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Phase Two reports
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Phase Two plan (2005–2006)
This paper details the business plan, priorities and agreements for the remainder of Phase Two of The Le@rning Federation's work.
Approach to managing intellectual property rights
This paper details TLF's approach to managing intellectual property rights. The approach focuses on a combination of business rules, business processes, technology systems, legal documentation, and communication and education throughout the content distribution chain. Based on comprehensive legal advice, it concentrates on informing rather than enforcing rights as there are technology implications that cannot be feasibly implemented within the school education environment.
Project management framework, version 5.0
This project management framework explicates the production process, methodology and consultative process implemented by TLF to produce high-quality online content for Australian and New Zealand schools.
Quality assurance framework for online content development, version 3.3
This quality assurance framework comprises processes, guidelines and standards that ensure all products and deliverables commissioned for TLF are consistently in accordance with the specified guidelines and standards for quality design, development and delivery of online content.
Sustainable provision of online curriculum content beyond 2005
This issues paper was prepared by TLF Steering Group as a follow-up to 'The readiness is all' paper. Consultations were conducted during November and December 2003 and January 2004. As a result of the consultations, a content strategy within the 'Learning in an online world' framework was accepted by AESOC in February 2004.
The readiness is all: Implementing TLF
This report was prepared by TLF Steering Group for the 2003 MCEETYA meeting. It raises the issue of the sustainability of online content beyond 2005.
Achieving educational soundness in the digital age
This paper provides an overview of TLF's approach to pedagogy-based learning object design. It explores the challenges of developing digital educational materials for the Australian and New Zealand school sector, and provides useful information derived from hands-on experience for others contemplating the task.
