Wednesday, August 12, 2009

Implementing ICT in Australian education and training has produced a series of reports for Australian Government on the use of technology for education. There is "strategic ICT advisory service 2009:key messages" giving an overview and summary of recommendations. Unfortunately like the individual reports, this is a hard to find, hard to read PDF document. At 15 pages the key messages document is a bit long. I have extracted the recommendations below. needs to provide a web page with a guide to their material, not longer than two A4 pages, with hypertext links.

While it might still be necessary to produce a couple of pretty looking printed copies of such reports for PR proposes, these are a waste of time and money for actual practical use. Government policy makers have entered the digital age and are capable of using web pages. It is not necessary to give them electronic documents in PDF format which closely mimic paper reports.

In my policy development work I have found that if you provide policy advisers easy to read simply formatted electronic material, your recommendations are more likely to adopted. This is because the busy advisers can more easily understand what you are proposing and if they like it, can simply copy and paste from your document into their report. In contrast's PDF reports are hard to read on screen and can't easily be copied from.

One of the lessons from the success of the Internet is that the use of this technology comes from actually using it. have written an excellent set of recommendations, but have not really taken them to heart by providing them using the technology they are recommending be used. needs to lead by example, if they want their recommendations to be credible.
Summary of recommendations

The SICTAS project was commissioned by the Australian Government’s Department of Education, Employment and Workplace Relations (DEEWR) to undertake the Strategic ICT Advisory Service (SICTAS) project during the 2008 – 09 financial year.

The purpose of SICTAS was to provide DEEWR with strategic advice to assist policy makers in the development of policy and programs to support the implementation of ICT in Australia’s education and training sectors.

The SICTAS project was commissioned as a response to the complex environment in which policy makers are currently working. The environment is made complex by a range of factors including Australia’s political structure of cooperative federalism, the range of approaches required to address the needs of multiple sectors within education and training, and the rapidly changing technological environment. developed a program for the SICTAS project that incorporated a range of inter-related activities. These activities were designed to respond to DEEWR’s requirements for advice relating to the implementation of ICT across all education and training sectors, and to engage with stakeholders in the sectors, both through providing avenues for them to contribute to the thinking underpinning the investigative research program and through publishing and broadly promoting the findings.

SICTAS activities included the following:
  • an investigative research program that delivered five published reports on topics, including
    • ICT in collaborative teaching and learning
    • site-blocking of Web 2.0 tools and services
    • national software infrastructure with an emphasis on gaining the most benefit for education and training from Web 2.0 tools and services
    • professional learning for in-service teachers in schools
    • e-portfolios as lifelong learning and career development tools beyond education and training
  • a think tank program that engaged leading thinkers across the education and training sectors, incorporating online discussion and a national symposium
  • a report on emerging technologies that synthesised the findings of the investigative research program and the think tank around the implications of new and emerging technologies for
    • learning and learners
    • professional learning
    • infrastructure for supporting implementation of ICT in education and training
  • two short papers, referred to as hot topics, that provided information on issues arising during the course of the project including
    • a set of case studies to build a model of characteristics of successful ICT support for the implementation of ICT in schools and VET
    • a review of the approach to embedding the use of ICT in teacher training for pre-service teachers.

Summary of recommendations

Collaboration in teaching and learning

The Collaboration in teaching and learning report, focused on collaborative learning as it relates to ICT.

Collaborative learning is a broad term for educational approaches involving joint intellectual effort by students, or students and teachers together. Considerable evidence has been found for its educational benefits, and the success factors required to support it have been identified.

This investigation finds that effective collaborative learning using ICT is dependent on services and skills that are not specific to collaborative learning, but are essential for the provision of ICT in
education more generally. The report provides a number of recommendations that focus on leveraging from the considerable investment by the Australian Government in ICT for education and training to provide benefits across all sectors and to support the delivery of education options to disenfranchised groups such as remote and regional users.


Provide access to post-secondary education options for remote and regional users leveraging the investments being made through the schools-focused DER and existing broadband initiatives.

Extend the digital education revolution concept to the VET and University sectors.

Task a national body to work through national partnerships to reduce fragmentation of effort, and making best use of the investments made in ICT in education at a broad level, and collaborative learning in particular.

