Liddy Nevile

Last updated
Liddy Nevile
Born1947 (age 76–77)
Melbourne, Australia
Alma mater RMIT University (PhD)
Known forLaptops in schools and Web adaptability research.
Notable workFrom Web accessibility to Web adaptability; IMS Access For All Meta-data - Information Model; Let's Talk Turtle.
Website www.sunriseresearch.org

Elizabeth "Liddy" Nevile (born 1947) is an Australian academic and a pioneer in using computers and the World Wide Web for education in Australia. In 1989-1990 she was instrumental in establishing the first program in the world that required all students to have laptop computers, at Methodist Ladies College, Melbourne, Australia. [1]

Contents

Education

Career

Laptops in schools

In the early 1980s, Nevile worked with primary school students (including her own children) using the Logo programming language and Turtle educational robots. In 1984 she wrote Let's Talk Turtle with Carolyn Dowling. This provided a curriculum for teaching programming in the classroom with Logo and Turtles. In 1988, while working for the Australian Council for Educational Research (1986-1990), she launched the Sunrise Schools project. This project drew upon the constructivist theory of knowing of Jean Piaget, and the constructionism theory of learning as instantiated in the Logo programming language of Seymour Papert. Nevile organised for the first Sunrise classroom to be held in the Melbourne Museum. [4] [5]

During this period, Nevile and Dowling visited international educational research groups, including Massachusetts Institute of Technology. This allowed them to create links with significant researchers including Papert, Hal Abelson, Andy diSessa, Brian Silverman and Steve Ocko. [4]

In 1989, with the support of principal David Loader, Nevile worked with the Methodist Ladies College to establish a trial with a Year 7 Sunrise class "...which was considered immensely successful." [6] This was followed in 1990 with all Year 5 students required to own a laptop. For the school, "...the laptop introduction process effected an environment of radical change and radical rethinking of the role of both teacher and learner." [6] These were the world's first classes where every child had their own computer. [7] [8]

In 1990 the program was adopted by the Queensland Department of Education for implementation in Coombahbah, Queensland. It began with two Year 6 groups - one group of thirty having continual access to the laptop and the other group sharing one to two. In 1991 the program was extended to include Year 7 as well. [6] [9]

World Wide Web and adaptability

In 1990, Nevile established the Sunrise Research Laboratory at RMIT University (1990-1999). The program adopted John Mason's ‘discipline of noticing’ to anticipate and understand the impact of ubiquitous computing on academic life. [10]

As the World Wide Web developed, Nevile worked on incorporating it into her work with teachers and schools. From 1996, Sunrise Research Laboratory produced the OZeKIDS series of CD-ROM, providing Australian schools with tutorials on coding HTML and examples of websites such as the National Library of Australia.

From 1996, Nevile was instrumental in developing the case for opening a branch office of the World Wide Web Consortium in Australia. [11] The office opened in 2000.

On 22 September 1998, Nevile organised a workshop on Web accessibility to support the Web Accessibility Initiative, launched in 1997. [12] This developed into the OZeWAI conference, which shared information about Web content adaptability in Australia. It brings together technology professionals, content publishers, industry representatives and people with disabilities to develop ways of making digital resources more widely accessible. [13]

Her research has focused on the use of metadata to facilitate access to Web resources that are adapted to user requirements.

She worked with Sophie Lissonnet and the elders responsible for Quinkan culture in north eastern Australia to develop a Qualified Dublin Core catalogue to identify and record examples of Quinkan Culture. It was designed to allow Elders to manage the proliferation of unauthorised publications about Quinkan culture, and to repatriate cultural representations. [14] [15]

In 2004, she developed the IMS Learning Design AccessForAll Meta-data Information Model with David Weinkauf, Anthony Roberts, Madeleine Rothberg, Jutta Treviranus, Anastasia Cheetham, Martyn Cooper, Andrew C. Heath, and Alex Jackl. This standard describes a method for providing functional interoperability to support the substitution or augmentation of one resource with another when this is required for accessibility purposes, as prescribed in the user's AccessForAll profile. [16]

In 2005, she presented Anonymous Dublin Core profiles for accessible user relationships with resources and services. It presents the case for an anonymous personal profile of accessibility needs and preferences which could be expressed in a Dublin Core format. This profile encodes personal needs and preferences, without reference to disabilities, in a common vocabulary to be matched by resource and service capabilities. [17]

In 2006, with Jutta Treviranus, she published Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems, a description of the AccessForAll standard. It provides an inclusive framework for educational accommodation that supports accessibility, mobility, cultural, language and location appropriateness and increases educational flexibility. [18]

In 2009, she published From Web accessibility to Web adaptability with Brian Kelly, David Sloan, Sotiris Fanou, Ruth Ellison and Lisa Marie Herrod. This article calls for a shift from the author's determination of the anticipated users' needs (accessibility) to users facilitating individual accessibility in the open Web environment (adaptability). [19]

In 2009, Nevile completed her PhD at RMIT University on Metadata for user-centred, inclusive access to digital resources: realising the theory of AccessForAll Accessibility. [3]

Significant publications

Related Research Articles

A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.

