How can we break down barriers and encourage and inspire our students to communicate, collaborate and create together? At time when the ‘global’ is offering ever more affordances to learners, how can we as educators respond to the challenges posed by a fast moving technology sector, yet ensuring that we are delivering robust, evidence based teaching? At Bournemouth University we are exploring some of the opportunities and challenges and this talk will offer some insights as what may be possible, and some strategies for overcoming the barriers we face to make the possible happen in our own classrooms.

1. https://microsites.bournemouth.ac.uk/cel/ 1
Create, Share, Inspire:
Exploring the possibilities of global
collaborations
Debbie Holley
Professor of Learning Innovation at Bournemouth University
@debbieholley1

2. https://microsites.bournemouth.ac.uk/cel/ 2
How far away is the future?

3. https://microsites.bournemouth.ac.uk/cel/ 3
What is the evidence base?
• The UK Parliamentary Committee of Public Accounts (May 2018)
points to skills development lagging behind expectations of the
workplace as the pace of technological change accelerates
• The adoption of automation and AI technologies will transform the
workplace as people increasingly interact with ever-smarter
machines. These technologies, and that human-machine interaction,
will bring numerous benefits…they will also change the skills
required of human workers..accelerate from 2016-2030 (MacKinsey
2018)
• ‘Despite major investment in TEL, we are not seeing major changes
in the way technology is being used to support teaching, learning
and assessment’ (UCISA 2018)
• Significant challenges impeding Higher education TEL adoption – a
‘wicked’ challenge – complex to define, much less address’
Rethinking the role of educators (NMC Horizon Report 2018)

4. 7%
37%
46%
10%
TECHNOLOGY AND THE
WORKPLACE

5. https://microsites.bournemouth.ac.uk/cel/ 5
Key Themes
As educators
we are part of
the problem
Business want
tech savvy
graduates
In the JISC
2018 digital
survey, only
41% of
students
agreed their
course
prepares them
for a digital
workplace
How to bridge the gaps?

6. https://microsites.bournemouth.ac.uk/cel/ 6
A model for development
Inspire
Create
Share

7. Inspire: The possibilities of the
South Pole!

8. https://microsites.bournemouth.ac.uk/cel/ 8
Create: becoming a ‘digital maker’
Novice or expert? Above – the high
technology, expensive solution
Below – fun with a 360 camera that cost £120 – students and staff co-
create resources together

9. https://microsites.bournemouth.ac.uk/cel/ 9
AUGMENTED REALITY
Year Cohort
size
Main
Assessme
nt
PDP Questionnaire:
‘Agree that PDP
tasks helped my
skills’
2013/14 55 80% 66% -
2014/15 78 77% 79% 69%
2015/16 130 84% 85% 79%
2016/17 76 88% 91% 82%
• Changing the curricula for computing and gaming
students
• They previously dis-engaged with their Personal
Development Planning (PDP)
• By flipping the classroom and asking them to create
interactive treasure maps – changed attitudes

10. Nerds with Attitude
Word Game
• Pre-drawn triggers were
hidden around a house
• Each trigger gave an
Aura showing a single
letter
• Participants put letters
together to make a word
• Managed project work
online using Trello
“The first thing we
decided to do was to find
a way to communicate
between the group in
case any of us were
unable to meet up…”

11. Horizon
Treasure Hunt
• Auras provide clues
• Users collected a code
word from each location.
• Locations around
campus and local area
were used.
“The importance of
teamwork cannot be
stressed enough, teamwork
is the most fundamental
aspect ..if we had not
worked as a team we could
have failed…”
If you want to find more
you find directions on the
floor,
but for that little matter,
It’s a symbol for a letter!

12. The Fighting Peacocks
Campus Tour
• Campus navigation aid
• Using audio media and QR
codes
as triggers.
• Created a test grid
for results
• Mutual testing of applications
were useful.
‘(We )tested another groups game,
the results were very positive’

13. https://microsites.bournemouth.ac.uk/cel/ 13
Share…our digital session at the ‘festival of
learning’
Virtual reality – sharing space and learning in a different dimension
Two examples from our current work:
• Health (PhD student Heidi Singleton) and
• Heritage (Professor Liz Falconer)

14. https://microsites.bournemouth.ac.uk/cel/ 14
VR Deteriorating Patient
Health
Click

