Online teaching in Canberra

The University of Canberra is having a Learning & Teaching Week, 9-12 September, 2008 with free events, which non-UoC people are invited to. After announcing "My Last Lecture", I was invited to come along to their panel session on "The Lecture is not dead!". The seminar "e-Assessment: More than just a grade", and workshops "Seven Levers for Higher and Deeper Learning" and "Successful learning by design" also look useful.

Keynote speakers are:

Professor Tom Angelo, Director of the Curriculum, Teaching & Learning Centre, La Trobe University and author of "Classroom Assessment Techniques: A Handbook for College Teachers, Classroom Research: Early Lessons from Success" (1991) and " Classroom Assessment and Classroom Research: An Update on Uses, Approaches, and Research Findings" (1998).

Professor Geoffrey Crisp, Director of the Centre for Learning and Professional Development, University of Adelaide and author of the "e-Assessment Handbook".

Learning and Teaching Week session abstracts:

Seven Levers for Higher and Deeper Learning: Research-based Guidelines and Strategies for Improving Teaching, Assessment, and Learning

How much would you trust a physician, engineer, athletic coach, or nurse who didn't keep up with and apply lessons from relevant research in his/her field? Or one who couldn't apply basic principles of good practice to new situations, with new client populations, or in using new technologies? Probably not much. Yet many faculty and academic administrators remain (relatively) unaware of current research -- in psychology, cognitive science, and education -- on teaching, learning, and assessment and on its relevance to our daily practice. This interactive workshop will explore seven research-based guidelines and provide examples of simple, powerful applications to improve teaching, assessment, and student learning in and beyond our (virtual and actual) classrooms.

Successful Learning by Design: Making Courses Clear, Coherent, Connected, and Consequential

While effective teaching is clearly important, good course design may ultimately matter more in supporting learning. In a well-designed course, even an inexperienced but willing teacher can help average students achieve above-average learning. In a poorly designed course, on the other hand, even experienced, excellent teachers and above-average students struggle simply to survive. This workshop provides several simple, practical strategies for designing/redesigning undergraduate courses to promote learning outcomes effectively and efficiently. Key concepts demonstrated include: strategic alignment, backward design, cognitive loading – as well as the “parrot” and “bus” tests for course design quality. Please bring the syllabus, outline, or description of a course you hope to design or redesign.

e-Assessment: more than just a grade

This session explores some of the opportunities offered by online assessment to improve student outcomes and the quality of the assessment tasks. The work is based on the Carrick Associate Fellowship project and describes how academics can prepare interactive, computer-based assessments using helper tools such as browser plugins, java applets, QuickTime VR and Flash. The aim of the project is to assist teachers to move beyond simple multiple choice questions in an online environment to provide much richer, authentic and meaningful assessment tasks for students. Discipline examples may be viewed at http://andy.services.adelaide.edu.au/moodle/

Sustainable Design

Sustainable Design: The Science of Sustainability and Green Engineering by Daniel A. Vallero and Chris Brasier looks like a useful text. However, it is a very general introduction and mostly for chemical and physical engineering. Software Engineers will find it of less use.

1-10 of 13 pages with references to computer:

Return to book

1.	on Page 8:
	"... with a dramatic shift away from further synthesis and innovation. Computer-aided design and drafting (CADD), although a relatively new technology, has resulted in dramatic improvements in efficiency but has remained anchored ..."
2.	on Page 25:
	"... steely fibers woven spider-style, shatterproof ceramics drawn from mother- of-pearl, cancer cures complements of chimpanzees, perennial grains inspired by tallgrass, computers that signal like cells, and a closed-loop economy that takes its lessons from redwoods, coral reefs, and oak-hickory forests. ,14 ..."
3.	on Page 28:
	"... both architect and engineer to conceive and deliver design solutions in a more integrated manner. Building information modeling (BIM) uses computer technology to create a virtual multidimensional models of a build- ing as an integrated part of the design process, ..."
4.	on Page 29:
	"... resentation to create three-dimensional space models as found in other recent Figure 1.9 Building information modeling uses computer ..."
5.	on Page 46:
	"... traditional stepwise design process and the integrated green design process? How may the criteria be applied using computer models (e.g. BIM)? 2. ..."
6.	on Page 49:
	"... Also devices such as computers and medical implants must dissipate heat without harming the patient. At the planetary scale, the greenhouse effect involves conversion of ..."
7.	on Page 55:
	"... First Principles 55 and personal computers. Harmon argues that biomimicry is a "Gestalt shift of humanity." Gestalt does not translate well from German, but reflects that ..."
8.	on Page 158:
	"... Bayer, "Perspectives on lifecycle process modeling," in Foundations of Computer-Aided Process Design, M. F. Malone, J. A. Trainham, and B. Carnahan, Eds., AIChE Symposium Series 323, Vol. 96, 2000, pp. ..."
9.	on Page 304:
	"... 304 Sustainable Design facility, providing a solar power station rated at 162 watts, providing a low power 40 watt computer cluster composed of 2 Linux computers, furnishing the cluster with a digital library of 1500 books focused on appropriate technology, ..."
10.	on Page 309:
	"... BIM uses computer technology to create a virtual model of the design and is intended not only as a tool for documentation but ..."

11.	on Page 318:
	"... com/images/esd- turgo-cutaway.gif. Sidebar: Water Consumption sing The Internet is a good source for calculating water demand. For exam- ple, the Computer Support Group, Inc. (CSG) and the CSGNetwork. ..."
12.	on Page 325:
	"... g., white paper bins in dorms and computer labs adjacent to printers) was also recommended. Other aspects of the program's design included: • Letter to incoming freshman with ..."
13.	from Index:
	"... see Superfund) Computer-aided design and drafting (CADD), 8 Consequentialism, 177-178 Couple, definition of, 60 Cousteau, Jacques, 221 Cradle to Cradle, 2 Cradle to ..."

See also other Sustainable design books:

1. Accounting & Finance
2. Architecture
3. Business Management
4. Education
5. Engineering
6. Law
7. Computers & Internet

Preparing for Blended e-learning

Preparing for Blended e-learning (Littlejohn and Pegler, Routledge 2007) provides a useful, if academic, overview of issues of blended learning, combining electronic learning with conventional classroom teaching and also the use of different forms on e-learning. With this approach some of the learning may place in a classroom, face to face, some may be online. E-learning may use audio, video, text and other media.

This book is aimed at university educators and would be particularly useful to administrators who have to cope with the issues and buzzwords involved. It will be less useful to people actually creating blended courses, as it tells what is needed to be done, but not the details of how to do it. For that "e-Learning by Design" (William Horton, 2006), is more useful.

See also: Other books on Blended Learning.

