Tag Archives: learning

Interview: Microphones at Deakin University, Australia

Ben Sleeman
Service Development Assistant
University of Greenwich

AETM Conference 2017 and university visits, Melbourne, Australia

Ben Sleeman was funded to attend this event as a 2017 UCISA bursary winner

Whilst attending the Audiovisual and Education Technology Management (AETM) Conference in Australia, courtesy of a UCISA bursary, I also visited five Melbourne universities: Deakin University, Monash University, RMIT, Swinburne University and the University of Melbourne.

At Deakin University, I discussed the use of microphones in teaching and learning spaces with Jeremy West, Senior Audio Visual Engineer and Tech Lead in the eSolution Team (interview below).

This use of microphones is another evolving technology at Deakin, where they have been integrating, amongst other technologies, Shure beam-forming microphones sending audio over the network back to the DSPs so it can be fed back into the lecture capture system and hearing impaired solutions.

Other areas I discussed with Jeremy included Deakin University’s new audio video technologies.

The five social media literacies

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

Following on from a busy Day One of DigPedLab Vancouver, by Day 2 my jetlag had subsided, and I’d got my bearings in Richmond, so I was ready for some serious learning!

Morning session: media literacies

Our main focus for the Day Two morning Digital Literacies session was reviewing and responding to some of the suggested readings that had been provided.  Bonnie Stewart, Co-ordinator of Adult Teaching University of Prince Edward Island, who was leading the Digital Literacies track, asked us to think about how our chosen article(s) shaped our perspective on what it is to ‘be’ in digital culture. We broke into small groups to do this, and my group spent most of the session analysing the Rheingold (2010) article.

Rheingold focuses on what he calls five social media literacies:

  • attention
  • participation
  • collaboration
  • network awareness
  • critical consumption.

We took one of those each, and I noted the following…

Attention

Rheingold’s starting point is that people in class should be paying him attention! This led us to briefly discuss differences between acceptable behaviour in face-to-face (F2F) educational environments and ‘remote’ behaviours; the latter was of particular interest to me, as Open University students have relatively little F2F contact with their educators, and it’s quite normal for them to have multiple demands on their attention while they are studying.

Participation

The digital literacy aspects of this section were about:

  • how to participate with value
  • being active citizens rather than passive consumers
  • creating vs consuming
  • assumptions about education of citizens, and ‘proper behaviour’
  • moving from the literacy of participation to a literacy of collaboration.

Collaboration

This was the section I looked at, so I didn’t take many notes! The one thing I did write down was ‘negotiating goals – positive or negative’: make of that what you will!

Network awareness

This section tied in quite nicely with Bonnie’s literacy timeline from Day 1. Rheingold’s key points were that:

  • networks essentially amplify and extend our abilities and capacities – for better or worse, and that
  • basically technology itself is an amplifier – going all the way back to the printing press.

We briefly discussed differences between networks and communities (with reference to a recent online debate between Kate Bowles and Stephen Downes), speculating that perhaps communities change, as well as amplify? One member of the group suggested that shared values and beliefs are required for true collaboration – that it’s easy to be communal but harder to be collaborative. Do you agree?

Critical consumption

This section seemed to buy into the cliché that print (offline) resources are innately trustworthy, and online resources innately dubious: as a group we vehemently disagreed with this.

We had a bit of time left, so we also looked briefly at the Tressie McMillan Cottom (2017) article, focusing on one of her six takeaways, ‘master platforms’, and the concept of micro-celebrity.

Master platforms

The article states that ‘social media platforms are designed to facilitate certain kinds of behaviors. Twitter amplifies. Facebook brands. Tumblr remixes. Instagram illustrates’. We agreed that what was important for digital literacy was to think about strategies for dealing with the negative aspects of each platform.

Academic microcelebrity

We identified a tension between the desire to take academia into the public, and achieving effective communication, when ‘lots of academia is deliberately pointless and esoteric’.

We also talked about:

  • gaining currency through identity
  • achieving impact vs social change, and
  • claimed values vs demonstrated behaviours.

After the session, participants shared related resources via our teaching in digital Slack channel – you might like to take a look at the following:

 

Interview: Deakin University’s support of hearing impaired users in teaching and learning spaces

Ben Sleeman
Service Development Assistant
University of Greenwich

 

 

AETM Conference 2017 and university visits, Melbourne, Australia

Ben Sleeman was funded to attend this event as a 2017 UCISA bursary winner

I attended the Audiovisual and Education Technology Management (AETM) Conference in Australia in November as part of the UCISA bursary scheme. During my trip I also visited a number of Melbourne universities including Deakin University.

