Tag Archives: networks

Identifying common points of failure in technology implementation

Mia Campbell
IT Support Services
Leeds Beckett University

The Service Desk and IT Support Show, June 2018

Attending SITS18 in June, courtesy of a UCISA bursary, has helped me learn about the most common points of failure in an implementation programme. These include:
  • Ineffective coaching program
  • Management not taking ownership
  • No workflow or content standard
  • Wrong metrics
  • Seeing it as just a project.
From one of the SITS sessions, I learnt that Eptica had compiled some interesting stats together this year from customers which are useful to be aware of:
91% of customers report that they become frustrated if they are not able to find answers they are looking for online quickly
75% of customers report incidents where agents haven’t had the right or sufficient information to be able to answer their question
70% say that they often experience inconsistent answers between channels
94% of customers say a high-quality response makes them loyal.
By looking at these statistics, it looks as if communication is the key factor which makes and breaks a successful service.

The role of AI

We must adapt to change and the change in how early/what technology people are introduced to. There were a number of different sessions which looked at AI over the course of the conference including: ‘The role of AI and the automation in the rebirth of IT’ and ‘What AI will mean for ITSM and you’. AI is now a key component in many households, which the newest generations are now experiencing at a very early stage. However, there is still an audience that has not had the same experience and may struggle to adjust. One of the speakers stated that in 2011 it had been predicted that by 2020 customers will manage 85% of its relationship with an enterprise without interacting with a human. It is quite noticeable today that it is in fact quite close to that already. So with AI, how can it be harnessed as a tool to make an efficient service for the customer?

The importance of individuals

This follows a point on performance of individuals. Although we are human and not robots we should have a uniform/quite identical approach and knowledge database when assisting a customer so that we can provide an effective and positive service. We can all be guilty of cherry picking who we want to deal with to get the satisfaction we need, but all involved should be able to provide that; behaviour and knowledge are very important factors in providing good customer experience. ‘Shift left’ is a great example of this as it reduces the time a customer has to spare to receive a resolution, but also helps the person/people providing the support to be more efficient and productive in their work. This may possibly save time from unnecessary escalation and provide more time on tasks that may require additional focus.
Other points noted regarding what makes a service/tool run well are as follows:
Consolidation, Compliance, Security, Adoption, Optimisation, Integration, Mobilisation, Collaboration, Collaboration, Efficiency, Productivity.
To elaborate on a couple, Adoption is a key element on both user and support side. The service/tool needs to be adopted as smoothly as possible to enable the service overall to be at its constant prime, so that it can resume or start as expected to complete its duties. Mobilisation is also another factor which relates to availability. In order to achieve the optimal service for a customer, such as online remote support, mobility plays an important part providing support no matter where the customer is.

I met with Sally Bogg for a short while on the first day who is the head of our end services at Leeds Beckett and was also talking at SITS on career development for women in IT.  We attended a keynote session on Women in Technology lead by Dr Sue Black OBE. It was quite inspiring and Dr Black had some amazing stories which she kindly shared with us all.

Conclusion

Although my role is not a managerial one and I cannot make decisions regarding the take-up of tools, it was a pleasure to learn about them. It has been a great experience to take this information back for research purposes and also to document in these blogs how we can improve our attitude and processes. I also spoke to the vendors about how colleagues and I have utilised these tools. The vendors were glad to receive feedback at the event which they could take back to improve their provision to us all.
I spoke to many individuals at this event and it has not only been beneficial for my role but also for my own confidence. Thank you very much to UCISA for the opportunity to attend this event – it is one that I’ll keep with me.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Learning about the importance of customer feedback at SITS18

Mia Campbell
IT Support Services
Leeds Beckett University

The Service Desk and IT Support Show, June 2018

The seminars at SITS2018, which I was able to attend courtesy of a UCISA bursary, consisted of hour long talks. I have condensed here and in my next blog, information that was mentioned in the talks, which I believe may be helpful to colleagues.

