Plenary sessions: the power of digital for change - Jisc Digifest 2016

Jisc
JiscJisc
The power of
digital for change
Welcome
Dr Paul Feldman
Professor David Maguire
The digital challenge
Professor David Maguire,
Jisc chair and vice-chancellor, University of Greenwich
»Sectors-owned organisation
for shared digital
infrastructure, services,
content and expertise
»Established 1993 to provide:
national vision and leadership
on networking and specialist
information services
2/03/2016 The digital challenge
Jisc in numbers
»Work with 969
education organisations
»National network
infrastructure £18m users
»50% of all UK library spend
on e-resources
»Over 400 digital
content agreements
»Sectors save £203m annually
2/03/2016 The digital challenge
Of thesector,forthesector:we dothreemain things foryou
2/03/2016 The digital challenge
Shared digital
infrastructure
and services
Current
examples:
Janet network,
shareddatacentre,
eduroam wireless,
geospatial services
Future
examples:
Learner analytics,
research data
management,
FE college
in a box
Sector wide deals
with IT vendors and
commercial
publishers
Current
examples:
Microsoft 365
email, Amazon
web services,
e-journals,
FE e-books
Future
examples:
Prevent web
filtering,Tableau,
new models for
digital publishing
Expert and
trusted advice
and practical
assistance
Current
examples:
Open Access,
Financial x-ray,
cloud advice,
cyber security
Future
examples:
FE area reviews,
national monograph
strategy
1 2 3
Janet network traffic
0G
100G
200G
300G
400G
500G
600G
700G
800G
900G
Jan10
Jun10
Nov10
Apr11
Sep11
Feb12
Jul12
Dec12
May13
Oct13
Mar14
Aug14
Jan15
Jun15
Nov15
Apr16
Sep16
Feb17
Jul17
Dec17
May18
Oct18
Actuals Projections
Jan 10 – Jan 16 sixfold increase
2/03/2016 The digital challenge
University digital challenges
»Digital ‘WildWest’
› BYOD,Wikipedia scholars, limited IP respect
»Students moving faster than university policies/ systems/
practices/ staff
»Keeping up with demand – building industrial strength solutions
› MOOCs,VLE, student records system, learning analytics, lecture
capture, research data management
»Breadth v depth – digital champions v digital literacy
2/03/2016 The digital challenge
Information systems
2/03/2016 The digital challenge
Data
Student
recruitment
(CRM)
Email
Student
records
Attendance
monitoring
Alumni
and
development
Business
intelligence
Building
access
control
Virtual
learning
environment
Learning
analytics
Major Jisc projects
»Janet mid-term upgrade
»Learning analytics
»Technology and content agreements
»Open access
»FE area reviews
»Research data management
»Technology-enhanced learning
2/03/2016 The digital challenge
jisc.ac.uk
ThankYou!
David Maguire
d.maguire@gre.ac.uk
2/03/2016 The digital challenge
ProfessorAndrew Harrison
Creating great digital
spaces for learning
Andrew Harrison
Professor of Practice
University of Wales Trinity Saint David
Director, Spaces That Work Ltd
Aalto University High Voltage Laboratory, Helsinki
The rules are changing…
• The internet has changed notions of place, time
and space
• Emerging new methods of teaching and
learning based on an improved understanding
of cognition
• Effect of demographic changes on learning
population
• Changing financial context for education:
increased competition, pressure on resources
• Impact of changes in government policy:
funding, participation, research strategy
• Blending of living, learning, working and leisure
• Life-long learning
“Thirty years from now the big
university campuses will be
relics. Universities won’t
survive.….”
“…the cost of higher
education has risen as fast as
the cost of healthcare…. the
system is rapidly becoming
untenable. Higher education
is in deep crisis.”
Peter Drucker,
Forbes magazine,
July 1997
Circulation as
event space
More freely
available space
group project
work, solo work
Redefining
‘balance’ space
circulation
as glue
Source: DEGW
New space models for universities
• Traditional categories of space are
becoming less meaningful as space
becomes less specialized, boundaries
blur, and operating hours extend toward
24–7
• Space types designed primarily around
patterns of human interaction rather
than specific needs of particular
departments, disciplines or technologies
• New space models focus on enhancing
quality of life as much as on supporting
the learning experience
SPECIALIZED
LEARNING SPACES
Tailored to specific functions or teaching
modalities
Limited setting types:
Formal teaching, generally enclosed
Access:
Embedded, departmental
GENERIC
LEARNING SPACES
Range of classroom types
Range of setting types:
Formal teaching, open and enclosed
Access:
In general circulation zones,
access by schedule
INFORMAL
LEARNING SPACES
Broad definition of learning space
Wide range of setting types:
Informal and formal, social, open and
enclosed
Access:
Public, visible, distributed, inclusive
Tend to be:
• Owned within departments, subject
specific
• Involve specialized equipment
• Require higher levels of
performance specification
• Often higher security concerns
Tend to be:
• Generic teaching settings
• Often limited in flexibility
by furnishings
• Used when scheduled
Tend to:
• Encompass richer range of
settings
• Allow choice
• Be loose fit, unscheduled
• Work as a network of spaces
rather than singular settings
• Have food!
