RMIT ICT DLS Competency Framework - A basis for effective staff development.

Authors: John Kenny, James Quealy and Janene Young

pdf version

Learning Technology Service, RMIT University, Melbourne, Australia.

Keywords: Learning technology, online learning, quality assurance, staff development, DLS competency framework.

Article style and source: Peer reviewed, original ultiBASE publication, paper originally presented at the RMIT Forum, June 2002.

Contents

• Abstract
• Introduction
• Strategic Impacts of Technology
• What is Online Learning?
• Implications for Staff Development
• The DLS Competency Framework
• Strategic Implications
• Staff Development and the Competency Framework
• Quality Assurance Issues
• Summary
• References
• RMIT Staff ICT Competencies - DLS Professional Development Framework

Abstract

Learning Technology Services (LTS) conducts training and professional development activities for RMIT teaching staff to design and deliver courseware using the Distributed Learning System (DLS). Often this training has occurred in isolation from the normal work planning processes of the university. Many staff will complete a DLS tools training session but do not have the time to maintain their skills or sufficient knowledge to fully develop a course within the DLS without  assistance.

To address this problem, LTS is developing a model of professional development that links the training and course development with the teachers’ work through a competency framework. This framework will enable staff development to more effectively link into institutional processes such as strategic projects, accreditation, work planning and the particular roles staff perform. This paper discusses the model and the associated process for professional development that LTS is planning to trial. It also discusses how this same model may have application across RMIT as a means of linking professional development more effectively into the work planning process and building a strong information, communication technology (ICT) skills base. This will then enable staff to perform their duties more effectively and efficiently. back

Introduction

There has been a major thrust to use technology to support teaching and learning at RMIT. The RMIT Teaching and Learning Strategy (1998-2000 and 2000-2002) has driven the push for more student centred and flexible learning options. The DLS technology platform and its associated supports have been a key part of this drive. In the last five years the list of software packages set-up as enterprise systems at RMIT includes a corporate network using Novell Directory Services (NDS), a newly developed corporate web-publishing system, an Academic Management System (AMS), an organisational email system, GroupWise, and the organisational human resources system (SAP).. Clearly RMIT staff and students are expected to use technology as a part of their normal working life.

This raises the question of what skills do staff and students need to function effectively within the RMIT environment? This paper is concerned with the identifying the Information and Communication Technology (ICT) skills and knowledge required of teaching staff to effectively use the DLS. back

Strategic Impacts of Technology

The RMIT distributed Learning System (DLS) has been in operation since semester one, 1999. During this time it has undergone several iterations to improve its functionality and reliability. The result is the creation of a generally robust and user friendly system as is evidence by high availability performance rate of the system (99.7%+) and the rapid growth in its use across RMIT (see Table One).

The introduction of the DLS to support the development of more flexible learning options has brought a number of implementation issues for staff. As a first step, there is the obvious need for training in the use of the tools. This need has been accommodated by LTS offering a two-hour training session for staff called "DLS Tools Training". This training is conducted on an ad hoc basis as staff apply for assistance. Attendance is not formally linked to any work planning or staff development process, so most staff have been undertaking the training in their own time or on their own initiative. There is currently no follow-up or systematic support network to enable these skills to be maintained and extended.

Table One: Number of registered DLS courses. (Source DLS system data)

Many staff have participated in this training, which enables them to login to the Learning Hub and navigate BlackBoard. The focus of this training has been on the mechanical aspects of using the technology at a fairly basic level.

Teaching staff are permitted to request development courses (or DLS shells) to be set-up. These courses are not available to students and are provided for staff to develop their online course materials. Up until now, the creation of these development courses has not been linked to any requirement for training. While the DLS is reasonably user-friendly and many ICT literate staff are able to quickly acquire the technical skills to use the system with minimal help, others find setting up these development courses without basic ICT skills problematic.  Many other staff have not attended formal DLS training..  Often those that have attended the training session find that they cannot maintain their skills due to lack of time or support and do little, if any, development work. The result is that these staff later present for further training to relearn the skills they have lost.  This paper presents a model that aims to improve the effectiveness of the training program and also to present it within the context of the important pedagogical concerns that new users of the system must address. back

What is Online Learning?

