Pedagogy, Andragogy and Heutagogy

My presentation on "Learning Commons Technology" went well at the 2nd Annual Learning Commons Development and Design Forum, here in Brisbane. It happened that many of the examples of good design I used were detailed in other presentations by library staff and is some cases by the architects of those buildings.

Dr. Ken Fisher Associate Professor, University of Melbourne talked after my presentation to the Learning Commons Forum. This worked well, as while I showed examples of learning commons I did and did not like, he provided a theoretical framework to say why the spaces did and did not work.

Ken mentioned CDIO: Conceive, Design, Implement, Operate developed for engineering education. This appeared to be a hi-tech interpretation of studio based trainings, as popularised for architects by the Bauhaus.

Also Ken mentioned Heutagogy, a term for self-determined learning.

Ken showed a diagram from University of Melbourne campus research collaboration analysis. This showed which staff worked together, based on names on joint papers. This is similar to the analysis used law enforcement use to identify relationships between members of organised crime. It would be interesting to apply this to traffic analysis of email and phone calls (as used by military intelligence). This could show what less formal collaborations there are across campus.

Ken showed the web site for Pen State University which accommodates on and off campus students. He saw this as a good thing. I would prefer to support students who may be full or part time, on or off campus, or overseas at some point in time. The range of facilities would be made available to all the students and then they could choose what they need.

Ken then discussed the University of Adelaide, which is on the edge of the Adelaide CBD. The campus is gradually expanding into the CBD and evolving a vibrant "Chinatown". As a result the student union building is not on the edge of the campus, rather than in the middle. The university is adding satellite learning hubs. Hughes court at the university will have a glassed roof and the top floor cut through to make a mezzanine. This reminded me of the UoC learning centre.

Ken showed a pedagogy space map, which is the floor plan of a building with areas identified for different learning styles.

University of Massachusetts Amherst has detailed research on use of learning spaces. This applies Ken's view of evidence based design.

I would have liked to hear more on studio work.

ps: A less serious idea which came up over drinks the night before was the use of learning centre after hours. There is a shortage of student accommodation, so why not Murphy beds built in, so the students can live in the commons? ;-)

Architectural Design of Library Buildings

Sitting in a session of the 2nd Annual Learning Commons Development and Design Forum, in Brisbane, I noticed the delegate next to me reading the March 2011 edition of Architectural Record magazine on Library Design. There are about 241 articles in AR mentioning unviersity libraries. But I could find no mention of "Learning Commons" in AR. This is odd, as I found thousands of references to learning commons in other McGraw Hill Construction Publications. A little frustrated by this I did a more general search of images of learning commons floor plans and ended up with, amongst other things, my presentation for this forum tomorrow.

ps: This is a curious forum, where everyone is either a librarian, an architect or a facilities manager.

pps: Anita Crotty, Librarian, University of Canberra Library, is on next.

University of Queensland Librarian on Change in Library Design and Role

Greetings from the 2nd Annual Learning Commons Development and Design Forum, Brisbane. The first speaker was Keith Webster, Librarian, University of Queensland.

He started with the good old days where academic libraries were for scholars. The students were only admitted under sufferance and provided they were silent. He used the 1970s UQ biological library as an example of the old style, where the building was there to house the collection (the building massing reminded me of a mainframe computer). Libraries of the 1980s had desks to help students access CD-ROMs. In the late 1990s a variety of learning spaces were added for group and individual use. Keith commented that the present has connected leaning experiences, where the library information can be accessed on-line from anywhere.

Keith suggested the campus map should be relabeled to indicate the type of learning experience for each space. He cataloged the educational changes, continuous assessment, national standards and access beyond the campus. He commented that researchers tend not to come into the library, so the library services must go out to them.

Keith commented that university students today will have grown up with computers and the Internet. He claimed that there is evidence they therefore use the technology differently. But I am not sure today's student are any better at using technology for a course than previous students. Keith commented that today's students will expect to take notes on an iPad not paper. But I don't think they will be any better at taking good notes that past generations.

Keith mentioned research from London on Immersive technology and Information Behavior of students. Unfortunately I could not read the details on the slide (or any of the slides) as the text was too small. He then showed a graph of the decline in book borrowing at libraries and but another showing increasing number of visitors (I could see the lines on the graph, but not the scale).

Keith commented that e-publishing is changing the research role of libraries. By 2014 China is predicted to be the largest source of peer reviewed academic articles (according to the BBC). Libraries now buy bundles of journals. It seems to me dumb that librarians do this. It would be simpler and cheaper for them to provide good e-publishing facilities, the researchers would then type their papers directly into the library computers. The librarians could then use the publications for free and even put ads on the material to cover the cost, or make a profit.

Keith then discussed research with US students on library facilities. The new students were asked what they would need. Then in semester two they filled in a log book (on paper I noticed). Then with architects they had focus groups of students discussing room design. This found group work early in the semester, less group work mid semester and individual space needed at the end of semester panic. He asked how to provide these different needs without wasting space. What occurred to me was how to redesign courses to remove the end of semester panic, which is not good for the student's learning or for the staff's piece of mind (my course designs have, I hope, largely eliminated this problem).

Keith commented students came to the library with good intentions to student but then met their friends. Students tend not to talk to library staff; they do group work, have coffee and even borrow books. There were short, medium and long visits. The long visits have security problems and as a result food and drink bans were relaxed. Keith commented that students will typically put their bags and computers on the desks and then sit on the floor.

UQ designed a new Princess Alexandra Hospital/UQ Library. Design Nest architects did the interior design (like many firms of architects, Design Nest do not appear to have an accessible web site, so I can't provide a useful link). Designs were created for different types of spaces. Keith described this as "Ikea kitchen-like" but I would see it as using a pattern language. The architect then tried to fit these different types of spaces into the old building floor plan.

Keith commented that the large "service desk" was not needed. There were board room type meetings with a large table, flat screen display and writable walls along the outside with the windows. The center open space has informal group areas with sofas. Individual study spaces alongside widows have removable privacy panels. What struck me was how much the layout looked like a hotel lobby or airport lounge.

There were still some stacks of books. These were separated with movable glass walls for security.

The foyer has a large custom designed rectangular couch. This looked like King Furniture's modular systems. It strikes me that such a module system might prove useful.

