Educational and institutional flexibility of Australian educational software
Identifieur interne : 000413 ( Main/Exploration ); précédent : 000412; suivant : 000414Educational and institutional flexibility of Australian educational software
Auteurs : Simon Shurville [Australie] ; Thomas Barry O'Grady [Australie] ; Peter Mayall [Australie]Source :
- Campus-Wide Information Systems [ 1065-0741 ] ; 2008-03-28.
English descriptors
- Teeft :
- Activity management system, Application programming interface, Australian, Australian education, Australian government, Australian government publishing service, Australian research quality framework, Australian universities, British research assessment exercise, Careful change management, Change management, Constructivist approaches, Consultation exercises, Curtin university, December, Digital repositories, Digital repository, Distance education, Educational research, Educational software, Educational technology, Exibility, Exible, Exible education, Exible software, Flexible education, Great deal, Harvest road, Higher education, Hive, Industrial model, Information systems, Lam, Lams community, Lams foundation, Learner, Learner view, Local developers, Local development, Macquarie centre, Moodle, Open source, Open source communities, Open university, Organisational issues, Organisational transformation, Other educators, Particular sequences, Policy makers, Regular conferences, Shurville, Social change, Software, Software industry, Special issue, Staff development, Support systems, Tasmania warrants, Technical support, Transnational education, Vocational education, Western australia.
Abstract
Purpose This paper aims to provide context for papers in this special issue on Australasian elearning. The paper aims to examine the background to Australian flexible and transnational education and to evaluate the educational and intuitional flexibility of three typical products of the Australian educational software industry. Designmethodologyapproach The history of Australian distance education is summarised and drivers for flexible education are presented. A model of flexible educational software is introduced with three dimensions educational, institutional and supporttraining. Three educational software products are informally reviewed using this model to establish that the current generation of Australian educational software offers significant educational and institutional flexibility. Findings The three examples of Australian educational software rate highly in both educational and institutional flexibility and also offer excellent support. Research limitationsimplications The existence of hot spots of educational technology innovation in relatively isolated areas such as Perth and Tasmania warrants further investigation. Practical implications The Australian educational software industry produces extremely flexible products with excellent support that are worthy of consideration by international customers. Policy makers in Australia are alerted that current policies in ICT off shoring and the Australian Research Quality Framework equivalent to the British Research Assessment Exercise may threaten this industry, which contributes to sizable exports in transnational education. Originalityvalue The paper brings the flexible nature of Australian educational software to light for an international audience.
Url:
DOI: 10.1108/10650740810866576
Affiliations:
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Le document en format XML
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transformation</term><term>Other educators</term><term>Particular sequences</term><term>Policy makers</term><term>Regular conferences</term><term>Shurville</term><term>Social change</term><term>Software</term><term>Software industry</term><term>Special issue</term><term>Staff development</term><term>Support systems</term><term>Tasmania warrants</term><term>Technical support</term><term>Transnational education</term><term>Vocational education</term><term>Western australia</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">Purpose This paper aims to provide context for papers in this special issue on Australasian elearning. The paper aims to examine the background to Australian flexible and transnational education and to evaluate the educational and intuitional flexibility of three typical products of the Australian educational software industry. Designmethodologyapproach The history of Australian distance education is summarised and drivers for flexible education are presented. A model of flexible educational software is introduced with three dimensions educational, institutional and supporttraining. Three educational software products are informally reviewed using this model to establish that the current generation of Australian educational software offers significant educational and institutional flexibility. Findings The three examples of Australian educational software rate highly in both educational and institutional flexibility and also offer excellent support. Research limitationsimplications The existence of hot spots of educational technology innovation in relatively isolated areas such as Perth and Tasmania warrants further investigation. Practical implications The Australian educational software industry produces extremely flexible products with excellent support that are worthy of consideration by international customers. Policy makers in Australia are alerted that current policies in ICT off shoring and the Australian Research Quality Framework equivalent to the British Research Assessment Exercise may threaten this industry, which contributes to sizable exports in transnational education. 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