Online network for Australian educators

For some time the Australian governments funded Edna service has been providing online resources for Australian educators, including ones on how to do online education. They have now added facilities for educators to create their own professional profile, do a blog and have online discussions with others. I have been trying out the beta version for a few weeks, and while limited in function, it works well. Recommended: http://me.edu.au/.

My profile is at: <https://me.edu.au/p/tworthington>.

From "About me.edu.au":

me.edu.au ~ professional network for educators

me.edu.au provides Australian education and training professionals with an online networking and profile space.

Use me.edu.au to:

• create an online professional profile
  
• connect with educators who have similar interests
  
• share links, news, photos, ideas, opinions

The first release provides:

• my profile
• my interests which then create and connects you with others with similar interests
• my colleagues
• display of membership of edna Groups
• external rss feeds - show external online activity - show your colleagues what you have been doing online
• activity summary.

The next major release due in late May / early June 2008, will include:

• a blog
• smarter search technology to find users, comments and communities
• content space within profile (about me which displays in your my view)
• feed of search results from edna to the communities of interest.

For more information about the me.edu service or help getting started click on the links below.

Help links for me.edu.au

• me.edu.au help
• me.edu.au FAQs
• me.edu.au
• me.edu.au blog

• me.edu.au workshop handout (958 Kb)
  • me.edu.au 08 edna workshop handout

From: About me.edu.au, 2008

Giving conference presentations to culturally diverse audiences

Recently I have been attending a few professional conferences and giving talks in other countries. This is hard work, both for the presenter and audience. So here are some suggestions as to what is needed. Presenters need to invest the time and effort to make a presentation which can be easily understood by an audience with a diverse background and for whom English may not be their first language.

What to say

You need to introduce yourself, your organization and your topic. Tell the audience who your are and how you come to be involved in the topic of the talk. Tell them what it is you will talk about and how it will be useful to them. In may cases the audience can understand what they are being told, but not why they are being told it. Reassure the audience that details of the talk are available in their proceedings, on the web or from you later. This saves them worrying about taking detailed notes.

Have a clear outline of what you intend to talk about, show this to the audience and then stick to that. Have a clear start, middle and end to the talk. The audience will otherwise get lost as to where you are in the talk.

Stick to the topic and to your area of expertise. It is all too easy to stray from the topic and express your non-expert views on irrelevant topics, or worse show your ignorance of the areas of expertise of the other speakers and the audience.

Keep to time limits set for your presentation. Do not use up the question time with talking and do not run over time, even if the moderator seems to think it is okay. Part of being a professional is being disciplined and the credibility of a speaker on any topic can be destroyed by their being unable to stick to the time limits.

If invited by the moderator to introduce yourself, you should do so before saying anything else. Don't talk about the previous talk, about unrelated topics, or thank the organizer for inviting you, or talk about companies you are not associated with. The audience will be sitting there wondering "who is this person?", "what are they trying to tell us". At the end of the talk it is okay to extemporize, after the audience know who you are and by what authority you speak.

In introducing yourself, or preparing the introduction for the moderator to read out, do not be too boastful, bit also not too modest. Customize the introduction for the topic and audience. If you had a major role in developing something you will be discussing, then include that. You can't assume the audience will know you foundered a company or were involved in developing a standard.

You should not say something is "interesting", or "fraught" or use slang such as "a plug", or terms such as "dramas". If it wasn't interesting you would not be talking about it. If it is "fraught" you need to explain in detail in what way, and use different words the audience is likely to know.

Don't ask the audience about local conditions, as it suggests you have not bothered doing any research.

When use the full expanded title of something before using the acronym. This is both to show you know and for people who will have difficulty distinguishing between an acronym and an English word they do not know.

You need to explain the government, legislative or other context, for example do not just mention some law, without saying which level of government and which country it was from.

When referring to another person, use their full name and their affiliation. Don't assume the audience will know who "Tom" is for example, even if they have seen them in a previous talk.

Do not insult or attack the conference organizers or the sponsors. If you have differences with those behind the conference, then you should not be speaking at it. Similarly do not blatantly plug the conference or sponsors: the audience did not come to hear sales pitch.

Tell some person anecdotes to illustrate the points, but do not attempt to tell a joke unless you are very sure it will not be offensive to the audience or just not funny.

Slides

Slides should contain a small amount of very large legible text, illustrated with graphics and photos. You should include web or contact details on the last slide so people can find out more. Include references to source materials on the slides or in supplementary notes. Do not assume the audience will have the supplementary notes, as in many cases they will just have a copy of the slides.

The W3C has guidelines for accessible web design, intended for people with a disability, but these can also be used to make clearer materials for international audience.

Technology to help?

Conference organizers can help with presentations via better technology. Where there are several people on stage, it helps to have a screen at the foot of the stage facing the speakers which duplicates whatever is on the main display. This way the other participants do not need to crane their necks around and put their backs to the audience (which is impolite) to see what the presenter is showing.

Also a very large countdown clock showing how many minutes the speaker has left is useful. Some KL pedestrian crossings have countdown clocks and this could be emulated with a computer application. It could have the display change from green to amber when time was almost up and then change to red for the last few minutes. This would be a polite way to remind the speaker to keep to time, as it is difficult to politely remind them.

Perhaps with some commercial presentations, where time is money, a more extreme intervention is needed. The speaker could be asked to nominate their summary and conclusion slides. The automated system would flip to the summary slide automatically when time was almost up and to the conclusion slide when time was up, taking control away from the presenter. That may sound Draconian, but where a presenter takes twice their allotted time, either due to poor presentation skills or in a misguided attempt to get more than their fair share, this can ruin an event.

You might consider going further and asking the speaker which was their summary slide and which was their conclusion slide, then have the system automatically override their presentation and flip to these slides. Moderators without these tools will just have to do their best to be firm with presenters, so as not to inconvenience the later speakers and the audience.

Professional Network for Educators in Australia

Someone posted a comment on my web site and asked for a response but did not say who they were. In the process of trying to reply to them, I came across My Edna and signed up for it.

This is billed as a "Professional Network for Educators" and provides a place to set up a professional profile, similar to LinkedIn with blogging and social networking type facilities. The service is relatively new, but already has some interesting features. I entered the address of my Blog's RSS feed and this now appears under my profile to show people what I have been working on. You can choose which parts of your profile you want public, or only known to people registered with MyEdna, or only with people you have specifically nominated.

EdNa is run by the Australia state and federal education ministers. It is an excellent source of information about education, but can be difficult to come to grips with. There is a useful catalog of resources (some of which I contributed). I suspect that EdNA already does many of the things which the new federal government envisages in its education revolution, but most educators don't know about it. Hopefully, My Edna will make it more accessible.

