Tag Archives: inclusion

Supporting student learning in a digital world – opportunities and obstacles

Beccy Dresden
Senior TEL Designer
Open University

 

 

 

DigPedLab Vancouver 2017 – Day Two

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

For the first half of the afternoon on Day Two of DigPedLab 2017, we had a choice between one of five workshops delivered by the DigPedLab Fellows:

or a lightning talks session.

Three of the five workshops appealed to me, but Leonardo was happy to share the resources used in his, and Penny and Kris were both in my track, so I figured I could pick their brains another time (especially Penny, who is based in the UK), so I went for the lightning talks. These are detailed at the link above, but to save you clicking, I have included the summaries here in italics.

Interdisciplinary Solutions

Michelle Clement, Associate Faculty in the School of Business at Royal Roads University, will offer a talk and case study about how tackling homelessness isn’t a one disciplinary approach. The case study will show how sociology, marketing, mental health and nursing students worked together across disciplines and cultures to better understand homelessness in their community.

I noted the following:

  • Working in multidisciplinary teams, students felt that sharing different perspectives deepened their understanding of the problems.
  • Michelle is now living their experience by participating in the Writing track here!
  • Organising this kind of thing is administratively complicated, but focusing on making it a meaningful experience for students is key.

New Media and Pedagogy

Hannah McGregor, Assistant Professor in Publishing at Simon Fraser University will offer a lightning talk as a provocation: to explore how new media forms (podcasts, social media feeds, etc.) allow pedagogy to take place beyond the university. What would happen if we thought of our role, as academics, to be pedagogy (not research) first? How do forms like the podcast allow us to enact a public-pedagogy-first praxis? How the heck will we convince universities to get on board?

I noted the following:

  • Hannah loves podcasts, but hates the male-dominated maker culture, coding-boot-camps stuff.
  • Maker culture can be too focused on the production of a thing, as opposed to processes, community building, pedagogy, etc. (Is this a male vs female thing?)
  • Where are the women in podcasting? (Hannah referred to an article in Forbes that seems to claim people hate the sound of women’s voices.)

Open Pop Ups

Verena Roberts, Learning Specialist at Rocky View Schools, will discuss open learning networks. From September 2017 to June 2018 she will be connecting learning communities with open learning networks by facilitating serendipitous and planned ‘Open Pop Up’ learning activities with a K-12 contextual lens. She will be completing a pilot version of the ‘Open Pop-ups’ at her school district in the hopes of using the pilot to inform her doctorate research the following year.

I noted the following:

  • Um, what is K-12?! (I Googled it for you: https://en.wikipedia.org/wiki/K–12)
  • We need to keep talking about the differences between OERs and open(ing) learning
  • Stick metaphor – what children see (same with cardboard boxes?) [sorry, I have no idea what I meant by this!]
  • ePortfolios for high school students – not résumé building, but creating relationships and apprenticeships
  • Verena gave a couple of examples of her open pop-ups:

– Kindness ninjas – promoting sharing behaviours among children in underprivileged area

– Assembling diverse groups of students.

Daagu

Carolyn Steele, Career Development Coordinator at York University, Toronto, will discuss Daagu. Daagu is an online platform that offers holistic and collaborative eLearning opportunities to students. Developed at York University in Toronto, Daagu is designed to promote student choice and engagement, community dialogue and meaningful application of conceptual content. It’s very much a self-directed way of learning. This session will introduce Daagu and provide information on how to learn more.

I noted the following:

  • Carolyn has been working in blended classes for the last 5 years, and teaches 7–10pm – she tries to end at 8.30/9pm so the rest – the reflection part of the learning, mainly – can be done online. [This interested me because some Open University (OU) students complain about the timing of synchronous online teaching events.]
  • Daagu was developed for the nursing programme at York.
  • To me, students’ posts look like a combo of Pinterest and OpenStudio [an OU collaboration tool]
  • Students could provide emotional feedback, but they’re very resistant to doing that.
  • Quality vs quantity of posts? Assessing/grading that? How do you create a rubric for that?

Overcoming Digital Obstacles

Christina Chavez-Reyes, Professor in the College of Education and Integrative Studies at Cal Poly Pomona (California State Polytechnic University, Pomona) will discuss digital obstacles to learning and teaching. In her teaching, she has discovered college students’ fear of the digital domain (distraction and breach of privacy) impedes their use of and ability at digital media, particularly social media, to become 21st-century college-educated citizens and professionals. This circumstance undermines the concept of students as ‘digital natives’ and begs the question how colleges can better prepare students with the necessary digital skills and knowledge of the digital domain. An added element is college faculty’s resistance to develop their digital skills to incorporate tech appropriately in classrooms. These converging factors create an equity crisis for first gen college and low-income students (perhaps all students) who likely do not readily have available social and cultural capital in their homes and communities to supplement the lack of learning in college. Many will earn a degree without a model of professional and civic engagement for the digital age.

