New Generation Technologies Business Activity, funded by the National VET E-learning Strategy
Contents
1 Suggestions for using these guidelines
2 Non-Technical Considerations
2.1 Establish the reasons for the introduction of BYOD to the RTO
2.2 Commonly identified purposes for the introduction of BYOD in RTOs
2.3 Consider the practical functions for which BYOD will be used in the RTO
2.4 Determine who will be affected by the changes
2.5 Communicate the vision, plan and purpose to key stakeholders
2.6 Considerations relating to use of a Virtual Learning Environment in the RTO
2.7 Setting up a VLE/LMS for use on mobile devices
2.8 Using mobile applications in teaching and assessment
2.9 Using cloud-based applications in teaching and assessment
2.10 RTO Staff ability to use digital tools effectively and for the intended purpose
2.11 Learner ability to use digital tools effectively and for the intended purpose
2.12 Learner willingness to use their own digital tools
2.13 Employer willingness to allow learners to bring digital tools into the workplace
2.16 Costs of documenting BYOD in Training and Assessment Strategies
2.17 Costs of professional development and induction
2.18 Costs of policy and procedure development
2.19 Cost of review and implementing any improvements
3.2 Providing support and direction for acceptable use
3.3 Implications of optional versus compulsory BYOD
3.3.1 Equity and access to digital tools
3.3.2 Learner access to sufficient Internet connectivity to engage with learning materials
3.3.3 Teacher or learner access to digital tools in case of a breakage or malfunction of own device
3.3.4 Providing support and direction for maintaining devices
3.5 Process for inducting new learners and staff
3.6 Charging devices and/or battery management
3.7 Insurance arrangements relating to use of personal devices on campus
4.2 Network Security and Authentication
4.4 Firewalls and Internet Filtering Systems
4.5 Unified Threat Management (UTM)
4.7 Standard Operating Environment
4.8 Virtual Desktop Infrastructure (VDI) and Remote Desktop Services (RDS)
4.10 Device Management & Security
4.14 Budget and recurring costs
5.1 Bring Your Own Device (BYOD)
5.2 Bring Your Own Technology (BYOT)
5.3 Learning Management System
5.4 Standard Operating Environment
5.6 Network Ticketing System or BYOD Ticketing System
5.7 Virtual Local Area Network (VLAN)
5.10 Virtual Desktop Infrastructure (VDI) and Remote Desktop Services (RDS)
5.11 Mobile Device Management (MDM)
Bring Your Own Device (BYOD), as it relates to Vocational Education and Training (VET), refers to the practice of learners, staff and/or guests using their own mobile technologies, including smartphones, tablets and laptops for the purposes of learning and work. This has been identified to be a technological innovation of increasing importance to the VET sector.
The movement towards BYOD has the potential to offer:
However, some RTOs have been hesitant to take up the practice due to concerns relating to:
These Guidelines have been developed on behalf of FLAG under the National VET E-learning Strategy's New Generation Technologies business activity. They are aimed at supporting RTOs around Australia to:
These guidelines are designed to be used in conjunction with the outputs from this research project.
Good BYOD practice and policy stems from clarity of purpose and vision from the outset. It is vital to achieve clarity about exactly which changes are being sought in the RTO as a result of the introduction of BYOD, before considering the actual technology that will be selected, or how to go about using it.
RTOs introduce BYOD practice for a range of different applications and levels of integration within RTO systems, and there are several different models currently being employed. Models range from full integration and reliance on BYOD in some RTOs, to primarily paper-based training and assessment models complemented by access to a wireless network on learners, staff and guests' own devices for browsing, accessing online learning resources and communications. For some examples of different models of BYOD, refer to the Case Studies associated with these Guidelines.
Establish who will be affected by the changes and prepare information for them. People affected may include staff, learners, industry stakeholders, visiting subject matter experts and other guests.
Once the individuals and departments who will be affected by the changes have been identified, the management team and other key stakeholders in the RTO—including technical support team members—must understand the vision, purpose and implementation plan. This is vital in order to unify expectations and ensure shared commitment to the approach.
It is important to incorporate IT specialists' input throughout the project to ensure unity of purpose and shared understanding of what can be achieved. If the RTO has an internal IT department, they should be involved from the scoping stage of the project to ensure that the whole team has a full understanding of the priorities and any limitations that need to be taken into consideration.