Open Source System Needed for Global Distribution of Curriculum Materials

The New Zealand Agency for International Development (NZAID) have issued a Request for Tender for a National Policy on Procurement, Storage and Distribution of Curriculum Materials for the Solomon Islands. The detailed Request for Tender (RFT) document has a good overview of the issues that a small Pacific country faces with educational materials. However, perhaps an alternative solution to new warehouses and book stock control systems should be considered.

The paper based education system could be replaced with a computer based one, using devices like the OLPC and the ASUS EEE PC. This would remove the need for tonnes of books to have to be looked after. The same equipment could be used for primary, secondary and tertiary education, as well as civil administration functions. This would be initially more complex and more expensive to install, but would have long term benefits. Modular buildings, with the computer equipment pre-installed, already facilities could be used to speed the process.

The New Zealand Agency for International Development, NZAID, is inviting the submission of tenders from consultants interested in undertaking the role of providing Technical Assistance to the Solomon Islands Education Resource Unit for the development of the National Policy on Procurement, Storage and Distribution of Curriculum Materials.

Tenders must demonstrate understanding and experience of the following:

• school curriculum materials distribution, procurement and storage policy and management;
• policy development and practical implementation of policy in the education sector;
• facilitating capacity development, skills transfer and mentoring of staff;
• and experience working cross culturally and in developing country contexts, preferably in the Pacific.




Relates to the following TenderWatch Categories
865 Management consulting services
866 Services related to management consulting
929 Other education services
914 Policy advice and guidance for Government

From: National Policy on Procurement, Storage and Distribution of Curriculum Materials for the Solomon Islands, Request for Tender, New Zealand Agency for International Development, 2008

Report on the ACT Innovation System

The ACT Chief Minister, Jon Stanhope, launched a report on innovation in the ACT, on 19 March 2008. The study was done by Howard Partners, and the full 174 page report is available online ( 1.8 Mbytes of PDF). This should be useful for the Canberra 2020 Forum to be held on April 5 on the theme 'innovation'.

The report has a readable 5 page executive summary and set of recommendations. At about 24 Kbytes per page, the report is reasonably efficiently encoded. However, it would help if the summary and recommendations were provided separately, preferably in the form of a web page which would be easier to find and read. Appended are excerpts from the recommendations, summary and table of contents of the report.

One deficiency of the report is that it does not address new approaches to intellectual property, such as Open Source and Open Access. These provide the potential to unlock creativity, innovation and economic development currently lying unused in tertiary institutions and government agencies in Canberra.

Recommendations From the Report

Leadership

1. An entity, tentatively termed Innovation Canberra, be formed to provide leadership and direction in the development and implementation of knowledge based innovation strategies for the ACT and surrounding region—with a particular focus on the ICT and the creative practices sectors.
2. Innovation Canberra consist of members drawn from business, creative, education, and government sectors.
3. Members of Innovation Canberra be required to contribute to overhead and operating costs, with the ACT Government providing seed funding for start-up costs.
4. Innovation Canberra be tasked to develop a strategic agenda of major projects and initiatives and advocate, promote, and seek funding support from industry, higher education and government—locally, nationally and internationally.

Creating and leveraging sector linkages

5. In view of the potential for the creative sector to make a stronger contribution to economic development, the ACT government give consideration to making further investments to build capability. In particular, initiatives to accelerate the bridging of the technology and creative sectors should be examined.

Stimulating and supporting innovation at the enterprise level

6 The ACT Government establish an ‘Ideas Fund’ to nurture innovative ideas and concepts to a stage of development where they become potentially marketable products and services and are of interest to customers and/or technology investors.
7. The Epicorp incubation and enterprise development model be extended, in partnership with universities, research organisations, and national collecting institutions, into a Canberra Innovation Development Centre directed towards product development and scale up for technology and
arts and creative businesses.
8. A program to support innovation strategy development in more developed and mature start-up firms be examined—for example, program support to cover the cost of advice and mentoring to assist firms develop innovation management strategies and the organisational infrastructure
pertinent to their business models.

Innovation, Creativity and Leadership

9. The ACT Government be a participant in a collaboration between Government and ACT universities in an ARC Linkage project application for innovation in government procurement. As one of the smaller jurisdictions a pilot study should be undertaken for the ACT public sector.

Branding and positioning of Canberra

10. There is need to develop a more progressive view and brand of Canberra, particularly in the domestic market. The ACT Government, together with industry through the Canberra Business Council, higher and further education institutions, the national collecting institutions, research
organisations, and the Australian Government develop a strategy to position Canberra as an international city of design.

Promotion

11. The ACT Government support an annual Canberra Exhibition that showcases, celebrates and markets ACT innovation capability across the science, technology, and the cultural and creative sectors ...

From: Innovation, Creativity and Leadership, Report of a Study of the ACT Innovation System, Howard Partners for the Australian Capital Territory Government, March 2008, ISBN-978-0-642-60439-2,
ISBN-10: 0-642-60439-8

From the Executive Summary:

... Cities and regions provide the frameworks for innovation by being ‘hubs of capability’ and facilitating ‘linkages’ between businesses, research and teaching organisations and government organisations. The concept of ’hubs’ and ‘linkages’ provides the basis for the analysis of ‘innovation systems’. ...

This study complements the science system approach by documenting capability in what will be referred to as the ‘arts and creative practices system’ and drawing attention to the importance of creativity as a major source of innovation. Creativity is linked to innovation through design as well as research, teaching, and experimentation in art and creative practices. Cultural institutions, such as libraries, galleries and museums also have a role in the ‘arts and creative practices system’. ...

In 2004-05 a total of $698m was spent on research and development in Canberra—amounting to 10.2 percent of total research and development expenditure in Australia. Almost 90 percent of expenditure in Canberra was performed in the public sector. Business expenditure on research and development Innovation, Creativity and Leadership amounted to $99m (1.0 percent of the Australian total). Sixty two percent of this was incurred in the electronic equipment and computer services (ICT) sectors. This compares with 11 per cent for Australia as a whole.

Several research intensive and software development based businesses have grown in Canberra and become sustainable, often on a global basis, on a foundation of relationships developed with Australian Government departments and agencies and the Defence Materiel Organisation.

However, the study indicates that contracting with the Australian Government presents particular challenges, particularly in the absence of a demonstrated ‘track record’. Unlike the United Kingdom and European countries, the Australian Government does not use its procurement system to source or stimulate innovation. This constitutes lost opportunity. ...

The strengths of the ACT science system relate to its position as an international centre and global hub for research and teaching excellence across a number of disciplines, including natural and life sciences, information and communications sciences, economics, the policy sciences and humanities, and curatorial studies.

Research excellence attracts top students who in turn provide the human
resource base for businesses starting up or relocating in Canberra, for government advice, and for national institutions wishing to tap into world class expertise and capabilities.

