Of the urban e-learning clusters that have been created in New Zealand, only HarbourNet has a critical mass of participating schools, found any real sense of purpose, and are actively pursuing a vision of networked schools. This session will examine the development of HarbourNet as an urban e-learning cluster and the role that leadership played in the success and sustainability of that cluster.
While the use of distance education at the primary and secondary levels began in New Zealand around 1922 with the introduction of the Correspondence School, the use of virtual learning and the e-learning clusters began with the creation of the Canterbury Area Schools’ Association Technology (CASAtech) project in 1993 (Wenmoth, 1996). As the CASAtech project became the Canterbury Technology Schools Project in 1996, and the introduction of the OtagoNet e-learning cluster in 2002 with the vision “to create a broadband [network] linking the Otago Secondary and Area Schools, to strengthen existing relationships and collaboration of these rural and geographically dispersed schools.” (Pullar & Brennan, 2008), the roots of the Virtual Learning Network (VLN) began. In 2003 the VLN was officially established as a collaboration between the Ministry of Education and the various clusters that had been independently developing throughout the country. The primary focus of the VLN was to provide a brokerage service for the sharing of courses and programmes between clusters.
Through successive information communications and technology strategies implemented by various ministries, the physical infrastructure and human expertise was developed to allow the VLN to eventually grow to 18 geographic e-learning clusters providing virtual learning (Dewstow & Wright, 2005; Powell & Barbour, 2011; Roberts, 2010; Wright, 2010). Parkes, Zaka and Davis (2011) even describe the development of a super cluster that has come together to explore the potential of blended learning in the CantaNet and WestNet clusters (i.e., the Southern Central Divide ICTPD cluster).
In 2004, with support from the Ministry of Education, the initial version of a handbook to assist schools in forming virtual learning clusters was published. Entitled the LCO Handbook, this publication contained a matrix to guide development through the phases from initial conception to implementation. During 2010 the LCO Handbook has been extensively revised, with an additional dimension added to the matrix addressing issues of sustainability and maturity. This handbook was released in final version for use by schools and clusters in early 2011.
At present, almost all of the active e-learning clusters are located or primarily focused in rural portions of the country. There are several urban-based e-learning clusters that have officially been created (e.g., DunedinNet, Greater Christchurch Schools Network, HarbourNet, Nelson Loop, and Wellington Loop) – some of which have been in existence for three to four years. However, because the urban schools that comprise these clusters do not experience the curricular challenges of their rural counterparts, for the most part these urban clusters have been limited in their activities to sporadic professional development events. One exception to this lack of activity is HarbourNet, which serves schools in the Auckland area. For some reason, this e-learning cluster has become quite active in its first year of operation.
As such, the purpose of this study is to examine the development of the HarbourNet as an urban e-learning cluster. This general purpose leads to the following two research questions:
- What were some of the challenges HarbourNet faced as an urban e-learning cluster?
- How did HarbourNet overcome those challenges?
The researcher suspected that the response to the first research question would be similar, regardless of which urban e-learning cluster was examined. However, it was the second research question that should provide other urban e-learning clusters with guidance for their own future development into active clusters.
The study followed the model used by Barbour (2011), in his examination of the development of primary and secondary online learning or virtual schooling in New Zealand, specifically how the Learning Communities Online (LCO) Handbook was used in that development. This earlier study focused primarily on the more established clusters (i.e., which meant e-learning clusters serving primarily rural schools). Using this model, there will be two main methods of data collection: unstructured interviews and document analysis.
The researcher conducted unstructured interviews with the personnel from HarbourNet and individual schools participating in HarbourNet. While these interviews will be unstructured, the researcher will have a general plan for the interviews. Each began with the interviewee being asked about HarbourNet, followed by questions related to the challenges HarbourNet have may faced and what has been done to address those challenges, and then concluding with the interviewees perceptions of the reasons for HarbourNet’s success. The document analysis included any documentation that the interviewees felt might be important to understanding the development or success of the HarbourNet e-learning cluster. This session will examine the results of this study and the role that leadership and strategic partnerships have played in the development of the HarbourNet e-learning cluster.
References
Barbour, M. K. (2011). Primary and secondary e-learning: Examining the process of achieving maturity. Christchurch, New Zealand: Distance Education Association of New Zealand. Retrieved from http://www.vln.school.nz/mod/file/download.php?file_guid=114023
Dewstow, R., & Wright, N. (2005). Secondary school students, online learning, and external support in New Zealand. Computers in the Schools, 22(1), 111-122.
Parkes, S., Zaka, P., & Davis, N. (2011). The first blended or hybrid online course in a New Zealand secondary school: A case study. Computers in New Zealand Schools: Learning, Teaching, Technology, 23(1). Retrieved from http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=149
Powell, A., & Barbour, M. K. (2011). An Examination of Government Policies for E-Learning in New Zealand’s Secondary Schools. JOFDL, 15(10). Retrieved June 28, 2011 from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/view/17
Pullar, K., & Brennan C. (2008). Personalising learning for secondary students working in a blended (distance/face to face/vocational) learning environment. Computers in New Zealand Schools, 20(2), 6 – 16.
Roberts, R. (2010). Increasing access for learners: The Virtual Learning Network. In V. Ham & D. Wenmoth, (Eds.). e-Learnings: Implementing a national strategy project for ICT in education, 1998-2010 (144–152). Christchurch, New Zealand: CORE Education.
Wenmoth, D. (1996). Learning in the distributed classroom. SET Research Information for Teachers, 2(4). 1–4.
Wright, N. (2010). e-Learning and implications for New Zealand schools: A literature review. Wellington, New Zealand: Ministry of Education.