Creating an effective learning landscape
Source: DEGW
dSchool, Stanford University, USA
Space to support learning & teaching
• Collaborative, active learning with
hands-on experiences
• Integrated, multidisciplinary
• Distributed, learning takes place
anywhere/ anytime, mobile technology
with social activity
• Immersive with simulated or real-
world experiences
• Blended activities, online with face-to-
face, mixed reality
Creating spaces to support the pedagogy
• Thinking spaces
- spaces for conceiving ideas,
deliberating, brainstorming
• Designing spaces
- spaces for putting structure, order,
and context to free-ranging ideas
• Collaborating spaces
- spaces for enabling team activities
• Presenting spaces
- spaces for showing things to a group
• Debating or negotiating spaces
- spaces for facilitating negotiations
• Documenting spaces
- spaces for describing and informing
specific activities, objects, or other actions
• Making spaces
- spaces for creating objects and artefacts
using diverse materials and processes
• Practicing spaces
- spaces for pervasively monitoring a
location
• Operating spaces
- spaces for controlling systems, tools, and
complex environments
Shift from physical to hybrid environments
• Physical environments are
increasingly equipped by, and
formed through, new technological
features supporting mobile ways of
working
• Physical environments find their
extension in the non-physical
environments of the digital world
• In combination, the physical and the
non-physical work environments lead
to new hybrid learning and work
spaces and environments
“We will gravitate to settings that offer particular cultural, scenic and climatic attractions… Sometimes we will
network to avoid going places. But sometimes, we will go places to network”
VIRTUAL SPACE
convenient
efficient
PHYSICAL SPACE
meaningful
symbolic…one type
of space
does not
replace
the other
Bill Mitchell, e-topia
Virtual & physical space are complementary
WHAT EVER THE INTERFACE WE ARE ALWAYS PHYSICALLY LOCATED SOMEWHERE
InQbate, University of Sussex, UK
Active Learning Classroom,
University of Minnesota, USA
Spaces to support blended learning
• Flat floor learning spaces with ability to reconfigure
furniture easily to support multiple pedagogies
• Increased space per student to allow easy
reconfiguration & group working
• Increased use of technology
• Improved quality of environment:
• A rich visual environment,
• High quality, flexible furniture
• Access to natural light
• Connection to the outside
• Spatial innovation combined with timetable and
technology innovation and faculty skills development
Impact of flexible learning on space requirements
Source: DEGW
University of Melbourne Learning Lab
Melbourne, Australia
IED blended learning classroom
Karachi, Pakistan
SA1 Waterfront Innovation Quarter
University of Wales Trinity Saint David, Swansea
Informal learning spaces
UWTSD Virtual Learning Environment
UWTSD Library Management Systems
Learning Commons
‘On-campus’ ‘Off-campus’
Physical/
Digital
Resources
Expertise
Study
Settings
UWTSD LIBRARIES
UWTSD Library ‘offer’
“The library of the future is a little bit like an
airport for books or a convention centre for the
meeting of minds ….so a place like an old
fashioned Italian piazza where one can sit and
sip your coffee and stroll leisurely or act as a
marketplace, exchanging and trading information
and knowledge.
This is happening at the same time in a physical
space as well as in a virtual space and the
interface between the physical and the virtual
space is going to be crucial for our envisioning of
the library of the future.”
Massimo Riva, 2012, Professor of Italian Studies
Director of the Virtual Humanities Lab at Brown University
© Harrison and Hutton 2014
Creation of learning-centred communities
Schools Higher
Education
Culture/Leisure/Living
Workplace
Early
Childhood
Centres
Primary
Schools
Secondary
Schools
Public Libraries
6th Form
Colleges
Joint use
libraries Corporate
Training
Centres
Innovation
Centres
Executive
Education
Universities
R&D
facilities
Professional
Education
Institutions
Library Business & IP Centres
Art Galleries Museums Libraries
Colleges
Teaching
Hospitals
Performance
spaces
Workplace
based
learning
The virtual learning environment
Academic Retirement
Communities
Life long learning
The future learning experience
• Layered experience
• Creation of flexible activity zones to support
learning, living and working
• Users choosing appropriate settings and
technology for the tasks they want to achieve
• Space and experience changing over the course of
the day: changing to reflect different types of users
at different times of the day
• Blending of physical and virtual learning and
research spaces
• Blurring of learning with working, living and leisure
• Creation of learning-centred communities
Successful digital learning spaces
Space Efficient, appropriate size, technology infrastructure
+
Place Well-designed, meaningful space
+
Process Learning and teaching approach including technology use
+
Experience Total student experience before, during and after the learning event
aharrisonuk@hotmail.co
m
Thank you.