Keith mentioned the "cone of silence", which is a Perspex hemisphere suspended over some desks to focus conversation down on the group and reduce the perception of outside noise. It would seem to me better to integrate this with the light fittings, rather than have funny looking plastic domes hanging around. These light fittings might also have speakers for multimedia and video conferencing integrated into them.

ps: I will be speaking on "The dos and donts in developing learning commons" at the Forum, 9:50am Thursday.

Wind Speeds and Wave Heights Increasing

Professor Ian Young, new Vice Chancellor of the Australian National University was interviewed on ABC Radio "Bush Telegraph" about "Ocean waves and winds increasing" (29/03/2011). This was about research indicating that ocean wind speeds and importantly wave heights have increased over the last 20 years. Professor Young was careful to say that this could not be shown to be due to carbon emissions. The research is in "Global Trends in Wind Speed and Wave Height" (Science, 24 March 2011). I wish my Green ICT students at ANU were as cautious with their claims. ;-)

Studies of climate change typically consider measurements or predictions of temperature over extended periods of time. Climate, however, is much more than temperature. Over the oceans, changes in wind speed and the surface gravity waves generated by such winds play an important role. We used a 23-year database of calibrated and validated satellite altimeter measurements to investigate global changes in oceanic wind speed and wave height over this period. We find a general global trend of increasing values of wind speed and, to a lesser degree, wave height, over this period. The rate of increase is greater for extreme events compared to the mean condition.

From: "Global Trends in Wind Speed and Wave Height", I. R. Young, S. Zieger, and A. V. Babanin, Science, 24 March 2011, DOI: 10.1126/science.1197219

EduCause Australia 2011 Mobile Website

In addition to the usual web site EduCause Australia 2011 also has a Mobile Website. Unlike an Apple iPhone or Android "App", this works on a range of "smart" devices (and on an ordinary desktop computer as well).

But like the mobile interface for WCC2010, the implementation is somewhat primitive. As an example, the icons on the main screen look too large on my desktop browser.

Also all the text on the page appears to have been provided in the images. So someone who can't see images (for example because they are blind) cannot use the interface. This would not appear to comply with mandatory accessibility requirements for Austrlaian web sites.

Last-Mile Disaster Preparedness and Recovery

Professor Pascal Van Hentenryck, Brown University ( USA) will speak on "Last-Mile Disaster Preparedness and Recovery" at NICTA in Canberra, 6 April 2011:

Last-Mile Disaster Preparedness and Recovery

Prof. Pascal Van Hentenryck (Brown University)

NICTA SEMINAR

DATE: 2011-04-06
TIME: 12:00:00 - 13:00:00
LOCATION: NICTA - 7 London Circuit
CONTACT: Sylvie.Thiebaux@anu.edu.au

ABSTRACT:
Every year, natural disasters cause infrastructure damages and power outages that have considerable impacts on both quality of life and economic welfare. Mitigating the effects of disasters is an important but challenging task, given the underlying uncertainty, the need for fast response, and the complexity and scale of the infrastructures involved, not to mention the social and policy issues. This talk describes how to use planning and scheduling technologies to address these challenges in a rigorous and principled way. In particular, we present the first optimization solutions to last-mile disaster preparedness and recovery for a single commodity (e.g., water) and for the electrical power network. The optimization algorithms were compared to existing practice on disaster scenarios based on the US infrastructure (at the state scale) and generated by state-of-the-art hurricane simulation tools. Some of our algorithms are deployed as part as the Los Alamos National Laboratories operational tools and provide recommendations to the U.S. Department of Homeland Security.
BIO:
Pascal Van Hentenryck is a Professor of Computer Science at Brown University. He is a fellow of the Association for the Advancement of Artificial Intelligence, the recipent of the 2002 ICS INFORMS award, the 2006 ACP Award, a honorary degree from the University of Louvain, and the Philip J. Bray award for teaching excellence. He is the author of five MIT Press books and most of this research in optimization software systems has been commercialized and is widely used in academia and industry.

Australian E-portfolios Trials

Australian Flexible Learning Framework (Framework) has announced the results of three E-portfolio Implementation Trials (EIT2010):

e-Pathways – Centre for Adult Education (CAE), Victoria:

Disengaged and at-risk young people used Mahra e-portfolios for personal and academic goals:

• Centre for Adult Education's 2010 E-portfolios Implementation Trial - Final Report
• Centre for Adult Education's 2010 E-portfolios Implementation Trial support materials: http://developportfolio.weebly.com

Regional RPL – Polytechnic West, Western Australia:

RPL (recognition of prior learning) tool for regional and remote laboratory technicians undertaking a Certificate IV in Laboratory Techniques for the AQTF (Australian Quality Training Framework) standards:

• Polytechnic West's 2010 E-portfolios Implementation Trial - Final Report
• Polytechnic West's 2010 E-portfolios Implementation Trial "Introduction to Mahara and POV glasses" PowerPoint Presentation:

E-portfolios for nursing – Royal District Nursing Service, South Australia

In this trial, Diploma of Nursing students used the PebblePad e-portfolio system to compile and present evidence to support a range of course and professional competencies, including those required by the Australian Nursing and Midwifery Council.

The use of an e-portfolio system helped to overcome the complexity in integrating, applying and translating evidence of competencies required under both course and professional frameworks and to meet increased regulatory requirements around learning evidence.

Learners, many of whom are following study pathways to university, completed activities that required them to reflect on their work placements, in a bid to facilitate a smooth transition between learning and work.

• Royal District Nursing Service's 2010 E-portfolios Implementation Trial - Final Report
• Royal District Nursing Service's 2010 E-portfolios Implementation Trial Final Report is also available as a webfolio
  
• Royal District Nursing Service's Research Unit evaluation of their trial based on learner feedback, refer to the 'Evaluation of the E-portfolio Implementation Trial (2010)' report.
• Royal District Nursing Service additional resources.

2010 E-portfolios Implementation Trials - General Observations and other resources

A mid-way report and some key general observations about these trials at September 2010 can be found on the E-portfolios blog.

A recording of the Trial Project Leaders’ presentations about their 2010 EITs for the VET E-portfolios Community of Practice Online Event, on 29 November 2010, is available available.

