The document summarizes findings from a research project conducted by University of the Arts London (UAL) called UAL Futures, which aimed to explore how to better support digital creativity and skills among UAL students. Over 100 students, staff, alumni and creative professionals provided input. Key findings included that students want (1) resources to learn fundamental digital concepts, (2) access to technology and learning opportunities, (3) ways to apply their learning, (4) access to knowledgeable teachers and peers, and (5) spaces to collaborate cross-disciplinarily. Recommendations included developing content to demystify digital topics, connecting students to mentors and peer networks, creating platforms for skills sharing, and better connecting digital initiatives
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
A Field of Online Dreams – Build it and they will come (or will they?) - Cult...Ken McCarthy
Academics working on online, blended and technology enhanced programmes and modules can oftentimes find themselves working in isolation from their teaching colleagues. Focused on providing the optimal student experience and with the usual demands on their time of a full teaching timetable they often don’t have the opportunity to look at emerging trends or technologies within their own discipline or indeed across disciplines.
A community of practice is defined by Wegner-Trayner as "a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly" and in establishing a TEL Community of Practice within WIT it is hoped that colleagues will have a forum to discuss, debate and discover best practice in the areas of online, blended and technology-enhanced learning. The COP will meet regularly with the focus being on community led initiatives and the sharing of and exchange of experiences.
This presentation will focus on the efforts that were taken within WIT on establishing a COP and document the journey taken so far. This has included a number of planning meetings, the publication of a number of staff newsletters, the holding of an end-of-semester showcase day: The Collective: Unexpected, together with a number of other events and activities aimed at building awareness and a sense of community. Accredited and non-accredited staff professional development activities and opportunities were also made available to staff across the institute.
Canvassing of support from Heads of School, Heads of Department and the Institute Executive led to the establishment and support of a COP becoming a key part of the newly drafted strategic plan as one of the actions aimed at improving the quality of the student learning experience.
Effective Strategies for Large Government OER ProjectsUna Daly
Presenters: Una Daly, Community College Outreach Manager at Open Courseware Consortium, Tom Caswell, Western Governor's University, Mrs. Frances Ferreira, Education Specialist for Open Schooling Initiative at Commonwealth of Learning.
Summary:
The unanimous adoption of the 2012 Paris OER Declaration at the UNESCO World Open Educational Resources (OER) Congress heralds a profound change to how publicly funded educational resources may be openly licensed and shared in the coming years.
A small number of large-scale publicly funded OER projects are in process, many more are anticipated worldwide, and effective strategies for managing this policy shift are needed. In this session we will examine two case studies to learn which strategies are currently being used to support publicly funded OER projects, and discuss what support will be needed to ensure the success of future large OER projects as more governments adopt open policies to require publicly funded resources be openly licensed resources.
Case Study 1: The U.S. Department of Labor (DOL) created the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program to encourage community colleges to create open education and vocational programs for unemployed workers. It represents one effort to introduce open policies into publicly funded projects by requiring that all materials created or modified with grant / public funds carry a Creative Commons Attribution 3.0 license to guarantee the resources can be reused, revised, remixed and redistributed.
Recognizing the need for grantees to fully understand these requirements, a private foundation is providing support for an OPEN Consortium (http://open4us.org) to provide consulting and direct technical assistance on open licensing, leveraging existing OER, universal design, accessibility, meta-data tagging, learning analytics, and developing open courseware. The TAConnecT program is another support mechanism that matches grantees with organizations that have expertise in many areas including faculty development of OER, measuring learning outcomes, developmental adult education, career workforce education, and open eLearning platforms.
Case Study 2: The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning / distance education knowledge, resources and technologies. COL has a decade-long history of helping developing nations improve access to quality education and training and the Open Schooling Initiative in Sub-Saharan Africa represents a multi-country project to use OER and technology to implement universal access to secondary school education.
Using professional development workshops, educators and policymakers have received training on development and operation of open schools. Topics have included OER development, instructional design, radio broadcasting, learner suppor
An initiative to promote coordination and synergies between key stakeholders working to build the capacities of development practitioners who want to become effective facilitators of pro-poor market development.
