes the form of issues to address in e-
portfolio system Terms and Conditions of use and offers possible approaches rather than
providing actual clauses. The actual clauses would be a matter for Chisholm to develop taking
account of its own circumstances and legal advice if needed. Also, this section will only
address privacy issues and will not, for example, address copyright or intellectual property
issues.
6.2.2. Organisations offering online services sometimes seek to manage their potential privacy
liabilities by adopting a ‘buyer beware’ approach, effectively aiming to leave as much risk as
possible with the user.
6.2.3. These draft guidelines aim for a fair approach where the obligations of both parties are made
clear and where, when there are risks for individuals, assistance is offered if possible and
appropriate. The overall approach suggested for service providers is to:
• Make open realistic statements about assurances or risks
• Consider which party is in the best position to manage risks
• Set out service provider obligations and commitments as well those applying to learners
• Ensure that learners have sufficient information and support to meet their obligations and
manage the risks that they need to manage.
6.3. Service provider obligations or commitments to consider for inclusion in e-portfolio terms
and conditions of use:
• Realistic assurance about the operations, for example about security or about stability of
content and whether or not the service provider will back up the e-portfolio content
• Provide a safe environment, including by investigating and removing inappropriate material
• Explain who has access, including IT staff, in what circumstances
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• Explain what will be logged and how the learner may gain access to this
information
• Explain retention/deletion of e-portfolio.
6.4. Learner obligations or commitments to consider for inclusion in e-portfolio terms and
conditions of use:
• What material may or may not be included
• System etiquette including limits on feedback or comments to others
• System security requirements
• Acceptable use including what is personal use
• Look after passwords, protecting computer with up-to-date firewall and anti-virus, back up
contents (even if the service provider does do this)
• Complying with specified legal requirements.
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Appendix 3 Proposed model for support, online training & resources
1. INTRODUCTION
1.1. Chisholm staff members are encouraged to explore the functionality and capability of the
new MyLearning framework. Naturally prior to publishing a MyLearning site, staff will be
required to have a suitable level of digital literacy competence, to ensure a high quality e-
learning environment is developed and maintained for Chisholm Students and clients.
1.2. To support the Institute wide rollout of the new myLearning framework a training and
support model is being developed to underpin the deployment. E-Learning Services
coordinate a range of training and support mechanisms to facilitate e-learning digital literacy
development. This model includes both online self paced resources and face to face support
of course teams.
1.3. The initial deployment in 2011 will feature weekly MyLearning Orientation workshops for
Course Coordinators planning to deliver a blended program via MyLearning. These
workshops will be conducted by the e-Learning Services Consultants and provide Course
team lead developers some specific training on systems for site and content development,
business rules, quality requirements and e-learning fundamentals in using Moodle, Mahara
and Equella.
1.4. For MyLearning course requests, the Course Coordinator or appointed lead developer, will
be required to attend a MyLearning Orientation workshop, in addition, all team members will
automatically be enrolled in the E-Learning Design Course, which includes comprehensive
guides on “How to Use Moodle and Mahara”. On receipt of this request a sandpit course will
be also created for team members to develop their skills and experience in using the
MyLearning tools..
1.5. A range of additional resources are available on demand to help staff learn the fundamentals
of building MyLearning courses. These resources are incorporated into the new E-Learning
Design Course which is being redeveloped for launch in early 2011.
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2. E-Learning Design Course - An overview
2.1. Enrolment- Staff can self enrol in the 2011 ELDC materials via the new myLearning
environment. Staff requiring formally assessment against the three embedded e-Learning
competencies (which contribute to their completion of the Diploma of Vocational Education
and Training) will need to enrol in the three competencies through Professional Learning &
Development.
2.2. Prerequisite- Staff must possess basic digital literacy skills. Staff can benchmark their skill
level by completing the online Digital Literacy Test.
2.3. Duration -The course is self paced but is based on 110 nominal hours (an aggregation of the
embedded e-Learning competencies).