If the RTO is to work with an external IT provider, a clear brief should be developed to allow for accurate budgeting and project planning. Care should be taken when selecting an IT provider, as they may need to be involved with the BYOD project throughout its life. A sample template that may be useful in developing a BYOD technical brief can be accessed here: http://www.elanprojects.com.au/byod/documents/Sample_Brief_Template_for_BYOD_in_RTOs.docx
If the RTO has a Virtual Learning Environment (VLE) / Learning Management System (LMS) and requires access for learners and staff from their own devices, care should be taken to test the learning tools on a range of devices running different operating systems before using them with learners. Some learning and assessment instruments do not translate readily to a smaller screen, and alternatives or amendments should be devised prior to implementation.
If large files such as video or longer audio files are to be uploaded by learners to the LMS/VLE as evidence of formative or summative assessments, the functionality should be checked ahead of time to avoid the potential for loss of evidence of assessment. Alternative methods of submitting evidence for assessment should be provided as a contingency, e.g. emailing files, submitting on physical storage devices or uploading to a cloud-based storage platform such as Dropbox or Google Drive. Cloud-based storage has its own considerations, especially in relation to privacy and security. Guidance for evaluating online services of this type is available from the E-standards for Training website.
If BYOD and VLE/LMS services are to be introduced at the same time, the RTO can plan for cross-platform mobile functionality to be embedded within the design of the learning and assessment instruments from the outset. It is recommended that a specialist is employed to establish templates (if these are to be used) to simplify the learning content development process.
If the RTO is already using a VLE/LMS, it is recommended that the functionality of the learning instruments are tested on a range of different mobile devices (at least on tablet and smartphones running Windows Mobile, iOS and Android operating systems) to check functionality. Depending on the media types (e.g. games or video) that the LMS contains, there may be issues with conversion to mobile based devices. It is recommended that a specialist be employed to support converting to mobile if there are difficulties accessing particular activities. Refer to the E-Standards for Training for desktop and mobile platforms most commonly used in the Australian VET sector.
There is a myriad of industry-specific applications (or “Apps”), productivity and educational apps that may be chosen for use in the RTO, with thousands of new apps being introduced each month. Some RTOs require learners to have particular apps installed on their devices, and this particular combination of applications forms a style of Standard Operating Environment. Care should be taken when selecting apps that learners and/or staff will be required to install.
Considerations include:
Some educators argue for the use of browser-based applications in BYOD to minimise the potential problems associated with staff and learners bringing a variety of devices of different functionality and capacity. This approach utilises cloud computing platforms and ensures that all learners have the same version of the software at the same time. RTOs that opt to use this method should ensure that any required browser and/or relevant application required to access the service is installed on the device ahead of time. Browser extensions such as Flash are now generally not supported on mobile devices.
Prior to implementing a BYOD solution, it is important to gauge the level of digital ability of the RTO staff who will be affected by the change. It can be problematic if it is assumed that people are fully skilled in the use of their mobile devices, simply because they own them. Several RTOs that were interviewed in the creation of these Guidelines reported that they were surprised by the narrow range of functions that people commonly use.
Depending on the specific functions for which peoples' devices will be used, it is helpful to determine a basic checklist of skills that everyone in the RTO should have in order to operate effectively. The full range of skills needed will be dependent on the individual approach and applications employed in the particular RTO.
The skills required might include the ability to:
Some RTOs reported performing an internal skills audit and developing a professional learning process in response to the findings. Others communicated the skills that will be needed and invited staff members to request professional development if they determine that they need it. It is strongly recommended that any skills audits and the professional learning responses are carried out well before the BYOD program commences with the learners and any other stakeholders. This will ensure a simpler process and that staff are more positive and confident in their abilities, which will be passed on to the learners. Provisions should be made for practice and refinement of skills in a range of contexts.
It can be helpful to survey the RTO staff to find out which devices are in use. It is recommended that the RTO obtains a range of user manuals and troubleshooting guides for the most commonly-owned mobile devices and have them on hand for reference. These can generally be downloaded from the Internet at no cost.
Similar to the need for staff to possess sufficient skills and confidence to make good use of mobile technologies, it must not be assumed that learners are fully conversant with the functionality of their own devices.
“Although it is true that many students are comfortable with technology and not timid about trying new applications, this does not mean they know how to find the most pedagogically appropriate technology tools. It is the job of educators to provide this type of guidance and support, and this job is made more difficult when there is a range of devices with diverse capabilities.”[1]
Several RTOs interviewed for the creation of these Guidelines reported that they had experienced setbacks in their online learning program through assuming that their younger learners would be naturally inclined to use their own devices for a wide range of purposes. It was determined that while many younger learners are keen users of smart technologies, they may only use them for a very narrow range of functions, such as interacting with social media or communicating.
Some RTOs address this by gradually introducing the various skills required for learning into the delivery of their courses. Others include the teaching and consolidation of these skills in their induction processes for new students. A few RTOs reported that they incorporate a basic business IT unit of competency (such as BSBWOR204A Use Business Technology) into their learner’s training plans to enable dedicated time to be spent working on these skills in the broader context of the qualification. This practice also allows for any skills gaps to be identified. It should be noted that this practice can only be considered appropriate if the knowledge gained supports the intended vocational outcome.
