Category Archives: Executive

Coping with research data access and security challenges

Universities and colleges harbour a great deal of sensitive data which should be protected. But they are also encouraged to be open and make maximum use of the data they hold through personalisation and open access to research data. Here, UCISA’s Executive Director Peter Tinson looks at the issues for institutions in balancing the need to be open and yet secure.

 

 

 

BALANCING AGILITY, OPENNESS AND SECURITY

The challenges of providing effective services for the research community while supporting open access are many and varied. Researchers need access to both short-term storage and computational resources but the requirements of research funders are moving toward long-term preservation and archiving.
There is resistance to openness – researchers see the data as ‘theirs’ and there is a reluctance to place data in institutional repositories until all the research opportunities have been realised and the results published. Open access to research data requires that data to be tagged with appropriate metadata in order to be discoverable. However, few researchers possess the skills to tag their data and there are few incentives for them to do so.
The demand is for easy to access services provided free of charge at the point of use. While a number of institutions are starting to provide high volumes of storage for their researchers, there are few, if any, effective costing models for long-term storage and preservation. The absence of a cost-effective model provides the opportunity for a shared service; it is hoped that Jisc’s embryonic Research Data Shared Service will provide an effective solution for the sector.
Where there are no centrally provided services, or where researchers find those services too difficult or too costly to use, researchers sought alternative solutions. These included free or low-cost cloud services to store and share data, cloud services for computational resource, and the use of ‘personal’ devices such as removable hard disks or memory sticks. Information security rarely features in decisions to use easily accessible cloud services – this is due in part to the ease with which such services can be purchased but is also indicative of a lack of awareness amongst researchers. This challenge has now been recognised by many institutional IT services who are now providing supported access to cloud storage solutions and computation.
Data management is relatively immature within institutions. There is growing recognition that the data and information that an institution holds are assets and poor management of those assets represents an institutional risk. However, a one size fits all approach is not appropriate – information and data needs to be classified to determine the level of security that needs to be applied to it. The HESA Data Futures project, and HEDIIP before it ,has surfaced the lack of maturity in this area. Although there has been some improvement, we are still some way from data management being an established discipline.
Effective support of research and research data management requires a cross-institutional approach yet this is not readily understood by senior university management. This is all the more frustrating given that a briefing paper jointly produced by UCISA, SCONUL, RLUK, RUGIT, ARMA and Jisc highlighted the need for an institutional approach over three years ago.
A lack of understanding is sometimes reflected in diktats being issued and a resultant poor take up of services. Meeting the demands of both researchers and research funders requires resourcing, both in terms of staffing and services, and an understanding of how cloud services can be used effectively to meet the storage and computational demands securely. The planning process needs to be responsive to long-term trends but also to changes in policy, legislation and technological developments that may require quicker response.
The threat of cyber attack is a major concern; there is growing evidence that state-sponsored attacks primarily aimed at accessing research outputs and institutions’ intellectual property are on the rise. Yet the threat often comes from within as a result of a lack of awareness and poorly maintained systems within the institutional perimeter.
It is important that all staff in the institution realise and accept that information security is their responsibility. The institution’s management needs to recognise that information security is an institutional issue and requires a coordinated and risk-based approach. Where there are policies established to mandate information security awareness training for all staff, it may be necessary for senior institutional management to oversee the enforcement of that mandate, although such enforcement may be detrimental to building understanding and acceptance of individual responsibility.
In conclusion, managing the conundrum of being open in a secure environment requires effective governance, and a central coordinated approach that supports both research and information security. There is likely to be no one solution applicable to every research discipline but shared services such as Jisc’s RDSS should have a strong role to play.

Strategic questions to consider:

  • How mature is your institution’s information management capability? Does your institution have a business classification scheme? Are records management processes embedded in normal operations?

  • How influential is your internal audit function in determining or supporting information security policy and implementation?

  • What mechanisms do you have to learn from information security incidents, whether internal to your organisation or external?

  • Do you have an institutional approach to research data management?

 

UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

UCISA bursary leads to new role

Kathryn Woodroof
Business Analyst
University of York

 

 

 

Lessons from the IRM UK Business Analysis Conference Europe 2017

In September 2017, I received a UCISA bursary which enabled me to attend the annual Business Analysis Conference Europe. This conference brings together over 500 Business Analysts from a range of sectors across the continent. At that time I was one year into my first formal BA post and I was excited about an opportunity to fine tune my practice and learn from others. I came back to work with a Padlet board full of conference notes, photos, ideas and contacts. Six months later I’ve been reflecting on the benefits of receiving a UCISA bursary.

