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


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I Jornadas eMadrid
Sheila MacNeill
Changing Landscapes – an overview of developments in TEL in the UK HE Sector

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

  1. 1. Changing Landscapes – an overview of developments in TEL in the UK HE Sector Sheila MacNeill Assistant Director JISC CETIS eMadrid 30/6/2010
  2. 2. Overview of presentation <ul><li>Context - Background information on CETIS and our work </li></ul><ul><li>Some emerging views of the UK TEL landscape emerging from JISC programmes </li></ul><ul><li>Q&A </li></ul>
  3. 3. What is CETIS? <ul><li>C entre for </li></ul><ul><li>E ducational </li></ul><ul><li>T echnology and </li></ul><ul><li>I nteroperability </li></ul><ul><li>S tandards </li></ul><ul><li>“ JISC Innovation Support Centre providing advice to the UK Higher and Post-16 Education sectors on educational technology and standards.” </li></ul>
  4. 4. About CETIS cont <ul><li>Partnership between: </li></ul><ul><li>University of Bolton (10) </li></ul><ul><li>University of Strathclyde (4) </li></ul><ul><li>Heriot Watt University (1) </li></ul><ul><li>Bangor/Bolton (3) </li></ul>
  5. 5. What is JISC? <ul><li>J oint I nformation S ystems C ommittee </li></ul><ul><li>“ 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.” </li></ul><ul><li>JISC provides: </li></ul><ul><ul><li>A world-class network - JANETAccess to electronic resources </li></ul></ul><ul><ul><li>New environments for learning, teaching and research </li></ul></ul><ul><ul><li>Guidance on institutional change </li></ul></ul><ul><ul><li>Advisory and consultancy services </li></ul></ul><ul><ul><li>(http://www.jisc.ac.uk) </li></ul></ul>
  6. 6. JISC - Six Strategic Aims <ul><li>Innovative and sustainable ICT infrastructure, services and practice that support institutions in meeting their mission </li></ul><ul><li>promoting the development, uptake and effective use of ICT to support learning and teaching </li></ul><ul><li>promoting the development, uptake and effective use of ICT to support research </li></ul><ul><li>promoting the development, uptake and effective use of ICT within institutions and in support of their management </li></ul><ul><li>developing and implementing a programme to support institutions' engagement with the wider community </li></ul><ul><li>continuing to improve its own working practices </li></ul>
  7. 7. CETIS mission statement <ul><li>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 </li></ul>
  8. 8. CETIS: Key Aim 1 <ul><li>To establish interoperability specifications, standards and application profiles that meet the needs of the JISC community. </li></ul><ul><li>Identify the interoperability needs of the F/HE sectors and any other sectors that may join the JISC community. </li></ul><ul><li>Work with international standards bodies to ensure as far as possible that the Specifications and Standards they produce will meet those needs. </li></ul><ul><li>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. </li></ul>
  9. 9. CETIS: Key Aim 2 <ul><li>To promote and support the understanding, implementation, effective use and adoption of open learning technology specifications and standards. </li></ul><ul><li>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. </li></ul><ul><li>Develop a consensus among stakeholders on what should be adopted. </li></ul><ul><li>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. </li></ul><ul><li>Support, the UK FE and HE community in building the knowledge and capacity, and in developing good practice. </li></ul>
  10. 10. CETIS: Key Aim 3 <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Participate in government advisory and other groups as appropriate. </li></ul>
  11. 11. CETIS: Key Aim 4 <ul><li>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. </li></ul>
  12. 12. CETIS: Key Aim 5 <ul><li>Develop and maintain effective and efficient working practices </li></ul>
  13. 13. CETIS: website, publications and resources http://jisc.cetis.ac.uk
