IWMW 2001: Linking Development & Innovation With Mainstream Activities
•Download as PPT, PDF•
1 like•533 views
The document discusses the Institute for Learning and Research Technology (ILRT), a center of excellence for developing and using information and communication technologies (ICT) for learning and research. It notes that while ICT research and development is growing, there is often a gap between R&D findings and university strategies. The ILRT seeks to close this loop by linking R&D activities more closely with mainstream university activities to ensure developments are relevant to end users and integrated within the university. It provides an example project called VIOLET that aims to create a teaching and learning portal to harness R&D expertise for the benefit of the university.
Recommended
Recommended
More Related Content
What's hot
Viewers also liked
Viewers also liked (17)
Similar to IWMW 2001: Linking Development & Innovation With Mainstream Activities
Similar to IWMW 2001: Linking Development & Innovation With Mainstream Activities (20)
More from IWMW
More from IWMW (20)
Recently uploaded
Recently uploaded (20)
IWMW 2001: Linking Development & Innovation With Mainstream Activities
- 1. The Institute for Learning and Research Technology is a national centre of excellence in the development and use of technology-based methods in teaching, learning and research 1 Institute for Learning and Research Technology Linking development and innovation with mainstream activities Grainne Conole & Paul Browning Belfast, 25 June g.conole@bristol.ac.uk
- 2. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 2 Institute for Learning and Research Technology ICT R&D - it can only get better? • The current picture looks rosy, we have – a wealth of good ICT research – a growing mass of resources and developments – new types of specialist ICT professionals – emergence of niche units of expertise – a wealth of supporting national and international agendas and initiatives – Having lots of R&D activities must automatically benefit mainstream university activities?
- 3. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 3 Institute for Learning and Research Technology But there is a gap….. – R&D findings don’t always relate to university strategy – R&D activities often occur in isolation and don’t link to mainstream university activities – There is a lack of communication and understanding – Developments/resources are often built without enough reference to end users needs – Resource are often not widely used across university – There is sometimes a conflict between ICT R&D interests and mainstream needs/focus
- 4. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 4 Institute for Learning and Research Technology Key factors – ICT research and development • is a moving target • will have a significant and growing impact in the future – Scale up • evidence of the area maturing, eg emerging standards • need to look at issues of scale up and impact on organisational change – Joining up • imperative that wide range of disciplines impacting on this research area are brought together • need wide range of skills and a multidisciplinary approach
- 5. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 5 Institute for Learning and Research Technology Harnessing the potential of ICT • We need to – close the loop between R&D and mainstream activities – have a clear understanding and focus on university needs – provide mechanisms for best using ICT R&D expertise into mainstream activities • Benefits – a more cohesive and focused set of activities – more directly relevant to the university and end users – better integration with mainstream activities and agendas
- 6. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 6 Institute for Learning and Research Technology Technical: Functionality, interoperability, robustness Pedagogical: Types of learning, integration, support A complex matrix of issues Structural: What structures, who should do what Support: Training and staff development, student help Strategy: Institutional leadership, Joined up strategies Culture: organisational change, ownership, time to adapt
- 7. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 7 Institute for Learning and Research Technology The wider agenda University learning and teaching innovation funds Hefce quality enhancement funds CTI, LTSN, TLTP, FDTL, JISC e_Lib and DNER National drivers: NGfL, ufi, e-university The International context: globalisation, competition/collaboration Research findings The Virtual Society and PACCIT Link to practice ResourcesDriversResearch
- 8. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 8 Institute for Learning and Research Technology Strategies for closing the loop – a better understanding of the underlying factors – provision of a communication route for R&D activities – reflection on experience in the field and feed back – articulating the link between R&D and strategy – awareness of key university political agendas and drivers – Constant communication and dialogue – Representation on appropriate formal structures – Mutual respect and understanding – Critical projects - to act as flagships or testbeds
- 9. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 9 Institute for Learning and Research Technology Case study ILRT within a University of Bristol context – Outline of underlying philosophy – Overview of • ILRT’s research and development activities • main ingredients for sustaining R&D activities • key strategies for linking to mainstream activities – Example of a ‘critical’ project for joining up
- 10. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 10 Institute for Learning and Research Technology Information gateways, digital libraries Internet design, research and development Institute for Learning & Research Technology A diverse range of R&D, services and consultancy Digital image research and services Virtual worlds, learning tools and environments Pedagogical research and evaluation Consultancy, courses, conferences
- 11. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 11 Institute for Learning and Research Technology People and support good practice, expertise and resources 70-80 staff with a wide range of expertise Technical, pedagogical, research and development, digitisation and imaging, teaching and learning, project management, knowledge management & organisational change Project-based, supportive structure Encourages creativity, track record of sustainability, supported by a strong virtual presence and networking structure Cross-disciplinary Expertise, research and development