The arts and creative practices system reflects the location and activities of the national collecting institutions based in Canberra—including the National Library, the National Gallery of Australia, the National Museum of Australia, the National Film and Sound Archive, the Australian War Memorial and the National Archives—and teaching and research undertaken in the schools of art, music, design and architecture located at the ANU, the University of Canberra and the Canberra Institute of Technology. ...

A private college, the Academy of Interactive Entertainment (AIE), is a leading educator for the computer game development and 3D digital industries. ScreenACT, the ACT Office of Film, Television and Digital Media, is responsible for implementing industry development initiatives. Canberra has a developing film and television production industry, with a particular strength in non-fiction and documentary film, and which displays potential to grow. ...

In June 2006 there were 3,000 creative businesses in the ACT, representing 10.7 percent of all businesses in the Territory—this data does not include businesses located in Queanbeyan. Creative businesses have a higher propensity to be micro-businesses—with 40 percent of GST registered creative businesses being sole traders compared to 36 percent across all industries. This is reflective of a
pattern in other capital cities—particularly London and Berlin.

There is scope for substantial further development of the creative industries through linkages and partnerships between universities and colleges, creative content providers, the substantial computing capacity available in the ACT (through the ANU and NICTA) and optical fibre communications capability. ...

The study outlines a number of key issues that need to be addressed in going ahead with an innovation based economic development strategy. These include creating critical mass among smaller businesses through collaborations and networking, the exercise of leadership and building business capacity and capability for expansion and growth. ...

The study has suggested that there are a number of initiatives that can be put in place to capture and develop innovation opportunities for the ACT. There was a strong view that government, industry and universities should work in partnership to capture the ICT and creative capabilities of Canberra through investment in an MIT style media laboratory. ...

From: Innovation, Creativity and Leadership, Report of a Study of the ACT Innovation System, Howard Partners, for the Australian Capital Territory Government, March 2008, ISBN-978-0-642-60439-2,
ISBN-10: 0-642-60439-8

From Table of contents of the report:

Executive Summary 1
Recommendations 6

1. Introduction 9
   1. Background 9
   2. Innovation and innovation systems 10
   3. The competitive environment 21
2. Approach to the study 22
3. The innovation policy context: vision, plans, and frameworks 23
   1. Innovation policy objectives 23
   2. The Canberra plan and strategy 24
   3. The economic framework 26
   4. Australian Government purchasing and procurement 32
   5. Issues and implications 37
4. Innovation system capability 39
   1. Research and development capability 39
   2. Creative capability 52
   3. Business and entrepreneurial capability 62
   4. Conclusions 64
5. Innovation system institutional framework 65
   1. Institutions for teaching and research 66
   2. Cultural institutions 67
   3. Lead businesses 68
   4. Networks 73
   5. Conferences, awards and prizes 78
   6. Technology parks and seed funds 80
   7. Investors 81
   8. Support services 83
   9. Policy and strategic framework 84
6. Innovation system dynamics 85
   1. Framework 85
   2. System attributes 87
   3. Interactions and connections 90
   4. Issues and implications 92
7. Canberra’s distinctive capabilities 93
   1. A City with an international outlook and connections 93
   2. An international centre for research and teaching 94
   3. Centre for culture, arts, and creative practices 94
   4. A Centre for defence procurement 95
   5. An attractive place to live and work 95
   6. Implications 96
8. Best practice 97
   1. Berlin 97
   2. Ottawa 98
   3. Washington, DC 98
   4. London 101
   5. Wellington 102
   6. Observations and implications 103
9. Some emerging trends 105
   1. The ‘democratisation’ of information technology 105
   2. The convergence of information technology and creative practices 106
   3. Higher education engagement 107
   4. Biotechnology 108
   5. Demand for security solutions 109
   6. Government procurement practices 110
   7. Centralisation of government administration in Canberra 112
10. Key issues to address 113
    1. Creating critical mass 113
    2. Leadership 114
    3. Building a culture of collaboration 114
    4. Building business capability in the creative industries sector 115
    5. Support for new business development 116
    6. Resources 117
    7. Out-migration of skilled people 117
    8. Policy issues 117
    9. Innovation, Creativity and Leadership
11. New visions for Canberra 119
    1. A centre for a technology, arts and creative practices industry 119
    2. A ‘connected city’ 120
    3. An international city of design 122
    4. An international centre for conservation management and practice 123
    5. Australia’s ‘education’ capital 123
    6. Sustainable City 124
    7. Issues and implications 126
12. Actions and initiatives 127
    1. Establish leadership and direction 127
    2. Build a framework for new business support 130
    3. Advocate for innovation in government procurement 133
    4. Position Canberra as an international city 134

Attachment A: Strategies and actions to establish Canberra as an international city of design and architecture 135

• Achieve UNESCO ‘City of Design’ status 135
• Branding through the Canberra Biennial 137
• Establish a Graduate School of Design 138
• Plan for a National Design Museum 138
• Encourage Establishment of a Peak Body for Design 139
• Overall framework 139

Attachment B: Australian Government Contracts Gazetted for Procurement of Goods and Services in the ACT and Region 2006-07 141

• Classified by ANZSCC Code 141
• Classified by Agency/Department 144

Attachment C: Profile of Research and Development Expenditure in the ACT. 147

• Overview 147
• Higher education 148
• Government 153

Attachment D: A note on financing start-up businesses 155
Attachment E: The MIT Media Lab 159
References 163

Table 1: ACT Industry Percentage Contribution to Total Factor Income 27
Table 2 ACT Employment by Industry Sector (‘000) 31
Table 3: Australian Government—purchases of goods and services in the ACT and region exceeding $10m 33
Table 4: Australian Government purchases of goods and services in the
ACT region—ANZSCC code 34
Table 5: Innovation system capability investment framework 40
Table 6: Higher education expenditure on R&D by type of activity 2004 ($’000) 41
Table 7: Higher education expenditure on R&D by type of activity 2004 (proportion) 41
Table 8: Summary of higher education expenditure on R&D by research fields 2004 ($’000) 42
Table 9: Summary of higher education expenditure on R&D by socio-economic objective 2004 ($’000) 43
Table 10: Higher education research commercialisation indicators 44
Table 11: Government expenditure on research and development 45
Table 12: CSIRO research commercialisation indicators 46
Table 13: Major Australian research infrastructure located in the ACT 46
Table 14: Business expenditure on R&D, by industry - by location: 2005-06 47
Table 15: All ACT Students by Higher Education Provider and Broad Field of Education, Full Year 2005 48
Table 16: Students by Higher Education Provider and Broad Level of Course, Full Year 2005 49
Table 17: Australian Government Business Support Programs 51
Table 18: Employment in Creative Industry Segments, 2001 census 54
Table 19: Number of creative businesses in the ACT by segment—2006 55
Table 20: Innovation system institutional framework 65
Table 21: Expenditure on R&D, by industry - by location: 2004-05 147
Table 22: Higher education expenditure on R&D by source of funds 2004 ($’000) 148
Table 23: Higher education expenditure on R&D by source of funds 2004 (proportions) 148
Table 24: Higher education expenditure on R&D by type of activity 2004 ($’000) 149
Table 25: Higher education expenditure on R&D by type of activity 2004 (proportion) 149
Table 26: Higher education expenditure on R&D by research fields 2004 ($’000) 150
Table 27: Higher education expenditure on R&D by research fields 2004 (proportion) 151
Table 28: Higher education expenditure on R&D by socio-economic objective 2004 ($’000) 152
Table 29: Higher education expenditure on R&D by socio-economic objective 2004 (proportion) 153