Again, a checklist of specific functions that learners should be able to perform should be developed, and access to support in gaining these skills provided, particularly in RTOs that require the learner to bring a device in order to learn.
The skills required are likely to mirror those listed under RTO staff ability (above).
It can be helpful to survey the learners to find out which devices are in use. It is recommended that the RTO obtains a range of user manuals and troubleshooting guides for the most commonly-owned mobile devices and have them on hand for reference. These can generally be downloaded from the Internet at no cost.
Another potential issue that should be addressed is whether learners are actually willing to use their own devices for learning, and whether there are particular functions that they have reservations about performing. It has been reported that some learners are unwilling to be photographed or videoed due to personal safety concerns or cultural reasons. If the RTO decides to make the bringing of one’s own device a compulsory requirement, a plan needs to be devised for supporting existing learners to convert to a new system or alternative options offered.
RTOs that are intending to use learners’ and staffs’ own devices for gathering evidence of competence (particularly the gathering of photographs, audio or videos) in the workplace should seek confirmation from employers that this practice is permitted in the workplace. There may be sensitivities relating to client confidentiality, the protection of intellectual property or company policies that do not permit employees to bring their mobile devices into the workplace. Some RTOs address this by publishing information about their BYOD usage policies on their website and including the information in their enrolment processes.
RTOs must assess their learner cohort and make appropriate provisions for differently abled learners and staff in their BYOD strategy to ensure that it complies with the Standards for NVR Registered Training Organisations 2012, which state that:
SNR 16. The NVR registered training organisation adheres to principles of access and equity and maximises outcome for its clients.
BYOD implementation can be used to support working with learners with special needs through enabling alternative methods of delivery and assessment, however, this needs to be trialled thoroughly prior to rollout. Audio recordings of learners responding verbally to assessment tasks are often used as an alternative assessment technique for learners with limited literacy, physical disabilities that prevent them from being able to write, or those from non-English speaking backgrounds. Clear processes for obtaining and storing these recordings must be devised and learners supported to follow these procedures. Web-based content should adhere to the Web Content Accessibility Guidelines (WCAG) 2.0 Level AA to support learners with disabilities using assistive technologies to interact with online learning materials. Again, guidance is available at the E-standards for Training website.
RTOs that opt to loan devices to learners and staff members whose own devices are not functioning need to ensure that they supply devices that have built-in accessibility modes and may need to support device configuration. Apple, Android and Windows mobile devices have these setting options and it is important to ensure that staff who are issuing loan devices are familiar with how to switch the features or settings on. Again, manuals for accessibility modes can be found online. Here are a few examples from some of the more commonly-owned devices:
If the RTO decides to convert from a paper-based system to using a VLE/LMS that will be accessed via mobile devices, it is important to factor in the costs of developing a responsive platform that will scale to the screen size of the device. Specialist instructional designers may be employed to convert paper-based materials to engaging electronic training and assessment instruments, or existing staff members may be trained to undertake these tasks. Each of these options bear a cost that is relative to the number of qualifications that are to be delivered via a LMS/VLE and the readiness with which the existing resources translate to the online environment.
If the RTO has a current VLE/LMS that does not support responsive design, it may be appropriate to adapt the site to interact with an application that allows the user to access the content via their tablet or smartphone. Costs of these functions will need to be discussed with the developer of the product.
In all cases, the site or app should be designed so that it interacts with all platforms as outlined in the VET E-Standards for Training to maximise the number of users that can interact with the learning materials.
RTOs are required by the AQTF Essential Standards and Conditions for Continuing Registration (SNR 15.2 / AQTF Standard 1.2) to provide documented strategies for the delivery of nationally recognised training and assessment. The cost of making specific reference to the way that BYOD will be applied should be factored into the budget for the BYOD strategy. Costs will be relative to the number of TAS documents that need to be updated as well as the degree of change that the introduction of BYOD will initiate. (Is this right? TAS? Should it be Training and Assessment TAA? TAE?)
The costs of professional development and induction for staff should be considered when budgeting for BYOD in VET. Teaching and learning staff are likely to require professional development that focuses on pedagogy, rather than in the use of a particular type of technology[2]. If the RTO decides to provide basic support for learners and staff to maintain their own devices (see section 3.7), then it may also be necessary to make provisions for the nominated staff members to undertake professional development activities that will enable them to provide this support.
