Roundtable Speakers

Professor Keith Baker

School of Systems Engineering, University of Reading, and eLIG UK

Topic
A Framework For Learning Processes

Abstract
SCORM has made significant progress in getting vendors of Learning Management Systems (LMS), Learning Content Management Systems (LCMS) and other tool vendors to work towards interoperability of learning content in the form of SCOs but this represents only a small step in the direction of producing useable learning technology systems. SCORM 1.3 has recently included the IMS Simple Sequencing Specification but other than that it says little about the fundamental processes associated with the design and implementation of learning experiences. The take-up of e-Learning technology has not been as strong as originally anticipated. This is partly due to the lack of tools to support learning activities in ways that truly reflect the requirements of individual stakeholders and also to our poor understanding of the knowledge acquisition process in general.

In this paper we consider the processes associated with the design of learning experiences and discuss a framework in which the definition and coordination of processes builds on the approaches of SCORM. We look at what is needed to approach e-Learning from a process standpoint in a way that provides for the development of innovative tools to support stakeholders in their roles or job functions. This approach contrasts with the focus to date which has been on the development of content and its interpretability. We base our approach on the mapping of user processes onto web service technology with an emphasis on the use of this technology to provide an abstract definition of process with WSDL. An abstract, platform and language independent definition of process facilitates interoperability of process by distinguishing between the process definition and its implementation.

Biography
Keith Baker started his computing career in 1970 working as a Systems Analyst on real-time systems with the Plessey Company. Later he was with the Burroughs Corporation, Detroit, MI, as Supervisor of Software Engineering and Project Manager working in Seneffe, Belgium. In education he was firstly a Lecturer in Computer Science at the University of Sussex, then Professor of Information Engineering Systems and Head of the Electrical and Electronic Engineering Department at the University of Plymouth. In 1986 he moved to the University of Reading as Professor of Computer Science, later to become the Head of the Computer Science Department. He completed six years as Dean of the Faculty of Science at Reading and is now working on the development of networked educational services. He has worked as an advisor on several commercial projects associated with e-Learning including the work with PricewaterhouseCoopers on the UK e-University project. His recent work has been in e-Learning standards and quality. He chaired the Standards Working Group of the LCMS Council in the USA and is currently Chair of the Standards Group of the eLearning Industry Group in Europe.

Dr Vinod Chachra

Chair and CEO, Visionary Technology in Library Solutions Inc (VTLS)

Topic
Leveraging the Natural Capabilities of Humans and Computers in an e-Learning and e-Teaching Environment

Abstract
The development path of computer capabilities and human capabilities are interestingly in almost opposite directions. Computers first dealt with numbers, then with text processing, lines and graphics, images and colour, videos and moving images, and finally became visualisation aids. Humans (children) on the other hand follow an almost opposite path of development. They start with recognising motion, then images, and then work with lines, followed by speech and text and finally numbers.

The challenge before us is to create an e-Learning and e-teaching environment that makes computers and information technology an extension of the human mind (and body) leveraging the best capability of each. More specifically we need to focus on removing spatial barriers (through electronic access), temporal barriers (through books, digital repositories, digital recorders), and intellectual barriers (through language translations, education) to information access.

Two additional questions will be explored:

1. The human brain gains immensely by selectively forgetting (or pushing into the background) bad experiences. However our digital repositories are built to retain everything. Is there a need to "forget", (in other words erase) some content from our collective source of information? If so, how do we determine what is retained and what is erased?
2. How can we build our information repositories in such a way that it takes best advantage of the natural capabilities of humans and computers? Humans go through a natural process of memory decay - our memories become fuzzy with age and eventually all of us die. Computers on the other had can be used to preserve human knowledge as long as the content is "hardened" (to use a term from Gladney) for durability.

This non-technical presentation will focus on some key ideas on how we might go about addressing these important issues.

Biography
Vinod Chachra is an internationally recognised lecturer and consultant in the field of information system planning. His career represents a productive mix of academic and business pursuits.

After earning his PhD in industrial engineering and operations research at Virginia Tech, Dr Chachra served that university in many capacities, most recently as the Vice President for computing and information systems. His responsibilities as Vice President included the supervision of computers, communications, libraries, learning resources and the printing enterprise at Virginia Tech.

Chachra has been active in the library profession for more than 20 years. He represented Virginia in the White House Conference on Library and Information Sciences, and is a former member of the White House Conference on Library and Information Services Task Force.

Beginning in 1975, he designed the original Virginia Tech Library System (now called VTLS) and in 1985 founded VTLS Inc., which provides state-of-the-art library automation systems to more than 900 libraries worldwide. VTLS Inc. is based in Blacksburg, Virginia, USA, has offices in six countries and does business in 35 countries. VTLS Inc. was the anchor tenant of the very successful Corporate Research Centre at Virginia Tech and in 2003 received the honour of "High Tech Company of the Year."

During his career, Dr Chachra has received many honours, including the Distinguished Information Sciences Award from the Data Processing Management Association and the CAUSE Award for Exemplary Leadership. Dr Chachra has served on the Board of Directors of many organisations, including NISO, CAUSE and EDD. In 2003, he was named the "Entrepreneur of the Year" by Ernst and Young. Chachra has written two books, and numerous journal articles.

Professor Betty Collis

Shell Professor of Networked Learning, University of Twente

Topic
From Vision to Reality: how to implement a successful change strategy involving blended learning?

Abstract
What makes blended learning successful? This requires at least two ingredients. First, there should be a clear, reachable goal that the majority of the people in the organisation accept as important. Second, there needs to be careful attention to an implementation plan. In this paper, I will first reflect on the "why?" and the "how?" of successful blended learning in general terms and then illustrate my remarks with a specific example from Shell International Exploration and Production (Shell EP). At Shell EP two goals are fast access to learning about rapidly changing technology; and preparing for the "big crew change" that will occur when 50% of the professional workforce retire within the next ten years, to be replaced by new professionals from different backgrounds and different parts of the world: thus knowledge sharing is a critical goal. The response to these two problems is a new form of "workplace learning" – a blended learning variant in which courses are designed to focus on work-based activities, carried out in the workplace, and structured to make use of the knowledge and experience of in-house experts where ever they may be physically in the company. Some of the care for implementation detail that is still necessary for this type of blended learning to be successful, even after the redesign of approximately 70 courses, will be shown.