BYO Corporate Computing

According to media reports, Queensland insurance company Suncorp have adopted a "BYO Device" policy ( Suncorp allows staff to BYO computers, F. Foo, The Australian, March 29, 2011 12:00AM). Staff are now allowed to bring their own computer or smart phone to work to use. The news item says that applications are being virtualised to run on these devices, but I suspect they are actually developing web based applications, so just a browser is needed. The rate at which the remaining corporate desktop computers are replaced can then also be reduced.

Product Stewardship Bill in Austrlaian Parliment

The "Product Stewardship Bill 2011" was introduced to the Australian Senate 23 March 2011. This allows for so called "co-regulatory" approach, where industry bodies run recycling schemes for e-waste (those companies which do not participate may be required to pay a fee). This timely as the switch-over to digital TV is resulting in many old analogue CRT TVs being replaced with flat screen LCD models. The NBN will also likely result in consumers upgrading their computer equipment with new networking equipment.

While there are many companies wo will do the right thing with e-waste, unfortunately as detailed in "International Waste Trafficking: Preliminary Explorations" (Klenovšek and Meško, 2011), there are those who will attempt to flout the law.

The Product Stewardship Bill 2011 (the Bill) establishes a national framework to enable Australia to more effectively manage the environmental, health and safety impacts of products, and in particular those impacts associated with the disposal of products.

The Bill implements a commitment in the National Waste Policy: Less Waste, More Resources (November 2009) that:

the Australian Government, with the support of state and territory governments, will establish a national framework underpinned by legislation to support voluntary, co-regulatory and regulatory product stewardship and extended producer responsibility schemes to provide for the impacts of a product being responsibly managed during and at end of life.

The National Waste Policy has been endorsed by all Australian governments, through both the Environment Protection and Heritage Council (November 2009) and the Council of Australian Governments (August 2010).

... The Bill is a ‘framework’ bill in the sense that regulations will determine the products and persons that obligations apply to. This framework approach, which enables assessment of whether product stewardship requirements should be established for particular classes of products, has been endorsed by all Australian governments through the National Waste Policy. It avoids the need for product-specific legislation and promotes a consistent approach to matters such as reporting, compliance and enforcement.

Key provisions

Scope of obligations

The Bill will provide the basis for obligations to be imposed on manufacturers, importers, distributors and others to take action that relates to one or more of the following:

· avoiding generating waste from products;

· reducing or eliminating the amount of waste from products to be disposed of;

· reducing or eliminating hazardous substances in products and waste from products;

· managing waste from products as a resource;

· ensuring that products and waste from products is treated, disposed of, recovered, recycled and reused in a safe, scientific and environmentally sound way.

Circumstances in which obligations may be imposed

Obligations will only apply to classes of products identified in regulations under the co-regulatory or mandatory provisions of the Bill. Before a decision to make regulations is made, the Australian Government’s requirements for regulatory impact analysis will be met in accordance with the Best Practice Regulation Handbook. This will have regard to the following:

· the problem or issues that give rise to the need for action;

· the objectives of government action;

· the feasible alternative options to achieve these objectives;

· the costs and benefits of the alternative options; and

· the net benefit of each option for the community as a whole.

In addition to regulatory impact analysis requirements, the Minister will have to be satisfied that the regulations meet criteria identified in the Bill and further the objects of the Bill.

Voluntary provisions

The Bill provides the basis for accreditation of voluntary product stewardship arrangements. The purpose of voluntary accreditation is to provide an avenue for encouraging and recognising product stewardship without the need to regulate, and to provide assurance to the community that a voluntary product stewardship arrangement is operating to achieve the outcomes it has committed to achieve. Details of the accreditation process would be set out in a Ministerial determination.

Co-regulatory provisions

A co-regulatory approach involves a combination of government regulation and industry action. Government sets the minimum outcomes and operational requirements, while industry has flexibility as to how those outcomes and requirements are achieved. In practice, it is likely that the co-regulatory provisions of the Bill would be used where a substantial part of an industry wants to take action, but is concerned about the rest of the industry ‘free riding’ on their efforts. This is the case for the national computer and television recycling scheme, which would be supported by the co-regulatory provisions and associated regulations.

Mandatory provisions

Under the mandatory provisions, regulations may establish prescriptive product stewardship requirements and establish offences or civil penalties that apply if those requirements are not met. Regulations could, amongst other things, require specified actions to be taken with respect to the reuse, recycling, treatment or disposal of products or prohibit the manufacture and import of products containing hazardous substances....

Financial Impact Statement

... potential savings from national rather than state by state regulation of product stewardship. It indicated that if states and territories were to pursue their own approach then the cost to the economy would be between $212m and $414m above business as usual, while a national approach to product stewardship would have a net saving of $147 million. The RIS relating to national television and computer product stewardship indicated there would be a net benefit to the community from regulation. ...

From: "Product Stewardship Bill 2011", Explanatory Memorandum, Australian Senate, 23 March 2011 (Bill number C2011B00048).

Too Much White at Qantas Club

The taxi I booked for 8am this morning arrived at 8:30, which did not put me in a good mood for my trip to the 2nd Annual Learning Commons Development and Design Forum in Brisbane. Canberra's new airport terminal is wide and a little empty looking. Standing at the check-in I could not see the departure area or security. It looked more like a large hotel lobby than an airport. This sparseness seems to have caused disorientation for customers, with the airport having to stick extra temporary signs to the floor.

The new QANTAS club lounge in the airport is similarly large and a little empty looking. The wood panelling has a Scandinavian feel to it. The white desktops for the business area may have looked good in a brochure, but at 8:30am the sunlight shining off the surface made the computer screens hard to read. This was not helped by the use of shiny Apple Mac screens, which are good for watching a video in a dim room, but have glare problems in a well lit room.

