This is an expanded and accredited version a short intensive course I ran in 2007 at the request of National Archives of Australia. The notes for that course are online. For the e-learning version the content has to be converted to a format where the student can work through it at home, with limited guidance. The exercises have to be carefully designed, as I will not be there to point things out for the student. While tutor help will be avialable, this will require the student to send a message and wait for a reply, which could take hours.
Accreditation and Learning Outcomes
Also I need to incorporate the accreditation requirements of the various professional bodies. This is only a short course (equivalent to half a normal unviersity one semester unit), so it would not be suitable for full professional accreditation where a unviersity degree is required. But it could form a useful part of such accreditation. The ANU already runs courses in Museums and Collections (I ran a course on web design for museum staff in the Pacific for ANU).
Currently the learning outcomes are described in terms of the Skills Framework for the Information Age (SFIA). However, SFIA is intended for IT professionals and may not be as applicable. The outcomes are also relatively passive, saying the students will be able to "describe", rather than do.
Some courses are accredited by the Australian Society of Archivists at a few Australian universities (none at ANU). ASA ’has Course Accreditation Policy, Principles, Procedures, Guidelines for ASA Participation in University Courses. What makes this a little easier is that there is a joint ASA/RMAA Statement of Knowledge for Recordkeeping Professionals. So ASA and RMAA are using the same body of knowledge.
The ASA/RMAA Statement of Knowledge for Recordkeeping Professionals is refreshingly brief at only nine pages long. This is based on AS ISO 15489 - 2002 Records Management and BSB01 Business Services (Recordkeeping) Training Package standards. The document was due for review in August 2008. So it might be a good time if I have any additions on e-records to suggest. The document takes the approach of having a recordkeeping education framework which allows learning pathways with vocational and tertiary qualifications and professional development. It sets the task for professionals to:
Recordkeeping professionals:The Records Management Association of Australasia (RMAA) provide more detailed guidance for course accreditation. Their "Procedures for the Accreditation of Courses" (April 2007) and "Course Accreditation Checklist for Courses meeting the Statement of Knowledge for Recordkeeping Professionals" (Version 1.0, April 2007), provide a useful short list of what a course needs.
1. Establish, manage and maintain recordkeeping frameworks that:
2. Establish, manage and maintain recordkeeping processes and systems that:
- enable accountability and governance;
- preserve memory and identity; and
- provide information.
3. Apply theory and practice through ethical behaviour, promulgated in codes of practice or conduct.
- capture, maintain and provide authentic, reliable, accessible and trusted records of social and business activities; and
- meet the needs and expectations of individuals, organisations and society.
4. Engage in an advocacy role for the recordkeeping profession to promote awareness and understanding of recordkeeping theory, practice and ethics.
The RMAA procedures specifically allow for "individual programmes of study resulting in competencies being
gained by accumulation and transfer.", allowing for a short course which can be added to with other courses.
The RMAA Course Accreditation Checklist has five categories:
- Information Generation, Communication & Utilization Scope
- Information Management and Organisational Context Scope
- Information Systems & Information & Communication Technologies
- Information Environment & Policy
- Management and Transferable Skills
The Australian Library and Information Association (ALIA) has a set of course criteria simialr in concept to RMAA. ALIA have categories of Professional and Library technician level courses. For the technician level there is a "Museum and Library/Information Services Training Package" (CUL04) aligned to the Australian Qualifications Framework.
The AQF raises the issue of the use of standard course descriptions. "Vocational" (TAFE) courses have the advantage of a carefully nationally standardised set of course descriptions. The National Training Information Service (NTIS) database includes, for example, the unit "Review recordkeeping functions" (BSBRKG305A:). This is based on the ASA/RMAA Statement of Knowledge. There are 409 Units of Competency in the NTIS database mentioning "records".
Assessment is set as:
- 10% Online quizzes
- 20% Online Discussion/ In-class participation/ Learning Journal
- 40% Exam
- 30% Case studies project