- 12. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 12 Institute for Learning and Research Technology Inter-linked activities Technical R&D Pedagogical R&D Projects and services Advice and consultancy
- 13. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 13 Institute for Learning and Research Technology Advisory services, teaching, staff development & training Services and resources, digital libraries and information gateways Pedagogical and technical research Tasi LTSN Economics LTSS ID Biz/ed Bopcris Filter Toolkits Evaluation Reviews Web design & usability M/VLEs Easel Medcertain Harmony Cultures Renardus BB-LT Sosig RDN VTS WinEcon Regard RGSS Short courses ETS masters Workshops Conferences modules
- 14. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 14 Institute for Learning and Research Technology LTSS - harnessing project expertise Lunchbytes WorkshopsLearning resources Discussion fora Interact Try it Show cases VTS tutorials Internet Catalogue
- 15. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 15 Institute for Learning and Research Technology ID - build and consultancy Virtual worldsBespoke VLEs Advice & consultancy Workshops VIOLET Intranet buildData Show cases Usability & design
- 16. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 16 Institute for Learning and Research Technology A ‘critical’ project - VIOLET • VIOLET – Virtual Integrated OnLine Environment for Teaching” • Sister project to IRIS – The UoB "Research & Enterprise" portal • VIOLET aspires to – deliver a "Teaching & Learning" portal • IRIS and VIOLET together – underpin efforts to realise the vision of a University Portal.
- 17. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 17 Institute for Learning and Research Technology Builds on • Internal Research and Development work • Growing cross-institutional need • Timely recent report from Learning and Teaching group • Institutional strategies – Learning and Teaching strategy – Information Strategy – Emergent C&IT strategy
- 18. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 18 Institute for Learning and Research Technology Timescale and aims • Four-month feasibility study – which will conclude at the end of July 2001 • The project aims to – explore the issues around an appropriate Virtual and Managed Leaning Environment for the University – to make recommendations for the future
- 19. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 19 Institute for Learning and Research Technology 3 main strands – To implement • a Commercial-Off-The-Shelf VLE (Blackboard) – To ensure • that the DataHub is populated by authoritative student and curriculum information from the Dolphin student system – To create • a bespoke VMLE (building on Medici and Law Intranet) that uses the DataHub information to provide a framework into which learning resources may be added – Evaluation - Cross institution team • To compare COTS & bespoke, explore use, make recommendations
- 20. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 20 Institute for Learning and Research Technology Themes and strands
- 21. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 21 Institute for Learning and Research Technology Stakeholder involvement • COTS VLE strand – Medicine (link in with bespoke) – Education (to explore learning aspects) – Conversion from existing systems • Bespoke VLE strand – Builds on Medici and Law sites – Reworking of Medici in zope – Vets, Dentists, Education – others in the pipe line
- 22. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 22 Institute for Learning and Research Technology Critical factors • Key Strengths – Pragmatic approach • based on current need and demand • the state of the technology – Joined-up thinking • Combining expertise across UoB • Generating shared ownership – Eye to the future • Educating stakeholders • Strategic perspective • Key Issues – Joining up can be hard! • Technically - closed MIS systems, but glueware like Zope really helps • Culturally - closed MIS mindset, but an Information Strategy really helps – Adequate resources – Problem still seems huge • Integration of COTS and bespoke • Resource implications • Fostering ownership • Training requirements
- 23. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 23 Institute for Learning and Research Technology Compromise • Integration requires – cross-institutional collaboration – an understanding of the different perspectives and agendas involvement – a belief in the process/expected outcomes and benefits • It’s a tricky balance! – Researchers don’t want to link into ‘real’ activities – What funders want doesn’t always match local aspirations – Developers not listening to end user needs – Tension between commercial, local & researchBut…. Thorough integration of R&D activities with mainstream agenda benefits everyone
- 24. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 24 Institute for Learning and Research Technology Whole greater than the sum of the parts? • Each project builds on other R&D activities • There is ongoing communication with other projects in ILRT. What are they doing? How can the outputs from one project feed into another? • The feedback loop is cyclical with research informing development and experience of use in the field feeding back into research • Outputs are fed into other ILRT activities, the University and appropriate external channels • Individual expertise and interests, role of staff development • Influence of proximity • Academic credibility and respect, mutual understanding
- 25. The Institute for Learning and Research Technology is a centre of excellence in the development and use of Information and Communication Technologies for learning and research 25 Institute for Learning and Research Technology Success factors – a clear link between R&D activities and mainstream – a mechanism for communication back and forth – evidence of relevance to end user needs – utilisation of sector expertise and niche specialities – a broad multidisciplinary perspective – appropriate utilisation of national/international initiatives – integration with local agendas
Editor's Notes
- Firstly I’d like to thank you for inviting me to come and speak today. I’ve been asked to help ‘set the scene’ for the detailed case studies this afternoon and as such I’ve divided the talk into 4 parts.