2.4. Delivery Mode is Blended delivery, including:
• Online self paced materials
• Online synchronous support sessions
• Online asynchronous support and collaboration
• Mentoring from colleagues and e-Learning Leaders
• Workshops for skill development
2.5. Qualification -The course has embedded the following competencies from the Diploma of
Vocational Education and Training:
• TAADES503B Research and design e-Learning resources
• TAADES504B Develop and evaluate e-Learning resources
• TAADEL501B Facilitate e-Learning
Successful completion of the course assessment will provide the opportunity for formal
recognition against the three e-Learning competencies.
2.6. Assessment- The course assessment integrates the requirements of the three embedded e-
Learning competencies in the context of the Chisholm Institute teaching and learning
environment. Assessment is based upon practical activities of planning and collaborating to
develop an effective myLearning site to meet the needs of the targeted client group.
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3. Advanced Digital Literacy Program
3.1. There is a need to provide further skill development in advanced e-Learning resource
development to ensure course delivery is engaging and interactive. An Advanced Digital
Literacy Program is planned for development in a modular fashion in 2011.
4. Digital Literacy Fundamentals (via Online Self Paced Delivery)
4.1. Basic digital literacy is a prerequisite for undertaking the 2011 e-Learning Design Course
(ELDC). Staff will complete a Digital Literacy Test prior to commencing the ELDC. If staff
members successfully complete the test, they will commence the ELDC. If staff members do
not successfully pass the test, they will undertake relevant components (as outlined in the
learning plan of their test results) of the Microsoft Digital Literacy Curriculum, which is built
into 2011 ELDC.
5. Face to Face Delivery
5.1. In addition to the MyLearning Orientation workshops and ELDC workshops, for staff
members who require face to face delivery to assist in their development of basic digital
literacy skills, Chisholm offers a free Digital Literacy Course. The course draws upon selected,
relevant content and resources defined within ICA10105 Certificate I Information Technology
thus providing a stepping stone and pathway for ICT skills advancement. The course enables
participants to acquire basic ICT knowledge and skills at a fundamental or foundation level.
5.2. Delivery takes place in the context of the workplace environment with reference to the
systems and processes in place within Chisholm Institute. The course has duration of 18
hours (3 hours X 6 sessions). Staff can enrol via the PD website. More information can be
obtained from Professional Learning & Development.
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Appendix 4 Proposed Stakeholder engagement & adoption plan
1. Introduction
1.1. The e-Learning Services team will be responsible for the coordination of Chisholm’s
integrated stakeholder engagement plan for the Institute wide deployment of the
MyLearning project.
1.2. The integrated plan is focused on creating awareness and communicating the value and
benefits of the MyLearning project, both internally with Institute staff and clients as well
as externally with the broader VET educational community.
1.3. This stakeholder engagement plan will help to bring about understanding and acceptance
of the value that e-Learning can bring to Chisholm.
2. The Key Message
2.1. Successful implementation of the MyLearning project requires an approach that builds
awareness, creates interest, provides knowledge and solicits action. The following
information will be integrated into the message strategy for the various end user groups.
3. Approach:
3.1. The e-Learning Services team will utilise a range of technologies and media vehicles to
deliver the campaign messages to the stakeholders. These include:-
• 100% of students using myLearning will have an opportunity to provide feedback to
establish satisfaction levels, through feedback surveys embedded in all MyLearning
courses.
• Multimedia presentations to stakeholders via email, MyChisholm, and e-Learning
News site
• Staff & Student magazine articles, staff presentations, forums and networking groups
• Creation of the myLearning information site , which will be publicly accessible
• Chisholm e-Learning Leaders mentoring program
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• Cross promotion through annual events such as Ripple and other
Chisholm conferences and events
• Institute recognition and achievement processes will provide positive promotional
opportunities. Chisholm Awards could also include a new category to recognise
innovative use of learning technologies
4. Engagement Strategy:
4.1. To actively market the project so that it achieves project goals, the integrated campaign is
designed to address the specific needs, opportunities and barriers associated with
stakeholder groups. It is also designed to leverage existing communication forums with
these stakeholders.