For me as an individual, I came away from the conference with a sense of pride in my profession and confidence in the skills and strengths that I can bring to any IT project. I have used new tools and techniques that I learned at the conference, such as systems thinking and prototyping. I’ve also been following my manifesto for fun at work, which I spoke about in my UCISA blog post. Ultimately, the conference motivated me to aim higher and in March 2018, I was appointed to the post of Portfolio Manager for Enterprise Systems. This new role gives me the opportunity to leverage my business analysis skills to facilitate strategic decision-making at the University.

My learning from the conference has also been shared with my immediate team and it’s enabled us to improve our BA practice. We now meet fortnightly to share knowledge and work together on problems. In particular, we’ve been focusing on how we can support agile development practices; this was a hot topic at the conference and the discussions I had with other BAs have informed our thinking here at the University. I’ve also worked with my team to improve the Business Analysis section of our project toolkit, which is a shared resource open to everyone at the University.

I’ve shared my insight from the conference with others outside of our team, for example in a presentation at YO10, our community of practice for staff interested in business change. I’ve also used my conference learning to support Sarah Peace in preparing for a workshop on IT communications with the UCISA Support Services Group.

I also presented my conference takeaways at the Higher Education Business Analyst Forum in London so that my peers in HE could benefit from my experience. I’m still in touch with some of the BAs that I met at the conference via LinkedIn and Twitter and feel that I have a bigger network to tap into than I did before the conference.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.
UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

Learning behaviours and the development of new digital systems

Alice Gallagher
Senior Product Development Manager
The Open University

 

Making the most of the OEB conference


In December I was lucky enough to be awarded a UCISA bursary to attend OEB in Berlin, Germany. It is a vast, international conference that I would otherwise not have had chance to experience.

What is OEB?

OEB (formerly Online Educa Berlin) is an international learning and technology conference that spans corporate, education and public service sectors. It lasts for three days and attracts more than 2,000 participants and over 100 exhibitors. There are more than 100 sessions across the three days, including hands-on workshops, plenaries, interactive breakout sessions, discussions and debates, labs, demos and performances.
What most attracted me to the 2017 conference was the conference themes of ‘Adapting for Action’, ‘designing to Engage’ and ‘Enhancing New Skills Learning’ and how these relate to the work I am currently involved with. Most notably, research into learning behaviours to inform the development of new digital systems and tools at the Open University.

Where is it?

It is held at the Hotel InterContinental, on the western side of Berlin, around 20 minutes from Tegal Airport. It’s quite a busy area, with shops, restaurants and Berlin tourist attractions not too far away. In December there are also the Christmas markets nearby, which are well worth a visit at the end of a busy day of conferencing.

What’s it like?

In a word, big. It is a packed programme of events, with thousands of delegates descending on the Hotel InterContinental. There’s a great, buzzing atmosphere and loads of opportunities to connect with people who have different perspectives on learning and technology. The sessions are really varied and there are tons of stands to visit. The hardest part is working out where to spend your time.

 

Getting the most out of it

If you can, arrive the day before the main conference starts. You need a bit of time to acclimatise, and read the conference programme in detail. There are also pre-conference events the day before, but you need to pre-book those. Some are free, but most are extra on top of your conference ticket price.
The app is really useful, so download that when you arrive. You can choose your session and create a timetable for yourself. You can also find other delegates on there. Really useful for when you’ve forgotten the name of the person you’ve just been talking to!
I was able to attend on an OEB-plus ticket, which enabled me to attend extra sessions, as well as access to a quieter lounge and restaurant. Perfect for networking opportunities!

OEB 2018

The overall theme of the 2018 conference is ‘Learning to Love Learning’, with a focus on its changing role in our future society. Some of the more focused themes include ‘Instilling curiosity’, ‘Dynamic learning, training and future-oriented skills’, ‘Nascent technologies to change learning’, ‘Developing learning professionals’ skills and implementing complex change’ and ‘Measurable results and data collection pay-offs’. The keynote speakers have been announced as Ulrich Boser (The Learning Agency), Geoff Mulgan (NESTA), Ben Williamson (University of Stirling) and Esther Wojcicki (Educator, journalist and IT and OER consultant). It looks a fascinating conference.
Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.
UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

The truth about data and analytics

The driver for many institutions’ use of analytics has been improving retention. The worried well, high achievers looking to improve, may also benefit from monitoring their own performance. But is that a lost opportunity? Can improvement be achieved across the board? UCISA Executive Director, Peter Tinson highlights a different approach.

