Educational Development at Otago Polytechnic

Otago Polytechnic has adopted a Creative Commons Attribution copyright license and has been using the Wikieducator platform with other popular media sharing services to develop and publish Open Educational Resources and Practices. This article outlines some of the steps that the Polytechnic has taken, as well as some of the challenges being faced, and a vision for the future. It should be noted that this article has been written from the perspective of the author, and not necessarily from Otago Polytechnic as a whole.

This article has been written on the request of Ken Udas, editor of Terra Incognita a web journal by PennState University.

A wiki version of this article is available here.

Contents 1 About Otago Polytechnic 2 The Educational Development Centre 3 Staff development, weblogging, digital literacy 4 Vision for staff blogging 5 A change in the Organisation’s Intellectual Property Policy and Practices 6 Working with Wikieducator 7 A Wikieducator development structure, page templates and staff development 8 Vision for content developed on Wikieducator 9 Risks and foreseeable issues 10 Conclusion

About Otago Polytechnic

The Otago Polytechnic is a public New Zealand tertiary education institute that graduates around 4500 students per year. It is centred in the city of Dunedin with campuses throughout the Southern (mostly rural) region of Otago including Cromwell, Wanaka and Queenstown, and supports a small number of Community Learning Centres in various regional towns.

Otago Polytechnic focuses on skills based, technical education and occupational training, offering a range of New Zealand accredited degrees, diplomas and certificates. (Wikipedia 24 Nov 2007)

The Educational Development Centre

In 2006 Otago Polytechnic established an Educational Development Centre for staff development, online and flexible learning development, and research into educational development.

By mid 2006 the Polytechnic established a contestable fund for Departments and staff to apply for assistance in developing flexible learning opportunities in their courses, including skills and knowledge in teaching and/or facilitating flexible opportunities for learning and formal recognition. This fund is called the Flexible Learning Development Fund and is mediated by the EDC.

By the end of 2006, 3 EDC Programme Developers were helping to manage around 20 course and programme development projects initiated by staff through the fund, as well as through research grants. The following article is an individual account of progress in this effort by one of the Programme Developers.

Staff development, weblogging, digital literacy

Through 2006 and 2007 the EDC ran a range of professional development activities for staff, including 2 instances of the teacher training course Designing for Flexible Learning Practice (which is part of a larger teaching qualification now required by teaching staff at the Polytechnic) and 1 instance of Facilitating Online Learning Communities. These courses, along with numerous informal workshops and professional networks, have helped to develop critical digital and network literacy’s as well as general awareness of the popular Internet amongst staff – particularly blogs, wikis, social bookmarking and RSS.

Currently there are a number of Polytechnic staff actively documenting their work and progress on individual weblogs. By subscribing to the RSS feeds from these blogs it is easy for colleagues and EDC to assess and keep up to date with experiments, new ideas and methods, issues and concerns, and of course the development of digital literacy and networked communication skills. We can also observe the progress of specific projects, and in some instances, educational courses being run through a weblog. With this level of access we can enter into discussions, offer timely advice as well as point to best practices when needed. By comparison, obtaining this level of access and overview through traditional communication channels (such as face to face meetings, email or formal reporting) is not only inefficient but typically lacks accurate and authentic insight or opportunities for wider consultation.

As an example of the level of access and insight that can be obtained through staff blogging, and the extent to which some project documentation is being done, the following list points to some of the more active bloggers in the Polytechnic. These blogs should be considered as personal documentations beyond the formal job descriptions of the authors and so, authentic accounts of their work so far.

1. Bronwyn Hegarty – Education
2. Kim Thomas – Horticulture
3. Hillary Jenkins – Tourism
4. Leigh Blackall – Education
5. Helen Lindsay – Learning support
6. Sam Mann – Software Engineering
7. David McQuillin – Massage Therapy
8. Rachel Gillies – Visual Arts Photography
9. Carolyn Mcintosh – Midwifery
10. Sarah Stewart – Midwifery
11. Merrolee Penman – Occupational Therapy
12. Graeme Dixon – Occupational Therapy
13. William Lucas – Languages and learning support
14. Matt Thompson – Building
15. Jacquie Hayes – Community Learning Centre
16. Wendy Ritson Jones – Librarian (on leave)
17. Pam McKinlay – Visual Arts Historian

And there are a few who are using blogs to channel communication and information relating to courses.