4.2. The plan is a key element in setting realistic expectations with stakeholders and helping to
bring about the desired change to deliver flexible and competitive training that is more
focused on individual and business needs and led by individual and business demand.
4.3. The promotional strategy and its key initiatives will be reviewed regularly at the e-
Learning Services team meetings as a standing agenda item and listed for discussion at all
e-Learning Leaders network forums. The purpose is to develop a range of integrated
strategies to market the project and improve overall communication to end users.
4.4. The Integrated Campaign is an ongoing process and will meet its mission in the following
ways:
4.4.1. Ensure the MyLearning project meets the needs of the stakeholders.
Action: stakeholders needs will be consistently reviewed and analysed through the
following initiatives:
• Discussion and feedback through the e-Learning leader’s forum meetings, the
education consultant’s forum meetings and ICT Steering Committee Meetings.
• Stakeholder needs will be addressed via e-learning leaders network through Mahara
community of Practice forum
4.4.2. Raise awareness of the MyLearning framework and the value it provides.
Action: A formal process for the Delivery Centre level e-learning action planning in
consultation with Centre Director, Managers, e-learning Leader and e-learning Consultant.
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The aim of establishing this process is to align the Centre e-Learning actions
with the Institute e-Learning Plan, maximise the use of resources in the integration
process of the myLearning system and address any special needs a specific Delivery
Centre may have.
4.4.3. Leverage the e-Learning Leader’s network to support the uptake of e-Learning at
Chisholm.
Action: The e-learning Leader’s network will assist in supporting the uptake of the
myLearning framework by deploying a model of tiered mentoring combined with e-
Leaders support of Delivery Centre staff with the on demand e-Learning Design Course
resources.
4.4.4. Establish valuable communication and working relationships between Program teams, e-
Learning Leaders and Education consultants.
Action: The encouragement and establishment of collaborative partnerships between
Delivery Centre e-Learning leaders and education consultants, this partnership will focus
on expanding the awareness and benefits of embracing the myLearning system.
4.4.5. Establish Institute wide systems to solicit feedback from stakeholders.
Action: Stakeholders will be encouraged to provide feedback and participate in online
communities of practice on the Chisholm Mahara networking platform.
Action: All students using myLearning will have an opportunity to provide feedback to
establish satisfaction levels, through the feedback survey embedded in all MyLearning
courses.
4.4.6. Develop and communicate e-Learning solutions to end users.
Action: An outcome of the myLearning 2010 Pilot Program will be to have captured and
documented the process of developing e-Learning solutions across a wide range of Centre
delivery areas. The results of the myLearning 2010 Pilot Program will be published in the
knowledge Centre. This information will be freely available to all staff members.
5. E-Learning Leaders network role
5.1. The purpose of the e-Learning Leaders (ELL) network is to ensure the priorities of the e-
Learning plan are embedded across all Delivery Areas of Chisholm and to support
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Chisholm to become an Institute of Choice by enabling staff and students to
engage in quality and contemporary e-Learning options
5.2. Functions of the e-Learning Leaders network :-
5.2.1. Promote a community of practice to support the implementation of the e-Learning
initiatives at Chisholm Institute
5.2.2. Support the development of professionally focused digital literacy with members acting as
change agents to embed a more flexible, adaptive and client focused training
infrastructure for all delivery areas of the Institute.
5.2.3. Conduct open discussion forums to share research findings related to critical factors and
emerging drivers in the use of emerging technologies at Chisholm to improve service
delivery for students, This includes enhancement of teaching practices, communication
and support mechanisms for the delivery and assessment of learning programs, and
administrative and infrastructure implications of e-learning and e-assessment systems.
5.2.4. Provide timely advice and recommendations to eLearning Services in the formulation of
the Institute’s eLearning initiatives and projects, including the annual e-Learning
conference, in the pursuit of e-Learning excellence and ensuring alignment with the
Chisholm Strategy
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Appendix 5 Proposed Teaching Resource Integration plan
1. Introduction
1.1. The MyLearning framework will facilitate the integration of a wide range of teaching and learning
resources in various multimedia formats. The following provides an overview of the main sources.