- This is clearly a complex set of issues: 1. We cannot ignore the technical issues - despite my flippant example earlier. We need to take these into account carefully from a number of perspectives with one eye on likely future developments and trends if possible. 2. We cannot underestimate the importance of having good solid pedagogical models and of the continued need to evaluate and research the use of these systems which are still really only in their infancy. The analogy that a book or library is not a University is very true. Discussion boards CAN be excellent vehicles for supporting online collaboration and communication as both David McConnell and Gilly Salmon’s recent books testify, but they can also provide miserable environments if used incorrectly. 3. The integration of these systems has huge structural implications Who should be responsible for what? Who should implement, maintain and support these types of systems, Who needs to be a look out for the future? 4. Much of the costs are soft hidden ones and support for both students and staff is key. Staff need time to play and explore these types of systems, to reflect on their use in the context of their own teaching practice and over time work towards how to appropriately integrate. Time to do this and time over which to do this is important. 5. Finally the strategic and organisational aspects need to be addressed - we need clear joined up strategies, clear leadership, but also buy in and ownership from the troops.
- We are lucky in that we have a wealth of resources to draw on. In particular there have been a number of important national funding initiatives over the past ten years, which have provided a valuable test bed for these types of developments, resulted in a corpus of knowledge, case studies and good practice and also some useful failures which we can learn from. We also have a number of recent and continuing national drivers - interestingly across the whole educational spectrum as well as the influence of the international context. Finally research programme such as the Virtual Society, Paccit and others provide valuable contextualisation of this area, in depth studies and pedagogical models. We need to look at how we can feed these into the development process.
- This is clearly a complex set of issues: 1. We cannot ignore the technical issues - despite my flippant example earlier. We need to take these into account carefully from a number of perspectives with one eye on likely future developments and trends if possible. 2. We cannot underestimate the importance of having good solid pedagogical models and of the continued need to evaluate and research the use of these systems which are still really only in their infancy. The analogy that a book or library is not a University is very true. Discussion boards CAN be excellent vehicles for supporting online collaboration and communication as both David McConnell and Gilly Salmon’s recent books testify, but they can also provide miserable environments if used incorrectly. 3. The integration of these systems has huge structural implications Who should be responsible for what? Who should implement, maintain and support these types of systems, Who needs to be a look out for the future? 4. Much of the costs are soft hidden ones and support for both students and staff is key. Staff need time to play and explore these types of systems, to reflect on their use in the context of their own teaching practice and over time work towards how to appropriately integrate. Time to do this and time over which to do this is important. 5. Finally the strategic and organisational aspects need to be addressed - we need clear joined up strategies, clear leadership, but also buy in and ownership from the troops.
- We need to think about how we can mobilise the work to date, both nationally and within our own institutions. These developments over the last 10 years have resulted in new networks of people with common interests in this area. For example the LT Officers forum, the TLTP’ers and others. We need to think about how we can continue to foster these new cross institutional networks. In addition these developments have resulted in the emergence of new types of professionals within our institutions. Often these challenge traditional organisational structures and processes and recent research suggests that there is still a great disparity in where these types of professionals are located. Finally I believe this is resulting in the emergence of new interdisciplinary areas of research, which again we need to think about how to feed into our own institutional work.
- So institutionally each of us need to think about where we lie along the spectrum in terms of do we buy in or build our own systems how much do we want to have our courses online and how much f-t-f What kind of investment can we allocate to this and more importantly what does this realistically get us? How joined up or stand alone will we be - in terms of the systems, institutionally and maybe even cross institutional? Finally how integrated are our different strategies. And these questions are not just for now - but in the future so that we map where we are heading towards.