oss2006 richard wyles

NZ Open Source Virtual Learning Environment: 

NZ Open Source Virtual Learning Environment Richard Wyles Richard@flexible.co.nz

E-Learning Capability Development Fund (eCDF): 

E-Learning Capability Development Fund (eCDF) TEC - $28M spread over 4 years to 30 June 2007. About 15 projects funded pa. Objectives build e-learning capability (ICT, knowledge, skills) of the tertiary education system. applicants expected to collaborate contribution measured at a system-wide level. “In particular the eCDF seeks to encourage a consolidated approach of TEOs sharing e-learning costs and systems where this is more efficient than individual TEOs replicating each other’s investments.”

E-Learning: 

E-Learning Facilitated through ICT, spectrum from supported learning, blended (traditional and e-learning practices), to entirely online. In NZ small regional polytechnics up to large universities. Classroom based or distance like Massey and Open Polytechnic.

The Problems: 

The Problems Uneven access and know-how Cost = barrier to entry for small organisations, therefore digital divide within the education system Duplication of investment Lack of flexibility, rigid constructs Lack of cultural identity

Who’s involved?Open Source => Open Consortium: 

Who’s involved? Open Source => Open Consortium The Open Polytechnic of New Zealand BEST Training Christchurch College of Education Christchurch Polytechnic Institute of Technology Dunedin College of Education Lincoln University Massey University Nelson Marlborough Institute of Technology Northland Polytechnic Otago Polytechnic Tai Poutini Polytechnic Tairāwhiti Polytechnic Universal College of Learning University of Canterbury Victoria University Waiariki Polytechnic Waikato Institute of Technology Wellington College of Education Wellington Institute of Technology Whitireia Community Polytechnic

The Solution – Open Source Infrastructure: 

The Solution – Open Source Infrastructure Reduce Total Cost of Ownership Increase Capability, ‘Fit for Purpose’ functionality Reduce Barriers to Entry Increased flexibility, localisation Innovation – Code mobility is a fundamental driver of software innovation

Where to Start? Project Principles: 

Where to Start? Project Principles Ensure flexibility - educational needs drives technology Flexible architecture, highly modular extendable Think global, where possible adopt, adapt contribute Be good community citizens, avoid forking Sustainability, TCO, economies from critical mass

Selection Process Part 1 - Initial Evaluation : 

Selection Process Part 1 - Initial Evaluation Fit for Purpose Functionality aligns with requirements Roadmap aligns with strategic direction Usability Architecture Interoperability Good APIs, SCORM compliance Cost of Ownership Ease of deployment, cost of development, support, documentation, quality of code etc. Community Activity, open-ness (e.g. coding guidelines for developing new modules), # of installations & who?

Selection Process Part 2 – Educational Perspective : 

Selection Process Part 2 – Educational Perspective Reviewed different models / frameworks Informal areas for the Learner Flexibility => Modularity “If you can move the chairs, you have more choice in a classroom; if you can adapt the workflow of a VLE, you can provide more flexibility in your learning opportunities.”

Selection Process Part 2 – Educational Perspective : 

Selection Process Part 2 – Educational Perspective Reviewed different models / frameworks Informal areas for the Learner Flexibility => Modularity “If you can move the chairs, you have more choice in a classroom; if you can adapt the workflow of a VLE, you can provide more flexibility in your learning opportunities.”

Selection Process Part 3 – Indepth Technical Evaluation : 

Selection Process Part 3 – Indepth Technical Evaluation Ilias (Germany), Atutor (Canada), Moodle (Australia Indepth Testing Architecture (degree of modularity) Internal and External APIs Ease of developing new modules Code Quality Scalability Security

Why Moodle? Key Points of Difference: 

Why Moodle? Key Points of Difference Open and active community (critical mass). Good developer and end-user documentation. Modular system architecture Relatively easy to integrate with other systems Course / student centred rather than tool-centric Adaptability - allows instructors to adjust courses on the fly

Eduforge (www.eduforge.org) Innovation for Education: 

Eduforge (www.eduforge.org) Innovation for Education Large consortium – how to collaborate? Core building block for the project Virtual “innovation space” for the design and development of open source solutions Open access, a global resource, providing low barrier opportunities for educators to work together and share Major upgrade underway Commitment to continuous improvement

2004 Focus: 

2004 Focus Tweaks Scalability Efforts Deployments

Moodlers: 

Moodlers The Open Polytechnic of New Zealand Bay Of Plenty Polytechnic Eastern Institute of Technology Lincoln University Nelson Marlborough Institute of Technology Northland Polytechnic Tai Poutini Polytechnic Tairāwhiti Polytechnic Telford Rural Polytechnic Waiariki Polytechnic Waikato Institute of Technology

Hosting and Support: 

Hosting and Support Objective: Deliver economies of scale by collaborating on shared infrastructure and 2nd/3rd level support services. Benefits: Appropriate hardware High bandwidth Disaster recovery systems Availability of appropriate expertise – trusted Moodle developers

International Community & Influence: 

International Community & Influence Open University – 180,000+ students Selected Moodle and Catalyst providing services. Athabasca – 30,000+ students "We certainly used the NZOSVLE project to support our case for adopting Moodle." Derek Briton - Associate Director of Athabasca University's MA–Integrated Studies Program. San Francisco State University – 10,000+ students "Your responses to my questions and the Project Blueprint provide a lot of great information, which will help our campus plan its next steps." - Kevin Kelly, Center for the Enhancement of Teaching, San Francisco State University

2005 / 06 FocusInteroperability Efforts: 

2005 / 06 Focus Interoperability Efforts Feature Development Role play Simulations Quiz to txt Content repository, ePortfolio Moving towards Web Services model E-Learning Network

MyPortfolio.ac.nz: 

MyPortfolio.ac.nz

Repository.ac.nz: 

Repository.ac.nz

Myths and Realities: 

Myths and Realities Viral effect – incompatible with proprietary Wrong, e.g. all tertiary institutions use Microsoft and variety of proprietary student management systems, library systems etc. It’s just altruistic hobbyists Wrong, it’s self-interest and ROI for businesses Too risky for mission critical apps, what if community dies? Wrong, less risky than if a company fails or stops supporting. Access to code. No Support Wrong, freedom to select support Not mainstream Wrong, Moodle has 9825 sites from 150 countries

Models for Collaboration: 

Models for Collaboration We’ve taken the Community within a larger Community approach Adopt, Adapt, Contribute back – Be good citizens Collaborative Patronage Governance group, small community Do not fear the free-rider effect.

Other projects worth looking at: 

Other projects worth looking at CMSs Joomla, Drupal, EZ Publish Wikis Mediawiki, Tikiwiki SugarCRM Customer Relationship Management and groupware, feature rich 1M+ downloads OSCommerce

Thank-you: 

Thank-you For more information please contact Richard Wyles Richard@flexible.co.nz Telephone: 027 255 2299