Biography
Prof Dr Betty Collis, Shell Professor of Networked Learning at the University of Twente in The Netherlands, is a researcher, educator, and consultant in applications of network technology for learning. She also has considerable experience in both educational software development and in leading change initiatives. In these contexts her major activity during the years 1997-2000 was being Chair of the TeleTOP Project, in which her faculty re-designed its way of organising the learning process through the use of a combination of innovative pedagogies and technology. Because of the success of the TeleTOP initiation, she has been invited by a number of multinational companies to advise them on similar change initiatives involving Web-based technology. One of these collaborations has resulted in a major project involving the University of Twente and the Open University of Shell International Exploration and Production. This collaboration includes Shell establishing a chair at the University of Twente and Prof Collis being the first chair holder. She is now intensively involved with the transformation of the delivery and pedagogical approaches of the Shell Open University to blended learning, using the TeleTOP course-management system. She also leads an extensive evaluation initiative. For more information, see http://users.edte.utwente.nl/collis/ .

Professor Glyn Davis

Vice-Chancellor and President, Griffith University, and Patron e-Agenda 2004

Topic
Keep your eye on the student: lessons of e-Learning for tertiary education

Abstract
(To come)

Biography
Professor Glyn Davis is Vice-Chancellor of Griffith University and Foundation Chair of the Australia and New Zealand School of Government. His board experience includes the Great Barrier Reef Marine Park Authority, the Southbank Corporation and, currently, the Queensland Theatre Company.

Before taking up his present role, Professor Davis was Director-General of the Queensland Department of Premier and Cabinet. He holds first class honours in political science from the University of New South Wales and a doctorate from the Australian National University.

Professor Davis is a Companion of the Order of Australia (AC) and a Fellow of the Academy of Social Sciences in Australia. Next year he will take up a new role as Vice-Chancellor of the University of Melbourne.

Richard Detweiler

President, Council on Library and Information Resources

Topic
E-Learning and e-Libraries in a Time Incomplete Abundance

Abstract
Higher education as we know it today is rooted in a system developed in Europe hundreds of years ago, when human knowledge became increasingly available in written form. This system developed when information remained scarce: relative to the number of people who wanted to learn there were few learned people and few manuscripts and books. This context of scarcity gave rise to a number of operating and organisational structures which characterised universities today, and the implications of these structures is profound.

Whereas traditional higher education developed within the context of scarcity, e-Learning has developed within a context characterised by abundance: learned information and learned people are widely available. Because of this technology-based abundance, education can happen with no physical campus. Eliminating the physical campus removes some operating structure limitations, but also imposes other limits. For example, the elimination of the physical library means that e-Learning has grown most substantially in subject areas and using pedagogy that does not require learner access to libraries to be effective—that is, areas of study which emphasise mastery of facts or technical knowledge, and in which right and wrong answers that can be learned (math, foreign language, technical fields, etc.). e-Learning is less developed in areas of study that emphasise the development of methods of thinking and analysis – that is, in areas such as history, philosophy, literature, and psychology.

e-Learning could grow into broader areas of human knowledge sooner if a coherent digital library (not merely access to all Internet-information, regardless of importance or quality) were developed. Creating such a library is a complex challenge, requiring answers to many thorny questions. By creating a useful electronic library an operating structure limitation on e-Learning will be removed, allowing for important innovations that will produce new opportunities for providing information and education to the majority of humanity who are currently technologically and educationally underserved.

Biography
Richard A. Detweiler is a fellow, and also currently interim president, of the Council on Library and Information Resources (CLIR); he also holds an appointment as a foundation fellow at Oxford University's Harris Manchester College. CLIR is a foundation funded organisation that works to create transformational change to ensure that humanity's knowledge is increasingly available to scholars, students, and every citizen, now and in the future.

Born and raised in California, Dr Detweiler is social psychologist with degrees from California Western University (B.A., 1968) and Princeton University (M.A., 1972 and PhD 1973). Formerly a professor of psychology and Vice President at Drew University in New Jersey, and President and Professor of Psychology at Hartwick College in New York, he came to CLIR with an appointment as Fellow in the [northern] summer of 2003.

In his presidential and vice presidential positions his focus has been on planning that links the institution's fundamental values with long term plans; from this approach has come change such as the growth of international programs, institutional leadership in the role of information technology in support of education, and improvements in recruitment and retention among other initiatives. He has been particularly active in newly developing efforts to bring education in the liberal arts and sciences back to the centre of American higher education and to extend it internationally, and it is this work that brought him to CLIR.

He has also been an active researcher, consultant, and author in intercultural relations and international education, adoption attitudes, and attributional processes. He has made many presentations on the future of higher education, including the impact of the new realities, and the role of information systems in education; he has also authored articles on information systems and education, and has consulted with colleges and universities on information technology strategies. He has served as a committee and board member of many college and university organisations.

Professor Claudio Dondi

President, SCIENTER

Topic
The Quality Issue in the Development of the eLearning Market

Abstract
Compared to three years ago, much more awareness on quality of eLearning has matured on both the demand and the supply side of the market. However, many approaches about quality can be observed and the different "cultures of quality" do not find a convergence. The presentation will refer to the results of L-Change and SEEQUEL projects supported by the European Commission, which explored the factors that determine the different approaches and established a framework for dialogue on the quality on eLearning.

Progress in understanding quality is actually perceived as one of the key elements to develop the eLearning market in the next years to come.

Biography
Claudio Dondi, born in Modena in 1958, is the President of SCIENTER – a non-profit research organisation based in Bologna and active Europe-wide in the field of innovation of education and training systems – since its establishment in 1988. In this position his main activities are the co-ordination of large national and European projects, as well as policy advice and evaluation at regional, national and international level. His other positions include: Professor of Human Resource Development at the College of Europe in Bruges (1998 - 2003), Member of the Board of the MENON EEIG in Brussels, Member of the Editorial Boards of the British Journal of Educational Technology and of the European Journal of ODL, Vice-president of the European Institute for eLearning, Vice-president of EDEN - European Distance Education Network.

Professor Bob Fryer

Chief Executive, National Health Services University, Vice-Chancellor Designate

Topic
Thriving in ‘Risk’ Society: challenges and possibilities for e-enablement

Abstract
In this session, my aim is to bring together the work of Beck and others on social change and "risk society" with the promise and challenges of e-Learning. I will be looking at the issues to be faced in deploying e-Enablement and e-Learning to the advantage of citizens for the 21st century. In doing so, I will use some empirical data from the UK and elsewhere on the so-called "digital divide".

Biography
Professor R.H. (Bob) Fryer CBE is currently Chief Executive of NHSU and took up post on the 1st February 2002. Before joining NHSU Bob was Assistant Vice Chancellor at the University of Southampton and Director of New College, a post he occupied from 1998. Between 1999 and 2000 he was on secondment to Ufi Ltd as an Executive Director, and before that was Principal of the Northern College for Residential Adult Education for 15 years.

Bob is a member of the national Learning and Skills Council and a Director of Investors in People UK Ltd. He was Chair of the National Advisory Group for Continuing Education and Lifelong Learning, a member of the ‘Moser' Committee on Adult Basic Skills and of the Policy Action Team on Skills for Neighbourhood Renewal.

