Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities, community and digital practice by Professor Keith Smyth
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This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice" Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education. The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI. http://wp.me/p4EpjT-3RU #thirdspacejim @smythkrs
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Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities, community and digital practice by Professor Keith Smyth
- 1. It’s Third Space, Jim, but not as we know it: universities, community and digital practice Professor Keith Smyth Inaugural Lecture #thirdspacejim @smythkrs
- 2. To boldly go… • Exploring idea of ‘third space’ as it applies to education • What’s happening in our schools? Why is it important? • Encouraging more effective use of digital spaces and tools • Exploring the broader possibilities for engaging learners • Harnessing digital third space in our own
- 3. Two framing propositions The most effective uses of technology in education are about providing spaces to create and engage Online technology is key to inclusive education, but we need to refocus the open education debate on physical spaces and locations
- 4. The concept of ‘third space’
- 5. Key characteristics of ‘third spaces’ Not work and not home Neutral ground where difference embraced Social status is irrelevant Bringing together those who may not meet Amplifying issues beyond the ‘third space’ Sharing of knowledge for a collective good
- 6. And a definition for tonight ‘Third spaces’ are spaces – or annexes – that extend our opportunities for engaging with learners in and beyond the university. They can be digital or physical. They are spaces that allow us to make connections between different groups of learners, allow our students to connect with the wider communities
- 7. What’s happening in our schools, and why is it so important to Higher Education?
- 9. …and Sawney Bean (Thankfully not a teacher!)
- 11. How can we encourage more of our teaching colleagues to make effective and creative use of digital spaces and tools?
- 13. The 3E Approach
- 14. 3E Framework
- 16. 3E Framework in curriculum design Pg Cert Blended and Online Education
- 17. Enhance – Collaborative content creation
- 18. Extend – Student led seminars
- 19. Empower – Joining professional communities
- 20. A few applications of the 3E Framework
- 21. Design Develop Implement @ Macquarie http://teche.ltc.mq.edu.au/design-develop-implement-team-based-approach/
- 23. ‘Be a digital maker!’ Image source: flickr. “Cartoon angry army drill sergeant shouting” (c) 2011 KoiQuestion
- 24. What are the broader possibilities for engaging our learners digitally?
- 28. What are the implications for how we develop our universities?
- 29. Taking a critical view http://dailyimprovisation.blog spot.co.uk/ http://www.richard- hall.org/
- 30. Education and social wellbeing http://www.scholarsstrategynetwork.org/sites/default/files/ssn-key- findings-blessinger-on-universal-higher-education_0.pdf
- 31. Lelsey Riddoch, 12th Feb 2015 http://www.lesleyriddoch.co.uk/2015/02/peoples-university-of-scotland-.html
- 33. Conceptual matrix for the Digital University MacNeill and Johnston (2012)
- 34. The digitally distributed curriculum? DFWG (Digital Futures Working Group) (2014). Digital Futures Working Group: Recommendations: April 2014 (Final Revision) Edinburgh Napier University.
- 35. How can we develop educational practice and scholarship through using digital ‘third’ and ‘alternative’ spaces?
- 36. Role modelling what is possible
- 37. Open sharing of good practice
- 38. Creating new opportunities to connect
- 40. What might the broader implications for UHI be?
- 41. The ‘natural laboratory’of UHI * * © Dr Gary Campbell
- 42. Our ‘as yet unbuilt’ education lab
- 43. Reframing what open education means? Open UHI? A Policy for Public Pedagogy?
- 44. Lelsey Riddoch, 12th Feb 2015 http://www.lesleyriddoch.co.uk/2015/02/peoples-university-of-scotland-.html
- 45. The ‘natural laboratory' of UHI
- 46. The digitally distributed curriculum? DFWG (Digital Futures Working Group) (2014). Digital Futures Working Group: Recommendations: April 2014 (Final Revision) Edinburgh Napier University.
- 47. Why is this important? Because when we look to extend what we do by harnessing ‘third spaces’ for engaging our learners, wherever they may be, we increase our capacity to create ‘pivotal moments’ in their learning and development, and to enrich and expand the educational experience for everyone who should benefit from it.
- 48. However…
- 49. One important proviso… • In thinking about the wider implications of open and inclusive educational practice, this talk is not to suggest that universities seek to be all things to all learners. However it is suggesting that universities can and should be doing much more to contribute to the wider social mission of education, and to have a
- 50. …and three key conclusions • If HE is a public good, then we have to be good at using our digital and physical spaces as public spaces • We can better support our teachers to harness digital spaces and tools more effectively and creatively if we allow them to experience ‘being a digital learner’ • We should not conflate ‘digital
- 51. Where is your ‘Third Space', and what will you do there?