Key points included learning that:
A vision for a project should be: Direct, clear, brief, achievable, believable
The mission for a project should include: What, how, from whom, why
In order to understand requirements, it is important to look at: processes, strategy, functionality, output, future
Future requirements for IT services are likely to include: Shift left testing, self-service/help/healing, AI/chatbots, business relationship management, predictive analytics
Effective research should include: Engaging with experts, engaging with community, demo, SDI intelligence, seminars, software showcase
The following inputs provide opportunities to improve: Customer satisfaction surveys, complaints/compliments and suggestions, management reports, major incident and quality reviews, cross-functional meetings, corridor conversations, social media.
These foundations should help create and sustain success if applied correctly and should continue to be focused on even after the initial launch date. For instance, if maintained, regular performance reviews will help improve services. Another factor that is sometimes overlooked, is when a small and quick addition or change is made. These play a big part in improvement and promotion of the tool.
Other areas that are important to consider include the fact that customers do not necessary want a silent switch out and may like to be informed of improvements being made to the system they use. It is important to advertise the product/tool that is being put in place, inform users why there is an improvement but also underline how it should not be problematic for the users to get the service they require. Customer experience is a huge factor in whether something fails and this should be constantly monitored.
Pictured here is a cycle of processes that I was shown at the conference, which I believe are important from the presentation by Matt Greening, ‘The Naked Service Desk’. It is a good way to further understand satisfaction levels. Correspondingly, another speaker that day underlined that ‘user experience drives improvement’ so keeping, observing and collating this useful data, can help lead to improvements.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

 

Getting the best out of the Service Desk and IT Support Show

Mia Campbell
IT Support Services
Leeds Beckett University

SITS, June 2018

My name is Mia Campbell and I have been working in IT support services at Leeds Beckett University for nine months. I applied for the UCISA bursary in order to attend SITS18, to not only help others by providing insights from this event but also for my own development in my early journey in IT. Hopefully, you will find some helpful pieces of knowledge I gathered from this event in my blogs.

Background to SITS

SITS @SITS_UK – The Service Desk and IT support show – is a major event, taking place over two days, which almost four thousand people attend. The intention in attending the event, is to meet with other professionals and companies to learn about best practice, about software/hardware change, and for personal development. The event consists of vendor stands and seminars.

 

How to get the most out of the event

When attending a conference, I would say early is not early enough to arrive, especially if it is on a first come first served basis. Thousands of professionals attend the SITS event #SITS18 , with the same intention as yourself but only a few will be selected to attend the seminars. If you can pay in advance to secure places at the seminars, I would greatly advise doing so. While I attended some interesting seminars, there were a few I could not attend due to capacity. It did give me more time to talk and network, which is just as beneficial.
Some of the interesting talks that I attended at SITS included: Matt Greening’s ‘The Naked Service Desk’; Karl Lankford’s ‘Unlock the power of remote support’; Per Strand’s ‘How to capitalise on the knowledge revolution’; Sue Black talking about her journey to success.   I will be blogging further about what I learnt.
There was also another event/conference in the same building, InfoSecurity, Europe and I was fortunate enough to be allowed access to this with my pass. When I had covered most of the SITS conference, between gaps in my seminars, I had a look at what InfoSecurity had to offer, as security is also a huge part of the IT framework. This was a very informative event and I also met some of the companies that have reached out to us before and some others to potentially, keep in mind for the future. Furthermore, since my event consisted of two days I also had time to attend a few of their short talks, which was helpful.

Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme .

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:

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

Breaking the ice and digital literacies at DigiPedLab 2017


Beccy Dresden
Senior TEL Designer
The Open University

 

 

 

DigiPedLab Vancouver 2017 – Day 1

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

Breaking the ice

(One minor quibble though: not enough coffee on Day 1!)

At any really cool educational event these days, there has to be Lego, right? Well DigPedLab was no exception. As an icebreaker, each table was given a box of bricks and bits, we were instructed to introduce ourselves to our neighbour and, based on what we said and the available Lego, they had to create an avatar for us. The lovely Greg Chan gave me abundant shiny hair and a dog: what more could I ask for? NB My less-than-beaming smile below is due to horrific jetlag and a dislike of being photographed, not dissatisfaction with my avatar!

 

I can’t resist sharing this one with you too…

A speech and a song

To formally kick off the institute we were treated to an amazing, inspiring speech and a traditional song from a Kwantlen First Nation elder (the institute was sponsored by and held at Kwantlen Polytechnic University’s Richmond campus, just outside Vancouver).

DigPedLab co-founder Sean Michael Morris then made us laugh by commenting that this event wouldn’t have happened without Trump – the Virginia Institute,  which took place a week or so after Vancouver’s, was meant to ‘bring everyone together in one place’, after three separate DigPedLabs in 2016, but the President’s travel ban made it impossible for some key participants to get to the USA in 2017.

