Transforming – Weeknote #159 – 18th March 2022

According to a study museum visits do not improve GCSE results.

A family trip to the theatre or an afternoon at a museum may be a fun day out, but new research suggests that such cultural outings will not actually help children secure higher grades.

I love the implication that the only reason to do some cultural stuff is to secure higher grades at GCSE. Sometimes we as a family do stuff because it is fun, enjoyable or makes you think. A couple of weeks back we went to London for a day out, my daughter and I headed to the British Museum to see the Greek galleries. She had been reading the Percy Jackson series and now has a serious interest in Greek mythology. We both really enjoyed viewing the exhibits and reading the background and history of the different things we saw. Will this help her secure higher grades? To be honest we weren’t thinking or worrying about that. It was a great day out.

So how was your week? Mine, well I upset Spain with a photograph of the dish I cooked on Saturday night.

After a busy week travelling I was working from home on Monday. I finished my blog post on transformation, this is an area where I have been presenting and discussing and I wanted in this post to finalise some of my thinking on (digital) transformation.

Well, I have been thinking about what we understand mean by digital transformation and in some discussions, I have been using different kinds of explanations to explore what I see and understand digital transformation is.

In the post I went through the possible digital transformation of requesting and approving leave.

Tuesday though I was back to our Bristol office, for various things. Bristol Temple Meads that morning was full of Peaky Blinders types, suits and flat caps, all on their way (probably) to the Cheltenham Races. If Digifest (which was last week) was the same week as the Cheltenham Races, I would avoid the trains and drive to Birmingham. When I worked at Gloucestershire College, I would avoid our Cheltenham campus those weeks as well. Mainly as the trains were usually full and crowded of very drunk people out to have a good day, and it usually wasn’t even 9am!

I did some work on presentation formats for some ideas we are working on for online events and thought leadership content. Too often when it comes to online presentations, we see talking slides or talking heads. I have been reflecting and thinking about how we can be more creative, more innovative in the ways in which we deliver content during events or on the website. A lot of my thinking is based on the translation posts I did during the pandemic.

Thursday, I ventured back to the Bristol office again. It was much busier today with a couple of teams doing a co-location day. We also had a coffee and cake morning for charity.

The OfS are to launch a review of blended learning.

The Office for Students (OfS) has today launched a review of blended learning, amidst concerns that the poor quality of the online experience for some students during the pandemic has undermined the positive potential of mixing in-person and online course delivery.

It will be interesting to see the outcomes of the review in the summer.

Having defined the success criteria of our HE sector strategy I started detailing what this meant for one of our ambition statements and what Jisc could potentially do in this space to achieve the strategic aspiration.

I also started working on a second communication plan for the strategy. We did one last summer, but listening and talking to staff across the organisation, we have felt that we need to do more work to explore, explain and reflect on the HE sector strategy to the rest of the organisation. One challenge I am facing is what do we even mean by strategy?

butterfly
Photo by Krzysztof Niewolny on Unsplash

I did another blog post on transformation, this one was on the nature of transformation.

In the world around us the transformation of caterpillars into butterflies is a marvel of nature. Though technically referred to as metamorphosis rather than transformation, the process for butterflies (and all insects) involves a conspicuous and relatively abrupt change. This got me thinking about digital transformation in organisations.

HEPI and QAA published a new report that unpacks the meaning of quality in a complex and rapidly changing higher education sector.

Quality is a slippery term, not least because it is in part practical, in part philosophical and (almost) always relative. Yet it underpins higher education provision and is central to policy debate and regulatory approaches across the UK. So how do we define quality? An understanding of the different mechanisms at play can provide context to the debate.

My top tweet this week was this one.

The Butterfly Effect

butterfly
Image by Desha from Pixabay

In the world around us the transformation of caterpillars into butterflies is a marvel of nature. Though technically referred to as metamorphosis rather than transformation, the process for butterflies (and all insects) involves a conspicuous and relatively abrupt change.

This got me thinking about digital transformation in organisations, so I asked on the Twitter:

Do you think transformation is something that has a result (we’ve been transformed) or do you see it as an evolving continuing process (we are transforming and continue to transform)?