Best of EDUCAUSE Australasia 2011

The conference CCA-EDUCAUSE Australasia 2011, is in Sydney 3 to 6 April 2011. I am presenting a poster on "International Graduate Level Sustainable ICT Course". Just had a note from the organisers to say there is a spare ticket to the Tall Ships cruse 3 April on The Svanen. Normally I miss the social events at conferences, but this time I thought I would try some. There are people who I have been on mailing lists discussing issues with for years and never met. It will be interesting to see some of them (I hope).Apart from the tall ships, there is a Welcome Reception 3 April, the Posters Reception, 4 April 5:00pm (which I have to attend as I have a poster) and Sundowner, 6 April 4:15pm at the end. I thought I would give the conference dinner a miss, after a day with the delegates, all I want to do is escape. ;-)The conference program is not as complex as WCC2010 but even so, there are five parallel sessions. Here are my choices:

Program

Sunday 3 April 2011: Meetings, Tall Ships Cruise, and Conference Welcome

13:15 - 14:45	Meeting space available	Meeting space available	Tall Ships Cruise and Lunch: Departs 13:15 from Campbell’s Cove, The Rocks (Adjacent to Hyatt Hotel). Concludes 15:45 at Darling Harbour.
15:00 - 15:45	CAUDIT Procurement Update and Discussion (All welcome)	Meeting space available
16:00 - 16:45	CAUDIT Orientation Session (All welcome)	Meeting space available
17:00 - 17:45	Meeting space available	Joint meeting of the conference Organising, Program, and Conference Experience Committees
18:00 - 19:30	Conference Welcome Reception

Monday 4 April 2011: Conference Day 1

8:30 - 9:00	Registration and coffee					The Lounge
9:00 - 10:50	Opening plenary Session chair: Peter James, Conference Chair
9:00 - 9:10	Welcome: Ross Milbourne, Vice-Chancellor, University of Technology, Sydney
9:10 - 10:00	Special Guest Speaker
10:00 - 10:50	Keynote: Changing the Game Brad Wheeler, CIO Indiana University
10:50 - 11:15	Morning tea
11:15 - 12:50	Strategy and IT Session chair: Peter Nissen, CAUDIT	Challenging the role of the library Session chair: Jemima McDonald, UTS	Course and learning management tools Session chair: Ric Canale, La Trobe University	Lightning rounds Convener: Heath Marks, AAF	Sponsors Session chair: Chris Foley, Murdoch University	The Lounge
11:15 - 11:35	Get past technology and define what you do Peter Hicks, Curtin University	Playful Engagement as Serious Strategy Suzana Sukovic, University of Sydney, and Ashley England, UTS	Integrated Course Data Management – a Strategic Approach Richard Lamb, University of South Australia	Lightning round: Innovative federation uses: Telescopes, labs, and clouds Convener: Heath Marks, AAF	TechnologyOne: QUT Case Study: Implementing a Real Time Event Driven Solution for Student Management SystemsWayne Oswin, QUT	Meet Peter James, Conference Chair and Brad Wheeler, Keynote speaker
11:40 - 12:00	It is better to travel hopefully than it is to arrive: A journey in IT strategy at the University of Adelaide David Munro, University of Adelaide	No More Us and Them: Mobile Support for Clients and Staff at UTS LibrarySophie McDonald and Rajan Davio, UTS	CourseBuilder: elearning enabler Ashwini Datt, University of Auckland		Emerson Network Power Smart Solutions: Delivering Efficiency Without Compromise™ for Higher Learning Institutions Eoin Coghlan, CCNA
12:05 - 12:25	The IT Strategic Planning Journey at the University of Newcastle Frank Herb and Carey Steller, University of Newcastle	The organisation has changed: Joining libraries, eLearning, IT and facilities management to meet new challenges Sue McKnight, University of Canterbury	Personalising the ePortfolio Experience Shane Sutherland, Pebble Learning	Lightning round: The Future of Identity Federations – where will they add value? Convener: Heath Marks, AAF	Adobe
12:30 - 12:50	A New IT Framework to Enable Effective Change Terry Nikkel, University of New Brunswick	A new role for QUT Library Natalie Ryan, QUT	Green IT Departments, Green Libraries – Moving Forward Malcolm Wolski, Griffith University		Blackboard:Driving User Adoption and Institutional Success through a Strategic and Flexible approach to Professional Development Sarah Morgan and Kimberly Hillyard, Blackboard	Meet Gordon Suddaby, ACODE President and Chris Cahill, Program Committee Chair
12:50 - 14:00	Lunch
12:50 - 14:00	CAUDIT Leadership Institute Alumni Reunion
14:00 - 14:45	Strategy and IT Session chair: Lynnae Rankine, UWS	Models for supporting learning and research Session chair: Alison Slocombe, Southern Cross University	Enterprise systems Session chair: Jenny Leonard, University of Sydney	Lightning rounds Convener: Alan Sieper, ANU	Sponsors Convener: Ian Poole, Integ	The Lounge
14:00 - 14:20	The Five Critical Success Factors That Define Success in Achieving Business Technology and Process Change Mark D Nicholls, Information Professionals	A hybrid approach – The best of both worlds: A narrative account of Griffith University’s re-structuring of academic blended learning support and student literacy support Kevin Ashford-Rowe, Griffith University	Pimp My Research Management System Stuart Lewis, University of Auckland	Lightning round: Managing Relationships with External Learning Management System Providers Convener: Allan Sieper, ANU	Integ:Changing the Game: A Panel DiscussionHost: Ian Poole, CEO Integ GroupSpeakers: Peter James, UTS, Mark Buckley, Alcatel-Lucent, and Felicity Threadgate, postgraduate student
14:25 - 14:45	Higher Education Essentials for Strategic BI Darren Dadley, UTS	A new (multiplayer) model of academic library support for research Alissa Sputore and Robin Gardner, University of Melbourne	Revolutionary Approach on how to improve Business Continuity Management at a University Alexandre Medarov and Linden Vazey, University of Auckland			Meet Richard Northam, CAUDIT General Manager
14:45 - 15:05	Coffee break
15:05 - 16:30	Afternoon plenary Session chair: Paul Sherlock, CAUDIT President
15:05 - 15:10	Announcements
15:10 - 15:40	Featured talk: Changing the Game: Building the Sustainable Library Maxine Brodie, Macquarie University
15:40 - 16:10	Gold sponsor featured talk: Intelligent Virtual Infrastructure – Building and Managing Your Cloud Michael Warrilow, Manager of Products and Solutions for VMware Asia Pacific and Japan
16:10 - 17:00	Keynote: Visions of the higher education horizon: possible futures Bryan Alexander, Director of Research NITLE
17:00 - 18:15	Posters reception					Meet Featured speakers Bryan Alexander and Maxine Brody (17:00 - 17:20)