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Creating A Cloud Computing in Education Strategy for EuropeKarl Donert
A presentation at third School on the Cloud summit conference, held in Brussels on 18 November 2016, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
The presentation concludes with the Brussels School on the Cloud Declaration, with recommendations for senior European policy makers, calling on them to prioritise Cloud Computing in Education and Education for Cloud Computing.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The implications of MOOCs, OERs and other forms of informal learning on tradi...EduSkills OECD
This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
A Field of Online Dreams – Build it and they will come (or will they?) - Cult...Ken McCarthy
Academics working on online, blended and technology enhanced programmes and modules can oftentimes find themselves working in isolation from their teaching colleagues. Focused on providing the optimal student experience and with the usual demands on their time of a full teaching timetable they often don’t have the opportunity to look at emerging trends or technologies within their own discipline or indeed across disciplines.
A community of practice is defined by Wegner-Trayner as "a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly" and in establishing a TEL Community of Practice within WIT it is hoped that colleagues will have a forum to discuss, debate and discover best practice in the areas of online, blended and technology-enhanced learning. The COP will meet regularly with the focus being on community led initiatives and the sharing of and exchange of experiences.
This presentation will focus on the efforts that were taken within WIT on establishing a COP and document the journey taken so far. This has included a number of planning meetings, the publication of a number of staff newsletters, the holding of an end-of-semester showcase day: The Collective: Unexpected, together with a number of other events and activities aimed at building awareness and a sense of community. Accredited and non-accredited staff professional development activities and opportunities were also made available to staff across the institute.
Canvassing of support from Heads of School, Heads of Department and the Institute Executive led to the establishment and support of a COP becoming a key part of the newly drafted strategic plan as one of the actions aimed at improving the quality of the student learning experience.
Effective Strategies for Large Government OER ProjectsUna Daly
Presenters: Una Daly, Community College Outreach Manager at Open Courseware Consortium, Tom Caswell, Western Governor's University, Mrs. Frances Ferreira, Education Specialist for Open Schooling Initiative at Commonwealth of Learning.
Summary:
The unanimous adoption of the 2012 Paris OER Declaration at the UNESCO World Open Educational Resources (OER) Congress heralds a profound change to how publicly funded educational resources may be openly licensed and shared in the coming years.
A small number of large-scale publicly funded OER projects are in process, many more are anticipated worldwide, and effective strategies for managing this policy shift are needed. In this session we will examine two case studies to learn which strategies are currently being used to support publicly funded OER projects, and discuss what support will be needed to ensure the success of future large OER projects as more governments adopt open policies to require publicly funded resources be openly licensed resources.
Case Study 1: The U.S. Department of Labor (DOL) created the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program to encourage community colleges to create open education and vocational programs for unemployed workers. It represents one effort to introduce open policies into publicly funded projects by requiring that all materials created or modified with grant / public funds carry a Creative Commons Attribution 3.0 license to guarantee the resources can be reused, revised, remixed and redistributed.
Recognizing the need for grantees to fully understand these requirements, a private foundation is providing support for an OPEN Consortium (http://open4us.org) to provide consulting and direct technical assistance on open licensing, leveraging existing OER, universal design, accessibility, meta-data tagging, learning analytics, and developing open courseware. The TAConnecT program is another support mechanism that matches grantees with organizations that have expertise in many areas including faculty development of OER, measuring learning outcomes, developmental adult education, career workforce education, and open eLearning platforms.
Case Study 2: The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning / distance education knowledge, resources and technologies. COL has a decade-long history of helping developing nations improve access to quality education and training and the Open Schooling Initiative in Sub-Saharan Africa represents a multi-country project to use OER and technology to implement universal access to secondary school education.
Using professional development workshops, educators and policymakers have received training on development and operation of open schools. Topics have included OER development, instructional design, radio broadcasting, learner suppor
An initiative to promote coordination and synergies between key stakeholders working to build the capacities of development practitioners who want to become effective facilitators of pro-poor market development.