From: Innovation, Creativity and Leadership, Report of a Study of the ACT Innovation System, Howard Partners, for the Australian Capital Territory Government, March 2008, ISBN-978-0-642-60439-2,
ISBN-10: 0-642-60439-8

See also:

• Building Arcadia: Emulating Cambridge's High Technology Success
• Canberra 2020 summit

Consortium of Indian Universities in Adelaide

A consortium of Indian universities is to establish a campus in Adelaide. Students will spend a year at the new institution in Adelaide and then move to a South Australian University:

The Icfai University has entered a memorandum of understanding (MoU) with the state of South Australia to set up its campus at Adelaide.

Initially, the university is planning to launch postgraduate management programmes in a leased space in Adelaide this year before setting up a full-fledged campus with other courses over a period.

The MoU was signed by the visiting South Australia premier Mike Rann and Icfai University chairman Subhash Sarnikar here on Saturday. ...

.... The students would spend a year in the Icfai campus in Adelaide and the second year at an existing university.

In the process, they get degrees or diplomas from both the universities ...

From: Icfai to set up campus in South Australia, BS Reporter, Business Standard Ltd, Hyderabad, March 17, 2008

According to its web site, ICFAI University is made up of separate universities sponsored by the Institute of Chartered Financial Analysts of India. These are located in Uttarakhand, Tripura, Sikkim, Meghalaya, Mizoram, Nagaland and Jharkhand and each is a separate university under Indian law. This could make the administration of students in Adelaide quite complex.

ICFAI University offer Flexible Learning Programs, up to the Masters level, inlcuding in new areas, such as Cyber Law. Flexible Learning could offer an interesting challenge to Australian universities with traditional modes of teaching and traditional course content.

The web sites for the Nagaland and Jharkhand universities do not appear to have been established yet.

According to the Wikipedia there is a legal dispute in India and USA involving ICFAI over the use the term Chartered Financial Analyst (CFA).

Economic contribution of universities

Jon Stanhope, ACT Chief Minister, on 19 March 2008 launched the report of a Study of the ACT Innovation System, on enhancing Canberra’s knowledge economy, R&D and innovation. This is described key document for the Canberra 2020 Forum to be held on April 5 on the theme 'innovation'.

However, the report does not appear to have been made available yet. A search of the ACT Government web site found no matches found for "Innovation System". Howard Partners, who are undertaking the study, describe it as a "Work in Progress".

Howard Partners did undertake a study of the contribution of Melbourne’s universities to the City’s economic, cultural and community development in
May 2007. This is a 72 page report "Melbourne: Australia’s knowledge capital":

Globalisation is increasing as external courses offered by overseas providers increase. The falling costs of telecommunications and the capability of the Internet are providing opportunities in the provision of education across national borders. ...

For example, RMIT has research strengths relating to information retrieval from very large databases, including the Internet. One research group
has developed into a commercial enterprise which has been spun out as a successful company with clients in many sectors including defence, education and government in Australia and overseas. ...

Swinburne University has a research strength in how new information and communications technologies are put to use by users, communities, organisations and societies in a way that creates new intersections of technology, content and use. Research activity is concentrated in the areas of: convergent communications and technologies; human computer interaction; internet computing and ecommerce; affective human-computer interaction and information technology innovation. ...

The online astronomy program, Swinburne Astronomy Online (SAO), is perhaps the largest Internet-based astronomy learning program in the world. ...

From: Melbourne: Australia’s knowledge capital, Howard Partners, May 2007

Australian Higher Education Review

On 13 March 2008, Julia Gillard, Minister for Education, announced a Review of Australian Higher Education. The review will be chaired Emeritus Professor Denise Bradley AC, with an interim report in October, and final report by the end of 2008.

Some suggestions for the review

A major issue for the review is how to apply the digital revolution in education which the new government has set in train for the school and vocation education sector to higher education. The vocational and higher education sectors need to be better linked (the VET sector has much to contribute). Higher education needs to address the needs of industry for skilled staff and research without loss of academic excellence. Australia's higher education sector needs to both compete and cooperate with the rest of the world.

Some of my thoughts on this:

1. Building Arcadia, Emulating Cambridge's High Technology Success, from the book Net Traveller , (with Foreword by Senator Kate Lundy).
2. Specifications for a flexible computer classroom
3. How to Create On-line University Courses

The Australian Computer Society is leading a project to align professional standards for ICT globally. The ACS already provides online post gradate education in Australia and this is likely to be used as the model for international training. Last year the ACS was asked by the International Federation for Information processing (a UN affiliated body) to build free open access online digital publishing facilities for global ICT research. This is now being implemented, at the Australian National Unviersity. These initiatives could act as a model for other professional sectors.

Outline of the review

The review will look at how the education system can be:

1. contributing to the innovation and productivity gains required for long term economic development and growth; and
2. ensuring that there is a broad‐based tertiary education system producing professionals for both national and local labour market needs.

The review will look at how to achieve these objectives:

1. Diverse, high performing institutions with a global focus: Developing a diverse, globally focused and competitive higher education sector with quality, responsive institutions following clear, distinctive missions to provide higher education opportunities to students throughout Australia.
2. Productivity and participation: Enhancing the role of the higher education sector in contributing to national productivity, increased participation in the labour market and responding to the needs of industry. ...
3. Effective and efficient investment: Improving funding arrangements for higher education institutions as they relate to teaching responsibilities, taking into account public and private benefits and contributions to inform the development of funding compacts between the Australian Government and institutions.
4. Underpinning social inclusion through access and opportunity: Supporting and widening access to higher education, including participation by students from a wide range of backgrounds.
5. Enhanced quality and high standards: Implementing arrangements to ensure that quality higher education is provided by public and private providers and that this is widely understood and recognised by clients of the higher education sector.
6. A broad tertiary education and training sector: Establishing the place of higher education in the broader tertiary education sector, especially in building an integrated relationship with vocational education and training.

