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    116 - Making the most of your information assets 116 - Making the most of your information assets Presentation Transcript

    • Making the most ofyour information assets Peter Norrington, PhD FHEA MAUA University of Bedfordshire peter.norrington@beds.ac.uk AUA National Conference, Manchester, 2-4 April, 2012
    • workshop outlineIdentifying information flows, processes and responsibilities is a significant part of effective and efficient practice.However, different stakeholders (e.g. departments and individuals) see information management with different perspectives and expertise, leading to unstructured, conflicting or crisis-driven management.This workshop will engage with participants experiences of developing practical approaches to information asset management. slides, handouts, questions conference feedback – evaluation forms 2
    • strategicHow well equipped is your institution to deal with change? (AUA Update Issue 11, March 2012)• Higher education is changing rapidly, driven by fees, student expectations, flexible not in control ? study and Government policy. innovate ?• Professional managers and leaders will have to think radically about the way that universities deliver their business in order to meet the challenges of sector transformation. which is ? other roles ?• The rate of change in the sector is such that many professional management and leadership roles will look dramatically different in five years time, so managers and leaders must ensure that their skills develop rapidly, or risk being left behind.• Yes or No?... “My university has a clear sense of its strategic challenges over the next five years, and a workforce development plan for professional managers and leaders linked directly to those challenges.” 3
    • workshop objectives Identify information worth managing Learn to manage information assets in context (How to) Create an action plan in context * * * 4
    • • Higher Education Achievement Report (HEAR)• e-portfolio pedagogy and technology (PebblePad)• department restructured (roles, people, projects, technologies, brand, … ) …• … department website(s) redesign• university conference (t&l, r)• diversity champion, student representative, ...• workshops, papers, judge, editing• staff & student – academic & infrastructure services – teaching & learning – research & enterprise• teacher (deaf children), tutor, publishing, tourism, accessible web design 5
    • CLE poster 6
    • what do you want?• something specific or general?• business issue – past, present or future? – portal, website, virtual learning environment, repository (research, publications, …), REF, KIS, HEAR, XCRI, FOI, OER, (online) payments, attendance, academic offences, market analysis, fundraising, shared services, partnerships, recruitment, retention, alumni networks, intellectual property, … …• CPD? … an AUA professional behaviour? – using resources Making effective use of available resources including people, information, networks and budgets. Being aware of the financial and commercial aspects of the organisation. – developing self and others Showing commitment to own development and supporting and encouraging others to develop their knowledge, skills and behaviours to enable them to reach their full potential for the wider benefit of the organisation. – embracing change Adjusting to unfamiliar situations, demands and changing roles. Seeing change as an opportunity and being receptive to new ideas. – ... one of the other 6?• something else … ? 7
    • “information and DIKW” … data information knowledge wisdom ? describe understand use analyse predict control decide what how why wherefore past present future ? facts truth values enabling ? organisational learning life-long learning career management strategic project process customer relationship portfolio business process re- tactical knowledge document content engineering operational information data workflow asset (or liability!) security facilities eventsignal message measurement … management wicked problems 8
    • … and “records” (?)• records (Information Management infoKit, JISC) – properties • Content Context Structure – qualities • Authenticity Completeness Reliability Fixity• example of a “document record” ... file name1 Document title (version): X Terms of Reference (1.0 Final) location2 Owner: [role name]3 Replaces version: 1.0 DRAFT access rights4 Final approval by: X on behalf of Y5 Approval date(s): X meeting normally at the start of each academic year6 Periodic review date: By Z normally at the end of each academic year7 Document type: (central classification system not yet known)8 Document location (online) (not yet set)9 Keywords: Higher Education Achievement Report, HEAR Award Board, Terms of Reference, prizes, achievements, awards10 In-document reference: HAB-ToR11 Amendments since last version: (See version history below)Version Date Type Changes Author [structural changes] [content changes] [major formatting changes] [general note if minor changes made] [notes on source of change if relevant]1.0 Final ... Approved at Z [date] ... ...1.0 draft ... For discussion and approval ... ... at Z meeting [date]... ... ... ... ...No ID ... ... First presentation to TQSC as a paper. ... 9