Embed new media literacy skills into Australia’s national curriculum in a consistent way independent of specific technologies.

Web 2.0 site blocking in schools

The rapid emergence of Web 2.0 has presented the education and training sectors with a dilemma. On the one hand, Web 2.0 tools and services provide rich opportunities to improve student learning by significantly contributing to personalised, collaborative learning and supporting the development of internet literacy. On the other hand, teachers and school policy makers face a number of challenges in regard to effective use of Web 2.0 in teaching and learning, ranging from lack of teacher knowledge, confidence and expertise in the use of Web 2.0 tools and ervices to the inflexibility of site blocking policies and systems.

The Web 2.0 site blocking in schools report investigates current practices across schools with relation to site blocking and makes a number of recommendations related to the role of the Australian Government in policy development and implementation and in the establishment of national collaboration to showcase and share best practice in the development of tools and techniques in Web 2.0-aware content filtering, tools and safe access to rich media content.


Establish a national collaboration to identify, promote and share best practice in the development and implementation of Web 2.0-style collaborative online learning policies within schools.
Establish a national collaboration to showcase and share tools and techniques in Web 2.0-aware content filtering, tools and safe access to rich media content.

Towards a 21st Century national software infrastructure for education

This investigation builds upon the Collaboration in teaching and learning and Web 2.0 site blocking in schools reports and provides a picture of the essential elements of national software infrastructure for education and training.

An overarching focus of the SICTAS project has been on the need for a culture that embraces and seeks to benefit from ongoing technological change. Accordingly, the Towards a 21st Century national software infrastructure for education report emphasises infrastructure that supports and enables the integration of Web 2.0 tools and services and new and emerging
technologies ongoing.

The Towards a 21st Century National Software Infrastructure for Education report provides an analysis of current national infrastructure and identifies gaps and opportunities for integration of existing services and projects. The recommendations are focused on the three key elements of national software infrastructure – software services, interoperability standards, and governance, leadership and operations.


Add support for learner-centric identity and collaboration services to the existing national software infrastructure.
  • Commence trials to inform the development of integration of strong authenticated trust services (as currently provided by the Australian Access Federation) with Web 2.0 user-centric identity and social networking services.
  • Extend the Australian Access Federation (AAF) into a national cross-sectoral service for Trust, Identity and Access Control.
Commence trials to inform development of a national Web 2.0-enabled collaborative interoperability service.

Develop an ongoing national collaborative capability to sustain and enhance the national software infrastructure in a rapidly changing technology environment.

Teacher professional learning: Planning for change


The investigation into teacher professional learning for in-service teachers looked at the challenges for schools in integrating ICT into teaching and learning, and was informed by input from one of the tankettes. The report includes case studies of four schools (including public and private, primary and secondary) which are addressing the challenges of providing appropriate professional learning for teachers to encourage an integrated approach to using ICT with their students.

The Teacher professional learning: Planning for change report states that professional learning for teachers needs to be supported by the establishment and maintenance of ICT standards in schools for both students and teachers and makes recommendations that indicate the importance of the Australian Government’s role in developing a national approach in this area.

The report also recommends the development of a national strategy for professional learning, citing the example of LearnScope, the professional learning program for the VET sector administered through the Australian Flexible Learning Framework (Framework).


That the Australian Government take a leadership role in collaboration with the jurisdictions to develop a national professional learning strategy for schools, based on sound research into good practice school improvement. That this strategy frames the Australian Government's support for ICT-
related professional learning.

That the Australian Government takes a leadership role, through the Australian Curriculum, Assessment and Reporting Authority and in collaboration with the states and territories, to develop
and maintain ICT standards in schools. The standards should build on existing state, territory and other jurisdiction plans and provide a common language and direction for the integration of ICT in the school curriculum.

That the Australian Government take a leadership role, in partnership with other education authorities and entities, in implementing and maintaining the ICT competency framework for teachers as described in the Raising the Standards18 report. A key component of the described framework is teacher standards.

The Government should task AICTEC, through its advisory bodies, to develop teacher ICT standards for:
  • pre-service teachers
  • practising teachers
  • school leaders
  • teacher educators.
E-portfolios beyond education and training

A large amount of work has already been and is currently being undertaken around the use of e-portfolios within education and training. This investigation has sought to provide insight into use of e-portfolios in Australia’s current economic climate, where policy makers are challenged regarding how best to support and manage Australia’s workforce.