Bob was awarded a CBE for services to Community Education in the 1999 New Years Honours.

Terry Hilsberg

CEO, NextEd

Topic
The Internet - enabling disruption of the international higher education industry via distributed learning centres

Abstract
The major impact of the internet on international higher education has not been the rise of global e-Learning but rather the impact it has had upon facilitating the rapid rise of thousands of distributed learning centres, which are extensions of the home campuses of the relevant higher education provider. This is likely to continue for some time given the location of emerging higher education demand versus supply, pressures to reduce costs via supply chain outsourcing, a desire to tackle smaller and smaller markets and significant new government induced quality assurance pressures. All of these factors will drive higher education providers to use technology to enable multiple delivery sites. The new generation of web services style technologies will facilitate this trend towards distributed networks.

Biography
Terry has been involved in the venture capital industry for the last 10 years in Japan, China, the USA and Australia, primarily dealing with telecommunications and information technology related investments. Most recently he has become involved in the education industry leading to the formation of NextEd Limited. Terry holds a Bachelor of Science and a Master of Town and Country Planning from the University of Sydney.

Michael Humke

Director, Higher Education Market, Hewlett-Packard Company

Topic
Learning in a Digital World

Abstract
Today students are pushing the envelope for new solutions for how they learn, play and explore. They are coming to schools with a variety of learning styles, skills and expectations and are looking for campuses, and the teachers to be has engaged in technology as they are. They expect access to every song ever written, every movie ever filmed, every TV show ever aired, every photo you ever shot, anytime you want it, anywhere you want it, on any device.

As we start to change the classroom for both k-12 and hied digital solutions will play a valuable role in changing education and helping transform new learning solutions, better teaching tools and changing what a classroom and or campus looks like. And though the classroom has not fundamentally changed over the last century, the students have. Expectations about the role technology should play in a learning environment also have evolved dramatically over the years, and while technology is not a substitute for teaching, it is a great tool to enable learning in new ways, from developing a collaborative environment to new visualisation solutions to enhance a project or lesson.

Through the Adaptive Enterprise framework, HP provides comprehensive suites of e-Learning, business and management solutions to help institutions manage and respond to changes more rapidly, and to be better aligned with their IT investment.

Biography
Michael Humke is the Director of Higher Education at HP and is responsible for all related products, services, solutions and sales for the North America market. Michael is responsible for the Higher Education market and leads the strategic planning, efforts to identify and promote products, solutions and services that best meet the needs of the higher education customers. He also holds a seat on the HP Philanthropy Board, the Board of Directors for the Thurgood Marshall Foundation and the WebCampus.Steven's board at the Stevens Institute of Technology. He is active in programs and projects within the Higher Education community.

When Michael joined HP in 1999, he brought more than 25 years of public sector and commercial sales and marketing experience to the position, having held executive positions with Lexmark International, Apple Computer and IBM.

Michael is originally from Iowa, is a graduated from Drake University in Des Moines, Iowa and a former Marine and Vietnam veteran. He has a family of three children and is actively involved in the community through Junior Achievement and volunteers to teach business economics in at-risk schools.

Dean McGhan

Principal Analyst Research, Gartner Research

Topic
The Content Challenge: managing the infoglut

Abstract
What strategies can best prepare your enterprise to succeed in content management and collaboration?
Content management (CM) systems, team collaboration support and portals have evolved as complementary applications. A CM system deals with content creation and management, controlling who can create documents for a Web site, how multiple authors collaborate and who approves their work. It also determines how documents will look and be revised, protected, stored and delivered. Portals control which users see what content under what circumstances, and collect and configure content on demand. The merging of content management capability, fundamentally the inclusion of a document repository within the portal, opens up the opportunity to use this merged capability to support collaborative teamworking.

There is a mistaken notion that we live in a knowledge economy. Nothing could be further from the truth. Knowledge is not a scarce resource, it is a superabundant one. There are only two resources in short supply in developed economies: time and attention. Both are in the sole possession of the individual, whether he or she is acting as an employee of an enterprise or its customer. Decreasing the amount of time that knowledge workers spend searching proportionally increases the amount of time they can spend understanding, creating, servicing and selling. Well-crafted business taxonomies are a necessary and essential tool in making this possible.

To assist in driving business productivity, BPM and BAM will remain an innovative business force through 2008.
Although the focus has been on IT costs, and the pressure to reduce costs will continue in the near future, the real benefits of employing rule technology come from business-related value. Although VOI is more difficult to deal with than ROI, the best application of rules is aimed at competitive and legislative issues. Therefore, business users will likely gravitate to flexible business rule technology.

Biography
Dean McGhan is a principal analyst in Gartner Research, where he focuses on CRM and Knowledge Workplace, specifically in the areas of content management and collaboration for Asia/Pacific. He is based in Gartner's Singapore office.

With more than 20 years of experience in information technology, Mr McGhan has worked extensively in business development, engagement management, practice management, application implementation and software development. Mr McGhan has held a variety of positions in and around Oracle Corporation in software development, consultancy/delivery management and business development. Almost half of his 20 years has been concentrated in the Asia/Pacific region with large MNCs such as Oracle and Siebel, and boutique eBusiness consultancies such as Lante and Apar/Ness GS. Prior to coming to Asia/Pacific, Mr McGhan spent six years in the U.K./Europe region in similar positions working for Unilever and Trafalgar House. Best described as a "Solutions Architect," Mr McGhan has driven the implementation of business process-based, customer-focused solutions, combining enterprise application suites, eBusiness platforms and custom development tools and frameworks.

Mr McGhan earned a bachelor's degree in mathematics and computer science from The Citadel in Charleston, South Carolina in 1983. He has also done postgraduate studies in information management and business administration.

Lynley Marshall

Director, New Media and Digital Services, Australian Broadcasting Corporation (ABC)

Topic
Delivering Audiences Relevant, Engaging and Integrated Education Content Across Multiple Platforms.

Abstract
Educational content for children and young people is a core output of the Australian Broadcasting Corporation's New Media and Digital Services division. Significant shifts in media consumption patterns (for children and young people in particular) along with the development of digital broadcast and media technologies present a key challenge for the ABC: how do we continue to deliver relevant, engaging and integrated educational content to audiences across multiple, digital platforms? An issue we believe is relevant to the e-Learning sector at large.

Key to remaining relevant to young audiences in the digital environment is to maintain a focus on interactivity – providing opportunities for the audience to engage and take control of their media usage in the way which best suits their needs. Wherever possible we aim to deliver content across multiple platforms, so that we can engage our younger audiences in the format and on the platforms that best suit their lifestyles.

The ABC has several examples of how we are responding to the challenges presented to us by new technology and changing audience consumption patterns. We have had pleasing success with some of our more innovative educational projects.