Available are:

1. Minister's Speech
2. Dest web site about the review
3. Media Release
4. Terms of Reference
5. Higher Education Review Expert Panel
6. Questions and Answers
7. Contact Information

From the speech:

... Over the course of the last decade, the issue of human capital has risen dramatically in public policy importance globally.

Policy makers now accept that investing wisely in knowledge, skills and innovation is one of the best means available to ensure long-term prosperity, leading to both overall economic growth and to better education and work opportunities.

Around the world, governments have responded by increasing their policy focus in all areas of education, particularly higher education.

Everywhere it seems, except here.

In Australia since the mid-1990s our higher education system has been subjected to a seemingly random blend of neglect with occasional bursts of ideologically-driven interference.

... I am announcing today a major review of Australian higher education, which will help us shape the next steps in the Education Revolution for our universities.

And I am announcing a new long-term goal for our post-secondary education system: guaranteed access to higher education or skills training for every young Australian with the talent and willingness to give it a go.

The case for higher education investment

The Rudd Government's rationale for improving the performance of our higher education system is that higher education leads to higher productivity which leads to higher economic growth.

This case is now well accepted by the world's leading economists and economic bodies.

Human capital economists like the University of Chicago's James Heckman (who won the Nobel Prize for Economics in 2000) have been telling us for some two decades that public spending on education and skills leads to high rates of return on investment for countries.

OECD analysis of human capital suggests significant positive correlations between rising levels of educational attainment on the one hand, and both economic growth and improved physical and mental wellbeing on the other. The organisation has estimated that one year of average additional educational attainment for a population adds between 3 to 6 percent to long term GDP growth.

Our competitor nations are aware of this thinking and have been acting on it. Australia, by contrast, has not. Consider this analysis.

Between 1995 and 2004 public funding of tertiary education increased by an average of 49 percent across the OECD but declined by 4 percent in Australia.

This makes Australia the only OECD country where the total level of public funding of tertiary education decreased during that time.

While private investment in Australia went up by 98 percent, this actually compares poorly with the average OECD increase of 176 percent. Most nations managed to increase both public and private investment substantially. Rather than leverage more private investment through a partnership for growth, Australia shifted responsibility from the public sector to the private. Mostly this has meant a shift to individual students and their families who have paid more through higher tuition fees.

Between 1995 and 2004 total funding per tertiary student increased by an average of 9 percent across the OECD but increased here by only 1 percent.

Australia is now starting to fall behind our competitors in graduations in critical areas. We are now below the OECD average for the proportion of graduates in science and agriculture, and way below them in engineering, manufacturing and construction - 7.2 percent compared with 12.2 percent. In Korea the figure is 27.1 percent - four times Australia's density.

Research is also being badly affected. In the last ten years, research output has grown rapidly in countries like Singapore, Korea, Taiwan and mainland China - which is now the second biggest investor in research and development in the world. But it has only limped along here in Australia.

If you want to know why investing in research is important, ask the University of Queensland's Professor Ian Frazer who discovered the vaccine for a cancer that kills 250,000 women every year.

Over the last decade, Australian higher education has barely stood still in terms of numbers, quality and output, while our competitors have surged ahead.

The picture is clear: we are under-investing in our human capital, and in the long run this will stall our global competitiveness.

This policy failure has grave potential consequences for every single Australian.

We've been led to believe in recent years that what happens to our universities doesn't matter to ordinary Australians. This is a dangerous fallacy. ...

From: A Higher Education Revolution: Creating a Productive, Prosperous, Modern Australia , Speech at the Australian Financial Review Higher Education Conference, The Hon Julia Gillard MP, Minister for Education. Minister for Employment and Workplace Relations, Minister for Social Inclusion. Deputy Prime Minister, Sydney, 13 March, 2008

E-Security Education Module for Australian Schools

The Department of Broadband, Communications and the Digital Economy (DBCDE) have issued a request for tender for an "E-Security Education Module for Australian Schools". Given that the government is funding increased broadband access for schools, these seems a wise move:

"This module will be delivered free to all Australian schools and will complement the Australian Government's cyber-safety initiatives. The Service Provider will also develop an evaluation methodology to assess the effectiveness of the module. The Service Provider will also update the module annually until Financial Year (FY) 2009/10 and then redevelop the module in Financial Year 2010/2011 to keep pace with changes in technology. ..."

From: E-Security Education Module for Australian Schools, DCON/08/13, Department of Broadband, Communications and the Digital Economy, 4-Mar-2008.

There is a 65 page tender document describing the project:

The Australian Government has identified the following three priorities to provide and integrated approach to Australia’s security;

1. Reducing the e-security risk to Australian Government information and communications systems

2. Reducing the e-security risk to Australia’s national critical infrastructure

3. Enhancing the protection of home users and small to medium enterprises (SMEs) from electronic attacks and fraud.

One of the key aspects of addressing priority three is to ensure that school students who form an important part of the household profile recognise the important of e-security and are able to take appropriate measures to protect themselves from e-security threats and vulnerabilities.

This is particularly important as children are often recognised to be the heaviest users of the Internet and most comfortable using new technologies.

Given this, the e security education module for use within schools’ curricula would help children understand the importance of e-security. It would also provide them with skills and knowledge necessary to protect themselves from online threats. Such an education module would encourage the next generation of online users adopt a “culture of security” from the start.

It is envisaged that students would use the skills and knowledge they learn at school to improve e security measures taken at home. School activities that focus on e security would, therefore, have a wider impact than the immediate audience. In addition, learning about protection against e-security threats as part of the school curriculum is likely to have greater impact on young people than any other information source. This is because of the level of trust and credibility that is generally associated with knowledge that is imparted by teachers.

Tenderers should note that the e-security education module is an initiative under priority three (as outlined above) and will be distributed freely to all Australian schools. The ESNA be found at: http://www.dbcde.gov.au/__data/assets/pdf_file/71201/ESNA_Public_Policy_Statement.pdf

From: Request for Tender for E-Security Education Module for Australian Schools, 5.2 Overview, ATM document set, DBCDE, 4 March 2008

The RFT provides a useful insight into government thinking on online security and the large range of initiatives:

1. Introduction

The Department of Broadband, Communications, and the Digital Economy (DBCDE) is seeking proposals to design, develop, and update an education module on e-security practices for Australian school students. This module will be delivered free to all Australian schools and will complement the Australian Government's cyber-safety initiatives. The successful Tenderer will also develop an evaluation methodology to assess the effectiveness of the module. The successful Tenderer will update the module annually until Financial Year (FY) 2009/10 and then redevelop the module in Financial Year 2010/2011 to keep pace with changes in technology.

2. Objectives of the E-security Education Module
The successful Tenderer is required to ensure that the module is designed and developed in a way that meets the objectives of the Government's e-security policy, and complements associated cyber-safety, privacy and consumer fraud initiatives. Further, the successful Tenderer is required to design and develop a module that is consistent with the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Statements of Learning for ICT.