2. Overview of the main sources for developing and accessing teaching and learning resources
2.1. Moodle is a dynamic online learning environment that underpins the Chisholm Institute e-
Learning framework. Moodle is sometimes referred to as a CMS or Course Management System,
while others call it a LMS or Learning Management System. The two are similar terms for learning
that is enhanced by the use of the internet. Moodle has many tools and features that enhance a
student’s and teacher’s experience in a course.
2.2. Mahara is an open source e-portfolio system that has been integrated into Chisholm’s wider e-
learning framework. Whilst the Moodle e Learning Management System remains a highly useful
application for delivering and assessing learning, the overall environment has been greatly
enhanced and complemented by this learner-centred personal learning environment. Pan-
institutional learner communities can also be encouraged using Mahara. is user centred
environment with a permissions framework that enables different views of an e-portfolio to be
easily managed. Mahara also features a weblog, resume builder and social networking system,
connecting users and creating online learner communities.
2.3. Equella simplifies the process for Chisholm educators in developing learning materials. EQUELLA
will provide Chisholm Educators with access to a wide range of resources such as images,
multimedia learning objects, websites, communication tools, word documents and other digital
resources. The easy access to these resources will save you time by avoiding the duplication of
effort that would occur if you were to develop these resources from scratch. EQUELLA’s content
authoring tool, the Activity Assembler, allows for learning materials to be developed within an
easy to use environment – complete with What-You-See-Is-What-You-Get (WYSIWYG) and drag
and drop functionality. Chisholm Educators can collaborate with others when planning, or can
share the materials they develop with others. Each educator determines whether the material
developed is a collaborative effort, whether others can edit it, whether it is private, or added to a
large repository of resources available to all other educators and trainers. EQUELLA’s Digital Rights
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Management functionality can also ensure you are recognised as the author, when
your materials are shared. Once you have discovered or developed materials for use within your
learning environment, EQUELLA provides you with the ability to deliver these materials to your
students in a number of ways, such as via email, PDF, IMS or SCORM packages, or via your
institution’s VLE or LMS.
2.4. SharePoint Chisholm students can access their MyLearning courses via MyChisholm. SharePoint is
a family of software products developed by Microsoft for collaboration, file sharing and web
publishing. SharePoint facilitates the MyChisholm framework, to provide an integrated online hub
for all student services. MyChisholm is an online resource that provides access to learning
materials, information on Chisholm student services, events and recreation.
2.5. LORN (Learning Object repository network) is an easy to use portal that allows Chisholm educators
to access quality resources to integrate into their MyLearning Sites.
2.5.1. LORN consists of:
• LORN project team, who maintain the website and provide access through web services to the
learning material and other functionality available on LORN,
• repository owner organisations that provide learning resources they are willing to share across the
VET sector,
• partner organisation, TVET Australia who provide licensing and e-transaction facilities, and
• Consumer access providers (CAPs) that use the LORN search within their organisation’s website.
2.5.2. Initially developed through the LORN Business Activity of the Australian Flexible Learning
Framework (the Framework), LORN is currently overseen by:
• Education Services Australia (ESA), Australia’s national agency for ICT in education, which manages
the LORN project.
• The LORN repository owners’ reference group, which provides advice and support to ongoing
developments.
• The LORN steering committee, which is LORN’s governance mechanism.
• The Flexible Learning Advisory Group (FLAG), which authorises LORN’s strategic direction.
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2.5.3. LORN provides access to learning resources from a variety of learning material
collections. The collections contain a variety of learning material types, from interactive digital
learning material which can be incorporated into your learning management system to learner
guides which can be printed.
2.6. Open Learning Studio is a unique and highly innovative video production model, developed by
Chisholm’s E-learning Services team, specifically for the use in the delivery of Online Education.