Winged Sandals is an award-winning rich, interactive website that brings Greek mythology to students with modern interpretations of Classical Greek myths and characters. We will share feedback from teachers and students about how this project has helped enhance the learning experience. (ABC New Media and Digital Services media release.)

Planet Slayer is the world's first humorous environmental site and provides audiences with the facts about the greenhouse effect without the usual lectures or guilt trips. In producing Planet Slayer, we worked with the education sector to find out the best ways to make the content work in the classroom, with a mixture of humour and solid scientific information being identified as an effective approach.

ABC is focusing on developing educational content that can provide opportunities for interactivity and can be accessed across a range of media platforms. This strategy is supported by a program of study and research, which will inform our educational content production initiatives.

Biography
Lynley Marshall is the Director of New Media and Digital Services, ABC. She has over 19 years experience in the broadcasting industry and held a series of senior broadcasting positions in New Zealand before joining the ABC in 2000.

As Director of New Media and Digital Services, she is responsible for the integrated delivery of the ABC's digital content, including ABC Online, broadband services, digital and interactive TV, SMS, MMS and other emerging platforms.

Lynley manages the ABC's digital strategy and content development, and represents the corporation's interests on various industry groups addressing the development of digital broadcasting.

Professor Ron Oliver

Associate Dean (Teaching and Learning), Faculty of Communications and Creative Industries, Edith Cowan University

Topic
Choosing Learning Designs for eLearning Settings

Abstract
A fundamental aspect of any elearning setting is the learning design on which the course of study is based. The term, learning design, describes the organisational and contextual elements within a unit of study that are designed to guide, support and facilitate the students' learning processes. In any elearning setting, the learning design plays an important part in the success of the course, in terms of learning outcomes, learner achievements and learner satisfaction. Despite their importance, few organisations or institutions recognise learning designs as a critical element in the development and delivery of elearning. As a consequence of this, they often lose many of the opportunities and affordances they seek from their online courses and programs. This presentation will discuss the critical elements of a learning design and will describe designs that can best be used to create effective and powerful elearning settings for education, industry and corporate training.

Biography
Ron Oliver is the Professor of Interactive Multimedia in the Faculty of Communications and Creative Industries at Edith Cowan University. He has a background in multimedia and learning technologies and currently leads a research team at ECU in these fields. He has extensive experience in the design, development, implementation and evaluation of technology-mediated and online learning materials. Current projects in which he is involved include investigations of authentic settings for online teaching and learning, the reusability of e-Learning resources, and the modelling and specification of high quality generic learning designs for online learning.

Ron has won a number of national and international awards for his innovative online teaching and his leading research into technology facilitated learning. He has published many papers, books and chapters and been a lead investigator and team member in research and development projects in a variety of externally and competitively funded projects. He holds various roles on Editorial Boards of Program Committees of a number of international journals and conferences and is Chair of the Ed-Media Steering Committee. He holds key positions within his university associated with teaching and learning, as Associate Dean within his Faculty and Chair of the University Academic Board.

Ron Perkinson

Senior Education Specialist, International Finance Corporation, World Bank Group

Topic
Setting The Scene With Two Themes: 'An Overview Of Global Trends' and 'Some Perceptions About online Delivery By Foreign Providers – Adapting To Local Markets'

Abstract
We will attempt to set the scene by hearing about important issues and trends that are changing the landscape of tertiary education and training services across the globe. The first part of the session will identify relevant trends in the global education market, with a particular focus on what is happening in the changing tertiary education and training landscape in developing countries. Recent changes brought about by internationalisation and the globalisation of higher education are giving rise to new commercial opportunities and increased competition from national and foreign providers in both local and foreign markets, with some of the largest growth occurring in the delivery of tertiary education (university and non-university) in developing economies. Financing trends are also changing the global resourcing mix for higher education, knowledge development and lifelong learning and the growth in commercial higher education initiatives are more evident today that ever before. But cross-border trade in education services can also have its pitfalls.

The second part of the session will raise questions for e-Forum members about the readiness of developing countries to accommodate effective foreign provision of online programs, especially in the space occupied by the formal tertiary sector. Many developing countries are transitioning from formal education systems to new systems of education and training, where knowledge development, the creation of new skills and the development of lifelong learning systems are still some years behind the more industrialised countries. Yet traditional sectors and local markets should not be underestimated for their capacity to advance and disseminate new knowledge that has been customised to meet their needs. Participants delivering e-programs in to foreign markets will be questioned about how they assure quality and relevance of their courses in terms of content and delivery – and how they overcome the growing local perception that many foreign programs might appear to be well packaged but can often be based around less relevant social or cultural assumptions.

Biography
Ron Perkinson is a New Zealander who has held positions at Chief Executive and Director level in large multinational service industries in New Zealand, Australia and South Africa, spanning more than 20 years.

Ron was seconded to the International Finance Corporation in Yr 2000 to the role of Senior Education Specialist, to assist with the establishment of the Global Health and Education Group focusing on private education projects in developing economies. Ron is an educationalist who brings an international education business perspective to the IFC in a role that provides technical advice and assistance for private sector education projects involving K-12 schools; technical and vocational training; universities and higher education; ICT / education technology companies; plus distance education and e-Learning projects in developing countries.

In 1989, prior to joining the IFC Ron, was appointed as Chief Executive of Multi Serve Education Trust in New Zealand. Multi Serve was the privatised outcome of government education services after the sweeping education reforms in New Zealand throughout the late 1980's. Ron was responsible for the pioneering the successful development of Multi Serve in New Zealand and its international services in seven countries, in areas of education administration, project management, academic/ professional development, online and distance education, and information and communications technology services.

Ron left the teaching profession during the 1970s to pursue a corporate career as Managing Director of international service companies in New Zealand and Australia. He has been a Chairman and Director of private sector companies and has served on a variety of government working parties and committees in New Zealand to oversee or advise on public sector reforms.

Professor Tom Reeves

Department of Instructional Technology, College of Education, The University of Georgia, Athens, USA

Topic
The Will to Fly: eLearning and the challenge of the conative domain

Abstract
Before their first successful flight on December 17, 1903, Wilbur and Orville Wright spent years striving to design and fly a heavier-than-air machine. Despite numerous failed attempts and widespread skepticism about their designs, the “will to fly” of these aviation pioneers overcame all obstacles, and the rest, as they say, is history.

Today, the pioneers of eLearning have made great strides in designing and deploying interactive technologies to help people learn in the cognitive (mental), behavioural (psychomotor), and affective (feeling) domains. However, a major challenge remains with respect to the application of eLearning to the conative (will) domain. This presentation will clarify the differences among the four domains, point out the successes and remaining challenges within each, and highlight the potential of eLearning to address the conative domain in the 21st Century. Analogies with the obstacles overcome by the Wright brothers and other aviation pioneers will be used to illustrate the thesis that designing eLearning to enhance the will, desire, motivation, and intention of people to achieve is a great and noble quest for today’s eLearning pioneers.