 

 

STUDENT SUPPORT – THE KEY TO SUCCESSFUL ANALYTICS

The recent report from UCISA and Sero HE, The truth about data and analytics notes that institutions’ primary aim of investing in learning analytics is to improve retention. Interventions triggered as a result of students failing to meet prescribed checkpoints lead to a discussion with the student as to the reasons for their lack of engagement and, generally, a subsequent improvement in student performance. But is an interventionist approach the only way? Are there ways to improve the performance of all students rather than focus on those at risk of failing?
Temple University in Philadelphia takes a different approach. Their Fly in 4 programme was devised to improve both retention and the number of students graduating in the minimum four years. The drive for the programme came from the top – Temple’s President wanted an initiative that focused on affordability as a result of on time graduation.
A cross-campus partnership was formed to deliver the initiative including staff from the student admissions, finance, student support, marketing and IT departments. The partnership first considered student behaviours and institutional barriers to progression and on time graduation. This review led to some process improvements and eradication of inconsistencies in the application of policies across the institution. With regard to student behaviour, it was recognised that it was relatively easy for students to drift; those who made a commitment to their studies were more likely to graduate on time.
The result was effectively a contract between the student and the institution. Each student makes a number of commitments to study and check in at key stages. This clearly places a high demand on advising staff and requires an investment in those resources to ensure that the programme is going to be effective. Advising staff were engaged in the programme at an early stage and throughout its development to shape messages and identify strategies to monitor checkpoints. On the other side of the contract, the institution commits to providing the necessary academic programmes and advice and support.
Fly in 4 has been a success with retention rates improving and numbers graduating in four years increasing. The initiative is not compulsory but over 90% of first year students signed up and are achieving demonstrably better results. It caters for all students and not just those at risk of failing or dropping out. The Fly in 4 agreement heightens student awareness of their responsibilities as well as identifying how the University will support them through the process.
Although data underpins the initiative, it is clear that student support is the key element in the programme. Without that support, the initiative would founder and the advising staff were engaged at all stages of the project to help drive success. Senior executive support led to a coordinated programme with the necessary resources for support.
The Truth about data and analytics report identified the need for senior leadership and recognised that the deployment of analytics required much more than deploying a technical solution. The Fly in 4 initiative shows how a data approach, underpinned by strong support, can deliver improvements across the piece.

Key take-outs:

  • Senior executive support is essential in developing data driven approaches to student performance

  • Data driven approaches need to be underpinned by quality support mechanisms

  • A ‘contract’ between the student and the institution improves student understanding of their responsibilities

 

UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

Interviews: How AV developments in Melbourne’s universities are helping students

Ben Sleeman
Service Development Assistant
University of Greenwich

AETM Conference 2017 and university visits, Melbourne, Australia

Prior to attending the Audiovisual and Education Technology Management (AETM) Conference (AETM conference) at the University of the Sunshine Coast, courtesy of a UCISA bursary, I spent a week visiting five universities in Melbourne.  At each of the universities, I was taken on a tour of their teaching and learning spaces by the audio visual teams, and then interviewed a member of the team at each university to talk about what I had seen.

I have already shared interviews with Jeremy West, Senior Audio Visual Engineer and Tech Lead in the eSolution Team at Deakin University, where we discussed the range of AV technologies at Deakin and these can be seen in my previous blog posts. One of the particular areas we discussed related to the support of hearing impaired users in teaching and learning spaces – this was also an area that I discussed with other university AV teams when touring their facilities.

Monash University

The first university I visited was Monash University where I met Matt Crawford, Audio Visual Operations and Service Delivery Manager in the eSolutions Team. Matt showed me around the teaching and learning spaces and answered some questions about what I saw on the tour.

We also talked about the current hearing-impaired AV solutions at Monash University and about new technologies and the legal requirements in Australian buildings to acquire a certificate of occupancy. Currently, Monash have various technologies, such as hearing loops and infra-red (IR), in place due to the age of their buildings but they are aiming to move to a consolidated solution.

University of Melbourne

The second tour of teaching and learning spaces took place at The University of Melbourne. Here Carlo Sgro, Senior Technical Specialist in Audio Visual Service and Strategy Infrastructure Services, gave me a tour and discussed the university’s AV solutions.