E-portfolios arguably become most important as they are used to help prepare and support transitions. These may be transitions within educational settings, between education and employment (and vice versa), or changes in employment status.

The E-portfolios beyond education and training report provides case studies of a number of international examples of the use of e-portfolios to assist people in the workforce and in career development. It makes recommendations that include enhancing current national infrastructure to enable Australians to use an e-portfolio to enhance career development, lifelong learning, and
workforce participation.


Expand Myfuture to include the following:
  • the types of e-portfolio services offered by Careers Wales
  • features that address labour market adjustment issues, particularly the needs of workers dealing with unemployment and trying to get back into the workforce
  • multiple user interfaces to support different audiences
  • appropriate communications tools for collaborative reflection in professional development.
Fund e-portfolio trials in areas of particular relevance to Australia.
Fund interoperability trials between the recommended ‘Myfuture’ e-portfolio and existing Australian institutional e-portfolios.

Annual report on emerging technologies: planning for change

The Annual report on emerging technologies: Planning for change report is the culmination of SICTAS’ investigative research program. It incorporates and extends the recommendations made in the preceding reports and includes strategies and actions that support the recommendations.

The work of this report is informed by the tankettes, the symposium and submissions from invited peak bodies.

Extensive research is already available into particular technologies through such projects as Horizon. Accordingly, the Annual report on emerging technologies: Planning for change focuses on the implications of continuous and rapid technological change for learning and learners, for professional learning and educators, and for national infrastructure and policy makers.

The report’s recommendations highlight the Australian Government’s crucial role in providing strong and visionary leadership and coordinating development of policy and programs to support the integration of ICT in education and training. The focus is on how to leverage extensive work at national and jurisdictional levels to provide benefits for all users of education and training across Australia.


Implement an ICT in teaching and learning continuum so that learners’ new media literacy skills and abilities are augmented as they move through the education sectors.

Task a national body to support national collaborative partnerships to reduce fragmentation of effort, and make best use of the existing and future investments made in ICT.

Commit to providing ongoing resourcing and funding to maintain, sustain and enhance a technology rich environment for the education and training sector.

Develop and implement a national approach to software infrastructure that minimises the barriers to effective use and sharing of resources, and maximises access.

Address the complications of Australian copyright law in a way that encourages sharing and exchange of resources in the education and training sector, including the implementation of Creative Commons across Australian education and training.

That the Australian Government take a leadership role in collaboration with jurisdictions, sectors and educational institutions to develop a national professional learning strategy based on sound research into good practice.

The Australian Government take a leadership role, in partnership with other education authorities and entities, in implementing and maintaining the ICT competency framework for teachers as described in the ‘Raising the Standards’ report, but look to apply this to teachers in each of the education sectors.

A key component of the described framework is teacher standards. The Government should undertake to task AICTEC, through its advisory bodies to develop teacher ICT standards for:
  • Pre-service teachers
  • Practicing teachers
  • School leaders
  • Teacher educators
  • VET teachers
  • University teachers.
Hot topics

The SICTAS project team undertook two rapid response papers on issues arising during the course of the project. The reports provided some directions for the future.

Hot topic: ICT teaching and learning support services

This report uses a series of case studes to develop a dynamic and responsive ICT service model that attends to the day-to-day user demands and the ever-changing ICT environment, but at the same time, maintains standards and security.


The essential and interrelated components of this model are:

  1. Sound governance: the ICT unit is represented in and accountable to the highest level of management in the organisation.
  2. User-centred culture: the ICT unit adopts a responsive service-oriented mode of operation, following ITIL standards.
  3. ICT staff competence: ICT staff are selected on the basis of their competency and capacity to embrace change.
  4. Robust infrastructure: the infrastructure is stable, secure, reliable and modular, to enable growth with ever-increasing levels of demand.
  5. Open and flexible adoption of software applications: Open Source technologies are critically evaluated and embraced where appropriate.
  6. Secure Internet access.
  7. Robust and responsive technical operations: central to this is an online and phone help service desk to manage help requests.
  8. Vigorous user digital literacy training and mentoring: a continuous, decentralised and highly targeted training regime.
  9. Robust communication.
  10. Sound performance measures: the performance of the ICT is reviewed regularly against an agreed set of standards and resources allocated accordingly.
Hot topic: ICT in pre-service teacher training

This hot topic investigated the current experience of student teachers in applying ICT in pedagogy, any barriers to using technology at University, challenges in the practicum and ways to improve their experience of ICT in their pre-service.