Donna Lanclos
Donna Lanclos
The power of
digital for change
Dr Paul Feldman
Professor David Maguire
Professor Andrew Harrison
Donna Lanclos
Plenary sessions: the power of digital for change - Jisc Digifest 2016
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Plenary sessions: the power of digital for change - Jisc Digifest 2016

  • 1. The power of digital for change
  • 4. The digital challenge Professor David Maguire, Jisc chair and vice-chancellor, University of Greenwich
  • 5. »Sectors-owned organisation for shared digital infrastructure, services, content and expertise »Established 1993 to provide: national vision and leadership on networking and specialist information services 2/03/2016 The digital challenge
  • 6. Jisc in numbers »Work with 969 education organisations »National network infrastructure £18m users »50% of all UK library spend on e-resources »Over 400 digital content agreements »Sectors save £203m annually 2/03/2016 The digital challenge
  • 7. Of thesector,forthesector:we dothreemain things foryou 2/03/2016 The digital challenge Shared digital infrastructure and services Current examples: Janet network, shareddatacentre, eduroam wireless, geospatial services Future examples: Learner analytics, research data management, FE college in a box Sector wide deals with IT vendors and commercial publishers Current examples: Microsoft 365 email, Amazon web services, e-journals, FE e-books Future examples: Prevent web filtering,Tableau, new models for digital publishing Expert and trusted advice and practical assistance Current examples: Open Access, Financial x-ray, cloud advice, cyber security Future examples: FE area reviews, national monograph strategy 1 2 3
  • 9. University digital challenges »Digital ‘WildWest’ › BYOD,Wikipedia scholars, limited IP respect »Students moving faster than university policies/ systems/ practices/ staff »Keeping up with demand – building industrial strength solutions › MOOCs,VLE, student records system, learning analytics, lecture capture, research data management »Breadth v depth – digital champions v digital literacy 2/03/2016 The digital challenge
  • 10. Information systems 2/03/2016 The digital challenge Data Student recruitment (CRM) Email Student records Attendance monitoring Alumni and development Business intelligence Building access control Virtual learning environment Learning analytics
  • 11. Major Jisc projects »Janet mid-term upgrade »Learning analytics »Technology and content agreements »Open access »FE area reviews »Research data management »Technology-enhanced learning 2/03/2016 The digital challenge
  • 14. Creating great digital spaces for learning Andrew Harrison Professor of Practice University of Wales Trinity Saint David Director, Spaces That Work Ltd Aalto University High Voltage Laboratory, Helsinki
  • 15. The rules are changing… • The internet has changed notions of place, time and space • Emerging new methods of teaching and learning based on an improved understanding of cognition • Effect of demographic changes on learning population • Changing financial context for education: increased competition, pressure on resources • Impact of changes in government policy: funding, participation, research strategy • Blending of living, learning, working and leisure • Life-long learning
  • 16. “Thirty years from now the big university campuses will be relics. Universities won’t survive.….” “…the cost of higher education has risen as fast as the cost of healthcare…. the system is rapidly becoming untenable. Higher education is in deep crisis.” Peter Drucker, Forbes magazine, July 1997
  • 17. Circulation as event space More freely available space group project work, solo work Redefining ‘balance’ space circulation as glue Source: DEGW New space models for universities • Traditional categories of space are becoming less meaningful as space becomes less specialized, boundaries blur, and operating hours extend toward 24–7 • Space types designed primarily around patterns of human interaction rather than specific needs of particular departments, disciplines or technologies • New space models focus on enhancing quality of life as much as on supporting the learning experience
  • 18. SPECIALIZED LEARNING SPACES Tailored to specific functions or teaching modalities Limited setting types: Formal teaching, generally enclosed Access: Embedded, departmental GENERIC LEARNING SPACES Range of classroom types Range of setting types: Formal teaching, open and enclosed Access: In general circulation zones, access by schedule INFORMAL LEARNING SPACES Broad definition of learning space Wide range of setting types: Informal and formal, social, open and enclosed Access: Public, visible, distributed, inclusive Tend to be: • Owned within departments, subject specific • Involve specialized equipment • Require higher levels of performance specification • Often higher security concerns Tend to be: • Generic teaching settings • Often limited in flexibility by furnishings • Used when scheduled Tend to: • Encompass richer range of settings • Allow choice • Be loose fit, unscheduled • Work as a network of spaces rather than singular settings • Have food! Creating an effective learning landscape Source: DEGW
