2011 09 06 alt c pecha kucha d1e


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  • Hello everyone, my name is Jacquie Kelly and I’m a Senior Adviser at JISC infoNet. I’d like to provide you with an overview of how collaborative online tools can enable internationalisation of the curriculum and by doing so not only reaps educational benefits but offers tangible financial savings.This is based on experience from a JISC funded project, and in particular outcomes of trials managed by Northumbria University and the University of the Arts London. Each trial had a slightly different focus however both resulted in achieving fantastic outcomes.Synthesised outputs from trials into online resource – infoKit.Spin-off project using Web 2.0 tools to support KT = KT2.0 – more next year 
  • The School of Design at Northumbria University introduced multi-disciplinary and international teams of students to international business to collaborate on real-world product design problems, supported by their academics.This was a formal part of the curriculum, important for students to demonstrate their ability to tackle complex problems. Using the Global Studio as a research site, the trial project examined the utility of various IC technologies for enabling secured collaboration with community and industry partners.
  • As one student noted, the set-up created by Northumbria provided them with a fake-reality. Although they could gain experience of real-world problems associated with Design they still had the security and support afforded by the course structure. However they were working on real design problems and Intel insisted on secure systems behind University wirewall.This trial utilised a variety of tools for the collaborations. They used Plone in semester 1 – an interesting use of this content management system. On the students’ recommendation they switched to WordPress for semester 2. Videoconferencing was expensive and they would not have used it but for Intel paying. Without using these tools, this type of work is impossible.
  • Working with market leaders Intel and Motorola certainly made the students up their game and they quickly realised the importance of detail and time management.Director of IT Services part of trial from the start and they not only took a keen interest but worked very closely with the academics. Security was paramount from their point of view and that of the international partners.Over the course of the trial, they found that the students did not have sound digital literacy skills and this is now being tackled.
  • The culture change centered on the working with IT Services – talking and discussing instead of demanding and blocking resulted in a very successful project for all and benefits for the University and its external partners – secure server dedicated to external collaborations. Students working in true multi-discipline and international groups which as professionals they will have to do. Feedback extremely positive.Academics from UK and Korea learnt about the tools and how to support their students in this different way of working. Also different models of assessment. IT Services staff also benefitted from implementing the tools and supporting all users.
  • This trial project explored how web 2.0 social networking tools can be used to build a community of practice that links the academic world with the professional one in a multifaceted exchange, enabling students to gain insights into the world of professional practice and industry, but also for industry to gain the critical perspectives on practice that an academic environment can provide.Thanks to Paul Lowe, photojournalist, course director, for the image.
  • OPEN-I was set up to provide the hub and collaborative space for the community. There are special-interest groups, online discussions, flipbytes, profiles ….Paul is very active person and takes every opportunity to video short sharp interviews on his Flip camera. This approach to interviewing received very favorable feedback. They used Wimba for their online discussions which ran at different times to cater for their international audience. Being able to archive these meant that everyone could benefit. Anyone could suggest a topic for these discussions and debates.
  • Realms - what kind of online spaces does your community need?Rhythms - how often do you want to provide activities for the community? Too frequent and people will be overwhelmed and unable to commit time, too rare and people will lose interest and the initiative will be lostRelationships - It brings together a community around shared concerns and breaks down the barriers between theory and practiceRoles - who will do what in the community?Resources – how can you leverage existing investments, and what can you get for free and what needs to be paid for?Respect – treat members fairly and don’t make them feel like they are being exploited – how can you ensure they feel valued?Responsibility - who is responsible for what, but also what responsibility does the community have to itself to participate actively and sustain the debate?
  • Academics – students – professional photojournalistsDeveloped curriculum so that students debate important current issues with professionals and have exposure to international issues and ethical practice. The curriculum is not tied down to particular topics here as who knows what the next topic will be?Enabled international live and off-line debate that did not happen prior to this community and the OPEN-I site being created.So exciting new developments, industry and business working with academics and students in the delivery of the curriculum in ways that could have happened without these tools so tangible benefits and cost-savings.
  • 2011 09 06 alt c pecha kucha d1e

    1. 1. Using Collaborative Online Tools to Enable Internationalisation of the Curriculum<br />http://bit.ly/collab-tools-infokit<br />Jacquie Kelly (JISC infoNet)<br />http://www.jiscinfonet.ac.uk/about-the-service/contact/the-team<br />www.jiscinfonet.ac.uk<br />
    2. 2. Northumbria University – Context & Background<br />www.jiscinfonet.ac.uk<br />
    3. 3. Northumbria University – The Technology<br />FTP<br />SMS<br />E-mail<br />Teleconferencing<br />Videoconferencing<br />www.jiscinfonet.ac.uk<br />
    4. 4. Northumbria University – Lessons Learned<br />Market Leaders<br />Work Closely With IT Services<br />Lack of Digital Literacy Skills<br />www.jiscinfonet.ac.uk<br />
    5. 5. Northumbria University – Benefits<br />Culture Change<br />Stronger Internal Links<br />Academic Initiated Innovation<br />Positive Learning Experience<br />CPD<br />www.jiscinfonet.ac.uk<br />
    6. 6. University of the Arts London<br />– Context & Background<br />www.jiscinfonet.ac.uk<br />
    7. 7. University of the Arts London<br />– Community of Practice<br />www.jiscinfonet.ac.uk<br />
    8. 8. University of the Arts London – Lessons Learned<br />The 7 R’s<br />Realms<br />Rhythms<br />Relationships<br />Roles<br />Resources<br />Respect<br />Responsibility<br />www.jiscinfonet.ac.uk<br />
    9. 9. University of the Arts London – Benefits<br />Tri-Part Relationship (CoP)<br />Curriculum Development<br />Increased Debate<br />www.jiscinfonet.ac.uk<br />