“If you’re walking on thin ice you mightas well dance” *Making the most of availabletechnologies to promotestudent choiceA...
UK Policy ContextHigher fees, higher stakesStudents as consumersEducation as commodityBrowne ReviewHE White PaperKey Infor...
Source: the guardian
Frank Hurley
Enterprising? Opportunities to shareand re-use
InformationContentConnectionsPeopleOpen dataOpen standardsWeb servicesMobile techSemantic webOERAPIs
“The greatest potential value for userscomes in linking different datasets andtracking typical students through theirjourn...
Enter… The SALAMI ProjectShared Aggregation of LAbour Market Information “Develop a shared information service to streamli...
The SALAMI ProjectFor:Education Providers•Reduce duplication in collating and using Labour MarketInformation•Plan courses,...
Navigating through the ice floesLinking silo’d information The Neighbourhood               Apprenticeships    hergé       ...
Rig these together                                                Apprenticeships    using common    nodes The Neighbourho...
Working on the Infrastructure Working on the InfrastructureData layer                                                     ...
Fig 2. Derby College’s Mara ILP student system. Proposed layout. Derby College have also incorporated the linked Job Profi...
Rethink the scope of a Shared ServiceNot just outsourcing or sharing an organisationalfunction.Sharing information needs f...
Just the tip of the iceberg
Thank you for listeningKirstie CoolinKirstie.Coolin@nottingham.ac.ukCentre for International ePortfolio DevelopmentUnivers...
"If you're walking on thin ice you might as well dance": Making the most of available technologies to promote student choi...
Upcoming SlideShare
Loading in …5
×

"If you're walking on thin ice you might as well dance": Making the most of available technologies to promote student choice, ALT-C 2011, Kirstie Coolin

1,066 views

Published on

The University of Nottingham’s JISC-funded SALAMI project is asking the question ‘How can Labour Market Information be collected and used in ways that cut costs, enable shared services and achieve more for less effort? ‘. Many different users are collating and viewing LMI, each downloading, interpreting and describing data for their own purposes resulting in significant duplication of effort (Booth and Coolin 2010). The educational landscape is changing. These challenges offer an opportunity for creativity to thrive in a new business environment where hitherto peripheral technological approaches are considered as long term viable business solutions.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,066
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • The UK educational landscape is currently undergoing major changes. New fee regimes and a reduction in state funding are marketising Higher Education and ushering in learner as customer. UK Government ideology is positioning education as a commodity, selling a product which promises customer satisfaction in terms of employability
  • The choices individuals make about their future learning pathways and careers are ever more important as the job market becomes increasingly competitive and uncertain. At the same time, services to support learners to make choices about their careers are being cut back, leaving a vacuum which has yet to be filled.
  • Icy wastes ahead…. The road ahead remains uncertain for the time being. No one really knows how the introduction of fees and reduction in career information at a school level will affect the demographic of those able to study at higher levels. However…
  • We need to be Enterprising! Creative! About how we connect and use these tools. Opening up our data so as others can create new, useful tools for sharing, connecting and distilling information. New cost-effective solutions need to ensure that individuals have access to personalised information about careers and employment. The stakes are high, with an ill-conceived decision having lifelong ramifications. Distributed technology and learner-owned tools have a major role to play in providing a platform to choreograph and aggregate personal, open and institutional data and to display it in an interpretable format, relevant to the particular user.
  • This is the world we live in… The growth in open data initiatives, open standards, semantic web, webservice enabled websites and applications, mobile technology and applications means that there are opportunities to be creative with IT used for learning. These tools are available for individuals (with access to the web). How can these best be utilised to support implicit or explicit “lifelong learning”? Open data is a growing initiative worldwide, and more and more holders of data are becoming aware of the benefits of opening up their information in machine-readable formats. Education lags behind the pace of mobile app development, but there is a lot to be learned from this approach in terms of ‘hooking’ people into ultra-usable systems.
  • Some surprising glimmers? Here is a recent quote espousing the benefits of using joined data sets for learning. Does anyone recognise this?
  • Common themes running through all this work include opening up data silos through use of open standards (such as Leap2A and XCRI) and web-service technology, and making use of seemingly peripheral open data sources available on the web. Educational institutions and government departments contain vast amounts of knowledge-related data, including learner-owned content. These data sources include courses information, ePortfolio-related data, research expertise, competence profiles and learner-destination data. Opening these up and applying open standards and service-oriented techniques and combining these through common vocabularies and ontologies with open data sources such as geographical positioning services, labour market information and trends, employment opportunities, transport and business information allows a powerful, and empowering, sub-strata of related information to be aggregated in numerous and unpredictable ways.
  • "If you're walking on thin ice you might as well dance": Making the most of available technologies to promote student choice, ALT-C 2011, Kirstie Coolin