The purpose of the Open Learning Studio is to develop Chisholm’s flexible capability to produce
and deliver high quality Audio Visual learning content and events via the internet.
2.6.1. The Open Learning Studio provides Chisholm teaching teams with a model to produce highly
professional TV style video resources in a very short timeframe and a wide range of environments.
Features of the Open Learning Studio include:
• Fully portable HQ Video production - Production flexibility in all Chisholm learning environments
; Classrooms, Auditoria, Workshops, Industry training venues ,Outdoor training and demonstration
locations, Conference venues and a range of Industrial environments.
• Create on demand High quality Videos – The average duration of a learning session or
presentation is between 5 and 60 minutes. This requires an engaging production with the capacity
to blend and record multiple resources; on the fly to a professional standard (i.e. Video, stills,
screen, and live.) is a critical requirement.
• Ability to stream live and record for delivery to clients /on demand: Requirement to stream live
delivery from one location i.e. Dandenong Auditorium to live large screen viewing from
Auditoria at Dandenong, Frankston, Cranbourne , Berwick , Bass Coast and Peninsula campuses.
• Capacity for two staff members only to manage the entire production. Includes camera remote
control capability and the capacity for the control and live switching between the video, audio and
PC input sources from a single device.
• Lightweight, compact and quickly assembled equipment for transportation and storage.
2.7. Strata was implemented in April 2009 for the purpose of student, class , course, results and
awards records management as well as providing statistical reporting. Stage 2 of the MyLearning
Implementation project will provide for a seamless integration between MyLearning and Strata.
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2.7.1. The Chisholm Office of Students is responsible for the management of student
records for approximately 40,000 students in more than 300 courses including: Certificates,
Diploma, Advanced Diploma, Traineeships and Apprenticeships, plus a range of Vocational
Programs for secondary school students.
2.7.2. Information Technology training Services maintain an excellent Strata resource Centre.
2.8. WEB 2.0 (or Web 2) is the popular term for advanced Internet technology and applications
including multimedia sites such as You-tube and Vimeo, blogs, wikis, RSS and social bookmarking.
2.8.1. The two major components of Web 2.0 are the technological advances enabled by Ajax and other
new applications such as RSS and the user empowerment that they support. For Chisholm
Educators, Web 2.0 presents a wide range of resources for developing some highly engaging
learning opportunities for your students. An excellent resource centre for exploring Web 2.0 tools
and technologies is http://www.go2web20.net/.
2.8.2. E-Learning Services maintain an excellent web 2.0 Centre in the myLearning resource Centre.
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Appendix 6 Proposed Systems Architecture model
This plan identifies a proposed structure for the organisation of myLearning courses in Moodle and
proposed requirements for automating student enrolments into myLearning.
1. Proposed structure for the organisation of myLearning courses in Moodle.
1.1. Moodle is the underpinning framework for myLearning courses. In recommending a suitable
structure to organise myLearning courses, a number of factors have been taken into
consideration:
1.1.1. The flexibility of the structure required to be able to create and organise Moodle course sites ,
that replicate the diversity of delivery models offered to Chisholm students:
• A qualification delivered as a fully integrated course.
• Individual units of competency within a qualification delivered and assessed separately.
• Cluster of competencies or subjects within a qualification, delivered and assessed separately.
• Short course or skills set.
1.1.2. The ability to generate and aggregate reports across the various levels of the Organisational
hierarchy:
• Enterprise level
• Delivery Centre or Divisional level
• Department level
• Program Area
• Qualification level
• Moodle course level
1.1.3. The ability to reproduce STRATA class lists (via Active Directory groups) to populate Moodle
courses .This will enable the provision of a level of automated course enrolment, updates and
consistency in reporting.
1.2. The building blocks of the Moodle structure are Categories and Courses. Categories are a
hierarchy of headers that provide a structure for levels of reporting and allow for the visual
organisation of Moodle courses. Courses are the individual sites that can be created within a
category to facilitate a particular delivery model.
