The document outlines strategies for institutional innovation support in education through community development processes and social networking. It emphasizes the importance of leveraging community resources and collaborative efforts to improve educational technology projects and foster institutional centers of innovation. Key activities include project-led clusters, thematic seminars, and various community engagement initiatives to enhance educational outcomes across institutions.

1. Institutional Innovation Support, Synthesis and Benefits realisation 24 October 2008

2. Outline Community, resources and assets for education Asset-based development Clusters and stakeholders Team Plans & Activities Creative Commons alert

3. Support Team Direction and planning George Roberts Isobel Falconer Paul Bailey Technology platform Joe Rosa Finance, admin and control Lynn Farrell OCSLD events team Oxford Brookes Publishing team Stephen Ball, Helen Swain Analysis & discovery Patsy Clarke Mitul Shukla Judy Lyons Rhonda Riachi Synthesis & dissemination Emma Anderson Steven Warburton Josie Fraser Graham Attwell Governance

4. Working hypotheses Developing projects in a context where there is awareness of the wider activity in a field and an understanding of the alignments and gaps in that field will lead to better projects being developed. By using community development processes and social networking the general quality of educational (learning) technology development projects may be improved, bringing benefits not just to the JISC but more widely to all sectoral funding agencies and stakeholders. .

5. Community resources & assets for education Asset-based community-development (ABCD) draws on Support & synthesis team experience JISC programme & project management eL earning support & synthesis Users & Innovation support & synthesis Organisational and community development research ( Mathie & Cunningham 2003, Cooperrider & others, 1987, 2001, 2003) Networks/groups/community/clusters - coherence Essential to support, synthesis & benefits realisation B ring projects & their experiences together with each other & stakeholders

7. Asset-based development activity Identify strengths & develop them Stage 1 discovery “Affective Recall” Gunther Kress (2007) says “leverage the affective aspects of learning” O r, remember what was good and do more of that Identify a trusted network to which you belonged (and may still belong) C ould be professional, recreational, educational, cultural, etc Characterise the trust you felt in, with and for that group H ow did it feel What were the “ingredients” (assets) that engendered the trust

8. ABCD feedback Trusted networks, membership in groups, as sharing common paths and aims, buy-in, ideals, friendship =>trust. Networks to expand networks Common purpose, leadership, shared culture, framework for understanding, passion and commitment, distribution can be positive Forced or free? Trust builds differently, met expectations, shared respect, social/professional shared interest Respect for the professionalism, had expertise that you wanted, common enemies in a life-threatening situation Shared adversity and common fear, recognising boundaries, not universal, context dependent, role dependent Commitment of time and regularity/periodicity, connection, snowballing success, mutual benefit Emotional and managerial trust and physical trust,

9. Initial (sub) clusters IT infrastructures and architecture , consisting of Innovative enterprise architectures Data infrastructures for knowledge management and discovery The physical and virtual world , consisting of Low-carbon green computing 21 st century estates and learning environments Learning & teaching , consisting of: Learning, teaching and assessment Learning management and admin

12. Link to C-map server

13. IT infrastructures and architecture , consisting of Innovative enterprise architectures Roehampton University, Westminster University , Cambridge (Social Networks) , Gloucestershire University Data infrastructures for KMD Newcastle University, Thames Valley University , Oxford (BRII) The physical and virtual world , consisting of Low-carbon green computing UEA , Bolton University , Hertfordshire University 21 st century estates and learning environments Sheffield University , Canterbury Christ Church, Oxford (Erewhon) Learning & teaching , consisting of: Learning, teaching and assessment UCLAN, Coventry, Oxford (Steeple) Learning management and admin Reading University, Open University, Southampton (EASiHE), Cambridge (Modular e Admin), Southampton (Open Assignments)

14. Other dimensions? Cross cutting themes? Syndication, RSS Data security Shared services (GoogleMail, iTunesU, etc) User engagement Secondary themes? Learning management and administration New emergent themes?

15. taggit: distributed cognition Build community knowledge inin1008, #inin1008 http://www.flickr.com/photos/tags/inin1008/ http://twemes.com/inin1008 http://www.slideshare.net/georgeroberts/jisc-institutional-innovation-support-and-synthesis-presentation There will be more of this as the support platform is built out

16. Support structure

17. Analysis & discovery teams Co-ordination Patsy Clarke IT infrastructures and architecture Mitul Shukla The physical and virtual world Rhonda Riachi/Josie Fraser Learning & teaching Judy Lyons/Patsy Clarke

18. Support and synthesis activities Biannual blended face-to-face conference 26 & 27 March 2009 Outputs and benefits realisation from institutional exemplars First findings from round 2 projects (you) Launch eLearning InstitutionalBCE projects Oct ‘08- March ’09 6 Project led, support team facilitated cluster “things” Supporting projects to form and grow satellite communities of practice that bring in new & existing stakeholder audience

19. Project-led cluster “things” Each project, over the course of the programme will have to host a “thing” for their (evolving and expanding) cluster Things might be: Thematic seminar Shared technology plugfest Cluster dissemination widening engagement Capacity building, hands-on, new technology workshop Your ideas, here

20. Other Support & Synthesis Activities Web platform aggregation from your sites Programme-wide and wider social network Newsreel activities Informal social gatherings using real and virtual community spaces Comms and publications in collaboration with JISC Comms team # Tell us what you want, what you really, really want #

21. Analysis & discovery of Institutional Exemplar projects Collation and analysis Visits, interviews, seminars face to face and online Story gathering Sense making Make data available through website

22. Benefits realisation Foster institutional centres of innovation centres of expertise that can support the sector R edefine boundaries of technology o f learning, teaching and admin practices a nd our own institutional boundaries shared services HE in FE distributed learning centres & data centres etc

23. Stakeholders IT infrastructures and architecture CIOs, CIS managers, Data managers, Library systems managers, ISS managers, data users Others? The physical and virtual world Estates and Facilities Managers, Environmental managers & officers, learners Others? Learning & teaching Academic managers, Teachers, Researchers, Librarians & learning support staff, Learning techs, Ed Devs, Academic Computing Officers Others?

24. Social capital asset growth “ cross departmental and cross domain” Bonding Traditional practice exhibits strong bonding capital People identify with & support one another in established local contexts Boundary spanning is the preserve of a few & takes place in fairly rigid structures Bridging Emergent, innovative practice encourages & builds on strong local bonding to enable greater numbers of people to reach out across boundaries, expanding personal spans of control & extending experience to the wider sector. between institutions and/or projects between senior management & project teams within institutions

25. Thank you George Roberts Oxford Centre for Staff and Learning Development Oxford Brookes University [email_address] 07711 698465