    1. 1. “If you’re walking on thin ice you mightas well dance” *Making the most of availabletechnologies to promotestudent choiceAlt-C 2011, LeedsKirstie CoolinCentre for International ePortfolioDevelopmentUniversity of Nottinghamwww.nottingham.ac.uk/eportfolio * Polish Proverb
    2. 2. UK Policy ContextHigher fees, higher stakesStudents as consumersEducation as commodityBrowne ReviewHE White PaperKey Information SetAll Age Careers ServiceGlobalisation
    3. 3. Source: the guardian
    4. 4. Frank Hurley
    5. 5. Enterprising? Opportunities to shareand re-use
    6. 6. InformationContentConnectionsPeopleOpen dataOpen standardsWeb servicesMobile techSemantic webOERAPIs
    7. 7. “The greatest potential value for userscomes in linking different datasets andtracking typical students through theirjourney from school, through highereducation, into a career.” HE White Paper June 2011
    8. 8. Enter… The SALAMI ProjectShared Aggregation of LAbour Market Information “Develop a shared information service to streamline the collection and interpretation of Labour Market Information” Hugo’s, Munich
    9. 9. The SALAMI ProjectFor:Education Providers•Reduce duplication in collating and using Labour MarketInformation•Plan courses, demand-ledIndividuals•Add value to information about courses and choices, presenting italongside and in comparison with other data•Improve access to information used to make choicesRegional planning•Planning course against regional skills demand
    10. 10. Navigating through the ice floesLinking silo’d information The Neighbourhood Apprenticeships hergé CoursesEducation institutions Job profiles Career resources The Industry Businesses Vacancies
    11. 11. Rig these together Apprenticeships using common nodes The Neighbourhood http://manowarbrewery.blogspot.com Classifications e.g. Career resources JACS LDCS QCA Qualification codesEducation institutions Sector Codes (SIC) Occupational codes (SOC) Courses Lat/Long/postcode UKPRN ontologies Businesses Sector Job profiles Vacancies
    12. 12. Working on the Infrastructure Working on the InfrastructureData layer Open data Other available Personal data Institutional data E.g. Maps/transport data Social networking E.g. courses data Government E.g. OER, Profiles Curriculum maps data/stats social/professional ePortfolio Iresearch Labour market networks, Training Destinations Businesses Service layer – linked data, new combined data sets, open standards, service-based accessed XCRI LEAP2A Competence LTI RSS HR-XML New data created via system use – sent back to the service layerApplication layer Education Education Any Other Consuming Any Other Consuming research research Career orgs Career orgs Course finders Course finders business business institutions institutions services / mobile services / mobile Richer personal connections, coursedata, career information, businessintelligence, CRM, marketing, employer Kirstie Coolinengagement, alumni, graduate University of Nottingham May 2011destination, employability etc.
    13. 13. Fig 2. Derby College’s Mara ILP student system. Proposed layout. Derby College have also incorporated the linked Job Profiles into Mara
    14. 14. Rethink the scope of a Shared ServiceNot just outsourcing or sharing an organisationalfunction.Sharing information needs for the benefit of the enduser, not just the organisation.Enhanced information Service Layer to supplyaccessible, contextual and meaningful data.SALAMI projecthttp://www.nottingham.ac.uk/eportfolio/salami/
    15. 15. Just the tip of the iceberg
    16. 16. Thank you for listeningKirstie CoolinKirstie.Coolin@nottingham.ac.ukCentre for International ePortfolio DevelopmentUniversity of NottinghamThe Centre for International ePortfolio Development (CIePD) are an autonomous Centre within the University of Nottingham’s Information Services.Our aims are to deliver projects that maximise the efficiency of information flow in order to support educational stakeholders access seamless ICT services and quality information.www.nottingham.ac.uk/eportfolio

    ×