At Deakin University, I met with Jeremy West, Senior Audio Visual Engineer and Tech Lead in the eSolution Team, and we discussed the university’s AV solutions for hearing impaired users.

Deakin are considering a range of new technologies and in collaboration with the digital futures team, they are looking at audio over IP solutions to give users access to audio streams via their mobile devices.

I have blogged about my conversations with Jeremy on a range of AV developments at Deakin University.

 

Interview: Deakin University’s AV solutions

Ben Sleeman
Service Development Assistant
University of Greenwich

 

 

AETM Conference 2017 and university visits, Melbourne, Australia

Ben Sleeman was funded to attend this event as a 2017 UCISA bursary winner

As part of the UCISA bursary scheme, in November I attended the Audiovisual and Education Technology Management (AETM) Conference held at the University of the Sunshine Coast, Australia. I also visited five universities in Melbourne including Deakin University.

While visiting Deakin University, I was able to interview Jeremy West, Senior Audio Visual Engineer and Tech Lead in the eSolution Team. He kindly answered questions about a range of topics including how new audio video technologies are coming to Deakin University and how these technologies converge with other IT solutions.

In the interview, Jeremy talks about how Deakin University is moving its traditional audio/video over HDBaseT to over IP solutions. He also talks about moving to cloud control for AV teaching space control and using analytics that come back from these systems to improve academic user experience. Collaboration has been key to this move to IP AV solutions, working with their network engineering and systems teams.


I will be blogging about my further conversations with Jeremy on other AV developments at Deakin.

 

Keele University’s 3D Lab

Sebastian Barnes
IT Support Specialist
Leeds Beckett University

Sebastian Barnes was funded to attend this event as a 2017 UCISA bursary winner

SCHOMS Annual Conference 2017

After a morning of presentations on Day Two of the SCHOMS 2017 conference, which I was able to attend courtesy of a UCISA bursary, I went on to visit the conference exhibition.  After a brief look around one product caught my eye, the Sahara Clevertouch. The Sahara Clevertouch is an interactive touchscreen for education with an integrated Android system, 4k screen, airplay and onboard drawing, ideal for presenting to an audience or demonstration work within a class. It has professional casters, which can drop down to the ankles, as well as only weighing 94kg; this is considerably lighter than the c-touches (interactive touch displays) within Leeds Beckett. I tend to prefer Apple products and technology due to the intuitive nature of the interfaces, however this product has a quite smooth, quick, slim and easy to navigate user interface based on an Android system.

After a great exhibition, I had some lunch and then it was time for a tour of Keele University. One very interesting building, but not for the faint hearted was the Clinical Education Centre. This building is for medical students who can practice on fake and real dead bodies, however we were there to look at the technology. The technology demonstrated how well AV had developed over the years and the cost implications of it. We were also introduced to a 3D lab with virtual reality capabilities, hand crafted within Keele. I didn’t get to use this product, however I watched others. To use this a student would put on the headset and they would be within their own patient ward, having to deal with a variety of patients, reading records and attending to their needs. A great bit of kit which was ideal for medical student experience.

You can see me talking about this visit at UCISA’s Support Services Group Conference in the Student Panel session in July this year.

Learning about lecture flipping

Sebastian Barnes
IT Support Specialist
Leeds Beckett University

Sebastian Barnes was funded to attend this event as a 2017 UCISA bursary winner

SCHOMS Annual Conference 2017: New ways of delivering classes and lectures

As a UCISA bursary award winner, I was able to attend SCHOMS Annual Conference at Keele University.  After an introduction on Keele University, we moved onto a presentation ‘Creating learning activities and spaces for digital age learners’, regarding the ways in which a class or lecture is delivered to students and how this can be improved. Laura Hancock, Keele University, suggested implementing an idea called “lecture flipping”. As a student, this sounds great! Less time in a lecture theatre and more time in a classroom being able to communicate ideas with each other. Currently at Leeds Beckett this idea is already implemented, with one-hour lectures and one two-hour tutorial per week. However, if the lecture was assigned as homework and within our lecture the hour was more discussion based then this would be better; for myself personally, but some people prefer to learn from listening rather than doing!

