2010-06-30 (UC3M) Sheila MacNeill, CETIS, I jornadas eMadrid

Changing Landscapes – an overview of developments in TEL in the UK HE Sector Sheila MacNeill Assistant Director JISC CETIS eMadrid 30/6/2010

Overview of presentation
Context - Background information on CETIS and our work
Some emerging views of the UK TEL landscape emerging from JISC programmes
Q&A

What is CETIS?
C entre for
E ducational
T echnology and
I nteroperability
S tandards
“ JISC Innovation Support Centre providing advice to the UK Higher and Post-16 Education sectors on educational technology and standards.”

About CETIS cont
Partnership between:
University of Bolton (10)
University of Strathclyde (4)
Heriot Watt University (1)
Bangor/Bolton (3)

What is JISC?
J oint I nformation S ystems C ommittee
“ JISC inspires UK colleges and universities in the innovative use of digital technologies, helping to maintain the UK position as a global leader in education.”
JISC provides:
A world-class network - JANETAccess to electronic resources
New environments for learning, teaching and research
Guidance on institutional change
Advisory and consultancy services
(http://www.jisc.ac.uk)

JISC - Six Strategic Aims
Innovative and sustainable ICT infrastructure, services and practice that support institutions in meeting their mission
promoting the development, uptake and effective use of ICT to support learning and teaching
promoting the development, uptake and effective use of ICT to support research
promoting the development, uptake and effective use of ICT within institutions and in support of their management
developing and implementing a programme to support institutions' engagement with the wider community
continuing to improve its own working practices

CETIS mission statement
Through active engagement with the JISC Community, develop, and facilitate effective implementations and use of, the open standards needed to: implement flexible and adaptive learning environments, learning services and learning resources; increase the choice of available systems and software by helping to maintain a healthy open market; and support the development of the capabilities and good practices within our community

CETIS: Key Aim 1
To establish interoperability specifications, standards and application profiles that meet the needs of the JISC community.
Identify the interoperability needs of the F/HE sectors and any other sectors that may join the JISC community.
Work with international standards bodies to ensure as far as possible that the Specifications and Standards they produce will meet those needs.
Work with the community, and with implementers of systems for the community, to agree Application Profiles that tailor existing specifications to meet community specific needs.

CETIS: Key Aim 2
To promote and support the understanding, implementation, effective use and adoption of open learning technology specifications and standards.
Disseminate information about specifications, standards and application profiles to the community and its suppliers, supported by information about the tasks and changes involved and the costs of adopting and using them, with comparisons, where possible, of the costs of not using them.
Develop a consensus among stakeholders on what should be adopted.
Work with implementers, including commercial vendors, open source developers and those engaged in JISC programmes, through advice, plugfests and conformance testing (when available), to ensure implementations are consistent and achieve working interoperability.
Support, the UK FE and HE community in building the knowledge and capacity, and in developing good practice.

CETIS: Key Aim 3
Cooperate with others nationally and internationally to ensure that the above aims are, as far as possible, realised in a common way, and to contribute to the tasks involved in establishing interoperability and general adoption by working in partnership with others.
Negotiate with others to identify common needs and to then work to produce specifications and standards to meet those needs in a common way, possibly working across several specification and standards bodies.
Where the specifications and standards produced do not meet the community needs, work with others to produce common application profiles to reduce, as far as possible, unnecessary variations of specifications and standards for similar purposes.
Identify bodies, both in the UK and internationally, whose needs & tasks overlap with those of JISC- CETIS, the JISC and the wider community and develop co-operation, either through sharing the effort or through funding one body to carry out a task on behalf of others.
Participate in government advisory and other groups as appropriate.

CETIS: Key Aim 4
Work closely with the JISC, providing input to and supporting the successful realisation of its strategies, programmes and activities with respect to all aspects of standards-based learning technology, and ensure that JISC and JISC-CETIS strategies and activities are aligned for maximum effectiveness.

CETIS: Key Aim 5
Develop and maintain effective and efficient working practices

CETIS: website, publications and resources http://jisc.cetis.ac.uk

CETIS: website, publications and resources
Cloud Computing
Business Case for Standards
Distributed Learning Environments
Semantic Technologies
Annual horizon scan

CETIS - services *ReLoad *ReCourse *Transcoder *Archi

CETIS & community engagement
Old model - SIGs
Accessibility
Assessment
Educational Content (EC)
Enterprise
Metdata & Digital Repositories (MDR)
Porfolio
Pedagogy Forum
LLL group
Now - Working Groups
Short life-span, specific outputs, smaller scale than SIGs
More agile response to needs of community
E.g.
QTI profiling
Semantic technologies in teaching and learning
Widgets

Programme support lifecycle

Details about this topic
Supporting information and examples
How it relates to your a Annual Horizon
Scanning
udience

Some emerging views of the current landscape

One CETIS view of the UK TEL landscape

Programmes CETIS support
Curriculum Design and Curriculum Delivery
Customer Relationship Management and Student Lifecycle Relationship
Flexible Service Delivery
Lifelong Learning for Workforce Development
Open Educational Resources (OER)
Portfolio Interoperability (PIOP)
XCRI (eXchanging Course Related Information)
Distributed Learning Environments

Understanding our landscape
Understanding increasingly important in currrent economic climate
Shared services, potential sector savings – but only if systems in place that can utilise them.