1. Tour Guiding – Soon to migrate to http://tourguiding.edublogs.org along with several other course blogs for the Applied Travel and Tourism Programme.
2. Cookery – a video blog presenting videos recorded in class.
3. Learning English – with reguler posting of what is to be done in class.
4. Participation in Occupation – Access to lecture slides, notes and supporting material.
5. Peer Tutoring – Short course for people interested in becoming tutors.
6. Designing for Flexible Learning Practice – announcements, updates and related links for a teacher training course.
7. Facilitating Online Learing Communities – cross institutional course blog with announcements, updates and related links for a online facilitator training course.

Some staff see little value in documenting their work with weblogs, but are non-the-less interested in activities and initiatives to do with flexible and online learning, open education, and socially networked media. The Networked Learning email forum was set up in mid 2006 as a channel for informal learning and to support staff development through more widely used email communication. Formal learning opportunities are also provided through courses like Designing for Flexible Learning Practice and Facilitating Online Learning Communities already mentioned.

Vision for staff blogging

Primarily weblogs are being used as a simple device for developing digital literacy and critical awareness of online networking and communications. EDC encourage as many staff as possible to use a blog to document projects and professional development, with a view the regularity of writing online inevitably leads people to use hyperlink referencing, optimise and embed images and media, change blog style sheets, and add or create their own media. All this helps a person to develop digital literacy and improve communication skills, as well as critical awareness of what it means to have a professional presence within a network on the Internet.

In terms of networking through blogs, on a local scale it is observable in those who are blogging and using an RSS reader to track other blogs, that there is a gradual increase in awareness of what their colleagues are doing, what advances they are making, and what issues they are facing. Through this local networking, bonds are developing online that are helping to support informal learning and development. Over time it is hoped that this local awareness and communication will strengthen and develop into a more national and international network for each of the staff members. It is envisioned that some will come to see the value this approach has to maintaining a professional profile online, and encourage their colleagues to do the same.

While all this is helping to improve digital literacy and critical awareness, ultimately it is hoped that these skills will transfer into better services to potential and existing students. Extended thinking around this vision is expressed further in the following posts:

1. Out From Under the Umbrellas
2. What Would it be like to be the Rain

A change in the Organisation’s Intellectual Property Policy and Practices

Toward the end of 2006 Flexible Learning Developments started to engage in content creation. Many staff did not have the Internet research skills to first search for existing content with copyrights that could enable reuse. Nor did many have experience in producing media other than text documents and slide presentations. EDC started building awareness on how to search for Creative Commons licensed content and other free content, as well as techniques for searching popular media sharing sites for reusable content. As awareness grew of the quantity and quality of existing and developing free content so did staff willingness to consider reusing existing content before developing entirely new content. It became apparent that the organisation’s Intellectual Property Policy needed to be written in such a way as to enable the legitimate reuse of such open educational resources, as well as to encourage staff to participate and contribute to the pool of resources and help establish a stronger online presence for the Polytechnic.

By mid 2007 a new IP policy was agreed on that acknowledges staff and student’s individual ownership over their IP, but encourages the use of a Creative Commons Attribution (CC BY) license as the preferred copyright statement on works published with the Polytechnic’s name. Individual owners of IP who wish to publish with restrictions beyond attribution are required to notify the Polytechnic so that an appropriate restrictive statement can be added. In short, the All Rights Reserved default over content from the Polytechnic has been replaced by a Some Rights Reserved – Attribution default with an option for individuals to restrict. This is a simple inversion to what is common in most other educational institutions.