There were mixed responses, some thought it was incremental, some thought it was a continual process, few though thought of it as some kind of “big bang” transformation.

Though I think transformation can be incremental, and for most organisations change is often seen as a series of steps that happen over time, rather than planning for a conspicuous and relatively abrupt change. But with incremental transformation, you still need some kind of vision or end game. Otherwise, you may find you have changed but not necessarily transformed. Another perspective is that you make incremental steps, but the full effect or possibilities isn’t immediately apparent. But at some point, in the future it suddenly all makes sense.

Of course there is the question what happens after transformation? With butterflies they flutter around, do all the stuff that butterflies do and then that’s it.

butterfly
Image by Jill Wellington from Pixabay

With digital transformation, is there an end game, or because of the ever changing nature of digital, transformation is continual and evolving process. This is where the butterfly analogy starts to fall apart.

We can then start to see digital transformation under another lens, one of changing the organisation to one which can thrive in a constantly changing digital environment. This is where the organisation transforms to take advantage of the affordances and opportunities that, not just current digital and online technologies can bring, but also ensure the organisation is in a position, has the structure, the systems and processes, so can it take advantage of future and unknown digital and online technologies as they are developed and come on stream.

As we discuss and talk about digital transformation, it becomes apparent very quickly that digital transformation is not about digital causing transformation. It’s not as though if you invest in digital and online technologies that therefore you will be (magically) transformed.  Digital transformation is probably best explored and explained as transformation which is enabled by digital technologies and can take advantage of the affordances of digital.

Thinking about digital transformation

Venice Carnival
Image by Serge WOLFGANG from Pixabay

This blog post is not about providing a clear definition or understanding what digital transformation is and how it applies to the higher education sector.

So, what is this blog post about then?

Well, I have been thinking about what we understand mean by digital transformation and in some discussions, I have been using different kinds of explanations to explore what I see and understand digital transformation is.

So, this is going to be the start of a few blog posts on my thinking and reflections on digital transformation.

In recent conversations and presentations, I have been talking about Human Resources (HR) systems, specifically that aspect of requesting leave.

The 3 D’s model of digital transformation from Educause is quite useful in explaining my thinking.

So if you are of a certain age, your original leave form may have been, as it was for me, a piece of paper. On that paper was my leave entitlement for the year and I would write down the date or dates I wanted to take leave. I would then go to my line manager who would then check I still had leave left to take and then could authorise the leave or not. It did depend heavily on us both having the time slots available to do this. My line manager would also need to check sometimes if I could take leave, what would happen if other people had leave booked at the same time. So they sometimes would have a larger piece of paper, more of a year planner, that they could use to check those dates, find out who else was on leave and then they could authorise it. You can tell straight away that there were challenges in this, who owned the single point of truth?

Digitisation often meant replacing those pieces of paper with spreadsheet files. So, you would fill in the details in the cells in a spreadsheet and send them to the line manager for approval usually by email. They would have a bigger spreadsheet, which they would need to check, before sending back approval by email. Of course there was no notification process, so your leave request could get lost in a bulging inbox. You never knew if you should send the email request again, in case the duplicate leave request got processed as well. You did though often have multiple versions of spreadsheet files across different computers. Institutional constraints on email mailboxes often meant you needed to delete email requests, which sometimes didn’t help with checking. Shared network drives did start to make the process a little easier, and did mean less bulging email inbox folders.

Nothing though had been really transformed, as the process was the same, it was just that pieces of paper had been replaced with spreadsheet files (sometimes masquerading as forms, but were still spreadsheet files).

student on a laptop
Image by StartupStockPhotos from Pixabay

Your organisation then probably had a sales pitch from a company, to your HR or Personnel department, about the transformative opportunities that could be gained by purchasing a digital HR system.

You could take that leave authorisation process and digitalise it.

Staff would now log into a system, they could see how much leave they were entitled to, how much leave they had taken, how much they had left. They could then make a leave request on the system.

This would usually result in the sending of an email notification to their line manager. The line manager would then need to log into the system and go through the notifications and authorise the leave.

The system would be set up so no one could take more leave than they were entitled to. This did mean that one check on leave entitlement could be ignored. However, managers would still often need to review the leave request in the context of other leave requests by other staff.