The costs will vary according to the level of need identified in the skills audit (see section 2.10) and the degree to which BYOD is integrated in the overall RTO operations. Provisions need to be made for initial professional development and induction, as well as for inducting and training new RTO staff in future. Considerations include:
The costs of developing policies and procedures to support the BYOD strategy vary according to the complexity of the RTO and BYOD solution chosen. Adequate provisions should be made to enable this to occur.
Allowance should be made for testing, evaluating and refining systems and processes during the early stages of deployment and as part of a continuous quality improvement process. Some RTOs report that introducing BYOD gradually through pilots with smaller clusters of learners minimised the cost of trialling and refinement as well as lessened the disruption to operations as any issues were identified and addressed before full deployment. Costs associated with review and refinement could include:
An Acceptable Use Policy outlining which activities are prohibited when using the network should be developed. Accessing inappropriate content or peer-to-peer torrent downloads are examples of would probably be deemed unacceptable use. Some RTOs integrate reading and agreeing to Acceptable Use Policies into their enrolment processes, where others display their Policy and require users to acknowledge and undertake to follow them prior to gaining network access.
If learners are accessing RTO servers remotely, the Acceptable Use Policy should make clear reference to the fact that it extends to off-campus use and be expressed in pPlain English, such that it can be interpreted by the learners themselves, employers, parents or carers (in the case of younger learners or learners with special needs) or any other stakeholders who may be affected by the policy. The Policy should be supported with an RTO governance structure to handle emergent issues relating to BYOD. While many schools and some RTOs state that the consequence for non-compliance is the confiscation of the device, this should only be practiced with a great level of caution. The RTO becomes responsible for the safe storage of the device if it is confiscated and this approach is generally inappropriate when working with adults.
“Once confiscated however, responsibility for the security and safe-keeping of the mobile phone does rest with the school or institute. If a confiscated mobile phone is lost or destroyed while not having been properly secured by staff, the school or institute may be liable to compensate the student.”[3]
Excerpt from the NSW Department of Education and Training Legal Issues Bulletin #35
This may also be referred to as fostering a culture of digital citizenship and means supplementing the Acceptable Use Policy with specific guidance for acceptable use of people’s own devices on the RTO network. Taking a positive action approach yields two distinct benefits:
This may be particularly relevant for RTOs providing training to younger learners, learners with limited experience of the online environment or with special learning needs.
It may be appropriate to incorporate support and direction for acceptable use of BYOD into the overall course delivery, as recommended in the Australian Government’s 2013 Core Skills For Work Developmental Framework (pdf), which states the need for learners to develop skills to work in a digital environment safely and effectively.
3e: Work in a digital world
“This Skill Area refers to the capacity to connect to other people and contexts for work-related purposes using digital systems and technology. It involves understanding concepts and language associated with the digital world and the capacity to understand and work with emerging/accepted etiquette and risks associated with online environments. It also involves identifying how digital technology and digitally based systems can extend, enhance or make possible specific aspects of a role or task, and create new opportunities.”[4]
Excerpt from the Core Skills For Work Developmental Framework 2013
RTOs that make the bringing of a personally-owned Internet-connected device optional have different considerations to address than those that make BYOD compulsory for students and staff.
Where BYOD is optional, the RTO may have a lesser reliance on learner access to the online environment to participate in their learning and assessment experiences and may provide paper-based or offline alternatives. Otherwise, the RTO may continue to maintain on-site desktop or mobile devices for learners' use. This can alleviate the risk of inequity for learners who do not have access to a device, but may add an extra level of administrative complexity for the RTO if it is to move between electronic assessment and paper-based assessment.
RTOs that decide to make the bringing of a personal Internet-connected device mandatory must carefully consider and address the following contingencies:
Stating that it is compulsory to bring a mobile device for individuals to participate in learning will pose an equity risk for learners who cannot afford to buy or maintain a device. These learners may be disadvantaged through a reduced ability to engage with their learning and assessment materials.
Here are some approaches that are currently being taken in RTOs in Australia:
“An issue that is beyond the purview of the school authority yet directly affects levels of learning is student access to the Internet from home.”[6] If learners are required to use their own devices off-campus in order to access their learning and assessment materials, it is vital to ensure that learners have sufficient Internet connectivity (bandwidth and data allowance) to effectively engage with their online learning, or to offer an off-line solution. Here are some options currently in use in RTOs in Australia:
If BYOD is compulsory in the RTO, then provisions must be made for cases of breakage or malfunction of learners’ or teachers’ own devices in the short term, while they are being repaired or replaced. The most commonly-used approach in RTOs is retaining a bank of RTO-owned devices that can be loaned to staff and/or learners in the interim.
Where BYOD is not compulsory, this issue is of less concern for learners as it is probable that the RTO has alternative methods of accessing learning materials on offer.
