CAE Commons: Next StepsCAE Commons is a 2010 Victorian E-learning Innovations project output, developed by CAE with seed funding

from the national training system's e-learning strategy, the Australian Flexible Learning Framework.

What is a collection?An Equella digital resource collection consists of:– Uploaded items– Data about the items stored as metadata– A way of searching for and retrieving items– A workflow for upload and review of items– A set of permissions for access and management*Text from Learning Resource Collections in the TAFE VC presentation by Ken Gooding (e-works)

The components of a collectionMetadata Schema•Information about an item

Workflow template•How an item is treated when uploaded•Who has a role in moderating an item

Collection definition•Described how a collection will function

User Access Control•Who has access to the collection•Who has rights to do what

Administration• How an item is contributed• How information is gathered

Metadata is captured on upload

Roles and groupscan be used formoderation

*Diagram from Learning Resource Collections in the TAFE VC presentation by Ken Gooding (e-works)

Metadata SchemaWhat we have done:

Metadata SchemaWhat’s needed next:

1. TEACHING AREA TAXONOMY

• Resource Type: individual teaching areas to define most commonly resource types classifications.

• Keywords: individual teaching areas to define a consistent vocabulary to describe resources.

Metadata Schema2. STANDARD PROTOCOLSEstablish standard protocols.

For example:• no abbreviations except as defined

(ie. VCE, IT, VCAL, OET, VCE, LLN, LOTE, OHT ) • no symbols• numbers under ten written except for unit codes• roman numerals for qualification levels (IV etc)• capitalise first letters

AdministrationWhat we have done:

•Defined basic process for contributing items and searching

•Trialled and adapted processes according to feedback

•Created separate collection for Yoga Teaching – model could also apply to short courses

AdministrationWhat’s needed next:

•Moderation: define process and criteria–Which resources are moderated?–When?–Who moderates?–What is the moderation criteria?

•Review: define process and criteria–How often are resources reviewed?–Who reviews?–What’s the review criteria?–Do resources have a ‘shelf life’?

Moderation history details

User Access ControlWhat we have done:• Collection currently administered by Delivery

Innovation project group, e-works consultants and Steering Committee

• Currently two levels of access:– Full access: access and editing rights to all

collection definitions – Light access: contribute and search access only

User Access ControlAccess Hierarchy (draft)

Manager VET & Educational

Quality

Team Leader

Teacher

Teacher

Team Leader

Teacher

Teacher

Team Leader

Teacher

Teacher

CAE Commons Co-ordinator

Full access: approves collection and process definition

Full access: defines and manages processes, can alter collection definitions

Moderate access: Day-to-day processes – manage moderation and review for teaching area, no access to collection definition

Light access: can contribute and search but not moderate or review

Workflow template (draft)

• Workflow templateAssessment tasks

Moderation

Draft

Publish

Review

Delete

Standard resources

Defined time period

Archive

Light access (teachers)

Moderate/Full access (team leaders, administrators)

E-Skills Matrix

E-Skills MatrixWhat we have done:• Created a four level E-Skills Matrix based on the GOTafe model

• Skill levels are:1. 100% face-to-face classroom delivery. Rare or occasional use of

technology. 2. 100% face-to-face classroom delivery. Regular use of technology. 3. Blended delivery – 75% face-to-face classroom delivery, 25% online

delivery. 4. Blended delivery – 50% face-to-face classroom delivery, 50% online

delivery.

• 100% of teachers surveyed as part of the CAE Commons trials identified themselves as Level 2.

E-Skills MatrixFuture possibilities:

•Seek funding for development

•Further develop and trial Skill level definitions

•Roll out E-skills Matrix as part of induction pack and online

• Incorporate E-skills definitions into Position Descriptions

• Identify E-Skills gap areas and develop face-to-face and online PDs