- 52. Key references • Blessinger, P. (2015) Why universal and life-long learning higher education is the next step in advancing the social contract. Scholars Strategy Network, April 2015. http://www.scholarsstrategynetwork.org/sites/default/files/ssn-key- findings-blessinger-on-universal-higher-education_0.pdf [Accessed: 11th May 2015] • DFWG (Digital Futures Working Group) (2014). Digital Futures Working Group: Recommendations: April 2014 (Final Revision) Edinburgh Napier University. http://staff.napier.ac.uk/services/vice-principal- academic/academic/strategyactivity/DigitalFutures/Documents/Paper%20 ENU-DFWG-25%20Recommendations%20Final.pdf [Accessed: 12 January 2015] • Gutierrez, K.D. (2008) Developing a sociocritical literacy in the third space. Reading Research Quarterly, Vol. 43, No.2, pp. 148-164. • Johnson, M. and Smyth, K. (Eds) (2011) Learning technology and institutional strategy. Special issue of Campus-Wide Information Systems on Learning Technology and Institutional Strategy, Vol. 28, No. 4. This features the paper Johnson, M. and Smyth, K. (2011) Diversity, value and
- 53. • MacNeill, S. and Johnston, B. (2012). A conversation around what it means to be a Digital University (Parts 1 to 5). http://blogs.cetis.ac.uk/sheilamacneill/2012/01/26/a-converstaion-around-what- it-means-to-be-a-digital-university/ [Accessed: 12 January 2015] • Oldenburg, R. (1989). The great good place: Cafes, coffee shops, bookstores, bars, hair salons, and other hangouts at the heart of a community. New York: Marlowe and Company. • Smyth, K. (2009) Transformative online education for educators: cascading progressive practice in teaching, learning and technology. In D.Remenyi (Ed), Proceedings from the 8th European conference on e-learning, University of Bari, Italy, 29th-30th October. Academic Conferences International, pp. 549-557. • Smyth, K. (2013) Sharing and shaping effective institutional practice in TEL through the 3E Framework. In S. Greener (Ed) Case studies in e-learning. Reading: Academic Publishing International, pp.141-159. • Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Cross-institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In M. Gosper, J. Hedberg, and H. Carter (Eds.) Electric Dreams. Proceedings of ascilite Sydney 2013, pp.826-829.
- 54. 8pm onwards Nico’s Bar and Bistro Glen Mhor Hotel Other side of river
Editor's Notes
- Thanks for attending. Then Kathy Buckner and Jim Herring. Fred. Andrew. Karen. Julia.
- Kris Gutierrez. Nemanja Memarovic.
- Over tonight’s talk we’ll gradually move further away from the original concept of ‘third space’ but will explore important aspects of the idea in relation to Higher Education and the role of universities.
- 15th or 16th Century. Cave West of Scotland. Sawney Bean was unknown to teacher.
- Meeting increased learner expectations. Teaching and supporting learners in ways that reflect how knowledge is developed and shared outwith the university, and ensuring they have the digital literacies and other lifelong and life wide skills they need.
- Terry Mayes. John Cowan.
- Institutional versus ‘learner owned’ technologies including social media. Self organise and cluster!
- Jayne. Julia. Airbases in rural England. And – if those adverts that invite us to join the forces and ‘be the best’…
- Richard Hall. Mark Johnson. Richard’s latest post on ‘Academic Bewilderment’…
- Our education programmes for staff have to role model! They and our staff development provision have to be malleable and responsive. Most universities are ‘locked in’ to a three or usually five year cycle of approval and review for their courses. However the nature of learning, particularly where technology is concerned, is developing much more rapidly than that cycle.
- EDU. Garth and Debbie. Neil and project board.
- David Walker. Panos Vlacholpoulos. Anne Wheeler.
- Karen Strickland. David Walker. Special issue with Frank.
- Fantastic public engagement work and community scholarship e.g. Centre for History, colleagues in literature at Inverness College. We’re also supporting community groups non-profit organisations in using our networked technology (John Maher and Frank). Excellent work underway at Lews Castle College to extend the college wifi across Lewis. But is there scope for more?
- Remember - What will make a learner come to take an online masters at UHI versus a comparable course somewhere else?
- Ragged University – artisan chocolate making , talk on bilingualism. My pivotal moments – getting into QMU , continuing my Phd (Vikki). STITCHING TOGETHER FABRIC OF PIVOTAL MOMENTS.