The term "online learning" can mean a range of things. In the experience of RMIT, it can range in meaning from basic use of the technology to support face-to-face teaching by the provision of access to lecture materials. It can mean mixed mode teaching, where the use of the technology is integrated with the teaching and learning activities. It can also mean learning experiences which are fully online teaching. Each of these forms requires different levels of understanding of the online learning environment and educational re-design.

The ‘Tools Training’ previously described does not involve discussion of pedagogical issues or offer further support to use the technology in an educational sound way. The effects of this focus on the technology were revealed in a review of the DLS in 2000, which found that many of the courses residing in the DLS were ‘empty shells’ or were essentially an attempt to transfer face-to-face teaching resources into an online environment. Most staff were experiencing online learning for the first time and very few had experienced being an online student. In a report of feedback from 620 students who used the DLS (Kenny, 2001), students expressed their frustrations with staff that did not make good use of the online environment. Their satisfaction with their online learning was closely linked to good educational design, timely feedback of on their progress and the flexibility offered by the online courses. back

Implications for Staff Development

Using the DLS technology to support teaching requires teaching staff to re-think the design of courses and to explore new approaches (Kenny & McNaught, 2000). Merely translating what is done in the face-to-face environment will not work. Using the DLS technology in teaching requires staff to expand their teaching repertoire (Brace-Govan and Clulow, 2000). This involves professional growth and professional growth takes time and support. (Taylor, 2000) (Bates, 2000).

Many writers have explored the acquisition of professional expertise. (Elliott, 1991) (Schon, 1987) (Carr and Kemmis, 1986). The common theme is one of ‘reflecting on practice’ so that the professional can progressively refine his/her understanding. Professional development of teaching staff occurs best in a supported collegial environment, where ideas can be explored and discussed with colleagues. ‘Action learning’ is a process used to support professional learning from practice in a collegial way. (Zuber-Skerritt, 2000) (Mc Gill and Beaty, 2001)

Whilst advocating the one-on-one work of the educational designer with individual academics as they develop their course, Ferman and Page (2000) note that professional development of the staff member is one of the key outcomes of the educational design process, and note that action research is an important aspect of their approach to course development. In the DLS competency framework, the professional development shifts from workshop delivery at the lower levels, to action learning, online collaboration and mentoring processes at the higher levels. Processes employed at the higher levels are more suited to the development of the higher learning outcomes required and more suited to development of professional teachers and complex workplace issues or innovative approaches. (Zuber-Skerritt, 2000) (Senge, 1990)

Torrisi-Steele and Davis (2000) noted the central importance of reflective practice to innovation. In reviewing the process in place at Griffith University, they commented on the importance of working with academic staff to develop online learning materials so that they can acquire knowledge about what is possible. They identify three stages of staff development: an entry stage, an adaptation stage and a transformation stage. At the entry stage, teachers become aware of the possibilities, but as yet have not changed their practice. As they enter the adaptation stage, they begin to integrate the technology with their practice. At RMIT we have noted similar stages in the development of staff as they move into the online environment.

Burford and Cooper (2000), Ellis and Phelps (2000) and Sims (2000) acknowledge the team approach to development of materials where the staff ‘own the material’. Their understanding of the potential of the technology develops as the materials are developed. Ferman and Page (2000) advocate an action learning approach which embeds a multi-faceted model of professional development including ‘one to one partnerships’, workshops, short courses, peer teaching, etc. Within the context of completing a project, they see professional development as a key element of educational design, not separate from it.

A number of writers extol the value of the instructional designer working closely with staff to develop good quality educational outcomes. Di Corpo (2001) identifies the collaborative support offered by the instructional designer to enable the teacher to focus on improving the learning rather than on the technology. Torrisi-Steele and Davis (2000) also noted a ‘punitive effect’ for staff involved in an innovative project, because of the increased workload and overall lack of confidence with the new environment. This aspect can only be avoided if appropriate planning and resource allocation occurs at the outset of a proposed project.

Time for staff to meet and to reflect needs to be planned. Experience at RMIT indicates that timetabling issues can have a drastic effect on the availability of staff for meetings within action learning teams. The organisational planning processes have to allow for adequate time and resources to be given to enable staff to acquire the appropriate knowledge and skills. This requires that senior management champion such an approach for it to be successful. Developing a quality online learning course cannot be expected to happen within the normal continuous improvement process of the University. It cannot be expected to occur without dedicated time and resources, (Kenny, 2001). For this reason, an organisational perspective is critical for successful implementation (Bain, 1999), (Laurillard, 1997), (Alexander, 1998) and (Inglis et al, 1999). The organisational processes such as work planning and promotion, and reward systems are also required to support and promote the acquisition of appropriate knowledge and skills related to with online learning (Laurillard, 1996). Senge, (1990) advocates personal learning as a key discipline of a learning organisation and Boyer (1990) suggests that research on teaching is an act of scholarship which needs to be regarded more highly in the University sector.