While most RTOs do not accept responsibility for supporting personally-owned devices, providing a very basic level of technical support for BYOD is appropriate to enable the RTO to function smoothly and meet its obligations toward its learners and staff. Some RTOs have taken the decision to nominate a BYOD champion or champions, while others have incorporated the provision of very basic support for BYOD into the role of library, administration and/or reception staff. These individuals can act as a first point of call for:
It is recommended that these staff members are in possession of the following:
A process for inducting new learners and staff members in the use of BYOD in the RTO should be devised. The process should include ensuring the individual understands and agrees to the Acceptable Use policy (including any consequences for non-compliance) and the BYOD policy and knows the process for gaining basic support if necessary.
Most training organisations require learners to ensure that their device is fully charged prior attending training, and do not allow learners to charge their devices on campus due to safety and security concerns. However, if the bringing of a device is mandatory and the battery in the device is not able to retain sufficient charge throughout the day, provisions for safe and secure charging need to be made. Some RTOs address this by providing access to electrical outlets in a locked or supervised room during breaks. Others provide lockers that contain powerpoints that allow learners to lock their devices and charge them during breaks. If the RTO does not opt to provide access to charging facilities, an alternative method of accessing learning materials should be provided in case of flat batteries.
It is advisable to suggest to learners and staff that they include the use of their personal devices for work and study purposes (away from home) in their home contents insurance in case their device is lost, stolen or broken. It is not generally considered that people’s own devices would be covered under the RTO’s insurance policy.
A wireless network is the backbone of most BYOD solutions. It should be designed to provide adequate coverage of all internal/external areas where BYOD access is desired. Insufficient coverage can lead to black spots, or weak signal strength resulting in a poor user experience and increased support requirements.
The density of users of a WiFi network should be considered, ie if there is a classroom with a large number of users, then it may be necessary to install additional wireless network capacity in that classroom to ensure a good user experience. However if users will be spread out throughout the campus then coverage is of greater importance than density.
The speed of the wireless network should be sufficient to support BYOD requirements now and anticipated requirements over the next 3-5 years. Wireless N-type (802.11n) WiFi equipment should be used as a minimum; the new standard Wireless AC (802.11ac) has been released and should be considered in high density environments, such as classrooms with large numbers of learners, or where high quality video streaming is required on numerous devices. If there is an existing network and it is of the older Wireless G standard (802.11g), it should be replaced with newer equipment to reduce the probability of a poor user experience. If video conferencing or voice is a requirement of the BYOD strategy, then the selection of wireless network technology is even more critical.
The wireless network should support separation or segregation of network data (VLANs: See Appendix 1: Virtual Local Area Network (VLAN)); this allows general BYOD data network to be separated from the business data network for security purposes.
The approximate number of wireless clients/users (commonly referred to as wireless stations) will need to be determined, including any high use areas such as classrooms, meeting rooms. This information will assist the IT provider with the design of the network.
When developing a BYOD framework, the types or classes of users of the system should be determined. This may include staff, students, guests, etc.
The chosen BYOD solution needs to have a means of authenticating users and providing them with appropriate access to the network and/or Internet depending on requirements. For example, students and guests would generally not have access to business related servers or printers for example. The system should be flexible enough to cater for a number of types of users. For guests and students, often a ticket based system is suitable. A time- and/or download-limited ticket associated with a username and password is provided to each student/guest. Once the time or data usage cap is reached (this may range from hours to days, weeks, or months, or a number of gigabytes), the user can no longer access the network.
The authentication system should be user friendly, allowing staff to administer the system and create, manage, and deactivate users as required. Having to involve your IT provider every time you wish to add a ticket or user is inefficient.
Consider whether the proposed BYOD solution supports a form of single sign-on, meaning that the user will be prompted for their credentials only once per session to access all systems (eg LMS, Internet, student portal).
If your training organisation has multiple sites, consider whether the same username/passwords can be used at every site, or whether these will be site specific.
A proxy server can be used to reduce the load on the Internet connection by caching frequently accessed content. (The content is stored locally to reduce the number of requests to the original source, and checks are made periodically to see whether the content has been updated since the last request.) Other uses include limiting access to certain websites and content, and recording user activity including which websites have been visited. A traditional proxy server requires settings to be adjusted on client devices in order to access the Internet; due to this requirement they are not recommended for BYOD situations due to the increased complexity and support requirements. However, a transparent proxy server may be employed as these do not generally require settings changes. Transparent proxy servers can provide a log of all sites accessed by users; this may be a requirement for your organisation. For more information on transparent proxy servers see Appendix 1: Transparent Proxy. Note that firewalls can also be used to log website access. This method is generally preferable for device compatibility.