Biography
Dr Thomas C. Reeves is a Professor of Instructional Technology at The University of Georgia where he teaches program evaluation, multimedia design, and research courses. Since receiving his PhD at Syracuse University in 1979, he has developed and evaluated numerous interactive multimedia programs for both education and training.

In addition to numerous presentations and workshops in the USA, he has been an invited speaker in other countries including Australia, Brazil, Bulgaria, Canada, China, England, Finland, Malaysia, the Netherlands, New Zealand, Peru, Portugal, Russia, Singapore, South Africa, Sweden, Switzerland, and Taiwan.

He is a past president of the Association for the Development of Computer-based Instructional Systems (ADCIS) and a former Fulbright Lecturer. In 1995, he was selected as one of the "Top 100" people in multimedia by Multimedia Producer magazine, and in 2003, he was the first person to receive the AACE Fellowship Award from the Association for the Advancement of Computing in Education.

Donn Ritchie

San Diego State University, USA

Topic
E-Learning: it's not about the technology

Abstract
With improvements in technological access, speed, and advanced features, many companies and academic institutions are turning to e-Learning as a means to reach their clients anywhere and at anytime. But simply providing information to clients doesn't insure that they will remember the content or be able to use it when needed. Without considering learning theories and their applicability to e-Learning, a crucial step is often omitted and subsequent performance suffers. Dr Ritchie will illustrate these issues with examples from both industry and higher education, and provide a template to help overcome some of the limitations.

Biography
Dr Donn Ritchie received his PhD in Instructional Technology from Utah State University in 1990, and currently serves as Professor and Chairman of the Department of Educational Technology at San Diego State University (SDSU). His teaching background includes 12 years of teaching high school and middle school science, 14 years as faculty member at SDSU, one semester as an adjunct faculty at the University of Cyprus during an appointment through the US Fulbright organisation, and two years as an adjunct faculty member at National Institute of Education in Singapore.

Donn became Director of the Department of Educational Technology's online degree program in 1996, and has written and spoken widely on factors to ensure pedagogical validity in distance learning endeavors. He recently authored and directed a $1.5 million federally funded grant that designed and developed innovative ways to use the Internet and streaming video for instruction, and also designed, developed, and served as principle investigator for a second US Department of Education grant and three major grants through the Chancellor's Office of the California State University System. In addition to distance learning, his professional career has focused on researching practices that help improve teaching and learning. Non-academic interests include participating in triathlons and back-country hiking.

Andrew H. Rosen

Chief Corporate Officer, President International, Blackboard Inc.

Topic
Transformation of Educational Experience and the Quest for Consistent Quality and Achievement of Outcomes

Abstract
(To come)

Biography
Andrew Rosen LL.M., Chief Corporate Officer, President International for Blackboard manages all strategic alliances, business and corporate development and international growth, strategy and operations. Mr Rosen brings 15 years of international, legal and operational experience to his role at Blackboard. Mr Rosen is a recognised expert in guiding multinational and emerging growth companies in global expansion, operational structuring, cross-border mergers, acquisitions and integrations, as well as international business development, joint ventures and financing transactions.

Mr Rosen comes to Blackboard from the New York law firm of Cahill Gordon and Reindel. While at Cahill Gordon, Mr Rosen advised fortune 100 companies, investment banks, hedge and venture funds, and multinational corporations in developing and financing strategic and operational growth, structuring joint ventures and acquisitions, offshore licensing and technology development methodologies, designing financial products and structuring numerous financing transactions that included leveraged buy-outs and mergers.

Mr Rosen began his career with Coopers and Lybrand LLP, where he was a consultant advising global technology companies in structuring joint ventures and other business transactions. Mr Rosen speaks frequently on international legal and business issues confronting technology companies.

Mr Rosen received his undergraduate degree from the University of Michigan and his law degree from Southwestern University School of Law. Mr Rosen also holds an LL.M in taxation from the New York University, School of Law.

Dr Gilly Salmon

Centre for Innovation, Knowledge and Enterprise, The Open University, UK

Topic
What the Millennium Sparks did to e-Learning

Abstract
The closing years of the last century, offered playpens the like of which no generation of educators had seen before. We travelled as prospectors, building pipelines through cyberspace. National and discipline cultures receded as we pursued like minded others. But, the Millennium sparks tore apart our predications of glory.

But now, slowly, our projects become principles. Those of us who were there at the first stirrings feel privilege at the growth of seeds we had tentatively propagated and look to the future…

Biography
Dr Gilly Salmon is an academic member of the Centre for Innovation, Knowledge and Enterprise at the Open University Business School (OUBS). She chairs the OUBS's large online Professional Certificate in Management. She is also Visiting Professor at Caledonian Business School, Glasgow where she is involved in innovative online developments, e-strategy and change processes. She is founder Director of All Things in Moderation Ltd, an international online training company (www.atimod.com).

Gilly has been involved in online teaching and learning since the 1980s. She researches, writes and speaks internationally about e-learning and educational change. She has two research degrees- one in change management and one in online teaching. She says she needs both in the e-world! Her interests are in the experience of online learning and teaching, harnessing networked technologies in the service of educational objectives and the key role of online teachers, trainer or facilitators – a role she calls ‘e-moderating', A new edition of her book ‘E-moderating' has just been published (www.e-moderating.com).

Professor John Stevenson

Professor of Post-Compulsory Education and Training, Griffith University

Topic
Using Activity Theory and Learning Theory to Map e-Learning Curriculum Development in order to Expand its Object

Abstract
Various tensions have arisen in the design, delivery and experiences (ie the curricula) of e-learning as it has moved from being a substitute for traditional forms of teaching and learning, to being able to provide more effectively for learning, to the current stage of having the potential to transform the nature of learning itself. These tensions or apparent contradictions include:

• Training vs. Education
• Innovation (eg adopting technologies for their own sake) vs. Learning Benefits
• Playing with New Toys (eg new mobile hand-held devices) vs. Pedagogy
• Entertainment (eg attracting learners through contemporary renditions) vs. Authenticity and Depth
• Innovation vs. Standardisation (eg set and standardised e-pedagogies)
• Disaggregation (eg into separate processes for different 'Learning Objects') vs. Learner Centredness
• Constructivism vs. Commodification
• Manageability vs. Complexity

In this paper, it is suggested that e-learning curriculum development has matured to the extent that it can be considered an activity in the sense of Cultural Historical Activity Theory. Some of the merits of considering e-Learning curriculum development as an activity are that it provides: a way in which to map the system, an explanatory framework for the kinds of tensions and troubles in the system, and a basis for moving forward in resolving these tensions.