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Creating A Cloud Computing in Education Strategy for EuropeKarl Donert
A presentation at third School on the Cloud summit conference, held in Brussels on 18 November 2016, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
The presentation concludes with the Brussels School on the Cloud Declaration, with recommendations for senior European policy makers, calling on them to prioritise Cloud Computing in Education and Education for Cloud Computing.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The implications of MOOCs, OERs and other forms of informal learning on tradi...EduSkills OECD
This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Renewable Assignments as Open Education Practices for StudentsDiana Andone
Presentation of Renewable Assignments as Open Education Practices for Students, done by Dr. Diana Andone, Politehnica University of Timisoara on August 19, 2021 at the 2021 Global Smart Education Conference , online, Beijing Normal University, China
Learning and exploring with new technology at Dundee and Angus CollegeJisc
The Learning Lab at Dundee and Angus College is a space to promote the use of innovative technology through hands on learning, with the support of learning technologies staff.
In this demo you will see examples of how staff and learners have the opportunity to explore, experiment, create and learn using emerging technology in a safe, exciting space full of technology, which includes virtual and augmented reality, 3D capture/printing and drones.
The facility creates a 21st century learning experience which stimulates and enhances the student experience as well as providing opportunities to develop new skills
This presentation was created as an interactive poster that was originally displayed on a 55 inch touchscreen at LILAC Conference in UCD. It showcases an online learning course for information professionals which ran for 14 weeks in 2015.
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
Slides Developing Practice Based Arts Massive Open Online Learning Communitie...Chris Follows
UAL Learning & Teaching Day 2014 - Developing Practice Based Arts Massive Open Online Learning Communities UAL Learning & Teaching Day 2014
Crossing Borders: Enhancing Teaching and Learning at UAL
This year the Centre for Learning and Teaching Art and Design (CLTAD)'s Learning and Teaching day theme Crossing Borders will explore how collaboration, in its many forms, can support students' learning. The conference will be held on Wednesday 15th of January, 2014 at Chelsea College of Art,6 John Islip Street, London, SW1P 4JU.
Brief description of session and activities
Chris Follows: DIAL Project Manager, Digital Integration into arts Learning (DIAL), CLTAD
This presentation aims to explore and question the challenges, motivations and benefits of staff and students participating in massive open online learning communities, as a casual observer and/or as an active contributor. How important is being online as a learner and/or teacher to our careers and creative practice?
Chris Follows will draw from his experiences of the following online open educational practice, projects, interests and activities:
The agile development of process.arts.ac.uk
The Arts Learning and Teaching projects ALTO & ALTO UK
A year long Open University SCORE Fellowship
And the Digital Integration into Arts Learning (DIAL) project
Chris will summarise a broad selection of the key findings, issues and lessons learned from across these projects, interests and activities and relate these to the current technological and pedagogical challenges facing the HE sector today, including staff and student engagement and use of online technology for enhancing learning and teaching practice.
Chris will draw on Visitors and Residents principle: A useful typology for online engagement by David S. White and Alison Le Cornu to highlight many of the evolving agile open online Innovation and activities here at UAL.
Chris will introduce and invite participation in a new initiative http://www.artsmooc.org: a new experimental social enterprise approach to integrating online open educational practice into practical face-to-face based arts subjects, bringing together a unique ‘hands on’ research and development network/consortium.
Artsmooc focuses on addressing the digital/web literacies challenges based on the creative needs of its stakeholder groups by co-developing and creating new arts MOOCs Massive open online course/communities, learning environments and interest groups with and for its stakeholders.
How will students be involved in the session?
Updates from DIAL Student researchers and ambassadors will be included in the session. A student may be invited from the current Professional Online Identities Pilot Programme 2013/14
What will participants take away from the session?
New perspectives on open educational practice and the developing professional online identities.
Virtual and Augmented Reality at School. Disruptive Innovation in Education.Carlos J. Ochoa Fernández
Virtual and Augmented Reality presentation at ICERI 2016 (International Congress of Education Research and Innovation). A profund analisys about the VR&AR technologies and their impact in Education Sector.
Thoughts on Future University in 2030 Keynote Speaker Presentation for the ICIER International Conference on Interdisciplinary Educational Reflections 9 June 2022, virtual
University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
1. DESIGN RESEARCH / UAL FUTURES
4
Report Summary
University of the Arts London (UAL) is one of the world’s
most renowned institutions for education in arts,
design, fashion and communication.
