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Newbuild, new challenges, new skills

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A presentation from Dr Moira Helm and Su Westerman of Canterbury Christchurch University on the challenges of managing a library newbuild project and the new challenges this presents for staff in ...

A presentation from Dr Moira Helm and Su Westerman of Canterbury Christchurch University on the challenges of managing a library newbuild project and the new challenges this presents for staff in meeting the needs of the net generation

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Newbuild, new challenges, new skills Newbuild, new challenges, new skills Presentation Transcript

  • New build, new challenges, new skills Experience at Canterbury Christ Church University Moira Helm, Joint Project Director Su Westerman - Learning Technology Coordinator October 2007
  • View from the floor.. Question: “What made you choose this session?”
  • Contents New build •How our philosophy developed •Progress – building, technology, people •Practical concerns Contents •Pitfalls and lessons learnt New challenges •Digital literacy •The “net gen” New skills •DEBUT project (Digital Experience Building in University Teaching)
  • Who are We? • Established as a teacher training college some forty years ago • Retain emphasis on professional education • Over 10,000 students • Four campuses in Kent • 6 libraries
  • View from the floor.. Question: “What is your experience of new builds?” Contents Question: “Have any of you been involved in converting existing buildings?” Question: “What do you think the drivers for change in learning environments are in the HE sector?”
  • Why Change? Major Drivers • Massification • Widening participation • Globalisation • Technology – Social networking • Changes in learning & teaching • Changes in assessment • Community engagement and access
  • Why Change? External Benchmarks Sector guidelines: • League tables • National Students Survey • Sodexho Universities Lifestyle • SCONUL sector means • JISC • UCISA HEITS, etc.
  • New Build Learning From the Sector “Good quality higher education requires good quality environments” (CABE, 2005): – “Creative – Innovative – Flexible – Future-proof – Bold – Creative – Supportive – Enterprising” (HEFCE/JISC, 2006) – Sustainable – Supportive of equality & diversity
  • View from the floor.. Question: “What do students want from a Contents library/learning centre?” Question: “What do academic staff expect of a library/learning centre?” Question: “What kind of learning environment is needed for the future?”
  • New Build Underpinning Principles • Values – Importance of messages which “broadcast by architectural imagery” the value of the institution and the people who work in them” (Duffy, 1997) • Educational philosophy – “Built pedagogy” = “architectural embodiments of educational philosophies” (Monahan, 2000) • Student Experience – “Well designed learning spaces and enabling technologies encourage students to spend more time on campus, increasing engagement and improving retention” (Lomas and Oblinger, 2006)
  • New Build Philosophy of “Students First” • Students “want an environment more like the one-stop shopping of the malls they frequent, more convenience, more interaction, and better amenities (Coffey and Wood-Stead, 2001) • “All of the resources of the campus must be brought to bear on the student's learning process and learning must be reconsidered” (ACPA & NASPA, 2004)
  • New Build – Augustine House Requirements • Takes cognisance of the Information Rich Society • Flexible to meet the needs of current and future generations of staff and students • Recognised need to leverage our resources to support student learning in the broadest sense
  • Deliverables Facilities • Space per FTE from 0.34 m2 to 0.73 m2 • Learning Centre space =7500 m2 – 3X current library • Study spaces tripled to 900 • Open Access IT spaces per student FTE from 128:1 to 26:1 • Significant increase in provision of social space • Increase in capital and revenue spends for Library and Computing
  • Deliverables Technology • All learning spaces (furniture) IT enabled – power and data to desktop • Full wireless cover • Mix of fixed and mobile IT provision • Unified virtualised desktops provided through fixed, mobile and user provided hardware • Touchdown and short use provision across all floors • Group rooms and spaces with mobile AV provision • Larger meeting rooms for tutorials, video conferencing, training, meeting, etc. • Self issue & return
  • Deliverables Accessibility • Fully accessible building with induction loops at all interaction points and in all consulting and support locations • Access controlled building supporting extended hours of use
  • Progress The Time Challenge • Planning approval granted March 2007 • Demolition commences November 2007 • Build commences February 2008 • Open September 2009
  • View from the floor.. Question: “What do you think the pitfalls in a Contents development of this type may be”? Question: “Advice from anyone on how to avoid pitfalls?”
  • Progress Practical Concerns • Archaeology • Tender for building contract • Space • Interior design • Migration of 200,000 books & learning resources • Migration and co-location of 180 staff
  • Pitfalls and lessons learnt • Visit • Research • Market
  • Pitfalls and lessons learnt • Communicate – Governors – Students – Staff – External stakeholders – Planners – Disabled staff & students • Expect – some excitement – some resistance – some cynicism – some realism
  • Pitfalls and lessons learnt A vision which is future proof implies being before your time – some initial redundancy – staff training & development
  • New challenges – Digital Literacy What do we mean by literacy? •Traditionally “literacy” meant the ability to read and write, and to understand. •Towards end of 20th century – there was a shift towards: •Not just focusing on text •Looking at the wider social context •Seeing literacy not as a universal skill, as it can only have meaning within the social context of the individual
  • New challenges – Digital Literacy What is digital literacy? •Alan Martin suggests “it is about knowing what information is available and where to find it. It is about understanding what is right for you. It is about using it (responsibly) in your daily life”. •Martin identifies five elements of e-literacy: 1.awareness of the ICT and information environment 2.confidence in using generic ICT and information tools 3.evaluation of information-handling operations and products 4.reflection on one’s own e-literacy development 5.adaptability and willingness to meet e-literacy challenges
  • New challenges – Digital Literacy Characteristics of the digital World The digital world is…. •Full of information •A place where anyone can publish •A visual world •A multi-media multi-medium •Non-linear •A highly social place •Interactive and instant •Constantly changing
  • New challenges – Digital Literacy Characteristics of the digital inhabitants •The digitally literate individual has been given a number of names, most common is the digital native (Prensky, 2001). Born post 1982 and have grown up with the web. •Many commentators have implied that growing up with the Internet = confident and competent users – digital natives. •Experience in HE is however showing that many of the net-gen are not experienced users of many of the latest social tools and require much support to use them. •So who is going to provide this support – us - Baby Boomers (1946-64) and Generation X (1965-81) at best – digital immigrants, at worst digital aliens!
  • View from the floor.. Question: “Where do people think students in their institution are at in terms of digital literacy?” Question: “Where do people think academic staff in their institution are at in terms of digital literacy?” Question: “What approaches are people taking in terms of staff development for digital literacy?”
  • New skills – DEBUT Digital Experience Building in University Teaching DEBUT drivers DEBUT project DEBUT evaluation •HEA benchmarking Exploring and Macro level – the •Staff development evaluating alternative DEBUT approach •Web2 & the “net-gen” approaches to staff Micro level – what •Augustine House development for staff development •Digital literacy: building digital best supports digital capacity through: literacy development Participant digital Offering wide range ranking before and Awareness of digital tools to after confidence criticality participant group Participant evaluation reflection Contextualised, of digital experiences Adaptability (Martin, A) situated staff development Thoughts on impact of practice inc. CBAM