Time for IT at the top table

The exponential rise of technology-driven change means digital strategies are no longer merely support acts to primary university and college strategic plans. Here, UCISA Chair David Telford argues that, with digital transformation key to the future student experience and learning journey, it’s time for CIOs and Vice Chancellors to push digital strategies into pole position in business planning:

 

Here’s a bold statement. Digital strategy is not just about the numbers or how much it costs to run your IT. Unless and until your university fully gets to grips with technology’s contribution to the student experience and the learner journey, both will be severely impaired.
IT is now fundamental to the student experience and learning. Technology use is about far more than IT-driven processes and an aid to organisational efficiency and effectiveness. It’s integral to the whole student lifecycle.
Today, the knowledge of how best to leverage technologies to enhance teaching and the academic and research agendas is not coming from the academics, it’s coming from the IT department. In integrating our academic agenda at my own institution, we’re spending more and more time in the classroom and supporting students, even early in their studies and as postgrads, in leveraging technology to access information and research materials.
The digital literacy and digital skills gap in universities that’s growing year-on-year is well documented – but this is not knocking the lecturers. Things are moving so quickly that the skills of academics are just not keeping pace. Like many other sectors, we are in transition. Digitisation is growing and technology brings change. It is disruptive to past ways of working. Taking best advantage requires not only skills but a cultural shift to a change-ready and agile mindset.
So what’s the future of your university? How can a digital strategy ensure that value is best provided to students, lecturers and researchers?
There are a few lessons from the wider world. In less than a decade, Netflix has transformed from a DVD sales and rental business, to media streaming and latterly film and television production and online distribution. They have successfully leveraged advances in technology and been shrewd in understanding changing customer expectations and unmet needs.
How does this link to our university communities and their expectations? Well it’s clear that they live in a connected Netflix world. Our smartphone students inhabit multiple online communities and communicate via Snapchat, WhatsApp, Instagram, Twitter and Facebook. They collaborate and share instantly and naturally. Established systems like email and intranets are clunky in comparison. Our business systems often lack the immediacy of app-based solutions and the ability to collaborate on joint decision making or visualising the data.
And what about staff? A recent Facebook-sponsored Deloitte survey of business managers showed only 14 per cent of those responding were fully satisfied with their organisation’s ability to connect, communicate and collaborate with 65 per cent citing digital technologies as the way forward. Would the statistics for higher education alone really be that much different? Certainly, both TEF and the NSS highlight the need for IT to be actively involved in the staff and student experience at all levels.
Working in a multi-campus university, one of the issues I’ve faced is that we’ve yet to get our communities fully joined up. We don’t have a fully-fledged research community and we also don’t have a strong sense of community around the subject areas we are known for. Going forward, it is technology that is going to make the difference in these areas. But even in this, we have to collaborate. This is not a nut IT can crack alone.
Trying to predict the future is a fool’s errand – but we can prepare for it and an effective digital strategy that looks beyond the three or five-year horizon of a typical university business strategy is crucial. While it’s important to bring on the skills of individual academics, we also need to promote recognition of the fact that IT is now very much a part of learning delivery systems. Pedagogy is no longer the sole domain of the lecturer.
The future is very much about collaborative delivery alongside other institutional agencies. Depending how you are structured, that can be as much with library colleagues and learning technologists as with academics and students. For all of us, it’s about thinking across multiple disciplines and multiple service boundaries. It’s about getting out of our comfort zones and addressing questions of collaboration and service delivery that engenders skills development and makes a tangible contribution to the digital learner journey.
The role and dimension for IT in student success is huge and this is a theme that I know some fellow UCISA members have already included in TEF submissions using evidence of digital literacy and engagement with IT systems to show how they have contributed to improved learning outcomes. This is digital strategy linked to powerful strategic programmes with real teeth.
My digital strategy for my own university runs to 2025, five years beyond the university’s current strategy, because the question I asked myself was not only how we could support what’s happening now but how can we inform the next planning cycle and be prepared to meet the challenge of change – both in the sector and the marketplace. It’s about raising the flag now and saying IT will have to be a key strategic theme in all future university strategies.
It’s a new role – and one all of us in IT leadership roles should take on with relish. It’s never been more important for universities to support their IT people, recognise their strategic importance and focus on the contribution of IT to the learner journey.
Taking best advantage of disruptive technology is an issue that goes beyond UCISA’s membership and is on the table for many people. But we’re here to play our part. UCISA’s own Strategic Plan provides for much greater engagement with IT staff at all levels in future. Student success is a business we are all in now and whether you work in IT or not, we’re here to signpost you not only to resources and best practice but a network of contacts that have been there, done that.