The new IP Policy is a strong mechanism for dispelling staff uncertainties about engaging with the Internet, and sends a clear message that it is appropriate to use publishing services like blogs, media sharing services, and to contribute to international wiki projects individually and/or in the name of the Polytechnic. Such activity is beneficial to the Polytechnic as it more widely distributes the name and the courses and services it offers, not to mention the expertise of its employees. EDC plays a role in helping to maintain quality.

Unfortunately an issue remains in the sampling and reuse of Commons based works with restrictions beyond Attribution – such as Non Commercial and Share Alike, or similar copyleft mechanisms like GPL that require derivatives to use the same or equal license. If a staff member samples and remixes a work with such a restriction, the license on the original work requires specific restrictions be included on the derivative work. This may not be desirable or even possible in some situations for the Polytechnic and so, as a matter of simplicity and to ensure maximum flexibility in the resources, staff are encouraged to preference sampling CC BY, Crown of Public Domain works where possible, and to avoid using resources that have restrictions like Share Alike, Non Commercial or even more restrictive.

Working with Wikieducator

In mid 2007, following the agreement for a new IP Policy, many of the Flexible Learning Development projects began using the Wikieducator platform to develop educational resources. To date there are at least 15 full time Otago Polytechnic lecturing staff and 5 part time designers regularly using the Wikieducator platform to develop their courses. This number is certain to increase as the teacher training schedules used by Otago Polytechnic include orientation and skills development in the use of Wikieducator as well as a number of other publishing platforms and media sharing services.

Benefits of using Wikieducator from the perspective of the Polytech include:

• Free content hosting
• Free and supported access to MediaWiki software
• Exposure, promotion and networking with other educational organisations
• Internationalisation and dialog with the Commonwealth of Learning
• Collaborative development opportunities and resource sharing
• Open access to learning resources
• Staff development of MediaWiki editing skills that are transferable to more popular MediaWiki based projects like Wikipedia, as well as the Polyech’s own hosted MediaWiki.

Issues with using Wikieducator:

• Copyright issues – Wikieducator uses a site wide Share Alike copyright restriction without an option to mark a full project or individual resource with the Polytechnic’s preferred CC BY license. This limitation in copyright potentially complicates the Polytechnic’s developments on the platform, but work continues on a good will basis. To manage the risks in this, the Polytechnic’s main page on Wikieducator links to a copy of the Polytech’s IP policy which points out the use of CC BY that applies tp all pages that are category tagged Otago Polytechnic. This position has not become a concern to the Wikieducator hosting organisation but clarification on the issue is needed. This issue is argued in detail in the article Open educational resources and practices.

A Wikieducator development structure, page templates and staff development

The Polytech’s EDC encourages people who develop educational resources on Wikieducator to use a structure which aims to make resources on the wiki as reusable and open for collaboration as possible. Inspired by Steven Parker and his ideas about activity sheets, as well as David Wiley’s significant 2001 paper The Reusability Paradox, this development structure revolves around the creation of Learning Objective Pages. Learning Objective pages express a set of learning objectives related to a particular skill or knowledge attribute. 2 subpages attach to the Learning Objective pages: one being Library of Resources and the other being Learning Activities. As developers and support librarians encounter information and media relating to the learning objectives in a Learning Objective page, the link for those resources is added to the Library of Resources subpage. As learning activities are devised, they are added to the list on the Learning Activities subpage. Course Pages are developed separately from the Learning Objective Pages but are what bring a selection of Learning Objective Pages and their Library and Activities subpages together. The Course Pages are free to be contextualised to what ever the expressive needs of the course may be. Because the Learning Objective Pages are simply linked to the Course Page and not subpages, they are effectively independent to the course, and so can be reused in other courses or for other purposes without the need for editing and renaming (for the most part anyway). For this reason it is important that the Learning Objective pages are worded in such a way so as to be as reusable in as many different contexts as possible, and to leave contextualisation to the Course Page or to the various Activities listed in the subpage to the Learning Objective. As Learning Objective Pages are picked up by different Courses then its list of Learning Activities will grow to reflect the reuse without affecting the reusability of the Learning Objective itself. A video explaining this structure is available on the Otago Polytechnic Category page on Wikieducator.