Lines (2000) studied the strategic implementation of new learning technologies in five Australian universities and identified a divide between the strategic intentions of their teaching and learning strategies and the implementation of those strategies in practice. Much of this divide is due, to a change in the focus of staff development under a corporate management model of organisation. In this model the major role of a staff development unit is ensuring that staff have the skills and knowledge to adopt organisational policy. This she sees as often working against the view of staff development as growth of the individual. For staff to develop commitment to a strategy requires far more than management decree. Reflection is paramount to developing shared understanding through the ensuing dialogue. Lines (2000) goes on to suggest self-managed teams as the means to achieve ownership and commitment, but resourcing this cannot be done effectively outside of the management processes of the university. Only the combination of management processes working in conjunction with staff development can provide the means to achieve the vision for an organisation, even as that vision is shaped and evolves through practice. back

The DLS Competency Framework

The DLS Competency Framework has been developed out of the experience of the implementation of the DLS since 1999 and the recognised need for essential ICT skills as a prerequisite for full participation on the workplace. The skills required to effectively use the DLS technology have been identified and categorised into six levels of competence. The framework goes beyond the training in the use of the DLS tools and includes, in the higher levels, the required levels of knowledge and skills associated with developing and facilitating an online course.

The professional development models therefore change as a teacher progresses through the framework. See Table Two for an outline of the framework. The complete framework is displayed in Appendix One.

Table Two: An outline of the DLS Competency Framework

The six levels of competency identified (ICT Induction- DLS level 5) become progressively more complex . Consequently, the professional development model suggested changes from a reliance on face-to-face sessions and self-paced training resources at the lower levels, to more independent learning, mentoring and action learning as staff progress through to the higher levels, from more transmissive to more reflective activities.

The Framework allows the skills level of staff to be ascertained at the outset of a project or professional development activity. Comparisons could be made on completion of a project to determine the growth in staff capability with reference to the framework. This enables a coherent staff development plan to be devised for individual staff around the required ICT skills, thus linking in with the organisational work planning process in place at RMIT. This model also has the potential to be applied across RMIT. It can be linked to career progression and formal accreditation of learning, to provide incentive and support for staff taking on new roles within the University.

Herrington and Oliver (2001) present a list of competencies for online teaching which led to the development of a Graduate Certificate in Online Teaching and Learning. The recognition of generic skills for online teaching is important. However, there are also specific competencies required to function within the technical environment of any particular institution. The RMIT DLS Competency Framework intends to identify the competencies required for teaching and learning and contextualise these for the RMIT environment. back

Strategic Implications

The DLS Competency Framework also provides clear guidelines to address the requirements of external funding agencies. The Victorian government strategy Skilling Victoria for the Information Age (2000) and Connecting Victoria (1999) both recognise the importance of ICT skills and the need for individuals to attain these skills in order to effectively contribute in this information age.

For example, the ICT Literacy and Fluency Grant provides funding from the Office of Employment, Training and Tertiary Education (OTTE) to RMIT for the delivery of ICT professional development and recognition of prior learning (RPL) for TAFE teaching staff.

A condition of the Grant is that TAFE staff are required to gain specific ICT units of competency. The 2002 TAFE Performance Agreement with OTTE, states that "80% of TAFE staff will be ICT competent by 2004. Another example, which has also resulted from the ICT Literacy and Fluency Grant, is the "Notebook" initiative. This provides RMIT TAFE with an allocated number of laptop computers to be made available for TAFE teachers.  Teachers who receive a laptop must undertake ICT professional development appropriate to progressing their present level of ICT skills.

To map the growth in capability of TAFE staff, OTTE has developed three ICT professional development units and is currently pursuing accreditation.  During the accreditation process, the title and/or the resident qualification may alter, but the outcomes will remain unchanged. 