Some form of firewall and Internet filtering system should be considered in order to secure the network. Some routers have built in firewalls that are suitable for this purpose. While firewalls can secure your network and block certain Internet traffic, such as peer to peer traffic (see Appendix 1: BitTorrent), most cannot block access to categories of websites or scan websites/downloads for viruses. However, an Internet Filtering System can block access to certain content or websites, such as pornography, and also scan websites and downloads for viruses.
Additionally, a method of tracking user Internet activity is also recommended. Depending on the authentication mechanism employed, this may be by means of a username for each user, or a ticket number or BYOD ticket username and password (see Appendix 1: Network Ticketing System or BYOD Ticketing System). If a ticket system is used, then a register of ticket numbers and the users to whom they are assigned will be required to allow Internet access logs from the firewall to identify individual users.
Internet filtering systems are often sold on a per user basis, so this can become expensive if there is a surge in users. To manage costs, a site or organisation-wide license is preferred here.
A BYOD solution may utilise a Unified Threat Management (UTM) system. A UTM is an all-in-one network appliance that is capable of providing a number of network services/roles on a network, such as:
These solutions can be convenient and can offer an all-in-one BYOD solution, especially for smaller RTOs. You do need ensure that the solution meets all of the requirements of your training organisation and be aware of ongoing costs such as licensing and support, which may be charged on a per user basis.
The network infrastructure should have sufficient capacity and features to support BYOD. Security is a very important factor and all networking equipment, including wireless access points, network switches, routers and firewalls should all support at a minimum the segregation or separation of network traffic. This allows BYOD traffic to be securely separated from the staff-only network. This is commonly referred to as using Virtual Local Area Networks (VLAN) to separate the network, so networking equipment should support VLANs (see Appendix 1: Virtual Local Area Network (VLAN)).
Do users need access to your servers or Learning Management System? If so security needs to be considered and the solution must have a firewall or router between the BYOD and corporate/staff networks so that access can be controlled. If providing access to servers, ensure servers are password protected and content is secured by username and password.
Ensure the solution supports all of the BYOD devices expected or anticipated to be used on the wireless network. As specified in the Flexible Learning Advisory Group’s national E-standards for Training, the solution should support devices running Microsoft Windows 7 onwards, Mac OS, iPhones and iPads (iOS devices), Android phones and tablets, and Windows tablets (see Appendix 1: Standard Operating Environment).
VDI and RDS solutions provide access to a virtual desktop environment, or an experience similar to what is available when using a full-featured desktop or laptop computer (see Appendix 1: Virtual Desktop Infrastructure (VDI) and Remote Desktop Services (RDS)). This enables an RTO to provide access to a consistent set of applications, or a Standard Operating Environment, across a range of BYOD devices without having to install or manage each application on each end user’s device. For example, VDI and RDS allows word processing, spreadsheet, and photo editing software, among others, to be available on almost any device.
If your organisation is looking to use Apps (software applications designed to run on mobile devices such as smartphones or tablets) as part of a BYOD strategy or learning environment, then some considerations may apply. If guests, students, or teachers on your network are required to install an App, this may be at a cost to them or you. As devices are usually registered to a user’s account, the cost of installing any Apps is charged to that user’s account (eg an Apple ID or Google Account). Apps may have minimum system requirements and may be platform specific - that is, only available for one type of device.
If staff or learner devices are to contain sensitive organisational information, then a method of securing this information should be considered. Two broad approaches are available to manage this risk; the policy based approach, and the Mobile Device Management (MDM) approach. A policy based approach may take the form of requiring users to set a PIN code or password to unlock their device. For more sensitive data, utilising a MDM solution is the second approach. An MDM solution (see Appendix 1: Mobile Device Management (MDM)) allows administrators to enforce a security policy on a device, such as requiring that an unlock PIN code or password be set at all times. In this approach users cannot override this security requirement. Additionally, a MDM solution can be used to remotely wipe or erase the data on a device if it is lost or stolen.
Some MDM solutions can also manage the Apps installed on a device. Apps may be frequently updated which can cause significant support overhead in maintaining correct App versions for an RTO’s learning environment. An MDM solution that can push Apps to mobile devices and make this task easier may be of use to the RTO.
The majority of BYOD implementations allow users to access the Internet via your wireless network. The types of BYOD users and content to which they require access will determine whether the speed of the organisation’s existing Internet connection is suitable, or whether an upgraded or dedicated Internet connection will be required. If you are unsure of the speed of your Internet connection, a basic speed test can be achieved by visiting http://www.speedtest.net and running the online test. For more accurate results, it is best that this test is run when few or no others are using the Internet. This test will measure both the download and upload speeds of the Internet connection. Download speeds are critical for viewing video, especially in high definition. Upload speeds are an important factor for applications such as video conferencing, and for sending or uploading large files such as video clips or large documents (for example by staff to Learning Management Systems, or students adding to their e-portfolios).