In November 2007 Brent Simpson developed the Otago Template Generator, which aims to simplify the process of creating Learning Objective Pages and their Library and Activities subpages. Other work includes hacks for embedding media from popular media sharing services like Youtube and Slideshare, which is another outstanding issue with Wikieducator as we wait for the administrators to consider whether or not to support the functionality of embedded 3rd party media.

Vision for content developed on Wikieducator

Ironically, through developing curriculum and content on the Wikieducator platform, we are discovering more opportunities for local collaboration before realising benefits of international collaboration. Because of the open nature of the content, some of our teaching staff are discovering each other’s work. Contrasted to that are the teachers working on a closed Learning Management System with a working environment that is isolated from other projects, and so staff in these environments are unaware of similar content being developed elsewhere on the platform, or are developing in such a way that makes it very difficult to collaborate and reuse in other areas.

Also because of its open and accessible nature, development on the Wikieducator must ensure quality controls such as copyright. The Wikieducator project requires that all content be cleared of restrictive copyrights and so has rendered the works very flexible and reusable. Again, contrast to that the closed development environment of the LMS and we find that there is very little quality control on copyright, and that a large amount of very restricted content is being used, which ultimately limits the flexibility and reusability of the resources being developed. In this sense, development on the Wikieducator is arguably more sustainable and is achieving more with the investment.

At the moment, developments on the Wikieducator are largely limited to basic text and images. The Commonwealth of Learning is investing in the development of functional enhancements to the Wikieducator that will gradually see more engaging formats being developed on the platform. If the Commonwealth of Learning manage to encourage and coordinate investments from other participatinginstitutions such as teh Polytechnic, we will likely see rapid and well funded development that will build on the free text and image content that is currently being built. Such development would include software to enhance the Wiki environment as well as the creation of multi media educational resources. The content on the Wiki is flexible and reusable enough to be used in a wide variety of contexts such as in an LMS, a face to face class, course blogs, email forums, mobile phones and PDAs, and other portable media such as print, CDs and cassettes. These types of further developments are made possible by the nonrestrictive copyrights, the consolidation of human and IP resources and the facilitation efforts of teh Commonwealth of Learning.

Risks and foreseeable issues

Weblog based communication is still foreign and new to the majority of staff at the Polytechnic, and many struggle to see the value to them personally and professionally, or how they may begin to develop strategies to manage the time it takes to reading and/or writing weblogs. It would be reasonable to accept that the majority of staff will not want to keep a weblog or will not actively monitor the blogging efforts of their colleagues. While there are demonstrated benefits to those that do, a communication disconnect may emerge between those that do and those that do not which could prove counter productive to the organisation as a whole. While it is possible to compare this development to that of the uptake of email some 10 years ago, weblogging (both reading and writing) could just as easily not be following the same path as email. The Polytechnic will need to continue thinking about and developing communication strategies that are effective and useful to all staff, and carefully consider ways to scale the benefits of blog reading and writing so as to avoid any disconnection. Suggestions aimed at bridging different communication channels and reaching a wider range of readers include:

• public press releases on a blog as well as their normal email and static webpage broadcasts.
• staff updates on a blog as well as the normal staff wide email broadcast.
• meeting minutes on a blog (or a wiki) as well as in archived text documents.
• service department updates on a blog as well as the PDF attachments broadcast through email.

There are methods with which these additional communication channels can be utilised without double handling the message.

At present the EDC’s leadership in the use of Weblogs, popular media and Wikieducator is occurring without close and regular consultation with the Polytech’s IT support unit, the web publishing unit, the marketing unit, or the human resources unit. While this enables rapid development, it of course posses a significant risk to all those units should some aspect prove counter productive to the brief of one of those units. The solution relates in part to the need for a better communication strategy, and one that includes participation by all who are affected. How to achieve this breadth of dialogue is an important issue that needs research and consideration, but at present EDC makes an effort to attend and update as many cross unit meetings and forums as practical.