Mapping our institutional environments
What do they look like?
What sorts of representations do we really need?
Where do we need to use them?
Classroom, Course approval boards, IT Services . . .
How do we create them?
Who looks after them?
How do we share and evolve them?

http://rubaidh.com/hosting/architecture

http://www.openstreetmap.org/

http://www.guardian.co.uk/books/2010/jan/26/klencke-atlas-british-library-exhibition

Where (and how) are we building our maps?
Wider technological landscape
Current funded programmes (including)
Curriculum Design and Delivery
Distributed Virtual Learning Environments
OER (open educational resources)
FSD (flexible service delivery)

Curriculum Design and Delivery programmes
Institutional approaches to curriculum design
12 projects
3 years 9 months
High level processes involved in curriculum design
Where we are
Where we want to be
Transforming curriculum delivery through technology
15 projects
2 years
Enabling learners to best achieve curriculum outcomes
Netvibes : http://www.netvibes.com/circlejisc#CIRCLE_Feeds The Design Studio: https://jiscdesignstudio.pbworks.com/

Curriculum Design and Delivery

http://www.jisc.ac.uk/publications/programmerelated/2009/managingcurriculumchange.aspx

http://www.bbc.co.uk/bbcfour/beautyofmaps/historical_maps.shtml#/psalter/highlights/dragons-of-hell/ Hay dragones!

Emerging view – Curriculum Design
Need for course approval processes to be more aligned with actual course delivery
Complex workflows
Lack of interoperability and integration within systems and documents
Need for development of standards such as XCRI
Many institutions review course and technology learning provision

Curriculum delivery
Innovation with existing technologies
VLE now central to teaching and learning provision
Changing perceptions towards assessment and feedback
Mobile delivery is on the increase
Mixture of staff/student experience of using social and personal technologies
Sustainability

http://learning-maps.ncl.ac.uk/

Distributed (virtual) learning environments
Building on existing technologies
Natural progression of mash-ups/widget developments
New ways to use/build/extend/integrate learning environments
Lightweight, user centred, utilising web services, standards and the cloud
JISC programme starting July 2010

Model 1: One system in the cloud, many outlets
Services gathered in one place (the cloud), - broadcast out to variety of delivery platforms (VLE, blog, mobile device)

Model 1 – Example – Icodeon blog
http://ccplatform.blogspot.com/2009/11/organic-chemistry.html
http://ccplatform.blogspot.com/2009/11/organic-chemistry.html

Model 1: One system in the cloud, many outlets
Strengths
Secure integration with current systems
Growing developer community
Easy deployment on multiple platforms
Weaknesses
No standard way to feed user interaction back to other applications
Some competing standards
Implementation in early stages.

Model 2 – Plug-ins to existing VLEs
Extending functionality of exiting VLE using plug-ins

Model 2 – Example Moodle and cohere http://www.vimeo.com/12700689

Model 2 : Plug-ins to existing VLEs
Strengths
Data interaction between plugin and VLE
Growing developer community within HE sector
Potential to share many tools/plug-ins across the sector
Weaknesses
Dependency on host VLEs
Full IMS LTI spec underdevelopment
Not so great for integrating social media tools from web

Model 3 – many widgets from the web into one Widget container
Mash-up of number of web based sources /resources

Model 3 – many widgets from the web into one Widget container - example http://www.netvibes.com/employability#Welcome http://sheensharing.wordpress.com/

Model 3 – many widgets from the web into one Widget container
Strengths
Easy to set up
Low cost – mainly freely available tools/services
Demonstrates aggregation of resources into a collective space
Weaknesses
Need some technical confidence
Lack of durability – might not always be free
Lack of integration with institutional systems
Limited scope for integration of any service requiring authentication

Model 4 – many providers and many clients
Google wave
Federation of clients and servers creating collaborative spaces

Model 4 – many providers and many clients - example http://wave.google.com/about.html

Model 4 – many providers and many clients
Strengths
Highly interactive
Highly collaborative
Flexible
Weaknesses
Relatively new technology
Usability issues

Model 5 – both provider and a client

Model 5 – both a provider and a client - example https://camtools.cam.ac.uk/

Model 5 – both a provider and a client
Strengths
Flexibility
Lets every system play to its strengths
Truly distributed architecture
Many options for sharing functionality
Weaknesses
Not many (UK) implementations
Heavy load on provider and client
Potential single point of failure

And finally . . .
Landscape is changing
Key integration points between administration and pedagogy are emerging
Effective ways of sharing data are evolving (XCRI,linked data)
Need support for cultural and technological changes

Contact info
Contact info:
Email: [email_address]
Twitter: sheilmcn
Blog: http://blogs.cetis.ac.uk/sheilamacneill/

Links and references
CETIS website: http://jisc.cetis.ac.uk
JISC website: http://www.jisc.ac.uk
PROD (project databas): http://prod.cetis.ac.uk
XCRI wiki: XCRI: http://www.xcri.org/wiki/index.php/XCRI_Wiki
Dynamic Learning Maps: http://learning-maps.ncl.ac.uk/

Preguntas

2010-06-30 (UC3M) Sheila MacNeill, CETIS, I jornadas eMadrid

by emadrid network on Jun 30, 2010

Accessibility

Categories

Tags

Upload Details

Usage Rights

Statistics

2010-06-30 (UC3M) Sheila MacNeill, CETIS, I jornadas eMadrid — Presentation Transcript