If you intend to provide Internet access to a large number of users, consideration may be given to installing a separate Internet connection for this purpose to avoid impact on general organisational operations. Alternatively, some form of quality of service (QoS) could be employed to ensure a satisfactory user experience for all by giving priority to real-time applications such as video conferencing or voice over IP (VoIP), and placing a low priority on general web browsing and downloads. All networking equipment, including devices such as routers, modems, switches and wireless networking equipment, should all support QoS (see Appendix 1: Quality of Service).
The organisation’s Internet connection will need to provide sufficient data transfer allowance (quota) each month to support the additional load BYOD devices will place on the connection. Some Internet Service Providers (ISP) meter both upload and download data transfers in the quota, while others meter only downloads, with uploads being free. When upload is free, ensure the speed is adequate. If using an ISP which meters both uploads and downloads in the quota, ensure the Internet plan has a sufficiently high quota—especially if video conferencing, serving content from a server, or if large files will be sent/received on a regular basis. Often an additional fee can be paid to remove the metering of uploads.
If a monthly quota is exceeded, one of two things generally occurs. Either the Internet connection speed is reduced (shaped), with no additional charges occurring over the monthly cost of the Internet plan, or the ISP charges for excess usage. These excess usage charges can be extremely high; it is therefore recommended that an Internet plan with a high quota or shaping be selected.
If a large number of similar BYOD devices are deployed on a network and an update for a device or operating system (eg iOS, Android, Windows) is released, there can be large spike in Internet quota usage, with a large number of devices all downloading the update at a similar time. Updates can be large; it is not uncommon to see updates close to 1GB in size. Some proxy servers and Unified Threat Management (UTM) devices can alleviate this problem by allowing updates to download once from the Internet, with subsequent downloads by other devices from the proxy or UTM, saving download quota. Some proxy or UTM devices can also block updates from coming through all together.
RTO staff should be given appropriate training in using the network and other relevant aspects of the policy, and documentation should be provided for future reference once training has been completed.
It is appropriate to allow some contingency within the budget, as unless the BYOD solution is provided on a fixed price basis, implementation costs are often higher than quoted. Factor in any ongoing license fees or maintenance charges. Some features such as Internet filtering and web-based learning platforms are charged on a per-user or per-device basis which can increase costs significantly down the track if more users (or devices) are added. Additionally, the cost of converting existing content or changing software to support the use of mobile devices should be explored.
If your training organisation uses an intranet, consideration should be given to which BYOD users will be allowed access. Will there be no access, staff access only, or a mixture of staff/student/guest access? Also consider whether off-campus access to your intranet is required. When liaising with your IT provider these considerations will help them with the design of a BYOD solution for your organisation.
The term “Bring Your Own Device” refers to the practice of staff, learners and guests utilising their personally-owned Internet-connected mobile hardware for work or learning. This may take place when these users are on- or off-site, accessing RTO servers and/or Learning Management Systems and in some cases, Standard Operating Environments to participate in work or learning. Most commonly-seen BYO devices are smart phones, tablets and laptop computers.
The term “Bring Your Own Technology” refers to staff, guests and learners bringing and using their own hardware and software for work and learning. This research specifically does not address the use of one’s own software, and is limited to the issues surrounding BYOD.
A Learning Management System or LMS is the infrastructure that delivers and manages instructional content, identifies and assesses individual learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for supervising the learning process of learner cohort as a whole. An LMS delivers content but may also handle registering for courses, course administration, skills gap analysis, tracking, and reporting.
Most LMSs are web-based to facilitate access to learning content and administration. They are also used by educational institutions to enhance and support classroom teaching and offering courses to a larger population of learners on-campus and remotely. Some popular examples of LMS types in use in Australian VET include Moodle and Fronter, but there are many others available in the marketplace.
A Standard Operating Environment, or SOE, is an organisational policy that defines a standard operating system version and list of software that is used on an organisation’s computing devices, such as desktop PCs and laptops. An SOE ensures a consistent user experience across devices, provides a stable operating environment for organisational applications, and enables more efficient management and maintenance for IT staff.
A network, in this context, refers to a computer network, either wired or wireless, that enables network enabled devices to communicate with each other or access resources by means of a:
A Network Ticketing System or BYOD Ticketing System is a system or service which allows for the generation of a “ticket”, such as a code or username/password combination. This “ticket” allows client BYOD devices to access the network or Internet, and is generally unique to a BYOD user. The “ticket” generated by the BYOD Ticketing System may place certain restrictions on network/Internet access, including hours of access, duration of access, or the amount of data that can be transferred before the credentials become invalid. The generation of “tickets” may be a manual process performed by staff, or semi- or fully-automated process.