An e-GIF, or eGovernment Interoperability Framework, is a scheme for ensuring the inter-operation of computer-based systems. It is intended to resolve and prevent problems arising from incompatible content of different computer systems. An e-GIF may aim to facilitate government processes at local, national or international levels.

<span class="mw-page-title-main">Computer accessibility</span> Ability of a computer system to be used by all people

Computer accessibility refers to the accessibility of a computer system to all people, regardless of disability type or severity of impairment. The term accessibility is most often used in reference to specialized hardware or software, or a combination of both, designed to enable the use of a computer by a person with a disability or impairment.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

<span class="mw-page-title-main">Learning object metadata</span> Data model

Learning Object Metadata is a data model, usually encoded in XML, used to describe a learning object and similar digital resources used to support learning. The purpose of learning object metadata is to support the reusability of learning objects, to aid discoverability, and to facilitate their interoperability, usually in the context of online learning management systems (LMS).

<span class="mw-page-title-main">Fedora Commons</span>

Fedora is a digital asset management (DAM) content repository architecture upon which institutional repositories, digital archives, and digital library systems might be built. Fedora is the underlying architecture for a digital repository, and is not a complete management, indexing, discovery, and delivery application. It is a modular architecture built on the principle that interoperability and extensibility are best achieved by the integration of data, interfaces, and mechanisms as clearly defined modules.

The AgMES initiative was developed by the Food and Agriculture Organization (FAO) of the United Nations and aims to encompass issues of semantic standards in the domain of agriculture with respect to description, resource discovery, interoperability, and data exchange for different types of information resources.

Agricultural Information Management Standards (AIMS) is a web site managed by the Food and Agriculture Organization of the United Nations (FAO) for accessing and discussing agricultural information management standards, tools and methodologies connecting information workers worldwide to build a global community of practice. Information management standards, tools and good practices can be found on AIMS:

The IMS Question and Test Interoperability specification (QTI) defines a standard format for the representation of assessment content and results, supporting the exchange of this material between authoring and delivery systems, repositories and other learning management systems. It allows assessment materials to be authored and delivered on multiple systems interchangeably. It is, therefore, designed to facilitate interoperability between systems.

In computer science, the semantic desktop is a collective term for ideas related to changing a computer's user interface and data handling capabilities so that data are more easily shared between different applications or tasks and so that data that once could not be automatically processed by a computer could be. It also encompasses some ideas about being able to share information automatically between different people. This concept is very much related to the Semantic Web, but is distinct insofar as its main concern is the personal use of information.

SIMILE was a joint research project run by the World Wide Web Consortium (W3C), Massachusetts Institute of Technology Libraries and MIT CSAIL and funded by the Andrew W. Mellon Foundation. The project ran from 2003 to August 2008. It focused on developing tools to increase the interoperability of disparate digital collections. Much of SIMILE's technical focus is oriented towards Semantic Web technology and standards such as Resource Description Framework (RDF).

Preservation metadata is item level information that describes the context and structure of a digital object. It provides background details pertaining to a digital object's provenance, authenticity, and environment. Preservation metadata, is a specific type of metadata that works to maintain a digital object's viability while ensuring continued access by providing contextual information, usage details, and rights.

The Agrega project is a digital repository which is to be used by 19 educational authorities in Spain. Each educational authority will have its own repository of curricular learning objects created according to educational standards, and each single repository will be able to integrate and interoperate with other learning systems locally and worldwide.

<span class="mw-page-title-main">Metadata</span> Data

Metadata is "data that provides information about other data", but not the content of the data itself, such as the text of a message or the image itself. There are many distinct types of metadata, including:

ISO/IEC 19788Information technology – Learning, education and training – Metadata for learning resources is a multi-part standard prepared by subcommittee SC 36 of the joint technical committee ISO/IEC JTC 1, Information Technology for Learning, Education and Training.

ISO/IEC JTC 1/SC 36 Information Technology for Learning, Education and Training is a standardization subcommittee (SC), which is part of the Joint Technical Committee ISO/IEC JTC 1 of the International Organization for Standardization (ISO) and the International Electrotechnical Commission (IEC), that develops and facilitates standards within the field of information technology (IT) for learning, education and training (LET). ISO/IEC JTC 1/SC 36 was established at the November 1999 ISO/IEC JTC 1 plenary in Seoul, Korea. The subcommittee held its first plenary meeting in March 2000 in London, United Kingdom. The international secretariat of ISO/IEC JTC 1/SC 36 is the Korean Agency for Technology and Standards (KATS), located in the Republic of Korea.