  14. 14. CETIS: website, publications and resources <ul><li>Cloud Computing </li></ul><ul><li>Business Case for Standards </li></ul><ul><li>Distributed Learning Environments </li></ul><ul><li>Semantic Technologies </li></ul><ul><li>Annual horizon scan </li></ul>
  15. 15. CETIS - services *ReLoad *ReCourse *Transcoder *Archi
  16. 16. CETIS & community engagement <ul><li>Old model - SIGs </li></ul><ul><li>Accessibility </li></ul><ul><li>Assessment </li></ul><ul><li>Educational Content (EC) </li></ul><ul><li>Enterprise </li></ul><ul><li>Metdata & Digital Repositories (MDR) </li></ul><ul><li>Porfolio </li></ul><ul><li>Pedagogy Forum </li></ul><ul><li>LLL group </li></ul><ul><li>Now - Working Groups </li></ul><ul><li>Short life-span, specific outputs, smaller scale than SIGs </li></ul><ul><li>More agile response to needs of community </li></ul><ul><li>E.g. </li></ul><ul><ul><li>QTI profiling </li></ul></ul><ul><ul><li>Semantic technologies in teaching and learning </li></ul></ul><ul><ul><li>Widgets </li></ul></ul>
  17. 17. Programme support lifecycle
  18. 18. <ul><li>Details about this topic </li></ul><ul><li>Supporting information and examples </li></ul><ul><li>How it relates to your a Annual Horizon </li></ul><ul><li>Scanning </li></ul><ul><li>udience </li></ul>
  19. 19. Some emerging views of the current landscape
  20. 20. One CETIS view of the UK TEL landscape
  21. 21. Programmes CETIS support <ul><li>Curriculum Design and Curriculum Delivery </li></ul><ul><li>Customer Relationship Management and Student Lifecycle Relationship </li></ul><ul><li>Flexible Service Delivery </li></ul><ul><li>Lifelong Learning for Workforce Development </li></ul><ul><li>Open Educational Resources (OER) </li></ul><ul><li>Portfolio Interoperability (PIOP) </li></ul><ul><li>XCRI (eXchanging Course Related Information) </li></ul><ul><li>Distributed Learning Environments </li></ul>
  22. 22. Understanding our landscape <ul><li>Understanding increasingly important in currrent economic climate </li></ul><ul><li>Shared services, potential sector savings – but only if systems in place that can utilise them. </li></ul>
  23. 23. Mapping our institutional environments <ul><li>What do they look like? </li></ul><ul><li>What sorts of representations do we really need? </li></ul><ul><li>Where do we need to use them? </li></ul><ul><ul><li>Classroom, Course approval boards, IT Services . . . </li></ul></ul><ul><li>How do we create them? </li></ul><ul><li>Who looks after them? </li></ul><ul><li>How do we share and evolve them? </li></ul>
  24. 25. http://rubaidh.com/hosting/architecture
  25. 26. http://www.openstreetmap.org/
  26. 27. http://www.guardian.co.uk/books/2010/jan/26/klencke-atlas-british-library-exhibition
  27. 28. Where (and how) are we building our maps? <ul><li>Wider technological landscape </li></ul><ul><li>Current funded programmes (including) </li></ul><ul><ul><li>Curriculum Design and Delivery </li></ul></ul><ul><ul><li>Distributed Virtual Learning Environments </li></ul></ul><ul><ul><li>OER (open educational resources) </li></ul></ul><ul><ul><li>FSD (flexible service delivery) </li></ul></ul>
  28. 29. Curriculum Design and Delivery programmes <ul><li>Institutional approaches to curriculum design </li></ul><ul><li>12 projects </li></ul><ul><li>3 years 9 months </li></ul><ul><li>High level processes involved in curriculum design </li></ul><ul><li>Where we are </li></ul><ul><li>Where we want to be </li></ul><ul><li>Transforming curriculum delivery through technology </li></ul><ul><li>15 projects </li></ul><ul><li>2 years </li></ul><ul><li>Enabling learners to best achieve curriculum outcomes </li></ul>Netvibes : http://www.netvibes.com/circlejisc#CIRCLE_Feeds The Design Studio: https://jiscdesignstudio.pbworks.com/
  29. 30. Curriculum Design and Delivery
  30. 31. http://www.jisc.ac.uk/publications/programmerelated/2009/managingcurriculumchange.aspx
  31. 32. http://www.bbc.co.uk/bbcfour/beautyofmaps/historical_maps.shtml#/psalter/highlights/dragons-of-hell/ Hay dragones!