The three units are : Operations and Concepts - Information and Communications Technology (ICT); Applications for Teaching - Information and Communications Technology (ICT); Resource Development for Teaching Purposes - Information and Communications Technology (ICT). They evolved due to the recognised need for TAFE teachers to attain a specified minimum level of ICT skills.  The DLS Competency Framework will map directly to the competencies in the three units, thereby establishing links to accredited courses from related professional development activities. back

Staff Development and the Competency Framework

The identification of strategic projects involving teams of staff lends itself very well to this process.  One key aim of strategic projects should be to build staff capability. Capability building occurs as staff learn to use the technology and re-evaluate their teaching whilst working on a project of some importance and direct relevance to them, (Ellis and Phelps, 2000).

The time and effort required for staff to reflect and explore as they change their teaching practice is significant. This is best done in conjunction with colleagues, in a supportive and collaborative environment as provided by action learning or one on one mentoring (Torrisi-Steele and Davis, 2000) and (Ellis and Phelps, 2000).

Underlying the DLS Competency Framework is the belief that staff who work on the development of material relevant to their needs and those of their students are likely to be more motivated and interested. Ferman and Page (2000) noted this link between relevance to needs and quality. Teaching staff experience the online environment and gain an understanding of how it impacts the teaching and learning process. The proposed framework allows for the professional development needs of staff to be built into the project plan.

Consideration of online learning design prompts a return to the basic educational questions that should be considered as to how the technology may be applied to improve and enhance the learning activities. Projects such as these are effectively ‘innovation projects’. Teachers are discovering how to teach effectively using the new medium. To bring about change in practice such as this requires reflection and support. (Torrisi-Steele and Davis, 2000).  Note that revisiting the basic educational questions, is likely to also benefit face-to-face delivery.

There is an expectation at RMIT that staff and students will be able to use new technologies in their everyday work. In the framework, the ICT Induction Level identifies a core of set of basic ICT skills, for staff at RMIT to function effectively (See Appendix One). The levels of the Framework can be linked to specific teaching roles.

There is an assumption that staff participating in the DLS training have the ICT Induction level or would acquire it elsewhere.

Linking ICT Induction Level and DLS Levels 1 and 2 as necessary functional skills for all RMIT teaching staff implies that it belongs within the formal induction training program for the University, but also there is a need to ensure that existing staff can upgrade their skills if necessary.

The linking of the Framework with staff roles within RMIT also implies that it can be used to assist with career planning. This link will enable department heads and program leaders to identify staff development needs and plan for effective professional development. back

Quality Assurance Issues

Course materials within a DLS course are largely controlled by the staff who operate the website. The use of the Web to deliver course materials implies that teaching staff are involved in a publishing process. This potentially exposes the University to litigation if copyright breaches are made. Hence, the quality assurance requirements to be met before a course ‘goes live’ online are more stringent than for face-to-face environments.

Staff need to be aware of the processes in place to protect themselves and the Institution from action. These issues are also built into the DLS Competency Framework. Ultimately however, the responsibility for the maintenance of the course material, the course structure and the mode of delivery belongs with the teaching staff.

Quality assurance processes are built into the competency model so that staff are fully aware of the responsibilities in the online publishing environment. For strategic projects, peer review processes, usability testing, copyright awareness activities, etc., can be built into the project plan along with the reflective time to ensure real learning occurs. back

Summary

The authors propose that the ICT DLS Competency Framework can be used effectively in a number of ways which will enable staff to acquire the required ICT skills and knowledge as flexibly as possible. This will result in improved support and capability outcomes by:

LTS will evaluate the effectiveness of the Competency Framework in a controlled trial during semester two 2002 and report on the outcomes at a later date. back

References

Alexander, S., McKenzie, S., and Geissinger, H. (1998). An Evaluation of Information technology projects for University Learning. Canberra, AGPS.

Bain, J. D. (1999). Introduction to the special issue: Learner-centred evaluation of innovation in higher education. Higher Education Research & Development, 18(2), 165-172.

Bates, A.W. (2000). Managing Technological Change. Strategies for College and University Leaders. 1^st Edition. Jossey-Bass. San Francisco.

Burford, S., and Cooper, L. (2000). Online development using WebCT: A faculty managed approach for quality. Australian Journal of Educational Technology 16(3): 201-214.

Carr, W. & Kemmis., S. (1986). Becoming Critical: Knowing Through Action Research (Revised Edition, 1986 ed.): Deakin University Press.