15. https://microsites.bournemouth.ac.uk/cel/ 15
Embedding the simulation into
the curriculum
• Case study written by Nurse Specialists
• Aligns with learning objectives and assessment
• Challenging case study that encourages
decision-making skills i.e. “Which is best course
of action?”
• Flipped learning to make space in the curriculum
• RCT to evaluate this proof of concept simulation

16. https://microsites.bournemouth.ac.uk/cel/ 16
Virtual Avebury
This project simulated how Avebury might have looked and
sounded circa 2,300 BCE in an immersive, 3D virtual reality
environment. The simulation was then openly available for
public engagement and evaluation at Avebury between
June to September 2018.
Heritage
Click

17. https://microsites.bournemouth.ac.uk/cel/ 17
What did participants tell us?
“I felt completely immersed in the landscape. It was really interesting to see the
difference between the real stones outside and the simulation. The difference
between the sizes of the banks and ditches was particularly striking!”
“Awed and
exhilarated
would be
good words
to add”
“I thought the
effects were
very good,
graphics were
good and
sounds helped
to enhance the
experience”

18. https://microsites.bournemouth.ac.uk/cel/ 18
Sharing and Scaling
• Communities of Practice
• International networks
• National networks
• Regional networks
• Institutional networks
• Methodological approaches: design based learning
• Different ways of sharing- OER and Creative Commons

19. https://microsites.bournemouth.ac.uk/cel/ 19
OVER TO YOU – AND
QUESTIONS!
Googlecard board and examples on instruction sheets
A cheap and effective way to scale
Low cost for students
We are almost there with co-creating resources with our
students, sharing and getting them to inspire each other!

20. References
http://repository.jisc.ac.uk/6970/1/Digital_experience_insights_survey_2018_at_a_glance.pdf
Fabulous
resource!

21. https://microsites.bournemouth.ac.uk/cel/ 21
SCALING
References:
Coburn, C (2003). Rethinking Scale: Moving beyond numbers to deep and lasting change. Educational Researcher 32, 6 (3-12)
available onlinehttp://vocserve.berkeley.edu/faculty/CECoburn/coburnscale.pdf
Cook, J. and Santos, P. (2014). Social Network Innovation in the Internet’s Global Coffeehouses: Designing a Mobile Help Seeking Tool
in Learning Layers. Proceedings of the International Mobile Learning Festival 2014: Integrating Technology, Social Media and Learning
Design, June 2-4, 2014, Bali, Indonesia
Dede, C (2007). Scaling Up: Evolving Innovations beyond Ideal Settings to Challenging Contexts of Practice. available
online http://tinyurl.com/n78bdhd [accessed 8/04/2014]
Holley, D (2014) Bridging the ‘missing middle; a design based approach tp scaling
https://altc.alt.ac.uk/2014/sessions/bridging-the-missing-middle-a-design-based-approach-to-scaling-595/#gref
Greenhalgh, T; Robert, G; MacFarlane, F; Bate, P and Kyriakidou, O. (2004). Diffusion of Innovations in Service Organizations:
Systematic Review and Recommendations. The Milbank Quarterly, Vol 82, No 4 (pp.581-629) London:Blackwell available
online http://tinyurl.com/mwfyzhj [accessed 8/04/2014]
Scaling up Technologies for Informal Learning in SME Clusters (LearningLayers) (www.learninglayers.eu)

22. https://microsites.bournemouth.ac.uk/cel/ 22
Augmented Reality
Holley, D (2017) Bournemouth University: a new vision for learning case study in JISC Developing organisational approaches to
digital capability JISC 4 May 2017
https://www.jisc.ac.uk/guides/developing-organisational-approaches-to-digital-capability/
Hobbs and Holley papers:
Hobbs, M., & Holley, D. (2016) Using Augmented Reality to engage STEM students with an authentic curriculum to be published in
the Special Issue of EAI transactions on e-learning
http://www.springer.com/gp/book/9783319288826
Holley, D & Howlett, P. (2016) Engaging Our School Teachers: an Augmented Reality (AR) Approach to Continuous Professional
Development curriculum to be published in the Special Issue of EAI transactions on e-learning
http://www.springer.com/gp/book/9783319288826
Briefing document about Augmented Reality and Learning
http://www.jisc.ac.uk/inform/inform35/AugmentedReality.html
The benefits of e-posters http://www.sconul.ac.uk/sites/default/files/documents/7_15.pdf
Augmented Reality Reading list:
http://readinglists.anglia.ac.uk/lists/DBBCD9D9-98C9-8B7B-2975-3BBAB6E613AB.html