When talking about hearing impaired AV solutions, Carlo said that a high proportion of the systems are hearing loops; they have tried to stay away from infra-red and radio frequency (RF) solutions so are currently investigating wifi solutions as an alternative.

RMIT

The third university visit was with RMIT. I was taken around RMIT’s teaching and learning spaces by Adam Attana, Team Lead, AV Design, Technology – Learning, Teaching and Research, and Nikesh Kapadia, AV Delivery Manager, Information Technology Services.  After the tour I interviewed Nikesh, who explained how the flat floor teaching spaces have the IR systems in place while the lecture theatres have induction loops. With the IR systems, the receivers are managed by the student facing RMIT connect department, which allows the receivers to be lent out to students with hearing impairments.


 

 

Swinburne University

My fourth visit was to Swinburne University where I met with Robert Cameron, Technical Manager – Audio-Visual, Infrastructure Group, Information Technology. Most of the hearing-impaired solutions at Swinburne have historically been induction loops but they have recently moved to IR solutions.



Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

SharePoint migration from MySites to OneDrive for Business

Tristian O’Brien
SharePoint Technical Specialist
University of Brighton

Blog entry syndicated from my other blog that runs on GHOST.

I maintain a set of PowerShell scripts and processes to migrate many MySites from SharePoint 2010 to OneDrive for business.

As we know, PowerShell can automate many processes that you could perform using the user interfaces of SharePoint on premise or in the cloud.

So the general idea is to:

  • use a mapping file, where we have at least two columns. Column A in the windows on-premise username. Column B is the Office 365 (O365) login. I do have a third column, which is the destination OneDrive, but since this is almost usually the OneDrive logon, where any ‘@’ or ‘.’ are escaped as ‘_’
  • populate this file or database table with the users that you want to migrate
  • using PowerShell iterate through this list and
  • set users on-premise MySite to read only – I upload a separate master page and change the page status for this
  • in O365, assume the user is setup, licensed and provisioned. We use an account that has global admin rights in O365.
  • in O365, make sure that the global admin has access to the users OneDrive by adding it as a secondary admin
  • use ShareGate PowerShell to migrate the data. I know this is a cheat, but there are many reasons to use ShareGate such as insane mode, using Azure Storage and logging. Here are some other thoughts on Azure Storage.
  • when content has migrated successfully, timestamp the user profile on-premise with a date migrated value – later on we deploy some timer jobs to with delete or recycle after a specified time period.

Take a sneak peek at the https://github.com/devacuk/UoBMigration.  This is some code that I prepared for the dev.ac.uk event co-hosted by UCISA and JISC in February 2018. Slides are available here.  Much of the knowledge I accrued in order to do this are as a result of being awarded a UCISA bursary that paid the costs of travel, conference entrance fee and accommodation to MicroSoft IGNITE 2017.  For blogs on Microsoft Ignite, click here

I strongly suggest that if you do work in IT for a UK Higher Education institution, that you apply for the bursary yourself. Where this particularly helped is that I attended sessions about the latest developments in PowerShell, the tooling and Office 365. I found it particularly valuable to meets engineers from Microsoft Azure, ShareGate, MetaLogix and other vendors of migration products.

The only downside is that it is a corporate event, so one particular query about how and when any throttling of content into and out of Office 365 may occur, didn’t really get any answers from Microsoft, as I guess this kind of detail is a trade secret, I get that.

ShareGate offered some good advice on their experience with organisations way bigger than my institution, in that if you use their tools to manually migrate, use different tabs for different migration tasks. If using it in its PowerShell guise, then split the job up. Although managing that particular task would be a challenge in terms of organisation. I guess you could containerise the server using say Docker but ShareGate licenses would be needed for those individual containers I guess.

Another aspect of IGNITE is the sheer scale if it. I had planned to attend various sessions, but this wasn’t always possible due to sessions being placed far apart, overcrowding at some times and the warm weather. If I went again, I would be prepared for that though.

This blog post also appears on http://blogs.brighton.ac.uk/tristianobrien/

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

Everyone has a voice

One of the key aims of UCISA’s strategic plan for the next five years is to provide members with more opportunities to express and share insights and views. UCISA’s blog pages are one such forum. Here UCISA Marketing Manager, Manjit Ghattaura offers an open invite for blog contributions along with a few tips on writing your posts.

 

THINKING OF WRITING A UCISA BLOG POST?