Working to develop digital literacys and online networking skills with teachers instead of or before students may be less productive than working with students directly. This is an interesting proposition made by Russell Butson of the Higher Education Department of the Otago University working in similar areas to the EDC. It is possible that a large proportion of the teaching staff will feel that they have more to lose by participating in this effort. It may therefore be productive to work with students who arguably have more to gain in developing digital literacy and online networking skills given the relative early stages in their career paths. By working directly with students it may help to benefit their learning objectives and career aspirations sooner, while helping teachers to observe more objectively the benefits and pitfalls to these new literacys and communication skills. Discussions continue with Russell Butson regarding his research into this approach to Educational Development.

Conclusion

Otago Polytechnic has taken rapid and significant steps in the direction of open educational resources and practices. In the space of less than 2 years it has positioned itself as a leader in New Zealand and Australia by being the first to develop and adopt an intellectual policy that encourages the use of Creative Commons licensing, and is proactively encouraging staff to experiment with and use popular publishing services in their professional work and learning. So far the Polytechnic has chosen not to duplicate the features on these popular media services ‘in house’ and is seeking the maximise the benefits of using external services. In so doing, the Polytechnic is developing a strong and authentic online presence that is distributed widely. In so doing staff are develop important literacys, transferable skills, and critical awareness of online communications that are relevant to life outside the Polytechnic, and to the Otago Community more generally. The speed at which this change has taken effect in the Polytechnic has left some service areas unprepared, and is having both positive and negative effects on internal communication. So far the benefits are outweighing the disadvantages, and through continued staff development activities we expect that these disadvantages will diminish.

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Sustainable NZ might have to start taking thirsty Australian refugees

I don’t know much about New Zealand politics and still hold onto the international perspective of it being very progressive. Since moving here I can see that it is quite a complicated affair and I could easily over simplify what I’m seeing into “progressive government, conservative people..” but I know I’d be way off the mark.. what I really wanted to point to here are the inspirational words of the NZ PM.. who’s a woman – Australians and your depressingly shallow politics take note:

From the Greens Blog

Here’s a few extracts from the Prime Minister’s speech to the German Council for Sustainable Development yesterday:

…New Zealand enjoys a priceless reputation as a nation with a pristine environment, which is clean and green, nuclear free, and, as our tourism promotions proclaim, one hundred per cent pure.

…These considerations, along with great concern about the impact of climate change on our planet, were very much on the mind of my government when we moved to ratify the Kyoto Protocol in 2002.

…Perhaps at that time, we were a little ahead of public opinion in New Zealand, where there was still a tendency by many to focus on the costs of becoming more sustainable, rather than on the opportunities and on the importance of being part of the solution to a global problem.

…The strength of the scientific consensus about the damage we human beings collectively are doing to our planet can no longer be ignored.

…This concern now ranges from how to prevent the loss of precious biodiversity to how to prevent catastrophic economic impacts as well.

…That is why I have issued a challenge to New Zealand – that we could become the world’s first truly sustainable nation, and that we could even aspire to be a carbon neutral nation.

…The following year we passed new land transport legislation with its central purpose being to achieve “an integrated, safe, responsive, and sustainable land transport system.”

…There was also a fund established for projects to reduce emissions, available to incentivise electricity generation from sources like wind, or methane from rubbish dumps, which would otherwise have been uneconomic.

That ‘Teaching’ is a Prodigious Illusion

If a generation were given the diplomatic task of postponing any action in such a way
as to make it seem as if something were just about to happen, then we should have to admit
that our present educational age has performed as remarkable a feat as the revolutionary age.

That ‘Teaching’ is a Prodigious Illusion: In the Words and Form of Søren Kierkegaard and Russell Butson

Here’s a video I helped create

Youtube permalink

Explanation from one of the project leaders

Te Reo o Otakou is the first in series of videos from SimPa. We’re working with local runaka to help them retell stories of people and landscape in new and engaging ways. Fronted by runaka chair Tahu Pokiti this video introduces the concept – it is aimed to reconnect and engage – both in the finished product and the production: it is a collaboration at every level between Otago Polytechnic and members of the runaka.