What did help was when these systems went web based so you could log into them from outside the institution.

When you start to think about this digitalised process, using a bespoke system, over spreadsheets or pieces of paper, you may think of this as transformative. However, when you did deeper, there is still that same old authorisation process there.

Make a leave request, the system notifies the line manager, you then wait for authorisation, and so on…

typing
Image by StartupStockPhotos from Pixabay

So, here’s a question for you, why does the leave need to be authorised?

A better question why does the leave need to be authorised by the line manager?

The paper based system required authorisation to ensure that staff weren’t taking more leave than they were entitled to. The digital HR system ensures that happens automatically. Make a leave request for ten days when you only have five days entitlement left, then the system will automatically reject your request.

Could the system be configured to automatically authorise leave then.

You request leave and if you have enough leave then it is authorised automatically.

When I first started asking this question a few years back, I was quite surprised by the resistance to the idea of a system or an individual self-authorising leave, and it got to the point where often the discussion would just fall down. Culturally people (okay managers) were struggling with the concept that they no longer had the power to authorise leave or not.

So why the need to authorise then?

There may be specific dates that people are not allowed to take leave on, development days for example, or when others are on leave. Well, these are the exception rather than the rule. Could the HR system in the same way it rejects requests where the days requested exceeds the days available, ensure that where requests fall on specific dates, or where other members of the team already have leave, that these then do go for authorisation. Couldn’t authorisation be by exception?

I wouldn’t have a system where such requests are automatically rejected, as the reason why some people are for last minute leave, are probably the requests that should be considered and dealt with by a person.

As you look into the potential of what a HR system could do, you start to realise that a well rounded and smart HE system could be used to reduce the administrative burden of booking leave.

However, what is transformative, is that though the introduction of an HR system may reduce the administrative burden of HR staff, the real benefits are on reducing the administrative tasks of staff and managers. Allowing them to take advantage to focus on the more challenging aspects of their roles and job.

This is just one aspect of one system. As you start to reflect on the possibilities and challenges you find that you can’t just change or transform one thing, you need to think about the wider aspects of transformation.

Building on this you start to realise that digital HR systems don’t live in isolation. HR systems also need to be fully integrated into other systems across the organisation, in the systems I use, you would have to manually copy your leave over to the Exchange server (Outlook), it was easy to have transcription errors, and if you ever cancelled leave, or added leave last minute, you might not remember to update your Outlook calendar. Likewise, it would be useful to have other kinds of calendars in both, such as bank holidays, annual closure or even school holidays (noting the regional differences that sometimes happen). I do recall lots of people booking meetings on bank holidays (when the organisation was closed) or booking annual leave when they didn’t need to.

Now looking further forward, could you use artificial intelligence (AI) to learn from leave request, rejections and authorisations to have a better idea of when there are potential pinch points, so maybe bringing in additional resources during those times, or ensuring that staff are aware of the high risk times. You would probably want to avoid having a leave system based on the first past the post wins the leave arrangement. AI could also be used to recommend leave to staff based on their historical leave requests (and why).

Venice
Image by Michelle Raponi from Pixabay

In the 1990s I would often take a week off to visit the Venice Carnival which was on a different date each year. Would have been nice for the HR system to book this leave for me automatically or at the very least make a suggestion I should book that week.

The digitalisation of the HR system only becomes transformative when you actually look at and transform the processes and the thinking behind those processes. You need to transform the process; the digital HR system enables that transformation. Simply digitalising your HR system results in less benefits than if you transform the organisation and use digital technologies to support that process of transformation.

Doing the Digifest – Weeknote #158 – 11th March 2022

Well a busy week with travel, an in-person conference and some forward planning and road mapping.

Spent much of the week reflecting on digital transformation. What do we mean by it? What does it look like? Is it a something that happens, you transform, or is it something that continues over time?

Monday I was in Birmingham in preparation for Jisc’s Digifest. I had a fair few online meetings on Monday so had travelled up the night before. Didn’t really want to have long online calls from the services on the M5, or in a hotel foyer. Maybe in a coffee shop, but in the end decided a hotel room was better than all of those.

Tuesday was day one of Digifest 2022.