I noted the following:

  • Christina is a Faculty member plus department chair. She feels working class at heart and, being in a new leadership position, has to play two different roles/apply two different lenses.
  • Social mobility for its students is a key achievement of her institution.
  • The focus is on educating students to undo inequalities and inequities when they become educators.
  • Use of social media: 30% like it, 60% fear it as a distraction, and 10% have privacy concerns
  • Risks are real – going online involves a third party, and creates a ‘non-rival, non-excludable good’
  • To sustain democracy, there needs to be a clear and protected boundaries between civil society and markets
  • Empowerment—intention—confidence is a key continuum.

How Christina described her students really chimed with the challenges I know many OU students faced – demographically they are quite similar, I think, which was interesting, as my impression was that many of the other participants work with students who more closely resemble the UK stereotype of undergraduates than OU students do.

Net Neutrality

Brian Weston, Director of Distance and Accelerated Learning at College of the Canyons will discuss strategies for keeping information accessible for online education.

The main thing I noted from Brian’s presentation was his question ‘What happens if students don’t have top-tier internet access?’. This is a problem that many OU students in rural/remote parts of the UK still face – contrary to government claims of widespread high-speed broadband availability!

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

Benefits of a steep learning curve by a UCISA bursary winner

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

 

 

Sara Henderson was funded to attend this event as a 2017 UCISA bursary winner

Being awarded a UCSA bursary to attend the UCISA Support Services Group (SSG) 2017 conference was a highlight of my working year. Although SSG was not my initial choice, I felt privileged to be accommodated by the scheme nonetheless. Below is an account of how my attendance has positively shaped my professional development, institution and how this interacts with the wider HE IT sector.

For context, I am no longer working at Student Lifecycle Project at the University of Sheffield (formerly Student Systems Project), but the experience of UCISA-SSG has still had a lasting effect on my experience of the sector, as I will detail in the following paragraphs.

Professional development

Many aspects of the conference were a steep learning curve. Although I had attended conferences before, these were alongside my peers as an undergraduate, whereas UCISA-SSG17 allowed me to network with established and influential people in the sector. In some ways this was challenging – introducing myself and my involvement in the Project made me feel slightly vulnerable, but everyone I spoke to was interested and encouraging in equal measure.

Most notably, I was asked to speak on the Panel session – the headline event of the conference. Members of the panel were James Smith, Director of IT Services, Birkbeck, University of London; Adam Kearns, Students’ Union Postgraduate Office, University of Bath; Sebastian Barnes, IT Support Specialist, Leeds Beckett University, and myself. Although I was taken aback by the offer, I’m glad it was given relatively last minute, as it didn’t leave much time for the nerves to kick in. I had given presentations and spoken on a panel and in front of moderately-sized groups of people before, but never on this scale. I was accompanied by confident and competent speakers who luckily had most of the spotlight, and despite the topic areas being somewhat unfamiliar I was still able to draw on my experience as a student and university staff member. I was extremely proud of myself for accepting such a daunting but exciting opportunity, and grateful to UCISA for the experience.

Institutional benefit

Unfortunately, I was unable to present my experience of UCISA to student representatives at the University of Sheffield as I had hoped to, because the recruitment of said students was delayed for the duration of my contract on the Project. The time-scales and priorities of such a major business change project are extremely variable, so this is to be somewhat expected. However, I did share my experience with colleagues, conversationally rather than formally, and believe my attendance at the conference had a genuine impact on Student Lifecycle Project.

Firstly, I’m reminded of the ‘Adding Value with Values’ talk given by Alistair Reid-Pearson, IT Manager at the University of Huddersfield. I was heavily involved in the communication and marketing of the Project to stakeholders, and contributed to the development of our ‘Vision’, including our core values and principles. We acknowledged the importance of gaining buy-in from our team by inviting everyone to participate in the process of developing this piece.

Secondly, the electric discussion by Paul Boag, ‎User Experience Strategic Designer, Boagworks about User Experience How to start a user experience revolution’ carried through all the work I’ve done since hearing it. Being heavily involved in the prospective student enquiry management element of the project, I helped design enquiry categories in the new system, and formulate FAQs for student support and guidance. From content to layout, I began every consideration from the user’s perspective, as championed by Paul.

Lastly, Francesca Spencer’sTechnophobe Testing – an experience of providing a service to those who fear, dislike or avoid technology’ put accessibility at the forefront of my mind when supporting the development of software and services. I made it my priority to advocate for the needs of all staff and students, be it ‘technophobes’, disabled or differently-abled people, by urging their inclusion in the room.

Wider sector

It was a pleasure to contribute my dissemination to UCISA’s website (Part 1: Fresh meat and learning about user involvement and Part 2: Not in the IT crowd (and that can be a good thing) ), and I hope this was well-received. I connected on LinkedIn with some of the people I met at the conference, which has since provided plenty of reading material and food for thought, and allows me to learn from the hard-work and perseverance of others in the sector.

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