In considering how to move forward, this paper suggests that some recent challenges to cognitive science thinking about transfer may also provide useful insights. This would involve dealing with various relationships: between presumed representations of knowledge; among the content to be learned, the context and its affordances; and among the extent of staff take-up of e-Learning innovations, the innovations themselves and staff development.

Biography
John Stevenson is foundation Professor of Post-Compulsory Education and Training at Griffith University (1992-present). Other recent appointments have included: Editor, Australian and New Zealand Journal of Vocational Education Research (1993-present); Director, Centre for Learning Research (2003-); Leader of a Griffith University designated area of research excellence (1996-); Director Centre for Skill Formation Research and Development (1992-1995); and Head of various academic schools at Griffith University (1989-2000). Previously he served in several senior positions in vocational education and training from 1972 to 1989 (including Director of Educational Review, Assistant Director Curriculum, and Principal of Kangaroo Point College of TAFE).

His research interests are: knowledge, activity, learning, learning environments and vocational education. He has won many competitive research grants and is the author of numerous publications, including three edited books; 20 book chapters; over 40 journal articles; a co-edited special edition of the International Journal of Educational Research; and 70 national and international conference papers and keynote addresses.

His other appointments have included, membership of many national and international editorial boards, membership of the New Zealand Education Panel for performance-based research funding to New Zealand Universities, and External Examiner for the Hong Kong Institute of Education.

Professor James Taylor

Deputy Vice-Chancellor (Academic & Global Learning), University of Southern Queensland

Topic
E-Learning as a Catalyst for Organisational Transformation

Abstract
While there is a great deal of business literature on companies that have "restructured" and "re-engineered" to respond to new competitive threats and rapidly changing market conditions, universities are generally regarded as being stubbornly resistant to change as a result of the typically conservative and reactionary pressures both internal and external to the organisation. There is no doubt that the central task of executive management today has become the leadership of change. The major challenge confronting university leaders is how to boost academic productivity through the judicious use of emerging e-learning technologies. Universities need to develop comprehensive, end-to-end communication systems and knowledge management systems, so that they might be better able to respond to the growing demand for lifelong learning, and to satisfy the increasingly diverse needs of individual students. The opportunity for institutional leaders is to adopt a proactive stance, and to generate an organisational development strategy, which will lead to the new technologies becoming a structurally integrated part of practically every aspect of institutional operations. Therein lies the key challenge to the leaders and managers of higher education in the 21st century.

Biography
Professor Jim Taylor is Deputy Vice-Chancellor (Academic and Global Learning) at the University of Southern Queensland, Australia. Professor Taylor, who is currently President of the International Council for Open and Distance Education (ICDE) was awarded the ICDE Individual Prize of Excellence in 1999 for an active role in ICDE and internationally over many years with significant contributions made to research and development in the field of open and distance learning. His current interests include e-Learning, with particular emphasis on the technology-pedagogy interface, associated issues of scalability and cost-effectiveness, and the need for efficacious change management strategies in higher education.

Professor Taylor has wide experience as a consultant for government agencies, international bodies, tertiary institutions, professional bodies and private industry. Professor Taylor has published widely, and has undertaken major consultancy work for the World Bank, the Asian Development Bank, UNESCO, the South East Asian Ministers of Education Organisation (SEAMEO), the Australian Universities Quality Agency, the New Zealand Academic Audit Unit, the Hong Kong Council for Academic Accreditation and the Science Council of Japan. More details are available at http://www.usq.edu.au/users/taylorj.

Professor James Dalziel

Director, Macquarie University E-learning Centre of Excellence (MELCOE)

Topic
E-learning Content is Dead: creating engaging sequences of e-Learning activities with LAMS

Abstract
Much of today's e-Learning content is dead – many learners dislike the lifeless monotony of clicking through page after page of content, punctuated by the occasional self-test question or animation (if they are lucky). While well-designed courseware may sustain a modicum of interest, it is expensive to develop and often hard to adapt. The promised utopia of high quality, easily re-used learning objects has not appeared so far, and may yet prove an impractical dream (given the difficulty of creating engaging, easily adapted content in a cost effective way).

The new field of Learning Design provides one alternative to the problems of lifeless e-Learning content. Learning Design describes e-Learning in terms of sequences of learning activities, many of which are collaborative in nature. It relies on people's natural predisposition to social behaviour as a driver for sustained engagement with learning in an online context. By creating sequences of collaborative tasks, Learning Design moves beyond simple delivery of content to active construction of meaning and understanding within group environments such as an online class. This is achieved using not just one collaborative tool (such as a discussion forum), but a broad suite of collaborative activities that can be combined in an infinite variety of ways. The resulting "sequences" of activities can be stored, and hence shared, searched for, re-used, adapted and so on. It now seems possible that Learning Design sequences will reach the utopia that "Learning Objects" (ie, content) failed to achieve.

The Learning Activity Management System (LAMS) is one of the first of a new breed of Learning Design tools dedicated to authoring and delivering collaborative activity sequences. While this approach can incorporate "single-learner" content as an individual activity within a sequence, the focus is predominantly on "multi-learner" activities that use the social and collaborative dimension of learning to motivate sustained student interaction. Due to the ease of authoring using a visual "drag and drop" environment, the creation of sequences by teachers is both simple and cost effective. This presentation will briefly outline the problems of current e-learning content and the Learning Design alternative, based on illustrations and live demonstrations from LAMS. Future prospects for LAMS (such as the potential for releasing the system as open source software) will also be reviewed.

Biography
James has been involved in e-Learning innovation since 1996. Co-founder of WebMCQ, one of Australia's first e-Learning companies, he has worked with education sector, corporate and government e-Learning clients through WebMCQ for the past six years, particularly in the areas of online assessment, courseware development and consulting services. James has recently left WebMCQ to take up a full time position as Director of the Macquarie E-learning Centre of Excellence (MELCOE) – a research centre for next generation e-Learning technologies. MELCOE projects include: “COLIS”, an internationally acclaimed e-learning integration project; “MAMS”, an access and identity management infrastructure project; and development of the ground breaking “LAMS” system based on the concepts of Learning Design.

Marcia Harrison

Deputy Director, Information Services, Cranfield University, UK

Topic
"Deep Water to Blue Skies" The MOD UK e-Learning for Air, Land and Sea.

Abstract
An overview of the provision of e-Learning for the Defence Academy in the UK and the strategy for change. An example of the e-Learning model developed in partnership with Cranfield University.

Biography
Marcia is Deputy Director of Information Services at Cranfield University and Head of Development primarily responsible for advancement of services such as the College's website, intranet and the introduction of new virtual and electronic services such as the electronic library, e-theses, e-prints, Metalib etc. It is the remit of this post to drive technological innovation in collaboration with colleagues within the university and its departments and external partners and clients.