  • 19. dSchool, Stanford University, USA Space to support learning & teaching • Collaborative, active learning with hands-on experiences • Integrated, multidisciplinary • Distributed, learning takes place anywhere/ anytime, mobile technology with social activity • Immersive with simulated or real- world experiences • Blended activities, online with face-to- face, mixed reality
  • 20. Creating spaces to support the pedagogy • Thinking spaces - spaces for conceiving ideas, deliberating, brainstorming • Designing spaces - spaces for putting structure, order, and context to free-ranging ideas • Collaborating spaces - spaces for enabling team activities • Presenting spaces - spaces for showing things to a group • Debating or negotiating spaces - spaces for facilitating negotiations • Documenting spaces - spaces for describing and informing specific activities, objects, or other actions • Making spaces - spaces for creating objects and artefacts using diverse materials and processes • Practicing spaces - spaces for pervasively monitoring a location • Operating spaces - spaces for controlling systems, tools, and complex environments
  • 21. Shift from physical to hybrid environments • Physical environments are increasingly equipped by, and formed through, new technological features supporting mobile ways of working • Physical environments find their extension in the non-physical environments of the digital world • In combination, the physical and the non-physical work environments lead to new hybrid learning and work spaces and environments
  • 22. “We will gravitate to settings that offer particular cultural, scenic and climatic attractions… Sometimes we will network to avoid going places. But sometimes, we will go places to network” VIRTUAL SPACE convenient efficient PHYSICAL SPACE meaningful symbolic…one type of space does not replace the other Bill Mitchell, e-topia Virtual & physical space are complementary WHAT EVER THE INTERFACE WE ARE ALWAYS PHYSICALLY LOCATED SOMEWHERE
  • 23. InQbate, University of Sussex, UK Active Learning Classroom, University of Minnesota, USA Spaces to support blended learning • Flat floor learning spaces with ability to reconfigure furniture easily to support multiple pedagogies • Increased space per student to allow easy reconfiguration & group working • Increased use of technology • Improved quality of environment: • A rich visual environment, • High quality, flexible furniture • Access to natural light • Connection to the outside • Spatial innovation combined with timetable and technology innovation and faculty skills development
  • 24. Impact of flexible learning on space requirements Source: DEGW
  • 25. University of Melbourne Learning Lab Melbourne, Australia
  • 26. IED blended learning classroom Karachi, Pakistan
  • 27. SA1 Waterfront Innovation Quarter University of Wales Trinity Saint David, Swansea
  • 28. Informal learning spaces UWTSD Virtual Learning Environment UWTSD Library Management Systems Learning Commons ‘On-campus’ ‘Off-campus’ Physical/ Digital Resources Expertise Study Settings UWTSD LIBRARIES UWTSD Library ‘offer’
  • 29. “The library of the future is a little bit like an airport for books or a convention centre for the meeting of minds ….so a place like an old fashioned Italian piazza where one can sit and sip your coffee and stroll leisurely or act as a marketplace, exchanging and trading information and knowledge. This is happening at the same time in a physical space as well as in a virtual space and the interface between the physical and the virtual space is going to be crucial for our envisioning of the library of the future.” Massimo Riva, 2012, Professor of Italian Studies Director of the Virtual Humanities Lab at Brown University
  • 30. © Harrison and Hutton 2014 Creation of learning-centred communities Schools Higher Education Culture/Leisure/Living Workplace Early Childhood Centres Primary Schools Secondary Schools Public Libraries 6th Form Colleges Joint use libraries Corporate Training Centres Innovation Centres Executive Education Universities R&D facilities Professional Education Institutions Library Business & IP Centres Art Galleries Museums Libraries Colleges Teaching Hospitals Performance spaces Workplace based learning The virtual learning environment Academic Retirement Communities Life long learning
  • 31. The future learning experience • Layered experience • Creation of flexible activity zones to support learning, living and working • Users choosing appropriate settings and technology for the tasks they want to achieve • Space and experience changing over the course of the day: changing to reflect different types of users at different times of the day • Blending of physical and virtual learning and research spaces • Blurring of learning with working, living and leisure • Creation of learning-centred communities
  • 32. Successful digital learning spaces Space Efficient, appropriate size, technology infrastructure + Place Well-designed, meaningful space + Process Learning and teaching approach including technology use + Experience Total student experience before, during and after the learning event
  • 36. The power of digital for change Dr Paul Feldman Professor David Maguire Professor Andrew Harrison Donna Lanclos