Tuesday 5 April 2011: Conference Day 2

8:00 - 8:35	Registration and coffee					The Lounge
8:35 - 10:30	Morning plenary Session chair: Chris Cahill, Program Committee Chair
8:35 - 9:10	Cisco Platinum sponsor featured talk: Video Inspiring Innovation in Teaching & Learning Lance Ford, University of Maine, US and Kristine G Held, Madison Area Technology Colledge, US
9:10 - 9:35	Featured talk: The Future of the IT Department – will it survive the cloud? Nick Tate, RDSI
9:35 - 10:25	Keynote: The Gifts Change Brings Shirley Alexander, DVC (Teaching, Learning and Equity), University of Technology Sydney
10:25 - 10:30	Announcements
10:30 - 11:00	Morning tea
11:00 - 12:35	Portfolio, program and project management Session chair: Tracy Huntleigh-Smith, University of Otago	Research data management and eResearch Session chair: Howard Amos, University of Otago	How new ways of learning are changing universities Session chair: Janne Malfroy, UWS	CIO stream Session chair: Richard Northam, CAUDIT	Sponsors Session chair: Steve Johnston, CAUDIT	The Lounge
11:00 - 11:20	CAUDIT domestic study tour 2010: a new community of practice in portfolio, program and project management Paul Cullen, Charles Sturt University	*A Framework for University Research Data Management Malcolm Wolski and Joanna Richardson, Griffith University	Technology Design for Formal and Informal learning Spaces in the Facebook age Jason Wheatley and Nick Gilbert, University of Sydney	A half-day session aimed at CIOs and IT Directors	echo360:Video media in education after the NBNDavid Cummings, Victoria University
11:25 - 11:45	IT P3M and Delivery@Griffith Sudath Wijeratne and Ian Smith, Griffith University	Setting a focus – creating a research database one-stop-shop through cross divisional collaboration Patricia Scott, Deakin University	Growth of E-Learning in Small Remote Aboriginal Communities: Implications for University Teacher Education Programs Dennis Sharpe, Memorial University of Newfoundland, Canada		Desire2Learn:Enhancing student engagement through online and mobile technologiesIan Smissen, Desire2Learn
11:50 - 12:10	Portfolio Management: Art or Science? Diane Bussey, University of Auckland	eResearch Administration: The game will change Simon Porter, University of Melbourne	*Informal learning on the Internet and its importance to curriculum Deirdre Wilmott, Ballarat University		Blackboard Technologies: Getting More from What You’ve Got! Chris Eske and Ben Carmichael, Blackboard
12:15 - 12:35	Benefit Management – An Oxymoron? Diane Bussey, University of Auckland	E-research university partnerships revisited Linda O’Brien, Griffith University	Whose game are we playing? Learning, digital technology and crises of identity Herbert Thomas, University of Canterbury		IBM:Mark VeitchSales DirectorTivoli Endpoint Manager
12:35 - 14:00	Lunch
12:35 - 13:15	Incoming and Outgoing Conference Committee Meeting
14:00 - 14:45	Shared services and attracting talented IT staff Session chair: Peter Gale, UTS	Strategy and scholarly information Session chair: Andrew Wells, UNSW	How new ways of learning are changing universities Session chair: Sarah Lambert, University of Wollongong	Transforming spaces and Staff development for eLearning Session chair: Alison Neal, UNSW	Sponsors Session chair: Paul Campbell, ACU	The Lounge
14:00 - 14:20	A Journey Shared Mat Myers and Geoffrey Brown, University of Sydney	Eyes on the horizon, tackling the weeds: making organisational strategy into reality Donna McRostie and Margaret Ruwoldt, University of Melbourne	Regulatory Frameworks for Distance Education in the Asia/Pacific Region Stephen Marshall, Victoria University of Wellington	Design for the New Millennium: Transforming Learning and Service Spaces Wendy Abbott and Grace Saw, Bond University	Netspot:Reflections on La Trobe’s Moodle implementationRic Canale, La Trobe University and James Strong, Netspot	Meet Nick Tate, Featured speaker and Paul Sherlock, CAUDIT President
14:25 - 14:45	Attracting, developing and retaining talented IT professionals Sophie Kysil and Peter Nissen, CAUDIT	The Only Constant is Change – Innovation in Scholarly Communication Philip Kent and Donna McRostie, University of Melbourne	*Online Student Conferences as Assessment Instruments: A Case Study of Knowledge Acquisition Michael Nycyk, Curtin University	*Staff Development For E-Learning: New Playing Field, New Rules Ian Olney and Lynnae Rankine, University of Western Sydney	Enterasys:Gaining Network Visibility and Control on the Education CampusJulian Critchlow, Enterasys	Meet Peter James, Conference Chair and Chris Cahill, Program Committee Chair
14:45 - 15:05	Coffee break
15:05 - 16:35	Afternoon plenary Session chair: Gordon Suddaby, ACODE President
15:05 - 15:10	Announcements
15:10 - 15:40	Featured talk: How we are taking the UTS library into the future Mal Booth, University of Technology, Sydney
15:40 - 16:30	Keynote: Next Generation Learning Diana Oblinger, President and CEO, EDUCAUSE
16:40 - 17:00						Meet Featured speakers Diana Oblinger and Mal Booth
18:30 - 22:00	Conference dinner