    • JISC infoNET infoKits• Bologna Process • Mobile Learning infoKit• Business and Community Engagement (BCE) • Open Educational Resources• Business Intelligence • Open Source Software• Change Management • p3m (Portfolio, Programme and Project Management)• Cloud Computing • Planning and Designing Technology-Rich Learning• Collaborative Approaches to the Management of e- Spaces Learning (CAMEL) • Portfolio Management• Collaborative Online Tools • Process Improvement• Costing Technology and Services • Programme Management• Creating a Managed Learning Environment (MLE) • Project Management• Curriculum Design & Delivery • Records Management• Digital Repositories • Research Information Management• Effective Use of Virtual Learning Environments (VLEs) • Risk Management• Email Management • Scenario Planning• Embedding Business and Community Engagement • Selecting Technologies• Enterprise Architecture • Shared Services• e-Portfolios • Social Software• Getting more from Existing Investments • Strategic Management Information• Implementing an Electronic Document and Records • Strategy infoKit Management (EDRM) System • Supporting Flexible Delivery• Implementing e-Learning - A Toolkit for Institutions • System Implementation• Implementing the Ferl Practioners Programme (FPP) • Tangible Benefits of e-Learning• Improving Organisational Efficiency • Technology-Enhanced Learning Environments• Information & Records Management • Technology Implications for Mergers and Restructures• Knowledge Transfer 2.0 • Technology Trends• Learning Resources & Activities • Time Management• Managing Information to Make Life Easier: A Practical • Tools and Techniques Guide for Administrators • Working with Commercial Suppliers• Managing the Information Lifecycle 10
    • “data, markup, metadata, presentation, format”Bibtex @Book{rueger-2010, author title = {Stefan R{"u}ger}, = {Multimedia information retrieval}, ? publisher = {Morgan {&} Claypool Publishers}, series = {Synthesis Lectures on Information Concepts, Retrieval and Services}, isbn = {ISBN paper 978-1-60845-097-8, ISBN ebook 978-1-60845-098-5}, doi = {10.2200/S00244ED1V01Y200912ICR010}, year = {2010} } <?xml version="1.0"?>Dublin <metadata [schema info]>Core <dc:title> Multimedia information retrieval </dc:title> <dc:creator> Stefan Rueger </dc:creator> [...] </metadata> ¿ These are all the same. Ths r al teh same. These are all =.Card x X, xi = xjIndex ? Things to argue about: • electronic documents • electronic and digital signatures Surprise resource: We Feel Fine – emotions on the web… the way the world feels right now ? 11
    • perspectivewhich is the right picture? “span of vision” “gaze” span of control “approval” 12
    •  identify information assets worth managing asset : something of value to someone (at some time)• what sorts of value• subject ? user ? repurposing? (benign or not, intentional or not)• implicit – explicit• relative to what• versioning• foreseeable ?• literacy (information, digital)• ... 13
    •  manage information assets in context• stakeholder analysis – audiences • internal / external environments … security !• models, frameworks, guidelines, policies, strategies, procedures, technologies, methodologies … … …• scope, time, cost, risk (+/-), quality, benefits ? – required : must / must not [need / always] – recommended : should / should not : [want / mostly] – optional : may [wish / perhaps]• “information” processes  14
    • stakeholder web(adapted) not complete, not exact, changeable, role not person, real or surrogate, double roles15 rings and spokes not needed
    • stakeholder analysis• stakeholder (player, audience) • stakeholder “management strategy” – role / (organisation) – communications – stake in the project – responsibility – potential impact on project – expectations of /contributions from the stakeholder – perceived attitudes and/or risks• example analysis (partial) Stakeholder Interest(s) Relationship Location Activity & Interested Party Group1 Registry Will use the project product to produce HEARs for User Internal Project students PROJECT Business-as-usual BOARD x2 Management of HEAR Might use HEAR data (excluding or including Post-project additional info) for data-mining Will provide Registry support to staff for developing the Supplier Post-project HEAR after the project closes2 Students Will use their own formative HEAR to develop their User Internal Connect with [Careers] and experiences whilst at university, possibly with their [Personal Tutoring] personal tutor Will use their own interim HEAR to apply for jobs and Connect with [Careers] and courses [Personal Tutoring] 16
    • information lifecycle ? Creation Active use Semi-active use Final outcome JISCIBM DDI 17
    • “information” processeswhat do you do? …how do you describe the parts?… shared vocabulary?how do the parts fit together?… shared overview? 18
    • Bloom’s taxonomy of educational objectives (cognitive) (The other two domains are affective and psychomotor.) nouns 1956 verbs 2000 Widely used in teaching and learning. Can we use it in work? 19
    • Bloom’s taxonomy – action verbs1956 nouns2000 Remembering Understanding Applying Analysing Creating Evaluating verbs some in more than one column ! … 20
    • Inner circle – the categories of the taxonomy (revised version) Second circle – (some) action verbs … Third circle – activities / outcomes / assets Outer circle – PLTS (Personal Learning and Thinking Skills) categories… use independently of the inner categories21 5 inner categories? Only for young people?