In a basic Local Area Network (LAN), all devices that connect to a network switch or wireless network are on the same physical network and can communicate or “see” each other directly on the network. A Virtual Local Area Network (VLAN), is a feature of networking equipment that allows the creation of multiple virtual networks within the one physical networking device, such as a network switch, wireless network, or router. This allows network traffic to be separated between VLANs, for example to prevent BYOD devices from being able to connect to corporate servers or other restricted resources. VLANs are also deployed to break up large networks into smaller, more manageable networks, or to separate functional business units.
Each switch port of a VLAN capable network switch can be configured to be a member of a VLAN, and a device that connects to that switch port can only communicate directly with devices connected to other switch ports that are a member of the same VLAN. For example, if a switch is configured such that switch ports 1-4 are a member of VLAN10 (VLAN with an ID of 10), and switch ports 5-8 are a member of VLAN20, then devices connected to switch ports 1-4 can “see” each other directly on the network. Devices connected to switch ports 5-8 can also “see” each other on the network. Devices connected to ports 1-4 however, cannot “see” or communicate directly with devices connected to ports 5-8. It is as if the network switch has been split into two separate physical switches that are not connected, preventing any direct communication between each switch. Full network communication, or restricted network communication can be enabled between VLANs by using VLAN capable routers, firewalls, and other networking equipment which allow network traffic to be transmitted between VLANs.
Wireless networks that support VLANs can achieve the same network separation between wireless devices by way of separate wireless networks which are tied into separate VLANs. Like their wired counterparts described above, a wireless device connected to one wireless network (and corresponding VLAN), cannot “see” or communicate directly with a wireless device connected to another wireless network that is configured to use a different VLAN.
A Transparent Proxy server, in the context of BYOD, is a server that intercepts requests from a client device for resources located on the Internet. The client device is unaware that this server exists between it and the Internet. A Transparent Proxy Server allows Internet access to be controlled, logged, cached, or filtered. This allows for certain categories and/or specific websites to be blocked, or access times to be restricted, or activity such as visits to websites to be logged or recorded. Caching of large files that are frequently downloaded by client devices can be downloaded once from the Internet to the proxy server, while subsequent request for the same file by client devices will be delivered directly by the proxy server reducing load, quota usage and congestion of the organisation’s Internet connection.
Quality of Service, or QoS, refers to a broad collection of networking technologies and standards that allow different types of application-based traffic transmitted over networks to be given different priorities. QoS ensures that even over congested network links, time and bandwidth sensitive applications such as voice or video applications get priority on the network over non-time sensitive applications such as general web browsing or email. This helps to support glitch free video conferencing, video streaming, and voice conversations, among others.
VDI and RDS are server based solutions. VDI and RDS solutions provide access to a virtual desktop environment, or an experience similar to using a full-featured desktop or laptop computer. This enables an RTO to provide access to a consistent set of applications, or a Standard Operating Environment, across a range of BYOD devices without having to install or manage each application on each end user’s device. This enables ease of maintenance of application updates, and enables a consistent experience across devices running different operating systems, such as OSX, Windows, Linux, etc. For example, VDI and RDS allows word processing, spreadsheet, and photo editing software, among others, to be available on almost any device.
Mobile Device Management (MDM) is a solution which manages, supports, secures and monitors mobile devices[7].
BitTorrent is type of peer to peer protocol used to transfer large amounts of data on the Internet. BitTorrent is commonly used to download illegal or copyrighted material such as music and movies.
[1] Tierney and Dixon (2013) BYOD to school education briefing paper, Microsoft Corporation (PDF) (p10) Retrieved 19 April 2014
[2] Inman, A ( April 2, 2012) How to start a BYOD program Retrieved 3 March 2014 from EDtech: focus on K-12
[3] NSW DEC Legal Services Directorate. (November 2012) Legal Issues Bulletin N. 35 (PDF) Retrieved April 20, 2014, from NSW Department of Education and Communities
[4] Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education and Department of Education, Employment and Workplace Relations (2013) Core Skills For Work Developmental Framework (PDF) Retrieved 21 April 2014
[5] Inman, A (April 2, 2012) How to start a BYOD program Retrieved 3 March 2014 from EDtech: focus on K-12
[6] Alberta Education (2012) Bring your own device: a guide for schools (PDF) Edmonton: Alberta Education. Retrieved 18 January, 2014
[7] NSW Department of Finance and Services: The BYOD Policy (MS Word) Retrieved 23 April, 2014