Morning session – Literacies track

Bonnie Stewart kicked off the digital literacies track with a bit of activity: getting us to vote with our feet (Runaround style!) on a digital literacies ‘survey’ and emphasising (with reference to Lisa Simpson) that there were no ‘right’ answers.

 

(Click on image to enlarge)

 

 

 

These were my favourite questions/answers…

I need to find resources to teach/write with. I do the following:
0=nothing. Last year’s notes are fine.
1=check the library
2=Google stuff
3=crowdsource my digital network

I know what the following mean/do:
command f
404
PLN
swipe right
LMGTFY

When I Google myself I find:
0=Google myself?
1=An ax-murderer with my name
2=Vaguely embarrassing pictures my buddy tagged on FB  3=Traces of my work on the first search return page
4=A fair & cultivated representation of who I am and what I do.

As you can probably imagine, this activity caused lots of laughter and a few revelations.

We then sat down and went round the room briefly introducing ourselves and explaining our experience/interest in digital literacies. The Literacies track had proved extremely popular, so rather than being a small group, there were actually nearly 30 participants for Bonnie to wrangle. Two Brits apart from me – David White from The University of the Arts London, and Penny Andrews, a PhD student at the University of Sheffield (and a brilliant follow on Twitter) – 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.

Digital literacies defined?

Having let off some steam and started to get to know one another, the teaching began in earnest. As I write this, I’m looking at Bonnie’s PowerPoint, and wondering what I can possibly say that’s more useful/informative than just sharing her slides verbatim, but I’ll try to limit myself to just a handful, and share my observations/responses to them.

(Slide courtesy of Bonnie Stewart. Click on image to enlarge)

The cluster at the top left represents the institutional model, whereas the bottom rightish cluster is the present. The idea of education as market is not necessarily progression, and these shifts are only loosely tied. Dealing with data/ information/ knowledge abundance is arguably the biggest challenge for digital literacies to overcome.

 

 

 

Key points to remember in the context of digital literacies:

  • (access to) content does not equal literacy
  • web does not equal digital
  • tech does not equal digital literacy.

The concept of ‘literacy’ is changing, because there’s so much more than literature now, and the goal of education is handling data, rather than just accumulating it.

Bonnie then summarised what she planned for us to explore over the next three days.

 

(Slide courtesy of Bonnie Stewart. Click on image to enlarge)

She gave us a timeline of literacy: from considering it as a threat to the knowledge of classical scholars in 400 BCE, to the control of knowledge via the spread of printing presses throughout Europe in 1500 CE, to the management and synthesis of knowledge we’re dealing with in the present day. A quote from educational researcher Doug Belshaw neatly encapsulated this:

 

 

“Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.”

Or, as I noted it down at the time, thinking about technologies vs being a techie!

Bonnie highlighted more benefits of developing your digital literacy:

  • improving your capacity to analyse a medium’s affordances
  • identifying ‘thinking tools’ to help you manage knowledge abundance – I think this is a particular challenge for those of us working at the interface of education and technology, where abundance can all too easily become overload.

This led us on to thinking about networks…

The power of networks

 (Slide courtesy of Bonnie Stewart. Click on image to enlarge)

 

 

 

 

 

…and another fun stand-up activity about one-to-one, one-to-many, and many-to-many interactions, and how we become network nodes, forming webs of visible (and invisible) connections.

 

(Slide courtesy of Bonnie Stewart. Click on image to enlarge)

 

 

 

 

Finally, we discussed the ‘price of admission’ to these networks: public identity. Bonnie’s references here ranged from Jon Ronson’s So You’ve Been Publicly Shamed to Walter Ong’s work on oral traditions vs literate traditions:

  • oral traditions – participatory, situational, social, formulaic, agonistic (conflict based), rhetorical (vs the ‘artificial memory aid’ of writing)
  • literate traditions – interiorised, abstracted, innovative, precise, analytical, indexed.

If I understood correctly, how this relates to social media is that we experience the instant message, the tweet, in an oral way – although they are textual verbal exchanges, they register psychologically as having the temporal immediacy of oral exchange (Ong, 1996). But the flipside of this is that because these ‘speech-based activities’ on social media can be captured as if they were print literature, we end up with a call-out culture that treats flippant remarks like gospel.

 

(Click on image to enlarge)

 

 

 

 

The takeaway from this session for me? Digital literacy is about knowing how to manage audience, visibility and publics.

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

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.

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