Department of Education, Employment and Training, Skilling Victoria for the Information Age, The State of Victoria. 2000

Department of State and Regional Development, Connecting Victoria (Ministerial Statement). 1999.

di Corpo, S. (2001). Supporting Academic Staff to Use learning technologies-the instructional designer as staff developer. Moving Online II, Conrad Jupiters Casino, Gold Coast, Australia, Southern Cross University.

Elliott, J. (1991). Action Research for Educational Change. Buckingham: Open University Press.

Ellis, A., and Phelps, R. (2000). "Staff development for online delivery: A collaborative, team based action learning model."Australian Journal of Educational Technology 16(1): 26-44.

Ferman, T., and Page, M. (2000). Beyond product: Materials development as a vehicle for professional growth. Distance Education. 21(2): 323-343.

Herrington, J., and Oliver, R. (2001). Online Learning: Professional development for the Changing Role of the Lecturer. Moving Online II, Conrad Jupiters Casino, Gold Coast, Australia., Southern Cross University.

Inglis, A., Ling, P., & Joosten, V., (1999). Delivering digitally. Managing the transition to the knowledge media. London: Kogan Page.

Kenny, J. (2001). Report of Student Feedback Survey (2001).

Kenny, J. (2001). Implementing an Institutional Online Learning System: Some Ilustrative Case Studies at RMIT. Moving Online II, Conrad Jupiters Casino, Gold Coast, Queensland, Southern Cross University.

Kenny, J., and McNaught, C. (2000). Promoting Quality Outcomes in Higher Education Using New Learning Technologies: Processes and Plans at RMIT. Proceedings of the 17th annual Australian Society for Computers in Learning in Tertiary Education, Coffs Harbour, Australian Society for Computers in Learning in Tertiary Education.

Laurillard, D. (1997). Applying systems thinking to higher education. Position paper, Milton Keynes: Open University.

Lines, R. (2000). Teaching with Technology: The Space between Strategy and Outcomes. UltiBASE(Online 2000 edition).

McNaught, C. et al. 2000. RMIT DLS Review Process Report.

Schon, D. A. (1987). Educating the Reflective Practitioner-Towards a New Design for Teaching and Learning in the Professions. San Francisco: The Jossey-Bass Inc.

Senge, P. M. (1990). The Fifth Discipline- The art & Practice of the Learning Organisation. Sydney: Random House.

Taylor, J. (2000). "20 steps to heaven? Strategies for transforming university teaching and learning using multimedia and educational technology." Draft position paper.

Torrisi-Steele, G., and Davis, G. (2000). "A Website for My Subject: The experiences of some academics' engagement with educational designers in a team based approach to developing online learning materials." Australian Journal of Educational Technology 16(3): 283-301.

Zuber-Skerritt, O. (2000).Action Learning, Action Research and Process Management: Theory, Practice and Praxis. Action Research Unit, Faculty of Education, Griffith University, Brisbane, Australia.

RMIT Staff ICT Competencies - DLS Professional Development Framework

The purpose of the following is to identify the appropriate skills and knowledge required by RMIT teaching staff to effectively use the DLS and develop and facilitate online learning at RMIT.  It must be highlighted that users need to be ICT literate, that is, have completed the ICT Induction Skills  level before participating in professional development using the DLS for online learning.   Users may become ICT literate using a variety of delivery models available at RMIT.

 

Outcome of ICT Induction:  Effective ICT knowledge and skills to enable users to access key RMIT online services.
Competency Level	Identified Competencies	Appropriate PD Model	Links to RMIT processes and Strategies
ICT Induction and essential skills It is envisaged that all staff at RMIT would undertake this level of ICT professional development.	1. Basic knowledge of computer hardware 2. Basic knowledge of software applications eg. MSOffice 3. Functional use of email eg GroupWise 4. Functional use of Internet browsers eg Internet Explorer a. Navigate and appropriately use of RMIT website b. Navigate and appropriately use of RMIT SAP c. Navigate and appropriately use of RMIT AMS 5.     Locate and login to DLS 6.     Personalise Learning Hub 7.     Access SmartForce	F2F-Workshops Self paced online learning resources	DLS registration and establishing a DLS development site Learnscope TAFE Notebooks Using RMIT website, AMS etc.