Two years ago I attended Digifest 2020 on what was the eve of lockdown. There was back then a murmuring that with the imminent restrictions that digital and online would play a huge part in supporting education. I don’t think we really recognised how hard it was going to be.

As I walked around Digifest 2022 it didn’t really feel that it had been only two years since the last time we had done it in in-person. We know that the pandemic isn’t over by any means, but not only has so much happened, but we also learnt many things as well.

This wasn’t my first in-person event since the lockdown, I had attended a Wonkhe event a few weeks ago. However it did feel quite surreal. I have written up my reflections on day one on another post.

Wednesday was the second day of Digifest, again I have written this up as well.

For me I did notice that there was a lot less usage of Twitter over the event, I don’t know if this is because it was less used during online events that we’ve forgotten how useful a back channel can be, or just a general decline in the use of Twitter because of the noise.

After the conference I travelled down to London.

There was a bit of a Twitter discussion about digital transformation following this tweet.

It got me thinking that we don’t really have a consensus on what digital transformation actually is and what it looks like.

I have spoken about this in meetings and events but I am now planning some blog posts on my thoughts.

Jisc does have the following guide on digital transformation. This is derived from the DX work of Educause.

I have some concerns about the linear nature of the definition, as though if you undertake digitisation, then digitalisation, you will then be able to deliver digital transformation. There is much more to the Educase work on transformation, but sometimes people focus on the simplistic interpretations that you see in a diagram.

I also asked on the Twitter:

Do you think transformation is something that has a result (we’ve been transformed) or do you see it as an evolving continuing process (we are transforming and continue to transform)?

There were mixed responses, some thought it was incremental, some thought it was a continual process, few thought thought of it as some kind of “big bang” transformation.

I think it can be incremental. But you still need some kind of vision or end game. Otherwise you may find you have changed but not transformed.

Another perspective is that you make incremental steps, but the full effect or possibilities isn’t immediately apparent. But at some point in the future it suddenly all makes sense.

I need to do some more thinking, research and reflection on this topic. One thing that does come immediately to mind, there is quite a bit out there on digital transformation, does this help, or what kind of help do universities need to undertake digital transformation.

I went to the Jisc office on Thursday and though there were people there it was quite quiet. When I went out for lunch it was a different matter. I’ve not seen London this busy since March 2020. There were so many people, and queues in all my favourite places for lunch.

I had a multi agency meeting on widening participation which was informative, interesting and useful.

Friday I was also in the Jisc office and spent time road mapping

My top tweet this week was this one.

…and that was day two

Some of my highlights from the second day of Jisc’s Digifest.

The second day opened with Dr Sarah Jones, associate pro-vice-chancellor education (transformation) from De Montfort University talking about the 2030 learning landscape.

I did enjoy Sarah’s keynote and she covered lots of stuff, I liked how she bought Wordle into the presentation.

It was then time for my session on Powering HE – the HE sector strategy.

In this session, James will showcase Jisc’s HE sector strategy, Powering HE, and why and how we developed the strategy. He will explore what Jisc is doing and planning to do in the HE teaching and learning space. He will bring the session together with the impact the strategy is having on university members across the UK.

I was quite mentally exhausted after delivering my session, and I was just sorting stuff out in the room, so I missed the next session. I went for coffee.

I attended a session from the Jisc Data Analytics team on their products and services and how they can be used and their usefulness for universities (and colleges). Data informed decision making is something that can help and support individuals making decisions about what they need to and want to do.

I went to the AI insights session with Michael Webb, which was really interesting and informative about the work Jisc has been doing in the AI space.

It was good to see that there was a realistic approach being taken with how we could use AI, and concrete activity in delivering services using AI.

The day ended with a keynote panel discussion reflecting on the many highlights of the conference.

Do what were your highlights of the event?

I have to say I did enjoy Digifest 2022, it was nice to be back at an in-person conference, meeting up with friends, colleagues and meeting new people. There were so many of those in-person interactions that are so challenging to recreate online and are often missing from online events I have attended over the last two years. 

It was just two years ago that we were in the ICC at Digifest 2020 with the imminent threat of lockdown, everyone washing their hands to the tune of happy birthday and no one was wearing masks. Two years is such a short time, but so much has happened in that timeframe. We know that the pandemic isn’t over by any means, but not only has so much happened, but we also learnt many things as well.