Wednesday 6 April 2011: Conference Day 3

8:15 - 8:45	Registration and coffee					The Lounge
8:45 - 10:30	Morning plenary Session chair: Cathrine Harboe-Ree, CAUL President
8:45 - 9:10	Gold sponsor featured talk: Microsoft Office 365 in Education Reed Wotiz, Director of Live Services, Microsoft Asia Pacific
9:10 - 9:35	Featured talk: Going international: The New Zealand Virtual World Grid Scott Diener, University of Auckland
9:35 - 10:25	Keynote: Alice Through the Looking Glass McKenzie Wark, Associate Dean Eugene Lang College, the New School for the Liberal Arts
10:25 - 10:30	Announcements
10:30 - 11:00	Morning tea
11:00 - 12:35	Emerging technologies: Challenging the role of IT Session chair: Kerrie Newcombe, UTS	Libraries supporting learning Session chair: Jennifer Peasley, Macquarie University	Student success and retention Session chair: Maree Gosper, Macquarie University	Point/counterpoint Session chair: Patricia McMillan, CAUDIT	Sponsors	The Lounge
11:00 - 11:20	*Infecting professional staff with the emerging technology ‘virus’: how the leadership game has changedLisa Cluett, Judy Skene and Mark Pegrum, University of Western Australia	Won Bronze, now aiming for Gold – Implementing a sustainable model for using information to learn at The University of AucklandLi Wang and Hester Mountfield, University of Auckland	Enabling Student SuccessGrace Lynch and Kara Robinson, Open Universities Australia	Point/counterpoint: Cognitive Surplus or The Shallows: Is the Internet making us stupid? Patricia McMillan, CAUDIT and Geoffrey Brown, University of Sydney		Meet Featured speakers McKenzie Wark and Scott Diener
11:25 - 11:45	Driving emerging technology evaluation with the STREET process Matthias Liffers, Murdoch University	Playing the game: adapting the LMS to engage the Library liaison team in sustainable activities in order to promote the embedding of seamless learning support Judy Fisher and Simon Hart, University of Otago	Bringing learning to regional communities: designing the game Barbara Cram, University of Canberra			Meet Richard Northam, CAUDIT General Manager and Cathrine Harboe-Ree, CAUL President
11:50 - 12:10	Improving Moodle’s Assessment Facilities – a UniSA Perspective Richard Lamb and Wayne Pedder, University of South Australia	Monash University Library & E-Learning: Shaping the Future Lisa Smith and Steven Yates, Monash University	Changing The Game: The SMARTHINKING Experience Kevin Ashford-Rowe and Debi Howarth, Griffith University	Point/counterpoint: Is there a library in the future? Barbara Goldsmith and Sean Riley, UTS; Convener: Jemima McDonald, UTS		Caudit P3MCOP Introduction and Open Discussion Hosted by Paul Cullen, Charles Sturt University
12:15 - 12:35	Using mobile devices to access data and systems – The experience at the University of Queensland’s School of Medicine Hans Dauncy, University of Queensland	Enhancing the Student Experience for Transitioning Students Lynda Cooper, University of Wollongong	Students choosing the players but the game stays the same: Accessing student academic support via an online Smarthinking service Philip Paasuke, Open Universities Australia			Meet Paul Sherlock, CAUDIT President and Richard Katz, Featured speaker
12:35 - 14:00	Lunch
12:35 - 14:00	Joint CAUDIT, CAUL and ACODE Executive Committee Meeting
14:00 - 14:45	Virtualization and Clouds Session chair: Geoffrey Brown, University of Sydney	E-books and scholarly resource discovery Session chair: Peter Green, Curtin University	Designing spaces and organisations Session chair: Tracy Huntleigh-Smith, University of Otago	New skills for the new game Session chair: Heath Marks, AAF	Sponsors	The Lounge
14:00 - 14:20	Virtualization: The need to know what is going onTim Chaffe, University of Auckland	E-books – how can we show they’re worth it? Ksenija Mincic-Obradovic, University of Auckland	The Opening of a new Campus in Manukau City – A contemporary approach to learning, teaching and the student experience. Richard Molitor, AUT University	Do technical skills matter anymore in a university IT Department? Peter Nikoletatos, Curtin University
14:25 - 14:45	My boss used to tell me I had my head in the clouds, now my strategy is in the cloud Richard Northam, CAUDIT	Discovering scholarly resources: the student experience Julia Gross and Lutie Sheridan, Edith Cowan University	Integrated design – the nexus between curriculum and space at La Trobe University Library Geoff Payne and Fiona Salisbury, La Trobe University	Distance learning and affectivity: the tutor’s role in keeping students’ enthusiasm in the virtual environment Alexandre Graeml, Positivo University, Brazil		Meet Cathrine Harboe-Ree, CAUL President and Gordon Suddaby, ACODE President
14:45 - 15:05	Coffee break
15:05 - 16:15	Closing plenary Session chair: Peter James, Conference Chair
15:05 - 15:55	Close note: Monsters, eduPunks, devils, and things that go bump in the night: Reflections of an educational optimist on a sector gone Gothic Richard N Katz
15:55 - 16:10	Closing matters — End of conference
16:10 - 17:15	Sundowner social

Educational Technologist Job Available at ANU

The Educational Development Group of the Australian National University (ANU), College of Engineering and Computer Science has advertised for an "Educational Technologist":

Educational Technologist (G157-11MY)

Research School of Engineering, ANU College of Engineering and Computer Science

Come join the education team in Engineering and Computer Science in redeveloping College courses to realise the rich educational potential of the opportunities offered by educational technology.

Location: Canberra/ACT

Term of Contract: Fixed Term of 12 Months

Grade: ANU Officer Grade 5/6 (Information Technology)

Salary Package: $54,959 - $65,086 pa plus 17% superannuation

Closing Date: 10 April 2011

Position Overview: The ANU College of Engineering and Computer Science is involved in the Engineering Hubs and Spokes project with the University of South Australia.

You will work closely with the Educational Developer and other members of the Hubs and Spokes team to achieve the course development and delivery objectives of the Hubs and Spokes project. A demonstrated technical expertise with educational technologies is essential, as is software development experience.

Effective communication and collaboration skills are necessary, as well as a demonstrated ability to influence people.

Enquiries: Dr Kim Blackmore, T: 02 6125 0411, E: Kim.Blackmore@anu.edu.au

Additional Information: ...

Position description:

Responsible to: Kim Blackmore, Sub Project Leader, Engineering Hubs and Spokes Project

Role statement:

PURPOSE STATEMENT:
This position will contribute to Blended Course development and delivery as part of the Engineering Hubs and Spokes project by demonstrating and facilitating the uptake of accessible technologies, particularly in the areas of Wattle (the ANU's Learning Management System), Web 2.0 and rich media.