2.1 E-Security Policy objectives

The Australian Government has identified the following three priorities to provide and integrated approach to Australia's security;

1. Reducing the e-security risk to Australian Government information and communications systems

2. Reducing the e-security risk to Australia's national critical infrastructure

3. Enhancing the protection of home users and small to medium enterprises (SMEs) from electronic attacks and fraud.

One of the key aspects of addressing priority three is to ensure that school students, who form an important part of the household profile, recognise the important of e-security and are able to take appropriate measures to protect themselves from e-security threats and vulnerabilities.

This is particularly important as children are often recognised to be the heaviest users of the Internet and most comfortable using new technologies.

Given this, the e security education module for use within schools' curricula would help children understand the importance of e-security. It would also provide them with skills and knowledge necessary to protect themselves from online threats. Such an education module would encourage the next generation of online users adopt a "culture of security" from the start.

It is envisaged that students would use the skills and knowledge they learn at school to improve e security measures taken at home. School activities that focus on e security would, therefore, have a wider impact than the immediate audience. In addition, learning about protection against e-security threats as part of the school curriculum is likely to have greater impact on young people than any other information source. This is because of the level of trust and credibility that is generally associated with knowledge that is imparted by teachers.

The successful Tenderer should note that the e-security education module is an initiative under priority three (as outlined above) and will be distributed freely to all Australian schools. The ESNA be found at: http://www.dbcde.gov.au/__data/assets/pdf_file/71201/ESNA_Public_Policy_Statement.pdf

2.2 Complementary Initiatives

The successful Tenderer is required to ensure that the module complements other e-security and cyber-safety initiatives detailed below that are either already in place or currently being developed. The successful Tenderer needs to ensure that the module links to, and is consistent with, the messages of the following initiatives:

Stay Smart Online

Stay Smart Online is the Government's e-security website. The website provides practical, step by step information for Australian Internet users on how to secure their computers and adopt smart online practices.

It focuses on four main areas:

• 'Securing Your Computer,'

• 'Small Business Safe Online',

• 'Smart Transacting Online'; and

• 'Kids Safe Online.'¹

Further information about Stay Smart Online can be found at: http://www.staysmartonline.gov.au.

Tenderers should note that the module will be hosted on this website.

National Alert Service

National E-Security Alert Service (NAS), a free subscription based service, will provide home users and small businesses with information on the latest e-security threats and vulnerabilities in simple, non-technical, easy to understand language. It will also provide possible solutions to address these threats and vulnerabilities. The NAS is currently being developed and will be delivered through the Stay Smart Online website.

Tenderers will note that the module is required to provide a reference to the NAS. Subscribing to this service will help teachers and students to remain informed about the latest e-security threats and vulnerabilities and what they can do to address them.

National E-Security Awareness Week

An annual National E-Security Awareness Week to be held in collaboration with industry and community organisations to highlight the importance of online security to Australians. The Week will also provide an opportunity to emphasise the importance of secure online practices to teachers, parents and students.

Australasian Consumer Fraud Taskforce

The Department is a member of the Australasian Consumer Fraud Taskforce (ACFT) which comprises 18 government regulatory agencies and departments with responsibility for consumer protection regarding fraud and scams. The ACFT runs an annual awareness initiative to increase the level of scam awareness in the community.

Further information on the Taskforce's activities can be found at http://www.scamwatch.gov.au

Cyber-Safety Initiative

NetAlert

The NetAlert - Protecting Australian Families Online initiative is managed by the DBCDE and includes:

• The National Filter Scheme, which provides every Australian household and public library with access to a free Internet content filter to help block unwanted content; and

• a new website and national helpline to provide advice about protecting children online, as well as access to the free filters, and information about how they work.

Further information on NetAlert can be found at http://www.netalert.gov.au

Australian Communications and Media Authority (ACMA)

ACMA's cybersafety education activities include:

• providing information on current trends in Internet safety

• undertaking targeted awareness raising activities - including the Cybersafe Schools and Cybersmart Kids programs in schools

• the continuing review of filtering technology, including another trial of ISP-level filtering technologies in Tasmania

• reporting annually to the Government on Internet filtering technologies to ensure Australian families are offered the best available filtering.

Cybersafe Schools

Cybersafe Schools is an Internet safety program designed to help teachers empower students on safe use of the Internet. Australian primary and secondary teachers are provided with appropriate curriculum support materials to enable them to deliver effective education programs. Students are presented with learning activities that are relevant, effective and created specifically for their level of education.

Further information on the Cybersafe Schools can be found at http://www.netalert.gov.au/programs/cybersafe_schools.html

Cybersmart Kids

Cybersmart Kids Online is a community awareness project developed by ACMA with the objective of providing parents and children with information and tools to help them have a rewarding, productive and safe experience of the Internet.

Further information on Cybersmart Kids Online can be found at http://www.cybersmartkids.com.au

Digital Education Revolution

The Digital Education Revolution is a major part of the Australian Government Education Revolution. Under the Digital Education Program the Australian Government has committed to provide:

• grants of up to $1 million for schools to assist them to provide for new or upgraded ICT for secondary students in years nine to twelve; and

• a contribution of up to $100 million for the provision of high-speed fibre-to-the-premises broadband connections to Australian schools.

Further information on the Digital Education Revolution can be found at http://www.digitaleducationrevolution.gov.au/

The Successful tenderer should note that the module will assist in ensuring that the Australian students' improved access to ICT and high speed broadband will occur in a secure way.

2.3 Education Policy Objectives

2.3.1 Target Audience

The successful tenderer will design a module that can be delivered to Australian students in school years three and nine. The school years were chosen as a result of stakeholder feedback and research undertaken by DBCDE.

By school year three, many Australian students are using the Internet.² While this age group is generally limited in their use of the Internet for information purposes or playing computer games, they are still exposed to e-security threats if not appropriately protected. It is important that students are made aware of these threats right from the start and have the skills and knowledge to appropriately protect themselves. This way they will be more confident using online technologies.

Students in secondary school differ greatly from students in lower grades in their use of the Internet. Year nine students are at the younger end of the spectrum of secondary school students. Secondary students tend to use the Internet for information, entertainment (eg downloading music or movies) transactions and social interaction (eg through social networking sites or online chat rooms). Given this, the exposure of this group to online threats can be significant and hence the need for greater e-security awareness and understanding. The focus on year nine is also consistent with the Government's Digital Education Revolution policy that targets students in year nine to twelve for new or upgraded ICT.

The successful tenderer is required to ensure that the e-security education module is tailored to year three and nine students based on their use of online technologies and their level of exposure to online threats.

The basic e-security messages taught at the year three will be built on with more detailed and complex messages in school year nine.