Marcia has been involved with, and managed, various Government funded projects including the ELLEN project, which looked at and assessed issues related to the introduction of a VLE/MLE in various learning environments. Working with a broad range of universities, colleges and corporate partners, the aim of this large project was to assess and compare the products on the market, develop appropriate online course materials, processes, and store them centrally so that they could be shared by the consortium of institutions enabling the delivery of learning via the most appropriate solution to the individual and groups of learners wherever they were located.

Marcia's past experience also includes setting up and implementing a range of LMS and electronic library products. Managing the implementation and provision of WebCT, Blackboard and Fretwell Downing's “Le”.

Marcia has also presented, managed and delivered many papers and workshops at Library Association (CILIP) conferences and seminars. Run specific study days on electronic services for librarians within different sectors of the profession and acted as Chair and secretary of many and various library committees.

Betsy Lim

Deputy Director of Professional Development and Consultancy of the Educational Technology Division, Ministry of Education, Singapore

Topic
Integrating Technology into Education – the Singapore Experience

Abstract
This session will provide a quick overview of the achievements and issues related to introducing technology to enhance teaching and learning system-wide in Singapore. It will present the implementation challenges faced in the second phase of technology integration to achieve the vision of effective and pervasive use of ICT in the classroom.

Biography
Betsy Lim is one of the pioneers if the Singapore Masterplan for Information Technology in Education (1997 - 2002) and is currently actively involved in the planning and implementation of the Second IT Masterplan (2003 - 2008). She has presented papers in various local and international conferences on ICT in education policies and professional development of teachers and school leaders.

Professor Neil McLean

Director, IMS Australia

Topic
Towards a Common Goal

Abstract
As the global e-Learning industry matures, there is a wide range of players involved representing pedagogy and technology interests spanning the public and private sectors. This presents many challenges in terms of reaching agreement on common concepts, a shared language for discourse and on strategic priorities for development paths across diverse e-Learning communities. Developing formal links between various key agencies and interest groups in the global e-Learning arena may help speed up innovative processes on the journey towards the ultimate goal of transforming teaching and learning processes.

Biography
Professor Neil McLean is currently Director IMS Australia and a member of the Board of Directors of the IMS Global Learning Consortium (the IMS Global Learning Consortium being a key international forum for the development of technical specifications relevant to the e-Learning and training industry).

He is the principal advisor to the Australian Commonwealth Government Department of Education Science and Training on technical standards for education and training.

As Director of IMS Australia, Neil coordinates a small team of technical experts who are engaged in the national and international education and training e-Learning technical standards making processes.

Prior to becoming Director of IMS Australia he was Pro-Vice Chancellor for E-learning and Information Services at Macquarie University and he has a long history in the management of libraries, computing services and e-Learning in both Australia and Europe.

During 2003/4 a great deal of his time has been devoted to the interoperability challenges inherent in the relationships between online library, e-research and learning environments.

Associate Professor Daniel Tan Tiong Hok

Director, Centre for Educational Development, Nanyang Technological University, Singapore

Topic
Use - Reuse - Profuse - Produce

Abstract
The use of reusable learning objectives holds much promise, often noted yet to be delivered. Nonetheless, there has been much recent development in the creation of various repositories and repository systems. While the focus has been on content and technology, in line with NTU's theme of "humaniZing eLearning", approaches in which this is being attempted in the University would be shared.

Biography
Present Appointments: Director, Centre for Educational Development, Nanyang Technological University; Associate Professor (Adjunct) , Division of Information Engineering, School of Electrical and Electronic Engineering, Nanyang Technological University

Research Interests: internet and computer security; human factors and usability

Current Projects: Information warfare, encryption, authentication, intrusion detection systems, usability.

Dr Daniel Tan is currently the Director, Centre for Educational Development, and Associate Professor, School of Electrical and Electronic Engineering at the Nanyang Technological University. He obtained his BSc from University of Aston, Birmingham, England. He subsequently achieved a PhD from the University of Manchester Institute of Science and Technology and a post-graduate Diploma in Teaching in Higher Education from the Nanyang Technological University. His research interests cover Internet and computer security; human factors and usability. He is involved in several projects on information warfare, encryption, authentication, intrusion detection systems and usability.

Associate Professor Tan, as Director of the Centre for Educational Development at the Nanyang Technological University, led a team to develop and implement an e-learning campus eco-system. This environment, comprising a holistic approach towards system design, learning platform, server architecture, coupled with edUtorium, the staff development program and pedagogical design has resulted in a high immersive and adoption rate, by both staff and students.

Grame Barty

Executive Chairman, HarvestRoad Limited

Biography
Grame Barty is the Chairman and CEO of HarvestRoad Limited a publicly listed company he founded in August 1996. Prior to HarvestRoad Mr Barty spent eight years as a senior executive in IT organisations including Fujitsu Australia, Nortel Australia and Telecom New Zealand in a sales, business development and marketing capacity specialising in Advanced Intelligent Networks.

Mr Barty is a graduate of the Royal Military College of Australia with 10 years service as a commissioned officer in the Australian Regular Army specialising in Communications Intelligence and Electronic Warfare which included services with NATO forces in Germany.

From November 2000 - November 2002 he was a Board Director and on the Executive Committee of the Australian Information Industry Association and was the Director responsible for the Business Taxation Task Force. In May 2001 he was appointed by Prime Minister and Cabinet to the Board of Australian Export Commission - Austrade - to represent the Australian ICT industry and Western Australian exporters. In July 2001 he was selected as a Finalist in the Ernst & Young Australian Entrepreneur of the Year Awards in recognition of his role with HarvestRoad.

A keen cyclist he is also President of the Western Australian Cycling Federation.

Warren Bruce

National Education Manager, Apple Computer Australia

Biography
Warren Bruce was named National Education Manager of Apple Computer Australia in March 1999, with responsibility for Apple's Higher Education business and K-12 schools business nationally. Prior to his appointment to this role, Warren managed Apple's Higher Education and New Zealand businesses from 31 August 1998, and was Channel Manager from March 1997 to August 1998. An integral part of Warren's work upon first joining Apple in June 1995 was detailed analysis of channel models and providing feedback to Apple's management team and the Channel Partners involved.

Prior to joining Apple, Warren worked in trading and merchant banking for 17 years, providing working capital loans to medium sized corporations and financing import and export activity. He served at General Management level for the Australian subsidiary of a major Japanese Bank. In this period he designed and implemented an innovative multi-currency money market and accounting software package.

Warren also brings experience in small and medium business gained in General Management of a small manufacturing, distribution and services company, and working with a semi Government organisation consulting to small business. Throughout this period Warren came to value the Apple Macintosh and the power it brought to his organisation. Ultimately this led to his interest in joining Apple Computer.