KEY ACCOUNTABILITY AREAS:
Position Dimension & Relationships:
The Educational Technologist will work with the Engineering Hubs and Spokes team to provide technical expertise and advice to support the goals and objectives of the Engineering Hubs and Spokes project. The Educational Technologist will assist academic staff to develop flexible approaches to their teaching. In addition to this primary relationship, the Educational Technologist will also liaise with administrative and other professional staff in the College and across the ANU campus.

Role Statement:
1. Provide support and advice on technologies and software for education.
2. Assist Academic staff to design and develop their course presence in the ANU's Learning Management System.
3. Investigate and implement technological, digital and web-based tools used in flexible learning and teaching.
4. Contribute to the design and creation of technology enhanced staff development and teaching and learning spaces (including establishment of a new Education Technology Studio).
5. Take a significant role in developing, managing and maintaining the web presence of the CECS Education Development (and Research) Group.
6. Liaise with technological support staff within the College, the Division of Information, across campus and at the University of South Australia.
7. Create and maintain a learning objects repository for Hubs and Spokes courses, and work with lecturers to ensure that developed material is suitable for inclusion in the repository.
8. Other duties consistent with the classification of this position.

Selection criteria:

: 1. Degree OR relevant experience in an institution of higher education, preferably in a discipline or disciplines relevant to the Engineering or Computer Science.
2. Demonstrated and substantial experience in web-based and digital environments with the demonstrated ability to deliver high-quality training to a wide range of staff. This includes a breadth of specific skills, including working with the following:
* PC and Macintosh operating systems,
* Web and standalone formats and files,
* html and a range of browsers
* basic web, graphics, video, sound and interactive software,
* Learning Management Systems, in particular Moodle, and
* Web 2.0 applications
* Technology enhanced teaching and learning spaces.
3. Highly developed communication skills, both oral and written.
4. Demonstrated ability to take responsibility for work outcomes individually and as a member of a team, and to be resourceful, adaptable and forward-thinking.
5. Highly developed analytical and problem-solving skills with inventive approaches to resourcing.
6. Demonstrated organisational skills, including the ability to plan workloads, prioritise tasks and respond effectively to changing circumstances.
7. A demonstrated understanding of equal opportunity principles and policies and a commitment to their application in a University context.

ANU Officer Levels 5 and 6 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants, through experience, will have developed skills and expertise enabling them to more independently perform the full range of duties at a higher level, and that more time will be spent on the more complex functions of the position. ...

From: "Educational Technologist", ANU, 2011

Nelson from Project Xanadu Speaking in Australia

Ted Nelson, Founding Designer, Project Xanadu is speaking in Australia: Melbourne 4 Apri, Sydney 6 April, Brisbane 12 April.

The Computer World Could be Completely Different

Theodor Holm Nelson, Founding Designer, Project Xanadu

Co-presented with the Department of Media and Communications, and Digital Cultures at the University of Sydney

Fish, they say, aren't aware of water. Most people, including computer scientists, don't notice the hidden assumptions and traditions that have structured today's computer world and digital documents. These assumptions push the real problems into the laps of users and programmers. (Note that at this level, Windows, Mac and Linux, Iphone and Android are all the same.)

Almost nobody notices the consequences of this locked cosmology that includes

• FILES. Lumps of data payload with short names. What is "metadata"? Data which is not in the payload–a silly distinction
• HIERARCHICAL DIRECTORIES. These don't allow a file to be in more than one place, annotated or checked off, and don't notice when a file is moved.
• LUMPDOCS. It is assumed that one document = one file; this forces a crude model of publication and pushes the problem of change management to the user.
• THE PUI. (PARC User Interface, often called "The Modern GUI") turns the computer into a paper simulator, throwing away document structure (the original overlay links of Engelbart and others) in favor of cosmetics (fonts). Designed for secretaries and now imposed on the whole world, the PUI traps the user–proletarianised–no longer allowed to program, in a world of application prisons.
• WALLED DATABASES. There is no available way to represent, and keep records about, the complex interwoven tangles of real life. Everything has to be simplified and connections have to be cut in all directions. Why?
• ONE-WAY HYPERTEXT. The ayatollahs of the World Wide Web say that two-way links are too difficult. Translation: they don't know how to do it.

People are satisfied, or intimidated, because they don't know anything else is possible.

There is no right or wrong computer world; what is wrong is that there is only one computer world, with no other choices.

We will consider some alternatives.

Theodor Holm Nelson is an American designer, generalist, and pioneer of information technology. He coined the terms "hypermedia" and "hypertext" in 1963, and is also credited with first use of the words micropayment, transclusion, virtuality, intertwingularity and dildonics. He is the most important computing visionary of our time.

The main thrust of his work has been to create a different kind of electronic document which allows many forms of connection, instead of the "paper simulation" of Word, PDF and the World Wide Web. Nelson founded Project Xanadu in 1960, a project that has inspired a whole generation of computer programmers, hobbyists and developers. The effort is documented in his book Computer Lib/Dream Machines (1974) and Literary Machines (1981). He has just published an autobiography, Possiplex.Event Details

• Date: Wednesday 6 April, 2011
• Time: 6.00pm to 7.30pm
• Venue: Law School Foyer, venue information, the University of Sydney
• Cost: Free event, no booking or registration required.

The Computer World Could be Completely Different

Theodor Holm Nelson, Founding Designer, Project Xanadu

Co-presented with the Department of Media and Communications, and Digital Cultures at the University of Sydney

Fish, they say, aren't aware of water. Most people, including computer scientists, don't notice the hidden assumptions and traditions that have structured today's computer world and digital documents. These assumptions push the real problems into the laps of users and programmers. (Note that at this level, Windows, Mac and Linux, Iphone and Android are all the same.)

Almost nobody notices the consequences of this locked cosmology that includes

• FILES. Lumps of data payload with short names. What is "metadata"? Data which is not in the payload–a silly distinction
• HIERARCHICAL DIRECTORIES. These don't allow a file to be in more than one place, annotated or checked off, and don't notice when a file is moved.
• LUMPDOCS. It is assumed that one document = one file; this forces a crude model of publication and pushes the problem of change management to the user.
• THE PUI. (PARC User Interface, often called "The Modern GUI") turns the computer into a paper simulator, throwing away document structure (the original overlay links of Engelbart and others) in favor of cosmetics (fonts). Designed for secretaries and now imposed on the whole world, the PUI traps the user–proletarianised–no longer allowed to program, in a world of application prisons.
• WALLED DATABASES. There is no available way to represent, and keep records about, the complex interwoven tangles of real life. Everything has to be simplified and connections have to be cut in all directions. Why?
• ONE-WAY HYPERTEXT. The ayatollahs of the World Wide Web say that two-way links are too difficult. Translation: they don't know how to do it.