Despotism in schools – A hypermedia remix

Movember – raising awareness of men’s health

Movember – Changing the face of Men’s Health. Movember (the month formerly known as November) is a charity event held during November each year.

Wellington School orders a student and Movember participant to shave off moustache. (Wellington is the capital and political centre of New Zealand)

A Wellington private school boy has shaved his Movember moustache off after his school threatened to ban him from sitting his NCEA exams. Scots College says it is inappropriate for students to grow a moustache, even if it is done for charity.

Facism (sic) …has a new name and look.

Subdued in All Her Rage: The musings of an unemployed twenty-something undergrad – School: Preparing Us For More School

I’ve been doing a lot of thinking lately, and I’ve come to the conclusion that I have always been prepared for the pretend world — that is, school and school-like situations. I’ve always received good grades. I think I’ve had like 1 or 2 B’s, like 3 or 4 A-‘s and the rest A’s my entire college career. I’m well adjusted to the learning environment, and all that crap.

Bella and I have similar feelings about the school uniform

Culture Kitchen – Does School Teach Kids to Survive and Thrive?

And to carry the thought further, which kinds of education (if any) are best preparing future citizens to survive, and even help prevent, all manner of potential catastrophes to come? I’d put a high premium on self-reliant yet socially responsible technology, schedules, lifestyles, networking, world views and income generation. The kinds of learning based on intrinsic motivation, privacy and sustainability, learning that doesn’t require or prepare people to live and work in assigned dorms and barracks under constant public supervision and scrutiny.

Youtube – Despotism and Democracy

Archive.org “Despotism“Deschooling Society discussion in Wikiversity

“The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.” — Ivan Illich.

Online learning resources needed: Intro to sustainability – that model sustainability

Do you know of a freely accessible online intro course to sustainability that could be used to initiate some under informed people to the issues and ideas of sustainability?

we have been presented with a copyright protected, closed format, password protected, pay-here-please resource that would be quite effective for initiating people into the concerns, but does not in my opinion present a sustainable model for online learning development. I wish I could show you this resource, but.. it requires a password.

I criticised the resource as demonstrating unsustainable practices in terms of online resource development and learning, now I’m tasked with finding examples of more sustainable online resources… open source, freely accessible (no passwords), collaborative yet concise and informative… I expect I will find little in the way of finished resource.

It is a difficult task, as the expectation has been set by the resource that has been presented. A very linear, ‘mechanically interactive’, multi media broadcast of introductory information speaking to a particular frame of thinking about the issue (corporate/organisational sustainability). It is a genre of online learning resource that I have come to see as unsustainable… but on the other hand it has been suggested that such content could be an effective resource to ask participants to first go through and then critique and use as a basis to help build a more sustainable version .. hmm perhaps a Wikiversity or Wikieducator development would be such a venue for user genertaed content…

The Wikipedia entry for sustainability has an excellent range of resources, including a list of educational opportunities which I will slowly review.. The Wikiversity site has the beginnings of a potential course, but already beyond the concise and engaging resource we are looking for just now. The good thing about these 2 wiki examples is we could mold them to our needs without issues with access and copyright restrictions.. perhaps it will work out cheaper and more effective to do just that then to buy in an external resource like the one that has been presented to us. If we can’t find a ready to use resource that models sustainability, my thinking is to consider the cost of developing an easy to follow step through of available resources, including the drawing in of a variety of multi media (such as this video on Youtube that William found a few days ago). So if anyone has a good ‘lesson plan’, link or entire curriculum handy that would step people through an introduction to the concerns of sustainability, that would be most helpful. Anything that relates to social, economic and ecological sustainability is being sought.

So at this stage, any help in finding accessible, open for reuse and remix, concise and engaging resources would be appreciated. Links to individual resources like that Youtube video, texts, or whole curriculum/lesson plans would all be helpful. Please add anything to the comments below, or using the Del.icio.us tag intro-to-sustainability. I will collect and review all that is found and attempt to summarise ideas from there.

I hope this post generates discussion and links, both would be helpful. Thanks for your time.