Outcome of Level 1:  Capability to access and manage content in a Blackboard course website.
Level 1 Functional DLS Skills	1. Overview of DLS tools a. Level of training in other tools 1. Using Blackboard a. Login to blackboard site b. Create announcements c. Site management d. Incorporation of external links e. Completing Staff Information, including adding a photo f. Uploading documents: MS word, MS powerpoint, PDF, HTML, etc. g. Create groups. h. Sending an email from Blackboard 2. Where to next? How can I get more assistance?	i.  F2F-Workshops ii. Self paced online learning resources	SCR Learnscope TAFE Notebooks

Outcome of Level 2 Capability to appropriately use DLS communication tools..
ICT Competency Level	Competencies	Appropriate PD Model	Links to RMIT processes and strategies
Level 2 Facilitating and managing a course in the DLS	1. Participate in an online discussion. a. Reply to a message b. Start a new thread c. Add an attachment to a message d. Discussion of how to use/manage 2. Participate in a synchronous chat session a. Discussion of how to use/manage 3. Strategies for keeping student communication manageable. 4. Creating online tests and surveys. a. Test pools b. Exporting a pool c. Importance of feedback d. Use of gradebook 5. Discussion of advantages and disadvantages of online testing.	Workshop Supported online learning resources. Online collaboration with colleagues.	Work planning and Career progression SCR PQA Program Renewal Learnscope TAFE Notebooks Faculty Projects Recognition towards formal qualification. E.g. RPL for formal course eg. TALON (Cert IV in Flexible Delivery; Grad Dip IE&T

Outcome of Levels 4: Ability to To develop a course in the DLS according to appropriate RMIT teaching and learning processes for online learning.
ICT Competency Level	Competencies	Appropriate PD Model	Links to RMIT processes and strategies
Level 3 Developing a course in the DLS.	1. Develop a course guide: Objectives, Learning activities and assessment. a. Identify educational needs and processes. b. Make appropriate choices of technology. c. Develop an online course structure d. Quality Assurance Issues 2. Developing learning resources for online use a. Copyright and IP issues b. Upload more advanced files: graphics, audio, etc. c. Identifying existing digital resources: Library, websites, CD-ROM, etc… d. Issues and supports for creation of digital resources 3. Peer review of online course.	F2F-Workshops Supported online learning resources. Action Learning projects. Peer review Participation in online collaboration and networking.	Work planning and Career progression SCR PQA Program Renewal Learnscope TAFE Notebooks Faculty Projects Recognition towards formal qualification. E.g. RPL for formal course eg. TALON (Cert IV in Flexible Delivery; Grad Dip IE&T)

Outcome of Levels 4:Ability to use BlackBoard to construct an educationally sound, online course that can be flexibly delivered.
Level 4 Designing for flexible delivery using the DLS.	1. Designing for Student Centred 2. Strategies for enabling self-directed and self-managed learning. Integrating online with face to face activities 3. Use of Blackboard administration and student management tools. 4. Usability testing and peer review of the online course.	F2F-Workshops Supported online learning resources. Action Learning projects. Peer review Participation in online collaboration and networking.

Outcome Level 5: Ability to effectively and appropriately facilitate the flexible delivery of an course in the DLS.
Level 5 – Facilitating and evaluating online course delivery	1. Participation in a collaborative network of staff involved in online teaching activities through the RMIT Teaching and Learning Website. 2. Reflective and collaborative discussion on issues arising such as: Appropriate and effective facilitation of online course delivery Evaluate course content and delivery i.e. student feedback E-moderation; appropriate media used for teaching and learning; technical constraints; etc. Student evaluation responses c.     Continuous course improvement Articulate improvements to be made for next iteration. 3. Critically analyse professional literature concerned with this or a related area.	F2F-Workshops Supported online learning resources. Action Learning projects. Peer review Participation in online collaboration and networking.	Work planning and Career progression SCR PQA Program Renewal Learnscope TAFE Notebooks Faculty Projects Recognition towards formal qualification. E.g. RPL for formal course eg. TALON (Cert IV in Flexible Delivery; Grad Dip IE&T) Reflective Practice

About the authors

James Quealy
Acting Director
RMIT Learning Technology Services
email: james.quealy@rmit.edu.au

Janene Young
ICT Professional Development Team
RMIT Learning Technology Services
email: janene.young@rmit.edu.au