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1.3. Recommended hierarchy of categories:
• Level 1 – Qualification (as appears on STRATA)
• Level 2 – Program Area
• Level 3 – Department
• Level 4 – Delivery Centre/Division
2. Proposed requirements for enrolling students into myLearning
2.1. The following are proposed requirements for a system to automate student enrolment into
myLearning courses.
• The ability to reproduce STRATA class lists (via Active Directory groups) to populate Moodle
courses. Active directory groups will be automatically populated in Moodle and teachers will
assign those groups to Moodle courses.
• Automatic update of groups and Individuals from Active Directory
• The ability to add multiple groups and individual users to Moodle courses
• The ability to provide a single sign on for users in Moodle ,Mahara, Equella , SharePoint and
Live@edu
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Appendix 7 myLearning 2010 Pilot program
1. The 2010 trial of selected Chisholm Qualifications will provide an opportunity to implement and
evaluate the MyChisholm framework across a range of program areas in a controlled environment.
The case studies have been selected, from across delivery areas by the e-Learning Leaders network
and will provide an insight into how features of Moodle and Mahara add value to the learning
experience for learner group. The case studies are:-
1.1. Case Study : Mahara Groups for Supporting Culturally and Linguistically Diverse Students
Course Details: Diploma of Community Development CHC50708
Consultant: Jodie Heath
Developer/Coordinator: Rod Brackenridge
Cohort/Learner group: Diploma of Community Development
This case study will provide an online support community for students using the Mahara platform.
Culturally and Linguistically Diverse (CALD) students comprise an increasing proportion of students
at Chisholm. These students face very significant challenges when studying in an Australian
teaching institution. This community resource will help explain course expectations; provide
individual and group support, offer strategies for dealing with potential cultural differences and
provide an additional teaching tool for teachers.
1.2. Case Study: Podcasting and Web 2.0 in Moodle to Support ESL Professionals
Course Details: Certificate IV in ESL (Employment/Professional) 21937VIC
Consultant: Ian Rorke
Developer/Coordinator: Olga Kormas
Cohort/Learner group: The Certificate IV in ESL (Employment /Professionals)
This case study focuses on a specific unit of competency, ‘present and listen to complex oral
presentations’. It will provide an excellent opportunity to integrate podcasting, translation and
other associated e-Learning tools in a Moodle course for overseas qualified professionals from
culturally diverse backgrounds wanting to improve English language and literacy skills and build
knowledge to make the transition into professional employment work at an Australian workplace.
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1.3. Case Study: Bridging the Gaps with Moodle and Mahara
Course Details: Certificate II & III in Building and Construction (Bricklaying) 21844VICB
Consultant: Michelle Lomman
Developer/Coordinator: Peter Petkovic
Cohort/Learner group: The Certificate II & III in Building and Construction (Bricklaying)
This case study proposes to support VCAL students who have not yet completed Year 11 or Year
12 and want to gain a qualification that will lead them to entry level industry qualification in
bricklaying or further study in the building and construction trades. Typically this cohort of
students has a strong leaning towards visual and oral communication, they are Internet and Web
2.0 orientated and have a desire to complete a large component of their course off campus and on
line. This case study will support these students through integrating student mobile phone or flip
cam video in to Moodle, via YouTube to demonstrate their competency in various work related
tasks. Students can further be supported by employing the e-Portfolio capabilities within Mahara,
providing them with a sustainable platform to store and demonstrate their work skills and
achievement.
1.4. Case Study: Plumbing Test Banks in Moodle
Course Details: Certificate III in Plumbing CPC32408
Consultant: Jodie Heath
Developer/Coordinator: Phil House
Cohort/Learner group: Certificate III in Plumbing: Water Supply; Sanitary and Drainage;
Mechanical Services; Roofing; Gas Fitting.
This case study will capture the processes involved in migrating the current Plumbing courses and
assessment test banks currently in TAFE VC to a new Moodle course. Additional multimedia
resources currently residing in MyChisholm (SharePoint platform) will be built into the Moodle
course to include underpinning knowledge.
1.5. Case Study: Specialised Training for Industry in Moodle
Course Details: Customised training for industry based corporate clients
Consultant: John Collins
Developer/Coordinator: Nick VanWarmel
Cohort/Learner group: Industry based corporate clients
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This case study will examine the capability provided by the integration of a Moodle
and Mahara site, for specialised and non-accredited fee for service training, delivered to industry.
Commence with the initial program area of professional skills development for trainers. This
program is currently being delivered in a face to face mode with an industry client Red Alert (Esso
– BHP) and the program will be expanded to additional clients for contextualised courses to suit
their needs.
1.6. Case Study: Certificate III in Hospitality (Commercial Cookery)
Course Details: Certificate III in Hospitality (Commercial Cookery) SIT30807
Consultant: Jodie Heath
Developer/Coordinator Anne Williams
Cohort/Learner group: Hospitality students
This case study will explore the capability provided by Moodle to support delivering the unit
‘Participate in environmental and sustainable work practices’ completely online. The online
delivery will utilise a range of multimedia resources to provide an engaging and contemporary
view of hospitality industry work practices.
1.7. Case Study: Digital Literacy Training
Course Details: Diploma of VET – E-Learning competencies
Consultant: Michelle Lomman
Developer/Coordinator: Michelle Lomman
Cohort/Learner group: Diploma of VET Practice students
This case study will explore the full capability of an integrated Moodle and Mahara site to host an
on demand course in e-Learning Design. The case study will provide the opportunity for learners to
develop their digital literacy skills on demand.
The e-Learning Design course develops e-research, online facilitation, and multimedia skills for the
delivery of education and training. This program has been mapped against one core unit of
competency and two electives from the Diploma of VET Practice 21697VIC.
1.8. Case Study: Training & Assessment Delivery in Moodle
Consultant: Michelle Lomman
Developer/Coordinator: Neville South
Cohort/Learner group: Certificate III in Electrotechnology
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This case study will examine using online technologies to automate a workplace
assessment strategy for this learner group. The case study will use Moodle in conjunction with
Mahara to establish workplace e-Portfolios allowing students, teachers and employers to
participate in the assessment process. Students will be able to be observed performing workplace
tasks remotely by their teacher. Traditionally the employer has not been part of the assessment
process and this initiative will allow them to take a more active role in their employees’ learning.
1.9. Case Study: Ensure a Safe Working Environment
Consultant: Ian Rorke
Developer/Coordinator:
Cohort/Learner group: Diploma of Business Management students
This case study will set up an integrated online delivery and assessment process for the
Management diploma unit ‘Ensure a safe workplace’ by utilising both Moodle and Mahara.
This case study will provide resources to support learners understanding of the workplace health
and safety legislative framework and the organisational policies and procedures required to
translates it into the workplace learning resources. The unit is designed for managers, supervisors
and others with the responsibility of monitoring or ensuring the maintenance of safety in the
workplace.
1.10. Case Study: Chisholm Online Information Literacy in Moodle
Consultant: Jodie Heath
Developer/Coordinator: Laraine Impey
Cohort/Learner group: Chisholm students
This case study will transform existing COIL (Chisholm Online Information Literacy) resources,
which consists of tutorials designed to help develop skills in finding, using and evaluating
information, into Moodle. The resources will be redeveloped into a more engaging and creative
online delivery.
1.11. Case Study: Supporting regional students with Moodle and Mahara
Consultant: John Collins
Developer/Coordinator: Daniel Hodges
Cohort/Learner group: Certificate III in Business Administration on a regional campus
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This case study will explore the capability provided by the integration of Moodle and
Mahara site for the delivery of a unit of competency to Business Administration students at the
Chisholm Bass Coast Campus. The case study will provide improved access and flexibility for
regional learners.
1.12. Case Study: Using Moodle and Mahara for International learners
Consultant: Ian Rorke
Developer/Coordinator: Barry Fraser
Cohort/Learner group: Certificate II & III in Horticulture (Turf Management) international students
based in Thailand
This case study will explore the full capability of an integrated Moodle and Mahara site to deliver
an online facilitated course in Turf management from Chisholm’s Mornington
Peninsula campus to international students based in Thailand. The case study will provide an
insight into the challenges associated with delivering to an international cohort using Moodle and
Mahara. This course provides extensive training for an administration or office technology position
or those wishing to proceed to a higher level certificate.
1.13. Case Study: Teaching English to Speakers of other Languages
Developer/ Coordinator Karen Eager
Cohort/Learner group: Certificate IV TESOL
This case study will focus on the flexible delivery Certificate IV TESOL (Teaching English to Speakers
of Other Languages) course. Existing online resources will be migrated to Moodle with a view to
enhancing the interactivity and engagement of current materials through Moodle's capability. The
use of video will be a key area of focus. Quality video resources and associated activities will allow
some requirements of the course which have traditionally been offered as face to face only, to be
delivered online. One of these requirements is observation hours of English language classes.
2. The following MyLearning pilot courses do not have e-Learning Innovations project reporting
requirements, but are pilot courses within the scope of this plan
2.1. Case Study: CDX Automotive
Developer/ Coordinator Ron Locandro
Cohort/Learner group: Automotive
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2.2. Case Study: Identify & calculate production costs
Developer/ Coordinator Russell Stork
Cohort/Learner group: Building Design and Management
2.3. Case Study: VETIS
Developer/ Coordinator Ian Malcolm
Cohort/Learner group: Building &Furniture
2.4. Case Study: ACFE 2010Teaching Standards Program
Developer/ Coordinator Nick Van Wamel
Cohort/Learner group: Professional Learning and Development Department
2.5. Case Study: Certificate III Carpentry Year 3
Developer/ Coordinator Ian Malcolm
Cohort/Learner group: - Building and Furniture -
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Appendix 8 Chisholm 2011 e-Learning Plan
E-Learning Plan Purpose e-Learning 2011 Measures
To support Chisholm to become an Institute of choice by enabling staff and students to engage in Quality and
contemporary e-Learning options
Increase in Blended Delivery at Chisholm Client satisfaction with services
Increase in shared Digital artefacts
Priority Description 2011 Indicator
1. Managing Change
- The progressive realisation of the Chisholm 2020 vision is fundamentally changing Chisholm’s culture and systems. The integration of technology into communication and learning is a significant element of that change and entails thoughtful planning, sensitive implementation, and consultation with the people affected by the changes. Key Projects to support change management include
• Ripple –e-Learning Conference • IT steering Committees
Establish and Benchmark the number of Qualifications using MyLearning by the end of 2011
2. Student Consultation & Marketplace Intelligence
- An empathic understanding of stakeholder needs and an in depth knowledge of the e-learning environment are critical to Chisholm’s success. Projects designed to support this priority include
• E-Learning Leaders network • Stakeholder consultation and feedback
100% of students using MyLearning have an opportunity to provide feedback to establish satisfaction levels.
3. E-Learning Framework
- Framework will provide learning management capability and support creative information sharing and collaborative capabilities of the web. It will promote pedagogically sound delivery option flexibility for students and industry partners. Projects to support this priority include
• Implementation of MyLearning • Presentation & VIDEO enabled Learning Spaces
30% of courses (150) use a Learning Management capability.
4. Staff Skills and capabilities
- Clear and effective e-learning literacy development program to improve e-learning capability of VET practitioners and students and to continually improve program design and delivery. Projects to support this priority include
• Digital Literacy Fundamentals • Elearning Design Course • Advanced Digital Literacy Program
20% of ongoing/contract staff have Digital Literacy training in work plans in each Delivery area.
5. Content Creation & Management
- Development of capability to enable workforce collaboration and content creation, storage and access of video, audio and other digital learning resources. Projects to support this priority include
• Staff Space & Knowledge centre • Multimedia Content Management System • Open learning studio
Suitable Teaching & Learning Resources are available for the Qualifications using MyLearning (Refer 1)