    • Bloom’s taxonomy of educational objectives (affective)Receiving The (student) passively pays attention. Without this level no learning can occur.Responding The (student) actively participates in the learning process, not only attends to a stimulus; the (student) also reacts in some way.Valuing The (student) attaches a value to an object, phenomenon, or piece of information.Organizing The (student) can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.Characterizing The (student) holds a particular value or belief that now exerts influence on his/her behaviour so that it becomes a characteristic.
    •  create an action plan in context• ask someone a question• share something with someone• locate, obtain a resource• design a list, diagram, sketch• compare some things• develop a community• be heard 23
    • workshop “postpectus”• What we’ve done...  Identify information worth managing  Learn to manage information assets in context  How to create an action plan in context• Follow up ?• Please put your completed sheets at the “evaluation collection point” 24
    • resourcesAUA (2012) About the AUA CPD Framework (Professional L.W. Anderson, D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank,Behaviours) http://cpdframework.aua.ac.uk/content/about-aua- R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock (eds)cpd-framework (2000) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational Objectives. AllynA. Burgess (2005) River Feshie (3 km from Auchlean, Highland, and BaconGreat Britain). http://www.geograph.org.uk/photo/13102 Bloom’s taxonomy action verbs wheel… Krathwohl andJISC infoNET http://www.jiscinfonet.ac.uk Andersons (2001) adaptation of Bloom (1956) with PLTS (NewS. Rüger(2010) Bibliographic data. Open University Secondary Curriculum 2008, UK) added as extra wheel. Versionhttp://people.kmi.open.ac.uk/stefan/mir-book/rueger-mir- produced by Sharon Artley2010.html http://www.mmiweb.org.uk/downloads/bloom2.htmlJ. Harris and S. Kamvar (ongoing) wefeelfine Bloom’s taxonomy of educational objectives (affective) (at Marchhttp://wefeelfine.org/ 2012) adapted fromM. Sample (2011) The Poetics of Metadata and the Potential of http://en.wikipedia.org/wiki/Blooms_TaxonomyParadata (Revised) Miscellaneous images found with Google Image Search onhttp://www.samplereality.com/2011/03/22/the-poetics-of- terms: “data information knowledge wisdom”, “Bloom’smetadata-and-the-potential-of-paradata/ taxonomy”, “Bloom’s taxonomy action verbs”, “knowledgeP. Norrington (2011) Photos of Wu Tip Shan Path, Hong Kong management”, “stakeholder analysis”, “information lifecycle”A Stakeholder Web (from Coakes & Elliman 1999) in I.A. P. Hoskins (27 March 2012) How to recruit international studentsAlexander (2005) A Taxonomy of Stakeholders: Human Roles in in China http://www.guardian.co.uk/higher-education-System Development, International Journal of Technology and network/blog/2012/mar/27/recruiting-students-from-chinaHuman Interaction, Vol 1, No 1, pages 23-59 QAA (2012) UK Quality Code for Higher Education - Part C:Data Documentation Initiative (DDI) (2011) What is DDI? Information about higher education provision, The Qualityhttp://www.ddialliance.org/what Assurance Agency for Higher Education http://www.qaa.ac.uk/Publications/InformationAndGuidance/DocB.S. Bloom, M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. uments/Part-C.pdfKrathwohl (1956) Taxonomy of educational objectives: theclassification of educational goals; Handbook I: Cognitive Data Store Show and Tell, The Guardian (ongoing)Domain. New York: Longmans, Green http://www.guardian.co.uk/data/series/show-and-tell University of Southampton Open Data (ongoing) http://data.southampton.ac.uk/ 25