For me I did notice that there was a lot less usage of Twitter over the event, I don’t know if this is because it was less used during online events that we’ve forgotten how useful a back channel can be, or just a general decline in the use of Twitter because of the noise. Having said that there was an interesting discussion on Twitter just after the conference on digital transformation.

This got me thinking more about how we can both explain this, define it, but also how do you make it happen.

…and that was day one

Some of my highlights from the first day of Jisc’s Digifest.

It was a nice start with the opening keynote from Jim Knight, director of Suklaa Ltd.

His personal reflections of the pandemic resonated with many in the audience, as did his vision for the future. There are things we want to keep and there are things we know we need to work on for the future.  I did a sketch note of his talk.

I thought his presentation was nice, not inspiring, just nice. 

Over the day we saw many sessions about building and changing for that future.

Stacy Vipas, head of digital learning, Askham Bryan College talked about her college’s use of an action research framework and a roadmap for the future of digital learning. She spoke about bringing together the changes in spaces needed, the digital skills of students, to bring about that future vision.

Tom Farrelly from Munster Technological University brought over his real life experiences of working with marginalised communities and how others could benefit from the lessons they learnt.

I attended another session, where a full room of delegates wanted to find out more about how Teesside used a learning design toolkit, underpinned by a framework, with academics across the university. They talked about how staff were initially hesitant, but the process of going through the toolkit was illuminating and transformative.

A highlight for me, on what was International Women’s Day was the panel consisting of inspirational female leaders and their views and reflections on their personal journeys to success and what this means for the sector to ensure that we can remove the barriers to inequality and support an equal future for women in the sector. We still have a way to go.

The climate emergency was the subject of an international panel discussion. We need to be thinking about greening agendas, carbon neutrality or even going carbon negative.

With two of the panel coming in live from the US, this was a great discussion on the importance of the education sector both responding to, but also been seen to be responding to the climate emergency.

This did mean I missed a, according to others, a great session from Rob Bladgen from the University of Gloucestershire in his session titled “Education: the great changemaker”. This session, saw Rob telling the story of Gloucestershire’s purchase of the city centre Debenhams building, with a plan to create an educational hub for students. Recognising the need for such a place to be a place for community and belonging.

We have as a sector seen real challenges over the last two years, but I did feel that now we have a (potential) roadmap to a better future. 

However despite thinking about the future, we need to reflect on the past. This was the essence of Audrey Watters final streamed keynote, hope for the future. This was a thought provoking discussion about the importance of history and the future of edtech.

Memory. Hope. Resistance. Loved it.

Audrey has published the transcript of her talk.

Overall a fantastic day and here’s looking froward to another fantastic day tomorrow.

Return of the Fest

Birmingham
Birmingham

This week I am speaking at the Jisc Digifest in Birmingham. If you are going come and say hello.

The last time we had an in-person Digifest was two years ago. Back then we were all washing our hands to “happy birthday” and no one was wearing masks.

There was a lot of talk about the potential of digital and what it could mean if the UK was going to go into lockdown.

The ICC in Birmingham
The ICC in Birmingham

Of course here we are two years later and we know what happened, well we know something about what happened.

A year ago Jisc published Powering HE – the HE sector strategy. This document which followed the publication of the Learning and Teaching Reimagined reports was about how JIsc over the next three years was going to continue to support higher education in their digital transformation journey and onto 2030.

This week I am speaking at Digifest about the strategy.

In this session, James will showcase Jisc’s HE sector strategy, Powering HE, and why and how we developed the strategy. He will explore what Jisc is doing and planning to do in the HE teaching and learning space. He will bring the session together with the impact the strategy is having on university members across the UK.

The session takes place on day two, Wednesday 9th March 2022 at 11:45 – 12:30 in Hall 7B.

Should be fun, as I talk about the last two years, some of the stuff we’ve learnt, some of the stuff we’ve being doing, the reaction we’ve had from the sector and what we could be doing over the next few years.