Want to know a secret….? You don’t have to be a word wizard to contribute a post to UCISA’s blog pages – just someone with a view or insight to share.
You may want to see if other members are experiencing the same issue. You may want to celebrate and share a success. You might simply want to get something off your chest.
Whatever your reason, by contributing a short post to UCISA’s blog pages you have the opportunity to share ideas with peers, spark new conversations and provide colleagues across the country with the kind of tips that make the working day that much easier.
We want to hear from you. We want you to have your say. So where to start?
We’ve just produced a helpful guide to writing a UCISA blog post that you can download here. As you see, it’s much more about overall format and feel than writing tips – and that’s because what really matters is being engaging, being informative and offering your unique personal perspective.
If you strike when the inspiration hits you, writing a post can be very easy. Next time something is on your mind, take a moment to make a note and let that idea leap onto the page.
To create your post, just take those notes and build on them. It shouldn’t take long. We recommend a post runs to a maximum of only 500 words. 
You could start with a story or a personal reflection. You might give your take on a thought-provoking question. A new statistic, survey or media comment might have set your thoughts running.
Whatever muse has spurred you into action, just take to the keyboard and send it through to me, Manjit Ghattaura at UCISA Marketing. We will consider each blog carefully and notify you if and when it is likely to be published.  Whatever your topic, I’m sure you’ll be pleasantly surprised at the number of other members who will really appreciate and value what you have to say.

 

Key take-outs:

  • Any member can put forward a post for consideration for publication

  • A new guide to writing blog posts for publication on UCISA’s website is now available here

  • Be informative, be engaging. Offer a personal perspective

 

UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

Expanding horizons with a UCISA bursary

Beccy Dresden
Senior TEL Designer
The Open University

 

 

 

DigPedLab Vancouver 2017

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

HE TEL/IT community

Probably the biggest and most lasting benefit of receiving a UCISA bursary has been the impact that participating in DigPedLab Vancouver has had on me feeling part of a worldwide HE Technology Enhanced Learning (TEL)/IT community: my Twitter timeline now has a decidedly international flavour! The Literacies track included nearly 30 participants – two Brits apart from me, a professor from Puerto Rico, an educator based in the Austrian Alps, and the rest from North America, a mix of librarians, academics, educational project managers, IT folk, and even a practising attorney. This diversity was one of the many things that made DigPedLab so attractive to me: I wanted my western European, middle-class, middle-aged, cis white female perspective to be thoroughly challenged; over the course of the weekend, it certainly was. Each track had a dedicated Slack channel, and many of the participants have generously shared their own digital literacies resources via that medium, which I in turn have been able to share with Open University (OU) colleagues and, where those resources were publicly accessible, with the wider community (e.g. via links in my bursary blog posts). And of course the bursary also gave me an opportunity to share my work and that of my team/institution with the North American (and wider) HE TEL/IT community, an international visibility that would otherwise be difficult to achieve.

Institutional impact

While there have been fewer institutional opportunities than I had hoped to disseminate what I learned at DigPedLab Vancouver (they have mainly been restricted to knowledge-sharing activities within my team, and colleagues in our Learning and Teaching Innovation Portfolio), one exciting benefit to come out of it is that I am currently supporting faculty colleagues to deliver our own mini DigPedLab here at the OU. Having experienced their teaching first hand, I am a strong advocate for the critical digital pedagogy approach promoted by Jesse Stommel, Sean Michael Morris, and their associates, and I am looking forward to developing a network of support for this approach across my institution.

Since this year’s bursary scheme was launched I have been actively encouraging other OU staff to apply for it – by promoting it via email and other internal communication channels, and putting up posters across the campus.

Personal/professional development

I remain connected to many of the DigPedLab participants via Twitter, and the time difference between the UK and the US means my day often starts by reading their posts and following their links. Participating in such a challenging (but supportive) ‘summer school’ with innovative and inspiring practitioners has really boosted my confidence in what I have to offer around digital literacies as a TEL professional, as well as dramatically increasing my understanding of the challenges faced by my peers in North American HE institutions. My horizons could not have been expanded in this way without the opportunity provided by the UCISA bursary, which is why I have a tweet encouraging others to apply for it pinned to my Twitter profile.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Award winner reflects on the value of a UCISA bursary

Emma Fletcher
Technology Enhanced Learning Advisor
York St John University

 

 

EDUCAUSE 2017 Conference, Philadelphia

Emma Fletcher was funded to attend this event as a 2017 UCISA bursary winner

Receiving a UCISA bursary allowed me to attend the EDUCAUSE annual conference in Philadelphia during November 2017. I believe it has had a number of positive effects on my personal development in higher education, for the directorate I’m a part of, and for colleagues within the university that I work with to support and advise.