Delivering a transformative education that ensures
students reach their full potential requires us to work
in partnership with them, drawing on their natural
enterprise and curiosity.
UAL Futures is an initiative responding to the
challenges and opportunities digital technologies
present for the creative and cultural sectors.
Funded by the Higher Education Innovation Fund,
the project requires us to work in collaboration with
creative partners to develop services, experiences
and learning programmes that prepare students for
successful careers in the digital creative industries.
The Challenge
In 2015 UAL Futures invited students, staff, alumni and
creative industry partners to become co-designers and
help us explore ways we can support digital creativity
at UAL.
The project asked participants to respond to the
challenge question: how might we co-design a digital
creative toolkit for UAL.
Two UAL researchers were invited to design a series of
workshops with the aim of;
• Exploring and identifying themes in the current
digital skills and learning landscape.
• Identifying the needs and behaviours of students in
relation to digital skills.
• Mapping students’ creative journeys and ways they
access and apply digital technology.
• Bringing students and creative professionals
together to share insights, ideas and come up with
solutions to the challenge of improving digital skills.
• Exploring how outcomes might be developed into
income generating enterprise opportunities to
enable UAL Futures to become sustainable.
The project had input from over 100 students, staff,
alumni and creative professionals. In workshops
we were also joined by speakers from the creative
industries and education including the Tate, Hyper
Island, Hirsch and Mann, General Assembly and UAL.
Findings
Six steps to learning
We have identified six key elements to digital learning.
These broadly describe content, activities and
experiences a student wishing to learn digital skills
would benefit from having access to;
1. Defined knowledge - gateway resources to define
and demystify digital concepts and terminology
will help students contextualize them around their
interests.
2. Access to resources - products that students
or anyone wanting to learn digital skills needs
access to (technology, software, hardware, learning
resources).
3. Access to learning - activities and services that
facilitate inspiration, learning and knowledge
exchange (talks, classes, workshops).
4. Opportunities to apply learning - projects
and experiences that help students apply new
knowledge and skills (prototyping, side-projects).
5. Access to people with knowledge - teachers,
mentors, technicians, but crucially peer networks.
6. Access to support networks - communities
where knowledge and experiences can be shared.
2. 5
DESIGN RESEARCH / UAL FUTURES
5. Spaces to meet and make.
Participants consistently mentioned a desire for
an open, physical environment to meet, make and
collaborate. Shared UAL spaces that offer access
to resources, activities and which help create
community by facilitating collaboration.
6. Cross-disciplinary collaboration.
To mirror the changing nature of work in the
creative industries UAL needs to provide
opportunities for students to work on truly
inter-disciplinary projects - and recognise their
importance in developing digital skills and
enhancing graduates’ employability.
7. Shaped by students.
Solutions we develop should be built with students
and graduates. We want to recruit UAL Futures
champions to shape the project. And any digital
products we develop, such as on online platform,
should involve students in the process - to learn
whilst making.
8. In partnership with industry.
Because they face the same challenges,
perspectives from right across the creative and
cultural sectors are crucial to help shape the way
we support digital skills and creativity at UAL.
Recommendations
Delivering content and experiences.
1. Defining and demystifying digital.
We would like to see UAL develop content and
resources that unpack fundamental digital
concepts for students. Short online introductions
and offline classes that act as a gateway to
understanding the skills, tools and approaches
used within a digital creative context.
2. Networked knowledge.
We would like to explore ways alumni, industry
mentors and peer networks can respond to
student’s need for access to expertise and
support. A pool of people with digital skills and
tech expertise would ease pressure on specialist
technicians.
3. Platforms for exchange.
We would like to see UAL to develop systems,
services and platforms that encourage peer-to-
peer collaboration, skills-sharing and knowledge
exchange and which reward participation.
4. Connecting digital at UAL.
We would like to see UAL explore ways of
connecting and highlighting the many individuals,
projects and initiatives happening across UAL
in this area. This would help students access
opportunities beyond their colleges and elevate
the University’s collective work in the digital space
to the wider public.