Tag Archives: higher education

Part 2: Not in the IT crowd (and that can be a good thing)

 

 

Sara Henderson
Graduate Intern (Student Champion),
Student Systems Project (Corporate Information and Computer Services)
University of Sheffield

UCISA SSG17: Reflections from a bursary scheme winner

This is the moment of truth.  I take to the stage to speak on my first ever conference panel session, an extremely popular fixture at UCISA-SSG .  As I meet my fellow panellists, I’m half-waiting for someone to yell “INTRUDER” and haul me off the stage, but before I know it my name flashes up on the screen and all eyes are on us.

The questions roll in, some wackier than others, and I do my best to answer them honestly, but with many falling outside of my remit, I find it difficult to feel completely at ease.  I’m in the strange position of being a recent student and new staff member, meaning I have a slightly diluted experience of both roles.

Nevertheless, the panel really coloured my reflections of the conference and beyond.  It also tied together some themes which came out of the week – that people come before technology, services need to be user-focused and the tech industry ought to be a collaborative space.

To borrow Francesca Spencer’s poignant acronym DISC (Dave, Ian, Steve and Chris), alluding to the lack of diversity in IT (which she affectionately Room 101-ed), it was difficult not to contemplate this reality as the only woman panel member at a conference of mostly men.  This is not to bash the conference or its attendees, but simply to acknowledge that we have a lot of work to do.

So if you’re yet to be a believer in the power of diversifying IT, let’s call this my manifesto.

  1. It’s good for business

Beyond a moral impetus, crudely speaking, a diverse team is a more effective one.  Looking at the demography of the industry, we are only making use of a limited cross-section of society within our teams, leading to a major skill-shortage despite growing demand.  So – diversify, or get left behind.

  1. Challenge is good

A homogenous group is less likely to be critical of each other because of their shared experiences. Imagine asking two identical job candidates to critique each other – it would be a bit like playing spot the difference.  But by broadening your team’s demography, you embed the opportunity for challenge in its make-up.  The right kind of challenge drives success.

  1. Stop! in the name of users

Perhaps you’re with me so far, and you’re wondering “what does this have to do with me and my team’s work”?  But there is another, more nuanced point to be made for the case of diversity within IT, regarding the diversity of users’ experiences with technology.  Asking an IT expert about an IT question is going to get you a professional answer.  But asking a “layman” might get you a more interesting one. Take the example of me sitting onstage at the panel session and feeling like an imposter – maybe it wasn’t such a bad idea to have someone there who was agnostic to the cause.

  1. Students know what they want (and they’re not afraid to say it)

 That the panel got such a positive and enthusiastic reception is just a reminder of how keen university staff are to hear the “student voice”.  So if you’re aching to hear how to provide the best support services to students – just ask them!  You can only ‘put yourself in their shoes’ so many times before you hit a dead end, and it’s dangerous to make assumptions.  As Kerry Pinny so passionately expressed, there is no such thing as a digital native: being a millennial doesn’t mean you come out of the womb holding an iPhone, and students have a diverse range of experiences to offer you.  So maybe I wasn’t the best user for that panel, or maybe there isn’t such a thing.

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(Presentations and video catalogue are available on the conference website)

(Further information on Sheffield’s Graduate internship scheme, can be found at: https://www.sheffield.ac.uk/hr/recruitment/graduateinternship)

 

Part 1: Fresh meat and learning about user involvement

 

 

Sara Henderson
Graduate Intern (Student Champion),
Student Systems Project (Corporate Information and Computer Services)
University of Sheffield

 

 

UCISA SSG17: Reflections from a bursary scheme winner

I should start by introducing myself.  I’m Sara and I work as Student Engagement Officer on a major business change project at the University of Sheffield.  I began in January on the University’s Graduate Internship Scheme, before being extended in my role.  A colleague encouraged me to apply to UCISA’s bursary scheme as a junior member of staff, so that I did.

I am interested in technology but motivated by people, so SSG17 presented the perfect opportunity to learn from others in the sector and gain a wider perspective on the work I’m doing.  Now that’s out of the way, we can get to the good stuff.  I present to you my diary (of sorts) from the conference, showcasing some of my thoughts and favourite moments.

Day 1

11:30am

Fuelled by coffee and adrenaline, I find myself in the conference exhibition space, perusing the exhibition but avoiding eye contact.  I glance around the room to see pockets of conversation forming; for some this is an opportunity to catch up with old friends and colleagues, whereas the rest of us are fresh meat.

13:10pm

Neil Morris from the University of Leeds captures the delegates’ imagination with his presentation ‘Reimagining Traditional Higher Education in the Digital Age’ , focused on how to embed technology-enhanced learning in partnership with students.  “We don’t involve students in projects, we don’t seek their feedback in ways they are interested in giving it, or make use of their intelligence and creativity”.

Neil’s talk affirms why I wanted to come to this conference, challenging the status so often assigned to students – as being passive receivers of knowledge and services, rather than intelligent consumers.  We ought to be involving students in project work, fundamentally and authentically.

15:50pm

Room 101 proves a fantastic way to end the first day, with an all-female panel and some very funny moments.  Did someone say Apple Genius Bar?

11:20am

The day kicks off to an unnerving start when I find out that the panel I am shortly appearing on is one of the most popular sessions of the conference.  To find out more about my experience, head over to my second post – ‘Part 2: Not in the IT crowd (and that can be a good thing)’.

12:20pm

Now for perhaps my favourite talk of the conference: ‘Technophobe Testing’ by Francesca Spencer (Leeds Beckett University).  The basic premise is that in IT of all places, we ought to be involving technophobes, because they can actually be a help rather than a hindrance to our work.  Francesca had the brainwave of recruiting some self-confessed technophobes, and observing their use of AV equipment in a judgement-free zone to determine how to make it more user-friendly.  We need to embed our users in the process of implementing technology (before it’s too late).

