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'Adapting to Disruptive Times: Emerging Models for HE Provision' conference, 3 November, London
 

'Adapting to Disruptive Times: Emerging Models for HE Provision' conference, 3 November, London

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  • 'Adapting to Disruptive Times: Emerging Models for HE Provision’
  • Cloud operating at three levelsSoftware as aService (SaaS)eg, Google Apps, Microsoft 365Platform as aService (PaaS)eg, MS Azure, Google App EngineInfrastructure as aService (IaaS)ie, compute, storage, databaseeg, Amazon Web Services, Vmware vCloud, EucalyptusMain points/gains of exploring cloud are:FlexibilityElasticityMachine Learning groups @ Cambridge http://cbl.eng.cam.ac.uk/Public/MLG/Capital vs recurrentReducing IT/carbon footprintEncouraging collaborationE-Science Central   http://www.esciencecentral.co.uk/But there must be a strategic approach and contracting be managed centrally if there is to be a better understanding of benefits and risksShared procurement must be used if the services that are procured are be the most appropriate and relevant for education and research
  • Full Shared Services and Cloud programmeIn line with UUK Efficiencies and Effectiveness in HE report (wherein lie JISC examples like HELASS – Higher Ed and Local Authority Shared Services in and around Plymouth)JISC work covers JANET Brokerage Pilot Cloud via Eduserv DCC tools work SSPS procurement via JISC Advance Suite of advice – JISC Legal – cloud Computing and the Law Toolkit - JISC Infonet – series of Flexible Service Deliver Infokits including Cloud, more specific ones to be launched mid November:Infokit section ‘Shared services’ – exploration of the potential for shared services in the sector, given the technologies available to support such collaborative activity, as well as the key issues and cultural barriers (including 4 case studies from FSD, plus the FEAST project with 10 case studies)Infokit section ‘The forecast in cloudy’  - definitions, benefits, risks, models of deployment that senior managers need to be aware of (including 3 case studies from FSD, and the Cloud Computing and the Law Toolkit)Infokit section ‘Working with commercial suppliers’Infokit section ‘Shiny new technology’ - effective management and delivery of organisations information systems portfolio, recognising that a key skill for institutional senior managers is to understanding how technology plays a key part in helping you achieve your strategic goalsInfokit section ‘Mergers and restructures’ – helping senior managers understand the amount of business process and system change required to operate effectively and efficiently under a different structure Infokit section ‘ Taking a Holistic Approach’ – strategic techniques designed to help senior managers achieve business and organisational change, including 13 case studies from FSDInfokit section ‘Getting more from existing investment’ – institutions can’t afford to replace old with new so need to know how investments in new approaches and technologies (SOA/ESB, semantic web/linked data (web 3.0), technical standards, business intelligence/analytics solutions) can help to join up the dots and allow institutions to derive added value form systems they already have (including 8 case studies from FSD)Infokit section ‘Costing technology and services’ – approaches, principles, tools for costing and pricing, and making the business case for strategically aligned change Infokit section ‘Working with commercial suppliers’ – one-size fits all or pick ‘n’ mix where applications are modular and agile, establishing contract arrangements around web2.0/web3.0/cloud environment Search for Killer appsLeicester - joint university/NHS teams for tissue samplesOxford – database of researchers in arts, humanitiesSouthampton – electronic lab data management collaboration toolsOxford – integrated tools to manage data in life sciencesRoehampton – curriculum management in the cloud
  • As highlighted in the report produced by the Higher Education Funding Council for England (HEFCE) online learning taskforce in 2009, entitled ‘Collaborate to Complete: Seizing the opportunity of online learning for UK higher education’, universities need to provide ‘a more market-orientated approach highlighting the need to acknowledge student demand and choice’. This was backed up in the Government’s higher education White Paper June 2011 ‘Students at the Heart of System’, which highlights four main areas: reforming funding; delivering a better student experience; enabling universities to increase social mobility; and reducing regulation and removing barriers for new provider. Technology-enhanced learning is just one way to increase this personalisation and choice for learners. The University of Derby has done this successfully through a JISC-funded project called moving into virtual worlds. The University has created a virtual psychology learning environment with a family which is addressing alcoholism. In the virtual world students can listen to conversations, ask questions and gain an insight to their situation to be able to make a diagnosis. The environment is also being used for lectures too. The University of Derby wanted to be able to offer digital equivalents of what it delivered well on campus but in a virtual world. The real advantage comes that course can now set-up effective learning environments for students who are hundreds of miles away.Similar approach can also be seen by work carried out at St George's University, London who have developed an online environment to recreate paramedic work situations, which are impossible to simulate realistically within the classroom. It allows students to work together as a paramedic team on different emergency scenes. The students also interact with patients by asking questions, examining and treating them as the scenario unfolds. This kind of learning would simply not be possible without technology. Birmingham City University explored use of simulation in a virtual worlds platform to enhance communication and team working skills with health care students
  • OER can make a difference to a university’s marketing and recruitment strategiesThe Open University - Extending the reach to new users and communities. Access to the OpenLearn content has been truly global with over 6 million unique visitors to date, the majority from outside the UK. Visitors have come from over 225 different countries/territories including from such places as the Vatican, Guinea-Bissau and the Marshall Islands.Recruitment of students from those who come to see OpenLearn. OpenLearn offers a space where users can see the approach and structure of material before registering, or not, as they choose. A reasonable estimate of recruitment influenced by OpenLearn is the approximately 10,500 students since launch who have made use of OpenLearn before they register for a course at The OU in the same online session. Widening participation and social good – Oxford University using podcasts and looking at the way in which people are engaging with higher education resources. JISC-funded openspires project to put podcasts online through open licenses.What are institutions doing with their online content and digital content?Universities are doing things all over the place – but many do not have a strategy to make best use of it – consider ways for making the best use of their digital content and more widely for digital content strategy OER toolkit
  • Institutional management: increasing appetite for shared services, but concern over risks / costs / trusting commercials / skills retention.Sustainable futures: These themes aren’t mutually exclusive, recognise that cloud / shared services again play a part. Student journey:Research excellence: Research productivity Provide networks and content/data infrastructure
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