Key take-outs for CIOs:

• When crafting your institution’s digital strategy, consider the impact of digital in the broadest sense. An effective IT strategy should fully embrace its effective contribution to student success and student outcome.

• Think beyond the current university business plan horizon. What trends and scenarios can new and emerging use of technology capitalise on in support of the student lifecycle.

• Integrate the digital strategy with the institutional strategy – not least in the value added to the student journey and later student entry and contribution to the workplace.

 

 

 

 

 

 

 

 

 

David Telford
UCISA Executive Chair and Director of Information Services 
Edinburgh Napier University

UCISA welcomes blog contributions from members. If you would like to contribute a new perspective on a current topic of interest, please contact the website team via manjit.ghattaura@it.ox.ac.uk

 

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

Tips from a 2017 bursary winner on applying for the UCISA bursary scheme

Hina Taank
Programme and Projects Officer
Brunel University

Member of the PCMG

 

Hina Taank was funded to attend this event as a 2017 UCISA bursary winner

I was funded to attend the Gartner Program and Portfolio Management Summit in London in June this year.

Here are some tips to help you with the UCISA bursary application process, should you wish to apply for future schemes. Information about the 2017 scheme is available here.  You can discover more about previous award schemes on the UCISA website and from the bursary thread on the UCISA blog.

The 2018 scheme will be launched at the beginning of the year.

Pre-application:

  1. Bear in mind the closing date of the scheme and the date that the UCISA bursary judging panel will meet. This allows time for you to discuss the event with your institution, to get sign off from your manager, for judging to take place and for the UCISA team to process the application.
  2. Ensure that all the details are fully completed on the UCISA bursary application form, including all the estimated hotel costs and the travel expenses.
  3. Ensure that you talk to your departmental administrators or finance office so that they can make payments for your trip according to the funding conditions UCISA set. In short you make arrangements as you would any other travel for your university, including being reimbursed directly by your institution. Then, separately, and once you have begun to share experiences of attending the conference, your university invoices UCISA.

On selection:

  1. Organise yourself as to which session/talks you want to attend. Importantly, have a back-up plan in case your chosen session(s) does not run or if it has changed. Time spent preparing will be very valuable, as it will allow you to focus on the sessions.
  2. Have your gadgets and chargers all sorted to allow you to communicate on the social media.
  3. Liaise with colleagues and any other communities of practice you belong to about the event and ask if they have any sessions they are particularly interested in you attending. Think about how you will feed back what you have learnt to colleagues either at the time or after the event.

At the event:

  1. Try and attend as many sessions (including different ones) as possible
  2. Take your card/contact details to share with attendees
  3. Importantly – have fun and enjoy the event!

To follow Hina visit LinkedIn or Twitter @HinaTaank.

Setting the scene for reflections on DigPedLab Vancouver 2017

Beccy Dresden
Senior TEL Designer
The Open University

DigPedLab Vancouver 2017 – Background

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

A bit about me….

I’m Beccy Dresden, a Senior TEL Designer (TEL = technology enhanced learning) at The Open University, where I’ve worked for nearly 18 years. I joined the OU from a professional publishing background, and have supported the development of modules on subjects as diverse as law, languages, social work, and English grammar.

My department – the TEL Design team – works in partnership with academic experts, Learning and Teaching Innovation portfolio colleagues, and students and tutors, to design, produce, support and evaluate OU modules. The team’s work draws on and contributes to the learning, teaching and innovation evidence base of the University, and embodies emerging technologies and research to reinforce the OU’s position as the UK leader in supported online and distance learning. The modules we produce are now digital by default, but we are keen to ensure that the online experience we offer our students is driven by pedagogy, not technology. Within the TEL Design team, my particular areas of interest and scholarship are:

  • the use of social media in HE (both in terms of student-facing content, and as a tool/platform in the continuing professional development (CPD) of academic and professional support staff), and
  • developing digital capabilities (again, in terms of both students and staff at the OU).

Those areas of interest are what led me – via Twitter, Martin Weller, and Lawrie Phipps, among others – to discover Hybrid Pedagogy and their Digital Pedagogy Lab Institutes, or DigPedLab for short.

About DigPedLab Institutes

Ever since I applied for the UCISA bursary back in April, I’ve struggled to explain clearly and concisely to people quite what a DigPedLab Institute is – even those working in the ed tech sector have given me slightly puzzled looks – and each institute is slightly different, so it’s not even a single thing. To focus on the one I attended, in the organisers’ words:

DPL Vancouver is a three-day institute that explores the role and application of digital technology in teaching. Three tracks offer intensive peer-driven learning with and discussion of open education, new media, and critical digital pedagogy.

