mylearning project plan version 4 draft

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

C:\Documents and Settings\CollinsJo\My Documents\myLearning project\myLearning_project plan_V29.11.10.docx29/11/2010 - 8:32:10 AM

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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]

mailto:[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



Moodle Course Site( type 1) Single Competency



, 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.

http://chisholm.trainingvc.com.au/course/view.php?id=6�


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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


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


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


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


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


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


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


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 -

http://chisholm.trainingvc.com.au/course/view.php?id=46�


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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)

mylearning project plan version 4 draft

Documents

chisholm elearning plan

elearning plan v24

project timeline

project files

elearning resources

plan description

learning planning

plan sections