2.3.2 MCEETYA's Statements of Learning for ICT (School Years Three and Nine)

The Statements of Learning were developed as a means of achieving greater national consistency in curriculum outcomes across the eight States and Territories. The Statements of Learning for ICT have been developed collaboratively by State, Territory and Australian education authorities. They provide a description of knowledge, skills, understandings and capacities that all students in Australia should have the opportunity to learn. The development of the Statements has involved identification of what is common amongst State and Territory curricula as well as what is essential for all students to learn.

The successful tenderer is required to ensure that the e-security education module will fit into the "Ethics, Issues and ICT" component of the Statements of Learning for ICT. The following are the relevant excerpts from the Statements which the module is required to be consistent with:

Statement for Learning: Year 3 Ethics, issues and ICT

Students have opportunities to apply ICT protocols and appropriate ethical expectations. They develop understandings of the safe and responsible practices required when using ICT through discussion and observation of practices.

Students examine the relevant values inherent in particular ICT environments and identify issues and practices for using ICT in a safe and responsible manner. They identify the owner(s)/creator(s) of digital information and acknowledge them.

Students use basic preventative strategies for addressing health and safety issues and reflect on their personal safety and information security practices when using ICT. They identify how ICT is used in the community and recognise ways they impact on people.

Professional Elaboration: Year 3 Ethics, issues and ICT

Students comply with expectations and protocols when using ICT. They develop understandings of the safe and responsible practices required when using ICT through discussion and observation of practices.

Students have the opportunity to:

*develop and apply protocols for safe and responsible use of ICT

*examine relevant values and identify issues and practices for using ICT in a safe and responsible manner

*identify the owner(s)/creator(s) of digital information and acknowledge them

*use basic preventative strategies addressing health and safety issues when using ICT

*reflect on individual use of ICT to enhance personal safety and information security

*identify how ICT are used in the community and ways they impact on people.

Year 9 Ethics, issues and ICT

Students have opportunities to consistently apply codes of practice relevant to local and global environments. They identify and discuss the potential and implications of ICT for learning.

Students take into account individual rights and cultural expectations when accessing or creating digital information, understanding that values shape how ICT are used. They adhere to codes of practice and apply strategies to conform to intellectual property and copyright laws, particularly in relation to online access. They analyse and evaluate their ICT use to consider economic, social, ethical, and legal perspectives. They also develop and maintain strategies for securing and protecting digital information.

Students select practices to ensure health and safety issues are minimised when using ICT and recognise that some users will have specialised needs. They apply their knowledge of how ICT are used today in order to predict possible future impacts on the workplace and society.

Professional Elaboration: Year 9 Ethics, issues and ICT

Students consistently apply the codes of practice relevant to both local and global environments. They identify implications associated with the use of ICT and discuss the place and potential of ICT for learning and in society.

Students have the opportunities to:

*apply practices that take into account individual rights and cultural expectations when accessing or creating digital information

*understand that values shape how ICT are used

*adhere to codes of practice and apply strategies to conform to intellectual property and copyright laws, particularly in relation to online access

*adopt practices to ensure health and safety issues are minimised when using ICT

*develop and maintain strategies for securing and protecting electronic information

*apply knowledge of how ICT are used today to predict potential future impacts on the workplace and society

*analyse and evaluate ICT use, considering economic, social, ethical and legal perspectives.

The Statements of Learning for ICT can be found on: http://www.mceetya.edu.au/verve/_resources/SOL06_ICT.pdf

3. E-security Education Module

The successful tenderer is required to develop a module that assists schools in educating students about the importance of e-security and how to stay secure online. The module will be a resource for teachers and students.

The focus for the module will be on e-security aspects of online participation. The module will empower students in taking the initiative to secure their systems and their data, and to participate in online activities in a secure way. The successful tenderer will need to demonstrate how the module can complement and link to other awareness and educational materials on e-security and cyber-safety developed or being developed by the Australian Government, as discussed in Statement of Requirement 2.2 of this tender.

3.1 Methodology

The successful tenderer is required to design the module and the evaluation methodology in consultation with the Department and other relevant stakeholders identified by the Department.

While the complexity of content will be different for the different year levels, the general design principles and targeted behaviours should be consistent.

3.1.1 Design Principles

The successful tenderer is required to design the module with the following principles in mind:

• Students recognise and appreciate the importance of e-security in their use of ICT;

• Students adopt secure online behaviours and strengthen their computer defences; and

• Students be aware of, and comply with legal or organisational guidelines/policies around the use of the Internet.

3.1.1.1 Students recognise and appreciate the importance of e-security in their use of ICT

While school students heavily rely on ICT, including the Internet, for a range of purposes it is important that they do so in a secure manner so that they make the most of the benefits offered by these technologies. They must recognise that e-security threats can lead to serious ramifications such as theft of personal data. This, in turn, can also expose them to cyber-safety threats such as online grooming or cyber-bullying.

3.1.1.2 Students adopt secure online behaviours and strengthen their computer defences

Students must be made aware of the risks and consequences associated with unsecure online behaviour, such as indiscriminate accessing and sharing of information and passwords, clicking on links to emails from unknown sources or providing personal information without a full understanding how that information will be used.

In addition to adopting secure online behaviours, it is important that students are aware of the need to have appropriate technological measures in place to strengthen their computer defences, such as security software.

3.1.1.3 Students be aware of, and comply with legal or organisational guidelines/policies around the use of the Internet.

Becoming an effective cyber citizen means that students recognise legal and organisational boundaries in relation to the use of ICT. They need to be aware that crossing those boundaries can have detrimental effects for themselves and many other people. This includes the indiscriminate sharing of software, music, movie clips and copyrighted information.

3.1.2 Desired Behaviours

The successful tenderer should outline how they will be able to design a module that fosters secure online behaviours. Key aspects of such behaviour for Australian students should include:

• Implementing and maintaining technological security solutions;

*Developing and fostering secure online behaviours; and

*Understanding of appropriate responses should a threat eventuate.

3.1.2.1 Implementing and maintaining technological security solutions

Students need to actively ensure that up to date security software is installed and regularly updated on their computers, and adjusting Internet browser security settings to an appropriate level.

3.1.2.2 Developing and fostering secure online behaviours

These include:

• Identifying practices that may compromise systems and data, such as clicking on links within emails and pop ups.

• Developing safe password management habits, such as changing passwords regularly and ensuring that others are not able to access their passwords.

• Actively looking for well-known and universally accepted signs of security reassurance from websites, messages or emails. This is especially important when accessing websites that ask for personal and/or financial details. Some examples of well-known and universally accepted signs are the https at the beginning of the address bar and a locked padlock at the bottom of the browser screen.

• Awareness of the importance of Acceptable Use Agreements³.

• Downloading and sharing files in a safe way, including the acknowledgement of intellectual property rights and copyright protection.