The evidence presented in this paper strongly points to fundamental systemic flaws in the pre-service teacher education system in Australia in terms of developing teacher competence in embedding ICTs in pedagogy and practice.

The report proposed future directions related to
  • a suite of virtual world schools as teaching and learning simulation environments
  • individual on-line identities
  • e-portfolios
  • research and infrastructure
  • accreditation and registration
  • private sector engagement. ...
From: "strategic ICT advisory service 2009: key messages",, 2009

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Monday, April 20, 2009

Talking on radio about using broadband to save the planet

At 4:20pm today (local time) I will be talking to Grant Cameron on ABC Radio Adelaide 891 Drive about using broadband to save the planet. This is to promote my talk to the Joint IT SM and IT Architecture Special Interest Groups of the Australian Computer Society and itSMF Australia on "Solving Climate Change with IT Service Management". The particular issue I wanted to talk to the radio audience about is how widespread availability of broadband, such as from the federal National Broadband Network proposal, could be used to reduce carbon emissions. An obvious way to do this is to substitute video conference for travel. Also such dematerialisation can include substituting online services for physical goods, such as replacing paper document delivery with online services. A less obvious example is to make public transport more attractive. One good example is that Adelaide now has Google's trip planner for public transport as well as car and foot travel. This makes it easier to work out how to get somewhere, particularly for those who are not used to public transport. Another option would be to install WiFi on Adelaide's O-Bahn Busway and Glenelg Tram (as is envisaged for the e Cambridgeshire Guided Busway) so that people could do useful work or entertain themselves on longer trips.

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Monday, April 06, 2009

Solving Climate Change with IT Service Management

This is to invite comments on the first draft of my talk on "Solving Climate Change with IT Service Management" for the ITSM and IT Architecture Special Interest Groups in Adelaide on 21 April 2009 (free ACS talk). The idea is that the skills which IT professionals apply to management of projects can be used to estimate, report and reduce carbon emissions, helping organisation to meet the new requirements imposed by governments.

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Wednesday, March 25, 2009

Masterclass on Climate Change with ITSM - Part 2

My draft "Green ITSM" talk will be used as a sample of work for a masterclass. on technical writing at ANU. So I need to write something. This is an adaptation of an existing talk on Green ICT:

Green ICT Strategies: Lowering Cost and Carbon Emissions with ICT
  1. 25% to 50% CO2 Reduction needed by 2020
  2. First global Green ICT Course
  3. Green ICT
  4. Business ICT Competencies
  5. Learning by Doing
  6. Students Teach Each Other
  7. Online References Used
  8. Some Green ICT Topics
  9. Dematerialisation: doing more with less
  10. More Information
To this I need to add new material on IT Service Management and ITIL. The first question is if anyone else has written on Green ITI or green ITSM. A web search for "Green ITIL" found only 42 entries. The first is a lengthy blog post "The New Color of ITIL: Green" By Denise P. Kalm and Marv Waschke in Mainframe Executive, March 12, 2009. This follows the same approach I was intending: explain where green can be fitted into ITIL's existing approach. The next is "Green ITIL" from the British Computer Society, March 2009. This takes a slightly different approach, saying even the latest ITIL (Version 3), does not include measures of environmental impact in IT service delivery. However, while the article goes on to claim this could be done, it does not detail how.

The next article of interest is a white paper "Green ITIL" from Capgemini (8 December 2008). Capgemini provide a far more detailed proposal of how ITIL can incorporate sustainability. They start with the concept of "Corporate Social Responsibility" (CSR), which I accidentally attended a conference about in Malaysia. Capgemini argue that CSR is the link from Corporate Governance to the IT Functiopn of an organisation. Within IT, there is IT social responsibility (which is not a term I am familiar with) then linking to, at the lower level, to Service Management Policy, which where ITIL comes into play. This provides an excellent way to link green ICT into wider corporate social policies, where such policies exist. It also provides a context for incorporating green ICT into ITIL and then being able to make decisions on IT resource allocation including sustainability issues.