Professional development

In terms of benefits to my personal CPD, I chose a number of relevant and useful sessions to attend at the conference. I selected sessions that aligned well with my role (and the University’s foci) to ensure it was a worthwhile experience. Some of the sessions have impacted on my practice at the University, such as the sessions focussing on video and recording academic staff. One of my team’s current projects is the digital transformation of a particular school, which involves recording staff talking about key themes in their modules. I have used some of the suggestions and ideas from the conference to develop these recordings which have been beneficial to the academic staff, along with the students who will be using the videos.

The overall experience and the information I gained from attending Educause has helped me in my own career and I have since applied for a technology enhanced learning (TEL) role at another institution. I used reflections from my time at the conference during the interview process and was successful.

Institution

Prior to attending the conference, the Director of my directorate was extremely positive about my being awarded the bursary and told me that Deputy Vice-Chancellor knew about it and was impressed. After the conference, I was given time during the directorate team meeting to speak about the conference with my colleagues. The team includes our educational developers, who work with academic staff on their teaching and learning. The team showed a real interest in some of the sessions and as a result I have had one to ones with some colleagues within the directorate about the sessions I attended and have shared some of the resources I collected whilst I was there.

I have spoken with my line manager about my experiences at the conference. We discussed the learning spaces and active learning sessions, as the former session was one I was asked to attend. Learning spaces is a particular area of interest, with my line manager overseeing a project at the University involving a redesigned learning space.

I have been able to informally present a number of times to colleagues at the university about some of the sessions I attended that relate to them. Along with the UCISA blogs I produced covering areas such as active learning spaces and universal design for learning (UDL) and learning management systems (LMS), I wrote a separate blog for the University, which highlighted sessions that I thought would be more relevant to the institution such as: learning spaces, universal design for learning and learning management systems, active learning, microlearning and social media, video creation and working with academic staff for technology innovation. When meeting colleagues across the University, I have spoken about the conference or sessions that I feel are relevant to them and hope this has impacted positively on them.

HE IT community

My attendance at the conference has broadened my knowledge and understanding of TEL, particularly from an international context, and allowed me to draw comparisons with the UK sector, and in particular the external factors influencing decisions we make about TEL (for example, Teaching Excellence Framework (TEF), apprenticeships etc.). This has impacted on my interaction, for example when speaking with colleagues across the university. I feel more confident in my knowledge of HE and Technology Enhanced Learning (TEL) (something which has been a steep learning curve after spending most of my career in secondary education) and I believe colleagues have seen the benefits.

I found the scale and programme of the conference made it difficult to connect with other attendees, however I discovered a lot of great people on Twitter and have developed my personal learning network a great deal. It has been particularly interesting to see TEL in an international context and I hope to cement some of the links I made over time.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Next steps from a UCISA bursary winner

Marion Malcolm
Business Improvement Team Lead
University of Aberdeen

Inaugural Australasian Lean HE Conference 2017

Marion Malcolm was funded to attend this event as a 2017 UCISA bursary winner

My next steps from attending the Lean HE Conference are to:

  • Engage with Rachael McAssey (Chair of UCISA’s PCMG group) to deliver knowledge exchange and drive forward good practice using Lean methodology
  • Submit a presentation for inclusion at the CISG-PCMG Conference in November 2018 (Glasgow). At the CISG-PCMG conference, UCISA’s Corporate Information Systems Group (CISG) partners with its Project and Change Management Group (PCMG) to provide a joint conference covering all aspects of delivering change in organisations
  • Investigate appropriate Association of University Administrators (AUA) events to showcase Lean
  • Present at the University of Aberdeen’s Digital & Information Services Enlightening Lunch in February
  • Investigate a summer intern for the BI team (to help train future lean champions)
  • Continue to network with delegates that I met (22 new LinkedIn connections)
  • Invited Haley Macdonald (Manager Organisational Capacity), CQ University, Australia, to visit the University of Aberdeen in Spring 2018 to share best practice.

Alongside presenting at the conference, I had a key set of objectives to meet in attending the event, and came away from it with some key learning and a network of new colleagues.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.