People are satisfied, or intimidated, because they don't know anything else is possible.

There is no right or wrong computer world; what is wrong is that there is only one computer world, with no other choices.

We will consider some alternatives.

Theodor Holm Nelson is an American designer, generalist, and pioneer of information technology. He coined the terms "hypermedia" and "hypertext" in 1963, and is also credited with first use of the words micropayment, transclusion, virtuality, intertwingularity and dildonics. He is the most important computing visionary of our time.

The main thrust of his work has been to create a different kind of electronic document which allows many forms of connection, instead of the "paper simulation" of Word, PDF and the World Wide Web. Nelson founded Project Xanadu in 1960, a project that has inspired a whole generation of computer programmers, hobbyists and developers. The effort is documented in his book Computer Lib/Dream Machines (1974) and Literary Machines (1981). He has just published an autobiography, Possiplex.

Open Plan Learning Centres for Primary Schools

St Monica’s Primary, North Parramatta (NSW) opened a multi-purpose learning centre last May. Funded by the Australian Government Building the Education Revolution, the centre has an open plan area accommodating up to 200 students. The students are divided into groups by stage of development (not strictly by age) with two teachers and an assistant for each group. The school has provided images of the new centre.

... Global Learning Centre was integral to providing a community link with the school. This facility would consist of Library / Resource, Art & Music Studios, Canteen and Multipurpose / Meeting spaces. Teaching and Learning Studios would respond to contemporary pedagogical delivery providing flexible, vibrancy and an ICT rich environment encouraging learning energy. ...

From: St Monica’s Primary School, Y2 Architects

ANU Flexible Learning Policy

Professor Ian Young, Vice Chancellor of the Australian National University (ANU) has been consulting staff on what should be in a new strategic plan. The current plan "ANU by 2010", mentions "flexible modes of learning". This has been implemented through initiatives such as the Wattle Learning Management System and the Digital Lecture Delivery System. So I thought I would see what policy and plans there were in place and what could be added to build on this success.

POLICIES

My first search found "Flexible learning at ANU". This provides a good overview, but is not a formal policy document.

So I looked through the list of topics in the ANU Policy Repository. This has a section on "Teaching & Learning ". The phrase "flexible learning" appears in two documents:

1. ANU Policies - Policy- Work, Study and Family Responsibilities:

"3.2 Students

Academic staff consider the needs of students with family
responsibilities when organising: ...

f. flexible learning technology including on-line learning; and ..."

2. Guideline: Commentary on the Code of Practice for Teaching and
Learning Relevant ANU Policies, Examples and Explanations:

"An example of this is the Flexible Learning Working Party that was held in 2006. The report that arose from this working party ... places
emphasis on the University's utilization of electronic resources and
non-traditional teaching methods to enhance the learning process for its students. In order then for the University to achieve this goal, it is important for staff to provide feedback as to how these teaching systems are working, and what further developments could be made."

The report referred to is the "Report of the Flexible Learning Working Party", 2006. This appears to be the document which has informed the development of Wattle and similar initiatives. However, this is a strategy and planning, not a policy document and also needed to be brought up to date . Many of the proposals in it have been successfully completed and new challenges are needed.

A Flexible Leaning Policy

Policies, as distinct from plans, should be kept short, simple and visionary. Essentially ANU's educators need to be told that they do not have to only deliver old fashioned face-to-face lectures and paper based examinations. It is okay to use the Internet for education and to use skills based assessment. However, unlike some more regimented, factory like institutions, the academic staff need to be given the freedom to choose the educational techniques they think best. The primary educational method must remain staff and students interacting, be it face-to-face or online.

It is also to assure staff they they will be rewarded, both financially and academically for what they do. In particular staff must be paid in ways other than hours of lecture delivery, where flexible techniques are used. Also, in accordance with the ANU Open Access Policy (and the Australian Government One Licensing Policy) , staff should be encouraged to use open access licences for course material. This will enhance the university's role as a leader and innovator. The obvious licence to adopt is the same one now used by the Australian Government: Creative Commons BY or Attribution licence.

The ANU describes itself as "Australia’s pre-eminent research-intensive university" and an "education-intensive research institute". Translating these from marketing slogans into something which can be used in policy formulation, I suggest ANU combine research with education in three ways, all of which have obvious application of flexible learning techniques:

1. Educating for research: ANU trains early career academics in how to conduct research. In the past this was done by apprenticeship, with the new researcher learning by assisting someone experienced. However, this also requires formal education in how research is undertaken.
   
2. Research Results in Education: One way to motivate students is to provide them with the latest results of research and access to the researchers, rather than learning out of dusty old books.
   
3. Research of Educational Techniques: How to undertake education is an area for research in itself. The use of online systems has opened up new areas for quantitative research into what techniques actually deliver improved education.
   

Discussions of education can be too far from the everyday practicalities. The paper "Institutional Strategies for Embedding Blended Learning in a Research-intensive University" (Carmel McNaught & Paul Lam 2009), discusses "Outcomes Based Approaches" (OBAs) to blended learning.

COURSES

One way to improve delivery of flexible learning (and learning in general) is with formal courses on education.

• Graduate Certificate in Education (Higher Education Flexible Learning): In common with many Australian universities, the ANU offers a Graduate Certificate in Higher Education. This uses intensive face-to-face workshops and on-line discussion. However, there is room for more modules on how to deliver education online, using online techniques. Such a course could be useful for educators outside the ANU as while many Graduate certificates in education for the higher education sector mention "flexible learning", but few concentrate this topic or use truly flexible techniques for the course delivery.

• MBA (Education): In addition to education for lecturers and other staff who design and deliver flexible courses, there is a need for managers to understand how to run an educational institution which uses these techniques. I looked to see what an education MBA would be called. The official terms seems to be MBA (Education Management). There appear to be few of these in Australia and this would seem to be a useful course to be offered online.