Day 3

9:00am

I’d be lying if I said I didn’t have to climb down from my pedestal during breakfast, on what is affectionately known as “fuzzy Friday”. Unlike some of the conference-goers making a beeline for a fry-up, I opted to for a sensible night in after a case of conference-fatigue…

12:30pm

Paul Boag closes SSG17 by informing us ‘How to Create a User Experience Revolution’ .  His insistence that “if you don’t speak to your users once every six weeks, you don’t get to be a stakeholder in a project” certainly rung true, and he comfortably drew together some key themes from the conference, about collaborative working, establishing shared values and cultural change.

So there we have it – my experience in a nutshell.  Thank you to UCISA for having me, and if you want to hear more from me, head over to my second post ‘Part 2: Not in the IT crowd (and that can be a good thing)’, or follow me on LinkedIn:

(Presentations and video streaming available at the conference website)

Getting into the zone for Educause 2016

liz_ellis

 

 

Elizabeth Ellis
Product Development Manager
Learning Innovation, Learning and Teaching Solutions,
The  Open University

So, here I am, in a hotel in Anaheim, California, getting into the zone for my first Educause experience. To say that Educause has been a bit of a holy grail for me conference-wise would be an understatement. All the information I’ve received about the conference from colleagues who have attended before has been that it is a unique intersection between edtech, IT, and learning and teaching practice.

I’ve identified already the tracks

that I’m going to focus on and which have the most immediate relevance to my work. I’m hoping to bounce between ‘Driving Innovation in Teaching and Learning’ and ‘Transforming the Student Experience’. As a product development manager in Learning Innovation/Technology Enhanced Learning at The Open University, you get used to having to slightly squint to see the direct relevance of approaches, methods, and findings to your own situation. But increasingly over the last few years, that squinting has had to become less and less as the sector has moved more into the OU’s realm of Supported Online Learning (SOL). So, I’m very much looking forward to seeing what the sessions have to offer.

My work in particular over the last year has come to focus not just on the development of new tools and technologies for our students to use, but also on new methods to involve them in that process, in an appreciative and empathetic way.

Perhaps the most challenging part of these types of events is running the vendor gauntlet. But this time I’ve come prepared, and have put some thought into the sorts of criteria I can use to make assessing new technologies more useful over the long term (and also make reporting back to my colleagues more helpful).

  • Is this technology a disruptive or incremental innovation
  • Does this technology support:
    1. Participative learning (students contributing in non-assessment ways)
    2. Learning to learn (students becoming more digitally confidence and creative)
    3. Deeper engagement with learning materials (new strategies for immersive learning)
    4. Collaborative learning (the ongoing curse and joy of group work)
  • Does this technology demonstrate:
    1. Improvements in student attainment
    2. Improvements in student progression
    3. Improvement in student retention

At the very least, it will hopefully spark a useful conversation or two.

 

Network for Change and Continuous Innovation Conference

rachel_m

 

Rachel McAssey
Head of Process Improvement
The University of Sheffield
(Joint Vice-Chair Project and Change Management Group)

 

 

 

 

Day 3

 

The final day of the conference and it has not been a disappointment

First session of the day was “Using Balanced Scorecards, Lean and Liberating Structures to Accelerate Strategic Planning and Implementation” with Ruth Johnson, Associate Vice-President, and Jeff Fillmore, Senior Organizational Analyst both from University of Washington

This was a very motivational. For more information about liberating structures as a change approach go to the website. Liberating Structures in combination with lean processes have helped the University of Washington to actively engage staff with understanding and implementing the strategic plan. It was a very important methodology for helping the institution change and innovate. I think we all came away wanting to liberate some structures!

Next, a really informative session from three people from Institutions in California “Taking the Mystery out of Managing Change”. They had received change management training from ©Prosci and I was very grateful that they provided us with lots of tools to take away. In my opinion the most useful visual tool was one for measuring strength of sponsor, project management and change management in a project – so that the project team can agree what mitigations need to be taken. Very simple yet incredibly effective and useful. Among the many takeaways also included a really useful checklist tool for project sponsors – I’ll be amending this and use it with my project sponsors.

The final keynote address was wonderful. Allison Vaillancort, Vice President, Human Resources and Institutional Effectiveness, University of Arizona gave a visually pleasing presentation. She challenged the group to look beyond incremental change to respond to the changes in HE, and identify where and when a rebellion would be helpful. Her slides gave us a how to guide about how to ensure that bold change can be actively delivered within our institutions. I tweeted a copy of one of the slides about change sabotage and lots of followers on twitter recognised the behaviours.

The final session of the conference “Leading from Inside the Whirlwind: Creating the New Vision for Public Ed” University of Wisconsin-Eau Claire
This was a really interesting case study of the University of Wisconsin-Eau Claire who along with the rest of the institutions in the state received a multi-million dollar budget drop. It followed the change steps the institution took from the moment the news broke in January 2015 to current period. The staff had chosen to thrive rather than just survive, it was a fascinating case study about the opportunity change can bring (most dramatically the decision to undertake 8 change projects simultaneously) and how a difficult situation can lead to beneficial improvements for an institution (markedly better student retention and increased enrolments)

It was a wonderful opportunity to attend the NCCI conference. I met so many interesting people and had some very insightful conversation about managing change projects in higher education. My heartfelt thanks to UCISA and my own institution for allowing me to have this opportunity. I’ve got so many ideas for things I can try now that I’m back in the UK.