However, Capgemini's approach assumes that green issues will fit withing ITIL's existing framework of services: IT Services, Application services, Infrastructure services, Network Services, Data Services and Security Services. It then firther assumes that ITIL's categorisation of Processes, Methods, Functions, Roles and Activities apply. Lastly it assumes that sustainability measures can be captured in the Key Performance Indicators (KPI) for monitoring the IT service management, so that this can then be used with techniques such as Balanced Scorecard and, at a higher level, Corporate Balanced Scorecard.

Capgemini argue that measures such as "Carbon Score" can be used to include CO2e in a balanced scorecard approach. While this seems rerasonable for major new acitvities such as new equipment purchase, software development or service acquistion, by extending it to consideration of environmental impact of in Requests for Change (RFCs), Capgemini may have extended Green ITIL a step too far. It is unlikely to be useful to consider the envrionmental impact of every small change to a system.

Capgemini are on firmer ground with their example of an organisation deciding if an IT servcie should be provided 24/7. While customers would like service continuously, in reality most servcies are only heavily used during officie hours on weekdays. There is a high envrionmental cost in running these services after hours and on weekends. However, this analysis appears to be falwed. It would suggest that the logiocal conclusion would be to shuit down the computer system after hours. There would be few indsutries which such a proposal could be justified on envrionmental or other grounds. The real world solution would be to design the system to reduce capacity to match demand, thus reducing energy use automatically after hours and on weekends when demand is low.

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Tuesday, March 24, 2009

Masterclass on Solving Climate Change with IT Service Management

I will be talking on "Solving Climate Change with IT Service Management", at the IT Service Management and IT Architecture Special Interest Groups in Adelaide on 21 April 2009. Therefore I need to adapt the usual talk I give on Green ICT to emphasise Service Management and IT Architecture. In addition the COMP2410 students at ANU asked for more help on how to write a report on an ICT issue. I therefore offered my draft for the Green ITSM talk for a masterclass. The idea is that my fellow lecturers will critique my work with the class watching. They can then get more of an idea of how writing happens. Also they will see that everyone makes the same mistakes and has to go through the sames process.

The topic:

Like the students I have a set essay topic for my rpesentation:

"Solving Climate Change with IT Service Management"

Green ICT is the study and practice of using computers and telecommunications in a way which maximises positive environmental benefit and minimise the negative impact. A common misconception is that Green ICT is for engineers and environmentalists, but this is a management issue where IT Service Management specialists can apply their skills to contribute to the business as well as the environment.

Green ICT seeks to inform accepted management practises to achieve efficient and effective business interaction. The same skills which IT professionals apply to management of projects can be used to estimate, report and reduce carbon emissions, helping organisation to meet the new requirements imposed by governments.

The Australian Computer Society has produced the world's first online postgraduate course in Green ICT, specifically designed for IT professionals. The course is modelled on the ACS's IT Service Management course and designed to align with the Skills Framework for the Information Age (SFIA). The course content is available free online.

This is for a one hour presentation. Normally I would prepare the equivalent of eight A4 pages of notes for a one hour talk. This is also about the average lenght for an paper in an ICT journal, such as JRPIT. The notes for a talk need not be as formally structured as a journal paper, it should still be defensible and readable.

Unlike the students I have some existing material to work from, rather than starting from scratch. But the students have been given a carefully structured description of the problem and suggested readings, whereas I have to make all that up myself.

As with any written work, the starting point is to decide what it is you are trying to say and who you are saying it to. With an academic paper, the audience is reasonably clear: it is the person marking the assignment, or the reviewers of the paper and ultimately your peers. n the case of this seminar, the audience is ICT professionals with a background in the specialist areas of IT Service Management and IT Architecture.

The aim of the presentation therefore is to tell the audience about Green ICT (which they are assumed not to know much about) and relate it to IT Service Management (which they know about but I don't). I therefore need to learn a little about ITSM and see if anyone has previously related it to Green ICT.

If this was a full paper I would do a literature search. But that is not needed for a talk. The structure of the Green ICT course I will be discussing was based on the IT Service Management.

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