Con J Kittos

President, CEO and Chairman, Click2learn Asia Pacific
CEO, Angus Knight Group

Biography
Con J. Kittos is a well-known commentator, entrepreneur and industry authority on corporate learning and employment services. He has unique insights into the challenges facing Australia's employers, job seekers and Government policy makers as a result of his position as CEO of the Angus Knight Group of Companies. This portfolio of highly successful and dynamic organisations includes:
Click2learn Asia Pacific, Australia's largest provider of learning and business-performance technologies and services.

Click2learn's local clients include St. George Bank, Comalco, Rio Tinto and Centrelink Jobfind Centres, the largest privately owned member of the Australian Government's Commonwealth Employment Services' Job Network National Joblink Limited, a leading national Registered Training Organisation Turning Point Employment Services, a non-for-profit provider of case-management services to long-term unemployed and mature-age job seekers.

Mr Kittos is a recognised authority of subjects such as technology-enabled learning, the learning culture's impact on business performance, and the Federal Government's social imperatives in employment and vocational training. He has been active in Australia's training and technology sectors for 18 years, and previously held senior-management positions at MTE, Acer Computer, Unisys and Hewlett-Packard's Co-Cam Computer Group.

Key speaker points
Con J. Kittos is an authoritative e-Learning industry commentator and an acclaimed presenter.

Due to his experience as a business owner, manager and entrepreneur, in which he has built his business into a top ten provider in the employment and online learning solutions market, Con has true hands-on experience, a true passion for learning, and a keen focus on the need for learning and knowledge development initiatives that demonstrably improve shareholder return.

Con believes one of the major challenges facing the fast-growing e-Learning industry is the need to "cut through the hype," and he strongly believes that people interested in technology-based learning solutions should fully understand how they support the organisation's specific business requirements.

Subjects that Con has presented on recently include:

• International and local trends in technology-based learning solutions
• Knowledge capital and its management
• Business performance and learning: how learning concepts can help businesses gain a competitive advantage
• Competency-based training
• Return on investment on e-Learning in a blended training solution
• Using approaches including Value Chain analysis, ROI and Balanced Scorecard to measure e-Learning within a blended training solution
• The changing role of the Human Resource Director in Australia
• The importance of an e-Learning readiness analysis and the critical signs of readiness
• Why the intervention process does not work
• The impact of a learning culture on shareholder performance
• The Australian Government's social imperatives in employment and vocational training.
  

Ms Janice Rickards, Panel Chair

Pro-Vice-Chancellor (Information Services), Griffith University

Biography
Janice Rickards is the Pro-Vice-Chancellor (Information Services) at Griffith University and was appointed to this position in August 1999. From 1993 to her appointment as Pro-Vice-Chancellor (INS), Janice was the University Librarian at Griffith. A significant part of this role was the development and nurturing of partnerships with clients and suppliers to build innovative services. Prior to that Janice worked at the QUT Library in a number of senior positions over the period 1977 to 1992.

Throughout her career, Janice has been involved in managing large scale organisational change which has been prompted by major changes in government policy, funding and pedagogical directions. And nowhere has technology had such an impact as in the area of information services itself. Janice's commitment to the development of management skills is long-standing, both at the personal level and as a strategic response for the organisation undergoing continuous change.

Jason Trump

B.InfTech MACS PCP, Microsoft Australia

Biography
Jason Trump is an Education Solutions Specialist for Microsoft Australia. In his role with Microsoft, Jason is primarily focussed on education-specific solutions for p-12 schools across Australia.

Prior to joining Microsoft in 2001, Jason spent over eight years working in a variety of technology related roles with the Queensland University of Technology and two and a half years working for network integration company, NetStar. He holds a Bachelor Degree in Information Technology from the Queensland University of Technology, participates actively in a number of IT Reference Groups, and is a member of the Australian Computer Society.

In his spare time Jason enjoys golf, swimming and spending time on Queensland's magnificent Sunshine Coast.

Dr Diana Young

President and CEO, Mil-Com Group of Companies

Biography
Dr Diana Young is the President and CEO of the Mil-Com group of companies. Dr Young founded Mil-Com Aerospace Pte Ltd in 1994 offering engineering, maintenance services and technical training for the aviation industry. Since then, she has grown Mil-Com into a quality group of companies and had achieved the Singapore Quality Class for its entire group.

Dr Young has contributed significantly to the development of the aerospace industry. She was instrumental in setting the Association of Aerospace Focused Enterprises (AAFE) in June 2002. She was elected by members to be the first AAFE President in the first AGM in June.

Dr Young was also very active in the business community. She was elected as the first Woman President of the Association of Small and Medium Enterprises in 2000. She also served as Chairperson for the Women Entrepreneur Chapter, Chairperson for the Young Eagles Chapter, Chairperson for ASME Women Entrepreneur of the Year Award, Programme Chairman for the World Summit for SMEs, Chairperson for the Mentors Chapter, Chairperson for International Affairs, President of the Entrepreneurs Toast Masters Club, Chairperson for the Asia-Europe Business Forum for SMEs, Resource Person to the South West Community Development Council, Resource Person to the Singapore Council for Women Organisations, Member of the International Women Federation, Council Member of the Information Technology Standards Committee, Member of the ICT Sub-Committee on the Remaking of the Singapore Economy, Member of the Advisory Council for Community Relations of the Ministry of Defence (ACCORD).

Marie Jasinski

Director, Design Planet

Marie Jasinski is recognised across the Australian vocational education and training sector for her creativity and leadership in the field of flexible learning and new learning technologies. Since 1992, she has been a key player in a number of Australian National Training Authority (ANTA) e-Learning projects and has significant experience at both strategic and operational levels in change management, teacher development, resource development, course delivery and evaluation.

Marie is Director, Design Planet Pty Ltd which is part of an emerging international network of educators and researchers drawn together by their passion for playing with the rules and for making learning engaging, fun and interactive.

She designs and facilitates innovative and interactive strategies including games, role-plays and simulations for a range of teaching, training, research and performance improvement contexts. Her particular interest is the creative use of simple technologies like email, bulletin boards and chat rooms.

Marie has published internationally and has presented her work in Singapore, Canada and the USA.

Marie has a Bachelor of Education, Grad Dip in Applied Psychology, Grad Dip in Clinical Hypnosis, Grad Cert in Facilitating and Managing E-Learning and is currently studying her Master of Arts in Chaos, Complexity and Creativity. Marie was an inaugural Flexible Learner Leader in 2000.

Stephen Atherton

Higher Ed Strategic Business, Apple Computer Australia

Topic
Platform Independent Digital Media in eLearning Made Easy.

Abstract
This short looks at the use of the cross platform standard, QuickTime, in the areas of video, streaming video, and virtual reality through case studies and demonstrations. The University of Western Australia's iLecture system will be examined as will case studies in engineering research (ADFA), statistics teaching (University of Queensland), chemistry education (Oxford), and streaming media in medical education (Cornell) to name a few.