Participants choose between one of three tracks and work collaboratively in small workshop-style classes. Each track is open to all backgrounds and skill levels. Each day of the institute begins with discussion that will play into the day’s work. A continental breakfast will be provided before sessions begin mid-morning, followed by lunch. Afternoons will be split into multiple sessions and will include keynote presentations, workshops, and other activities. Each day will end before dinner. The learning community we create together will be welcoming to a wide range of skill levels and interests.”

The tracks on offer in Vancouver were:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I chose Digital Literacies led by Bonnie Stewart.  This track was described as:

“focused on the development of participatory, networked literacies that enable collaboration, contribution, and critical sense-making within information abundance. It fosters a critical orientation toward tools, portfolios, and digital presence within networks. Participants will discuss and experiment with various technological tools from the chalkboard to moveable chairs, computers, mobile devices, social media platforms, and learning management systems. Individual sessions and workshops will focus on teaching philosophies, discernment practices for using digital tools in courses, emergent learning, digital composition, and discussions of the impact of the digital on traditional and critical pedagogies.”

Apart from wanting to be taught by Bonnie, whom I have long admired for her clear-sighted and thoughtful-yet-practical approach to complex digital pedagogy issues, I thought that learning about new critical perspectives for evaluating digital tools and approaches would be invaluable for me and my department.

My further blogs are really just an overview of an intense, inspiring, and challenging weekend that – nearly five months later – is still affecting how I approach my work and my social (media) interactions every day.

Technology Enhanced Active Learning and Active Learning Spaces

Emma Fletcher
Technology Enhanced Learning Advisor
York St John University

EDUCAUSE 2017

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

At the recent EDUCASE 2017 conference, which I was able to join courtesy of a UCISA bursary, I was able to attend a session on Active Learning Classrooms (ALCs), named by EDUCAUSE as the top strategic technology of 2017 due to the popularity and innovation of ALCs. Active learning classrooms (ALCs) are designed to create affordances that support active learning pedagogies (which research has demonstrated are better when compared with more passive types of learning).

Presented by D. Christopher Brooks and Malcolm Brown (from EDUCAUSE), Melody Buckner  (University of Arizona), Adam Finkelstein (McGill University) and Sehoya Cotner (University of Minnesota), the session explored the research around ALCs as well as looking at the teaching practices that work best in them. There were examples from research, at the University of Minnesota, where the traditional teaching (large lectures) was compared with smaller ALC style teaching. This showed that students in traditional classrooms achieved as expected, however ALC students outperformed against their expected grades. One message that came out of the session was that potential of ALCs can only be realised if you have good teaching. Changing the space may mean that the instructor doesn’t know how to teach in the new space (teachers may try and use the traditional lecture style in the new spaces so, for example, students would have their back to lecturers) and active learning gains are achieved by academics teaching to fit the learning space.

Goals of the Active Learning Initiative

The third day of the EDUCAUSE conference, had a  further technology session presented by Virginia Lacefield, Enterprise Architect at University of Kentucky, looking at ‘Evaluating the Impact of Technology-Enhanced Active Learning Classrooms on Students and Instructors: Lessons from our First Full Year’.

Between 2014 and 2016, the University of Kentucky had opened 17 new Technology Enhanced Active Learning (TEAL) spaces at the university and carried out an evaluation of the impact of these on teaching, student learning outcomes and retention. The data collected consisted of surveys from both students and instructors as well as classroom observations and course grades. The classroom observations (adapted from the University of Minnesota developed instrument) were timed observations where every five minutes they marked down what the students and instructor were doing.

The observations showed a great deal of variation between classes. The findings of the staff survey showed that 18% of staff did not plan to use active learning strategies and 29% of staff planned not to use the TEAL equipment. 126 of the courses taught in TEAL had enough data points for comparison, 35 of these courses had significant grade differences for all students (29 had a positive difference favouring the TEAL sections, six had a positive difference favouring the non-TEAL sections). When they looked at retention, they found that there was significant correlation between number of TEAL courses taken and second year retention. As a result they are increasing the support for staff to help support the use of TEAL, such as technology/pedagogy open houses, scheduled one-on-one support appointments, giving advance notice of classroom assignment and communicating about available support resources.

 

 

 

 

 

 

Other highlights of the EDUCAUSE conference included: