All posts by James Clay

apple, audio

Hey Siri, what’s my day like today? Alexa when’s my next lesson? Okay Google, where are my library books?

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Microphone
Image by rafabendo from Pixabay

Voice assistants have become widespread and are proving useful for a range of uses. The cost has fallen over the years and the services have expanded.

Google report that 27% of the global online population is using voice search on mobile.

Alexa was announced by Amazon in November 2014 alongside the Echo devices, which act as connected speakers and hubs for voice controlled devices. The Echo devices act as connected hubs complete with speakers and in some cases small screens. Amazon continues to innovate and develop their Alexa devices including car adapters and headphones.

Alexa
Image by finnhart from Pixabay

Cortana from Microsoft was demonstrated in April 2013, and was released as part of Windows 10 in 2015. In March 2021, Microsoft shut down the Cortana apps entirely for iOS and Android and removed them from corresponding app stores. Microsoft has also reduced emphasis on Cortana in Windows 11. Cortana is not used during the new device setup process and isn’t pinned to the taskbar by default.

Bixby from Samsung was announced in March 2017. Unlike other voice assistants Samsung are going to build Bixby into a range of consumers goods such as refrigerators and TVs which they manufacture.

Google have Google Nest, which was originally released as Google Home announced in May 2016 and released in the UK the following year. In May 2019, Google rebranded Google Home devices to the Google Nest banner, and it unveiled the Nest Hub Max, a larger smart display.

Google Home
Image by antonbe from Pixabay

Google Nest speakers enable users to speak voice commands to interact with services through Google’s intelligent personal assistant called Google Assistant.

And of course Siri from Apple. Siri was originally released as a stand-alone application for the iOS operating system in February 2010, but after a buy out from Apple was released as part of the operating system in October 2011. It wasn’t until 2018 that Apple released their own connected speaker hub with the HomePod in February of that year, which was replaced with the HomePod Mini in November 2020.

Many of these voice assistants started their journey on mobile devices, but over the last few years we have seen connected voice controlled hubs appearing on the market.

An online poll in May 2017 found the most widely used in the US were Apple’s Siri (34%), Google Assistant (19%), Amazon Alexa (6%), and Microsoft Cortana (4%).

Though we might think we want to see how we can embed these into the classroom or education, they are not aimed at this market, they are consumer devices aimed at individuals. Our students are certainly the type of consumers who may purchases these devices and they will want to be able to connect them to the university or college services they use.

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Photo by Annie Spratt on Unsplash

All the voice assistants require some kind of link to information and in some cases data.

If I ask Alexa to play a particular song, she delves not just into my personal music collection on the Amazon Music app but also what is available through my Prime subscription. If the song isn’t available I could either subscribe to Amazon Music streaming service, or purchase the song.The Alexa ecosystem is built around my Amazon account and the services available to me as a Prime subscriber.

With Google Nest I have connected my free Spotify account to it. This is one of the key features of these devices that you can connect services you already subscribe to, so you can control them via voice. Of course the reason I have a free Spotify account is that Google Nest would much prefer I was connected to Google Music, and it certainly won’t let me connect to either my home iTunes library (where virtually all my music is) nor to Amazon Music. So when I ask Google Nest to play a particular music track, she gets annoyed and says that she can’t as that is only available on Spotify Premium.

This is one of the challenges of these devices that they are quite reliant on subscriptions to other services. Apple’s HomePod only really works if you have an Apple Music subscription.

When it comes to connecting services to voice assistants then are two key challenges, can you get the right data out to the right people, and similarly can you do this for the range of voice assistants available especially when you remember that there is no de facto standard for voice assistants.

It would be useful to know and understand what sorts of questions would be asked of these assistants. There are the known problems, such as where is my next lesson? What books would be useful for this topic? When is my tutor free for a quick chat on assignment? Do I need to come into college today? Even simple questions could result in a complicated route to multiple online systems. Imagine asking the question, where and when is my next lecture, what resources are available and are there any relevant books in the library on this subject? The module design or course information system (or more likely this is a dumb document) would have the information on what would be next. Timetabling systems would be able to inform the learner which space and when the lesson was. Imagine the extra layer of last minute changes to the information because of staff sickness, or building work resulting in a room change. As for what resources are available, this may be on the VLE or another platform. As for additional resources then this could be on the library systems. How would the voice assistant know what to do with this information, could it push the links to a mobile device? Add in a social platform, say a closed Facebook group, or a collaborative tool such as Slack, then you start to see how a simple question about what am I doing next and where is it, becomes rather complicated.

student
Image by Karolina Grabowska from Pixabay

There is though something to be said to ensuring services work with voice assistants, as the same data and information could also be used with chatbot interfaces (ie textual assistants) and with campus bound services such as kiosks or web portals. Get the data right then it’s simple a matter of ensuring the interface to either voice, text or screen is working. Learning analytics services rely on a hub where academic and engagement data is collected, stored and processed. Could we use a similar data structure to build the back end system for chatbots, kiosks and voice assistants?

Could we Siri? Could we?

This is an updated version of a blog post I wrote in August 2018 on the Jisc Intelligent Campus project blog.

learning

I can teach anywhere

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lecture theatre
Image by Wokandapix from Pixabay

…but will the students be learning?

I taught for many years in a wide range of different environments. Even today I run staff development sessions for both Jisc and universities across the UK. 

I use to say things like “I can teach anywhere”. What I meant by this, wasn’t that the environment or space I was using wasn’t important, but I could overcome the disadvantages of the different spaces I had to play with, and still deliver an effective session.

City of Bristol College Ashley Down Centre
City of Bristol College Ashley Down Centre by James Clay CC BY-NC 2.0

For example when I worked at the Ashley Down campus of the City of Bristol College, this was an old Victorian orphanage, which had really high ceilings. The acoustics were terrible, even after refurbishment, the ceilings were still really high. In these rooms I would often adjust my sessions to individual activities or group work. I would ensure that any instructions were provided in a written format as well as verbally. Of course back then in the 1990s we had none of this Powerpoint and projector nonsense, so printed stuff was the norm.

Of course being able to teach anywhere is not quite the same as being able to teach effectively anywhere. The environment can make a difference. When it comes to planning spaces for teaching, the impact of temperature, noise, lighting, acoustics, air quality and other factors can have a positive or negative impact on how students learn. Some of these may be marginal, but as we know from marginal gains analysis. The marginal gains theory is concerned with small incremental improvements in any process, which, when added together, make a significant improvement. The same can be said with incremental negative impacts can have a significant detriment.

So though I might be able to teach anywhere the reality is that all those challenges and issues I face in an inappropriate space, may well result in poor quality learning, despite the quality of my teaching. 

I may not be able to mitigate all the issues, but where I know what they are (and their impact) then I can alter my teaching (or learning design) to either mitigate (or even take advantage of) that issue.

With the record temperatures that the UK is facing today (18th July 2022) university staff may be pleased that most of them are not teaching in this heat, but they might be in future years.

How do we, and how can we plan and mitigate for the impact of the environments in which we teach?

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Return to the Moodle – Weeknote #176 – 15th July 2022

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I started off the week with a cross-sector agency meeting on widening participation.

I spent most of the week travelling. I was visiting various places and universities as part of a scoping piece of work I am doing in the Intelligent Campus space. It was also an opportunity to look at the physical campuses of various universities following two years of conversations over Zoom.

Dave Foord on a mailing list posted a link to a blog post he had written last month on three organisations he was supporting to return to Moodle having switched to a different VLE and then finding that  the “problems” that the new VLE was supposed to solve, hadn’t actually been solved. It reminded me of many similar conversations I have had in the past about changing VLEs. Often lack of engagement with a VLE is placed at the door of the VLE, so the conclusion is that switching the VLE is the answer. It usually isn’t.

Jim Dickinson (of WonkHE) created and crowdsourced a really interested and useful Twitter thread.

My contribution was about students being able to use their “local” campus rather than their “actual” campus.

I spent some of the week reviewing our new guide to the Intelligent Campus, and the revamped guide to the Intelligent Library. The library guide was never published but has been updated for 2022. I am aiming for publication of these in the autumn.

My top tweet this week was this one.

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I am not going to resign – Weeknote #175 – 8th July 2022

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This week I was working from home. Politically it was a chaotic week, as from Tuesday evening, there were multiple resignations across the government, which culminated with Boris Johnson standing down as leader on Thursday morning. We had three Education Secretaries of State in three days, and at one point there were no ministers in the Department for Education.

I took some leave this week, and spent much of the rest of the week planning for next week, next month and the next year.

I published a more detailed blog post about the Learning at City conference I attended last week.

Overall I had a really good day and enjoyed all the sessions I attended.

I have been reviewing the drafts of the revised Intelligent Campus guide, which was originally published in 2017. This revised version is updated and sets the scene, potentially, for future guides and reports in this space. The first of these will be likely a guide to the Intelligent Library. We have also been revising the many use cases we published for the Intelligent Campus.

Going forward there are lots of opportunities, and this will be led by sector need after scoping and researching the space. I am planning a series of community events and workshops across this space for next year.

One area I think has potential is the intelligent learning space. I did write about this two years ago, in a blog post.

An intelligent learning space could take data from a range of sources, not just the physical aspects of the space and how it is being used, but also the data from digital systems such as attendance records, the virtual learning environment, the library, student records, electronic point-of-sale and online services. This joined-up approach can provide insights into the student experience that we would otherwise miss. These insights can inform and support decision-making by individuals across the campus, including students, academic and professional service staff. By using live and dynamic data, decisions can be made that are based on the current state of the different learning spaces across the campus.

Is this something we need? Would it be useful, or would it only result in marginal benefits to the overall student experience?

Had a scoping call about a possible presentation to HEAnet in Dublin in September, which will be good.

My top tweet this week was this one.

assessment, conference

Learning at City Conference

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At this time of year, many universities run teaching and learning conferences.

I have spoken at a few of these myself. In July 2020 I presented (online) at the University of Hertfordshire Teaching and Learning Conference. In July 2021 I did a keynote at the University of Cumbria Annual Learning & Teaching Fest. The week before that I had spoken at the LJMU Active Blended Learning Conference.

What I do find though, if I am not speaking, is I usually find out about these kinds of conferences, while they are happening on Twitter.

This year we are seeing a lot more conferences happening in-person. So when I saw that City, University of London, were running their Learning at City teaching conference in-person and were welcoming external delegates, and it hadn’t happened yet, I signed up.

One of my reasons for attending was to find out more about their approach to hybrid teaching, which I had read about online.

After coffee and pastries, we had the welcome and opening keynote.

Friend or Foe? Configuring the Role of Assessment as an Opportunity to Transform the Quality of Higher Education was presented by Professor Susan Deeley, who is Professor of Learning and Teaching(Urban Studies) at the University of Glasgow.

Taking a holistic view of its functions, assessment can be utilised in versatile ways to be effective and efficient. Playing a vital role at the heart of learning and teaching, authentic and sustainable assessment is key to facilitating students’ development of skills, competencies, and graduate attributes. This is in addition to enabling students to demonstrate their academic knowledge, understanding, and critical thinking. Stepping beyond traditional assessment boundaries, a less conventional path is explored where students are actively engaged through assessment and feedback literacies within a staff-student partnership approach to learning and teaching. It is asserted that this leads to students’ deeper learning and a more democratic classroom. Configuring such a positive role for assessment transmutes it into an intrinsically motivating force that can transform the quality of higher education.

The talk covered a range of issues relating to assessment, and I did a sketch note of the talk.

One of the questions at the end of the conference was how challenging it would be to change the assessments within a module due to the validation process that was quite rigid and lacked flexibility for change at pace, or would require re-validation. This is indicative of processes that were designed for in-person courses that would change rarely, lacked flexibility and agility. Sometimes there are good reasons for that, but it does mean that sometimes though you can’t be responsive.

Having booked into parallel sessions, I did the usual thing and go to the “wrong” session.

I had intended to go to the Discover Learning Design with LEaD session, but in the end, went to a session with two papers.

Understanding student digital experiences at City, University of London and  From face-to-face to remote learning: what can we learn from student experiences of pre-recorded lectures in the pandemic?

The first presentation was about the results of the Jisc Student Experience Insights survey at City.

Whilst teaching has moved back to campus, for many students there are still online or blended elements to their learning. It is therefore important to continue to evaluate student experiences of technology for learning. This paper will present the results from the 2021/22 iteration of the survey carried out at City during Spring 2022. The session will compare the results with the national benchmark from Jisc and previous iterations of the survey to see how the Covid-19 pandemic has impacted on student digital learning experiences.

It was interesting to see how a university was actually using the survey to inform decision making.

The second paper was focused on a cohort of students.

We explore students’ experience of asynchronous learning activities, with a specific focus on pre-recorded lectures and consider their role in promoting deep learning in an online education context. 

In this subject lecturers pre-recorded their lectures to help provide a more engaging learning experience. It was also designed to be more inclusive for those attending online.

In the presentation, we heard that student feedback was in the main positive, it was seen as more flexible, more accessible, students were able to interact with the recordings when they wanted to, and could rewind, review and drop into the recordings. It was also interesting to hear about the importance of captions (or transcripts) of the recordings.

After lunch there were two more sessions, I attended The Pedagogy of Hybrid Space and Transforming your presentation slides for online learning.

These were interesting sessions and demonstrated by their delivery the challenges of delivering hybrid (as in dual mode simultaneous) sessions. I will focus on these two sessions in a later blog post.

The final session of the day was a summary of the day and a celebration of staff achievements.

Overall I had a really good day and enjoyed all the sessions I attended.

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Blast from the past – Weeknote #174 – 1st July 2022

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This week I attended the Learning at City Conference, an in-person event in London. It was like a blast from the past, as I travelled up on the day on the train and went across London. Easier though than on previous visits to City, as the Elizabeth Line is much smoother and faster than the Tube trains I would usually take. One of my reasons for attending was to find out more about their approach to hybrid teaching, which I had read about online.

It was a good conference and I enjoyed it, I am writing a more detailed blog post about the day. I did managed though to do one sketchnote on the opening keynote on assessment.

I am currently working on reviewing, revising and developing a range of reports related to the intelligent campus. This includes an updated version of the Intelligent Campus Guide, which we originally published back in 2017. A lot has happened in this space since then. We also took the opportunity to update the many use cases which were on the blog. Still thinking about the best format for these going forward. One thing we did draft back in 2017 was an Intelligent Library Guide. In the end it didn’t get published, but this time we have updated and revised the guide ready for publication later in the year.

I am also working on an Intelligent Campus Learning Spaces Scoping Study. Looking at how learning spaces are being used, and what are the issues are in the context of the intelligent campus.

I attended an HE & Research Leadership Team Coaching session. We looked at our internal processes, systems and structures, and reflected on how we would work going forward.

I published a blog post, Predicting an uncertain future about thinking about the future. Predicting is hard, and we can get it wrong. Actually, most of the time we do get it wrong.

Today we can also talk about possibilities and what it could mean for the student experience in the future. The purpose of this is not to predict what the university of the future will be but provide an envelope of possibilities that would allow us to plan for that potential future and build in appropriate resilience and responsiveness.

I attended Wonkhe’s Education Espresso – Telling the story of changing pedagogy event online. It was a stark contrast, from an experiential perspective to the in-person City event I had attended earlier in the week.

My top tweet this week was this one.

fote09, gloucestershire college

Predicting an uncertain future

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crystal ball
Image by Martyn Cook from Pixabay

Predicting is hard, and we can get it wrong. Actually, most of the time we do get it wrong.

It is hard, almost impossible to predict the future as there are too many variables and dependencies. Who would have predicted the covid-19 pandemic and subsequent lockdown? Who would have foreseen the growth of smartphones?

I have many times on this blog talked about the future. Back on the 2nd October 2009 I was at the ULCC Event, The Future of Technology in Education and I presented on the future of learning.

Ten years later I revisited those predictions. So, did I predict the future?

No.

But the point of the presentation wasn’t necessarily about being delivering an accurate prediction of the future but talking about the possibilities of the future.

In my 2009 talk, I spoke about connectivity. Back then it was either slightly haphazard, or expensive, or both. We had 3G, but it wasn’t widespread, it would be another three years before we saw 4G. As for 5G, that wouldn’t arrive until 2016.

laptop with coffee
Image by Firmbee from Pixabay

Wi-Fi was there, but it didn’t always work, and network congestion would often cause the Wi-Fi to fail. This happened with frequent regularity at events and conferences I attended back then, as delegates killed the Wi-Fi with too many connections. The Wi-Fi which was being made available was based on the assumption that there would only be a few delegates with wireless devices. Of course, I was attending events with loads of people in the field of educational technology, who would arrive at events with generally at least two devices. Everyone would connect to the conference Wi-Fi, and it would fall over. So much so, that for many years I would never use conference Wi-Fi and would use my own 3G connection.

At the time I was working at Gloucestershire College and though we had had staff Wi-Fi in our new building which opened in 2007, it was another year before we expanded the Wi-Fi to allow students to connect. What we did plan, was to ensure that the Wi-Fi would be able to handle not just the demand at that point in time but would be able to handle the future Wi-Fi needs of students going forward (and could be extended and expanded if required).

In 2009 I said about the future, that I felt connectivity wouldn’t just be important, it would be critical for the future of learning. Though we would have no idea about what devices the students would be using, we could prepare for the possible future by ensuring the infrastructure was in place ready for that uncertain future.

Here in 2022, thirteen years later, students have devices that depend on ubiquitous connectivity for a seamless experience. Do we have the infrastructure to support this, or are we playing catch-up? What we may not have predicted is the importance of localised connectivity and off-campus connectivity and the dependency on this by students who might not be able to, or want to travel to campus.

Image by Pexels from Pixabay
Image by Pexels from Pixabay

Today we can also talk about possibilities and what it could mean for the student experience in the future.

The purpose of this is not to predict what the university of the future will be but provide an envelope of possibilities that would allow us to plan for that potential future and build in appropriate resilience and responsiveness.

We did some of that with Jisc’s Learning and Teaching Reimagined where we set some future visions from across sector.

We’re building a collection of possible future scenarios, created by experts to inspire (and possibly scare) us into thinking about what a preferable future for higher education might look like.

These visions are not going to happen but are there to help us think about how we might plan for an uncertain future. What will happen? What could happen? What won’t happen? What should happen? What must happen?

Is it time again to predict the future?

weeknotes

It’s challenging – Weeknote #173 – 24th June 2022

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Is it getting harder to get a university place? David Kernohan on Wonkhe certainly thinks it is, in his recent article.

UCAS snuck some data out yesterday that appears to confirm what many have been hearing for a while – for certain subjects and for certain providers this years’ A level and Higher candidates are finding it harder than ever to secure a place at their chosen university.

Spent most of the week working from home, the train strike had a little impact on my working. I published a blog post about working and location and my own experiences and what my practices are.

For many people, including myself, what we do changes over the day, during the week and over time. Sometimes my work is about reading and making notes, add in there writing. Other times I am facilitating workshops, attending meetings, running meetings, having conversations, and so on. Throw in their online versions of these as well to complicate the mix.

In a recent Jisc report, many staff across higher education have similar complex working patterns and the concept of hybrid working is embedded into universities across the UK.

Photo by Chris Montgomery on Unsplash

On Tuesday I attended the UCISA online event Embrace Digital: promoting the use of digital technology in HE. It was interesting to hear how the university presenting were promoting and embedding digital technologies across their staff. I wrote up some of my reflections from the event in a blog post.

microphone

I recorded an internal blog post with a colleague about innovation. I have written about innovation before.

We may think we are innovative, but we’re probably not. Innovation for me means new or different. It doesn’t necessarily mean better or improved. Innovation is all about change, and change is all about culture and leadership. If you want people to go and be more innovative, then you will need to think about the leadership required to deliver that, and the impact you want to achieve.

In another post I discussed how innovative practices can be embedded into organisations.

For me true innovation in educational technology is change which has significant impact across the whole organisation. However this isn’t always exciting and shiny! Too often we focus on the new and the shiny and less on those innovations, that are holistic, organisation-wide and would have a greater impact on the learner experience.

Where I have seen true innovation in universities (and colleges) it has been in the main for something quite dull, but it is embedded across the entire organisation and is having an impact.

Spent some time sorting out entries on our CRM.

Have been reviewing our updated guides on the Intelligent Campus and a new guide on the Intelligent Library.

My top tweet this week was this one.

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Embracing digital

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Image by Florian Pircher from Pixabay

I attended the UCISA online event Embrace Digital: promoting the use of digital technology in HE. It was interesting to hear how the university presenting were promoting and embedding digital technologies across their staff. In response to a question about why a university did not use the Jisc Digital Capability Service, their response was that the questions in the digital capability tool weren’t quite right, so they wanted to write their own questions and tailor them to meet the needs of Lancaster. I can quite understand that reasoning. I suppose what I would question, is that when you have limited resources, is the best use of time improving something that exists, or actually implementing that something with staff? If something isn’t quite right, then yes, create your own, however if it is, say 80% right, isn’t that enough? A lot of this falls down to what you are trying to achieve, are you trying to build the best tool ever, or are you trying to use a tool to improve the digital skills of your staff? What is your key objective? How much does it matter that a tool isn’t perfect, if it is good enough, is that good enough? Another reflection on this is, looking at this from a sector perspective. If every university goes down the route of creating their own tools, then there will be a lot of duplication of effort and significant resource allocated. We then have to ask for what gain?

A story I use to tell during presentations and workshops was about someone who wanted to write some poetry on their computer but wasn’t sure how to start. One person said they should use Microsoft Word, as that was the standard word processing tool. Another person said that Google Docs was a better choice, as it was in the cloud and enabled collaboration. Meanwhile another person said that, they should avoid proprietary software and should use OpenOffice as it was free. There was also a Mac user, who said they should use Pages, as that is what creative people used. One person in the corner said, don’t use a computer and that maybe they should just use paper and a pencil. All well and good, but someone wanted to write some poetry and that is what they needed help with, was writing poetry.

The objective of building digital skills is not about building digital skills, that isn’t, nor should be the aspiration. The reason behind building the digital skills of staff, is about enabling and empowering them to use digital technologies for something else, such as enhancing the student experience, improving student outcomes, efficiency, and so on. By focusing on the tool, you may miss the point of why someone wants to know how to use the tool.

This doesn’t mean that everyone should use the same tools and services, and everything should be centralised, far from it. My opinion is much more that when we think about what we want to achieve, we should ensure we have clarity about the aims and the objectives of what we are trying to do. In some cases that may mean using a sector wide service, other times it may mean creating our own institutional tools and services.

weeknotes

Moving forward – Weeknote #172 – 17th June 2022

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It was quite a busy week, with some travelling, going to different offices, a range of meetings and conversations. I also starting thinking about my work for next year.

Followed an interesting discussion about hybrid online. So, what is hybrid learning? If first published my perspective on hybrid (based on Simon Thomson’s ideas) back in May 2020, which I saw hybrid courses as analogue to hybrid cars, and being responsive to a changing external landscape.

With a hybrid course, some sessions are physical face to face sessions. There are live online sessions and there are asynchronous online sessions. In addition, there could be asynchronous offline sessions as well. You may not want to be online all the time! Some sessions could be easily switched from one format to another. So, if there is a change in lockdown restrictions (tightening or easing) then sessions can move to or from online or a physical location. These hybrid responsive courses will allow universities to easily clarify with prospective students about their experience and how they potentially could change as restrictions are either lifted or enforced. It helps staff plan their teaching and assessments to take into account the environment and changes to the situation.

Of course today, no one thinks that kind of responsive course is hybrid.

Sue Beckingham has in the past published a diagram on her view of the different terms that have been used across the sector.

Modes of Learning – (Sue Beckingham, 2021)

Simon Thomson makes the point in a recent blog post that

I do think Sue Beckingham’s work is really helping in clarifying those differences in opinion on terminology and at least get to a consensus even if some won’t always agree.

We can spend a lot of time discussing what terms to use, or we can spend our time helping staff to deliver highly effective programmes for students. I do think the critical issue is ensuring a shared understanding, rather than focus on discussing the correctness of terms, when it comes to academic development and providing training and support.

Tuesday I was off to our Harwell campus to run a drop-in session about our sector strategy. This was my first visit to Harwell since October 2019. You could tell the difference the hybrid working we now have at Jisc is, as arriving late morning, I was still able to find a space in the car park (there was actually lots of spaces). On all my previous visits to Harwell the car park was (so I was told) full well before 9am. Now with staff working flexibly there are less staff commuting to the office on a daily basis. As you might expect the office was rather quiet.

Microsoft has retired Internet Explorer after 27 years

Internet Explorer’s popularity was dented by the launch of faster browsers such as Chrome and Firefox, as users seized on new applications to navigate platforms including Google Search, Facebook and YouTube. The rise of smartphones then arguably delivered the fatal blow, with Apple’s pre-installed Safari browser and Google Chrome on Android phones helping to shift internet access and usage into the mobile realm.

As a Mac user I remember the frustration of web sites being Internet Explorer only, which was compounded when I started using mobile devices.

I do like this animation of web browser usage over the years.

You certainly see at one point the dominance of Internet Explorer.

I went into our Bristol office on Thursday, it was a lovely hot day, but the office was nice and cool. I had a meeting about my priorities for next year. We have initially decided on personalisation of learning, the (digital) student experience and the intelligent campus (which includes learning spaces and net zero aspirations).

Turned out it was the hottest day of the year so far.

My top tweet this week was this one.