<span class="mw-page-title-main">OER Commons</span> Freely accessible online library

OER Commons is a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.

The Inclusive Design Research Centre (IDRC) is a research and development centre at OCAD University in Toronto, Canada. The centre defines inclusive design as that which "considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference." The research centre is directed by Jutta Treviranus. In 2011 the centre launched a Master of Design in Inclusive Design.

<span class="mw-page-title-main">Jutta Treviranus</span> Canadian academic

Jutta Treviranus is a full Professor at the Ontario College of Art and Design University (OCADU) in Toronto, Canada. She is the director and founder of the Inclusive Design Research Centre (IDRC) and the Inclusive Design Institute (IDI).

eXeLearning Software tool

eXeLearning is a free / libre software tool under GPL-2 that can be used to create educational interactive web content.

References

  1. ↑ "MLC: History of MLC". 2007-06-08. Archived from the original on 2007-06-08. Retrieved 2020-07-05.
  2. ↑ "Liddy Nevile". www.ozewai.org. Retrieved 2020-07-05.
  3. 1 2 Nevile, Elizabeth (2009). Metadata for user-centred, inclusive access to digital resources: realising the theory of AccessForAll Accessibility. Melbourne, Australia: RMIT University.
  4. 1 2 Johnstone, Bob (2003-08-17). Never Mind the Laptops: Kids, Computers, and the Transformation of Learning. iUniverse. pp. 173–175. ISBN   978-1-4697-2053-1.
  5. ↑ Ryan, Michael (1991). The Queensland Sunrise Centre: a report of the first year. Hawthorn, Vic.: Australian Council for Educational Research. pp. iv–v. ISBN   0-86431-115-X. OCLC   27568992.
  6. 1 2 3 Allitt, M. Denise (1995). Teacher Concerns in the Implementation of Laptop Computers: Four Case Studies. Melbourne, Australia: University of Melbourne. pp. 11–13.
  7. ↑ Johnstone, Bob (2003-08-17). Never Mind the Laptops: Kids, Computers, and the Transformation of Learning. iUniverse. p. 208. ISBN   978-1-4697-2053-1.
  8. ↑ Stager, Gary (1995). "A constructive approach to staff development and educational change" (PDF). Emerging Technologies, Lifelong Learning: Proceedings of NECC 1995.
  9. ↑ Rowe, Helga A. H. (1993). Learning with personal computers: issues, observations, and perspectives. Victoria, Australia: Australian Council for Educational Research. ISBN   0-86431-129-X. OCLC   29522279.
  10. ↑ Nevile, Liddy (1992). "An educational technology - Can it include discipline and maintain diversity?" (PDF). Proceedings of the Joint AARE/NZARE Conference, Geelong 1992.
  11. ↑ Nevile, Liddy (1996-08-16). "W3C office in Australia" . Retrieved 2020-07-05.
  12. ↑ "WAI Day". OZeWAI. Retrieved 5 July 2020.
  13. ↑ "Conference aims to make the digital world turn on for all". ARN. Retrieved 2020-07-05.
  14. ↑ Nevile, Liddy; Lissonnet, Sophie (2003). "Dublin Core: the base for an Indigenous culture environment?". Museums and the Web 2003. Charlotte, NC, USA: Archives and Museum Informatics.
  15. ↑ Nevile, Liddy; Lissonnet, Sophie (2006). "Dublin core and museum information: metadata as cultural heritage data". International Journal of Metadata, Semantics and Ontologies. 1 (3): 198. doi:10.1504/IJMSO.2006.012344. ISSN   1744-2621.
  16. ↑ "IMS AccessForAll Meta-data Overview | IMS Global Learning Consortium". www.imsglobal.org. Retrieved 2020-08-02.
  17. ↑ Nevile, Liddy (2005). "Anonymous Dublin Core profiles for accessible user relationships with resources and services". DC-2005: Proceedings of the International Conference on Dublin Core and Metadata Applications. doi:10.11925/infotech.1003-3513.2006.01.04.
  18. ↑ Nevile, Liddy; Treviranus, Jutta (2006). "Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems". Journal of Educational Technology & Society. 9 (4): 215–227. ISSN   1176-3647. JSTOR   jeductechsoci.9.4.215.
  19. ↑ Kelly, Brian; Nevile, Liddy; Sloan, David; Fanou, Sotiris; Ellison, Ruth; Herrod, Lisa (2009). "From Web accessibility to Web adaptability". Disability and Rehabilitation: Assistive Technology. 4 (4): 212–226. doi:10.1080/17483100902903408. ISSN   1748-3107. PMID   19565383. S2CID   15186089.
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