  32. 33. Emerging view – Curriculum Design <ul><li>Need for course approval processes to be more aligned with actual course delivery </li></ul><ul><li>Complex workflows </li></ul><ul><li>Lack of interoperability and integration within systems and documents </li></ul><ul><li>Need for development of standards such as XCRI </li></ul><ul><li>Many institutions review course and technology learning provision </li></ul>
  33. 34. Curriculum delivery <ul><li>Innovation with existing technologies </li></ul><ul><li>VLE now central to teaching and learning provision </li></ul><ul><li>Changing perceptions towards assessment and feedback </li></ul><ul><li>Mobile delivery is on the increase </li></ul><ul><li>Mixture of staff/student experience of using social and personal technologies </li></ul><ul><li>Sustainability </li></ul>
  34. 35. http://learning-maps.ncl.ac.uk/
  35. 36. Distributed (virtual) learning environments <ul><li>Building on existing technologies </li></ul><ul><li>Natural progression of mash-ups/widget developments </li></ul><ul><li>New ways to use/build/extend/integrate learning environments </li></ul><ul><li>Lightweight, user centred, utilising web services, standards and the cloud </li></ul><ul><li>JISC programme starting July 2010 </li></ul>
  36. 37. Model 1: One system in the cloud, many outlets <ul><li>Services gathered in one place (the cloud), - broadcast out to variety of delivery platforms (VLE, blog, mobile device) </li></ul>
  37. 38. Model 1 – Example – Icodeon blog <ul><li>http://ccplatform.blogspot.com/2009/11/organic-chemistry.html </li></ul>http://ccplatform.blogspot.com/2009/11/organic-chemistry.html
  38. 39. Model 1: One system in the cloud, many outlets <ul><li>Strengths </li></ul><ul><li>Secure integration with current systems </li></ul><ul><li>Growing developer community </li></ul><ul><li>Easy deployment on multiple platforms </li></ul><ul><li>Weaknesses </li></ul><ul><li>No standard way to feed user interaction back to other applications </li></ul><ul><li>Some competing standards </li></ul><ul><li>Implementation in early stages. </li></ul>
  39. 40. Model 2 – Plug-ins to existing VLEs <ul><li>Extending functionality of exiting VLE using plug-ins </li></ul>
  40. 41. Model 2 – Example Moodle and cohere http://www.vimeo.com/12700689
  41. 42. Model 2 : Plug-ins to existing VLEs <ul><li>Strengths </li></ul><ul><li>Data interaction between plugin and VLE </li></ul><ul><li>Growing developer community within HE sector </li></ul><ul><li>Potential to share many tools/plug-ins across the sector </li></ul><ul><li>Weaknesses </li></ul><ul><li>Dependency on host VLEs </li></ul><ul><li>Full IMS LTI spec underdevelopment </li></ul><ul><li>Not so great for integrating social media tools from web </li></ul>
  42. 43. Model 3 – many widgets from the web into one Widget container <ul><li>Mash-up of number of web based sources /resources </li></ul>
  43. 44. Model 3 – many widgets from the web into one Widget container - example http://www.netvibes.com/employability#Welcome http://sheensharing.wordpress.com/
  44. 45. Model 3 – many widgets from the web into one Widget container <ul><li>Strengths </li></ul><ul><li>Easy to set up </li></ul><ul><li>Low cost – mainly freely available tools/services </li></ul><ul><li>Demonstrates aggregation of resources into a collective space </li></ul><ul><li>Weaknesses </li></ul><ul><li>Need some technical confidence </li></ul><ul><li>Lack of durability – might not always be free </li></ul><ul><li>Lack of integration with institutional systems </li></ul><ul><li>Limited scope for integration of any service requiring authentication </li></ul>
  45. 46. Model 4 – many providers and many clients <ul><li>Google wave </li></ul><ul><li>Federation of clients and servers creating collaborative spaces </li></ul>
  46. 47. Model 4 – many providers and many clients - example http://wave.google.com/about.html
  47. 48. Model 4 – many providers and many clients <ul><li>Strengths </li></ul><ul><li>Highly interactive </li></ul><ul><li>Highly collaborative </li></ul><ul><li>Flexible </li></ul><ul><li>Weaknesses </li></ul><ul><li>Relatively new technology </li></ul><ul><li>Usability issues </li></ul>
  48. 49. Model 5 – both provider and a client
  49. 50. Model 5 – both a provider and a client - example https://camtools.cam.ac.uk/
  50. 51. Model 5 – both a provider and a client <ul><li>Strengths </li></ul><ul><li>Flexibility </li></ul><ul><li>Lets every system play to its strengths </li></ul><ul><li>Truly distributed architecture </li></ul><ul><li>Many options for sharing functionality </li></ul><ul><li>Weaknesses </li></ul><ul><li>Not many (UK) implementations </li></ul><ul><li>Heavy load on provider and client </li></ul><ul><li>Potential single point of failure </li></ul>
  51. 52. And finally . . . <ul><li>Landscape is changing </li></ul><ul><li>Key integration points between administration and pedagogy are emerging </li></ul><ul><li>Effective ways of sharing data are evolving (XCRI,linked data) </li></ul><ul><li>Need support for cultural and technological changes </li></ul>
  52. 53. Contact info <ul><li>Contact info: </li></ul><ul><li>Email: [email_address] </li></ul><ul><li>Twitter: sheilmcn </li></ul><ul><li>Blog: http://blogs.cetis.ac.uk/sheilamacneill/ </li></ul>
  53. 54. Links and references <ul><li>CETIS website: http://jisc.cetis.ac.uk </li></ul><ul><li>JISC website: http://www.jisc.ac.uk </li></ul><ul><li>PROD (project databas): http://prod.cetis.ac.uk </li></ul><ul><li>XCRI wiki: XCRI: http://www.xcri.org/wiki/index.php/XCRI_Wiki </li></ul><ul><li>Dynamic Learning Maps: http://learning-maps.ncl.ac.uk/ </li></ul>
  54. 55. Preguntas