Birmingham

Making it personal – Weeknote #157 – 4th March 2022

For the first time in at least two years (if not longer) I spent three days in a row at our Bristol office. The office was much busier than it has been on previous visits, and there was a (little) bit of a buzz in there. I did have a few in-person ad hoc interactions with people, who I might not interact with online. You can create these online, but it isn’t easy.

I was asked if I preferred working from home, or working in the office. My response was I prefer to have the choice. The challenge I found with lockdown, was that I had no choice. Though I have preferences about space when I have specific things I need to do, I really quite like working in different environments and spaces.

I had to upgrade the Twitter client on my iPad. The old one, which I liked kept crashing and I couldn’t get it to stop. The new one, I do not like.

group
Photo by Annie Spratt on Unsplash

I posted a blog post on my early thinking about personalisation.

What do we mean by personalisation, what can we personalise, what should be personalise and what are the challenges in personalisation?

I have been looking at how data and technology can deliver a personalised learning journey and we have in our HE strategy the following ambition statement.

We will explore and develop solutions to help universities deliver personalised and adaptive learning using data, analytics, underpinning technologies and digital resources.

We know that there are very different opinions and views of what personalised learning is. One of the things I do need to do is to take that ambition statement and expand it into a clear explanatory statement, so that key stakeholders are clear about what we mean and why this space is important to higher education.

The ICC in Birmingham
The ICC in Birmingham

I have been preparing for Digifest next week where I will be attending both days.

I am also speaking at Digifest on Wednesday9th March 2022 from 11:45 – 12:30 in Hall 7B.

In this session, James will showcase Jisc’s HE sector strategy, Powering HE, and why and how we developed the strategy. He will explore what Jisc is doing and planning to do in the HE teaching and learning space. He will bring the session together with the impact the strategy is having on university members across the UK.

I enjoyed the WonkHE 404 page.

My top tweet this week was this one.

Personalisation

group
Photo by Annie Spratt on Unsplash

The process of making something suitable for the needs of a particular person.

What do we mean by personalisation, what can we personalise, what should be personalise and what are the challenges in personalisation?

Across higher education over the years many have spoken about personalisation.

The QAA in their digital taxonomy define personalisation as follows:

Personalised learning is an educational approach that aims to customise learning for each student’s strengths, needs, skills and interests. Students can have a degree of choice in how they learn as compared to the face-to-face lecture approach.

The document explores different levels of personalisation through the use of digital and arrives at this view of personalisation

The entire learning experience is designed to be personalised by the student. Students will determine how they engage with every aspect of teaching and learning to meet their expectations. While all digital resources will be available to students, not all students will engage with those resources in the same way. Teaching is designed to be experienced by a cohort asynchronously with students learning at their own pace.

Advance HE back in 2017 said this about personalised learning

Refers to a range of learning experiences and teaching strategies which aim to address the differing learning needs interests and the diverse backgrounds of learners. Often described as student centred learning this approach uses differentiated learning and instruction to tailor the curriculum according to need. Learners within the same classroom or on the same course work together with shared purpose but each have their own personalised journey through the curriculum.

Emerge and Jisc published a report in 2021 that promised:

Universities can deliver students a truly personalised learning experience by 2030

Another view of personalised learning is this perspective from the University of Oxford.

Oxford’s core teaching is based around conversations, normally between two or three students and their tutor, who is an expert on that topic. We call these tutorials, and it’s your chance to talk in-depth about your subject and to receive individual feedback on your work. Tutorials are central to teaching at Oxford. They offer a very rare level of personalised attention from academic experts.

In my role at Jisc I have been looking at how data and technology can deliver a personalised learning journey and we have in our HE strategy the following ambition statement.

We will explore and develop solutions to help universities deliver personalised and adaptive learning using data, analytics, underpinning technologies and digital resources.

We know that there are very different opinions and views of what personalised learning is. In exploring and developing solutions for universities, the key is not necessarily to come up with a definitive definition, but what definition you use is understood and shared with others.

So one of the things I do need to do is to take that ambition statement and expand it into a clear explanatory statement, so that key stakeholders are clear about what we mean and why this space is important to higher education.

So what does personalisation mean for you?

I am not apologising – Weeknote #156 – 25th February 2022

Well, this is three years of weeknotes. I wasn’t sure if I could keep it up, but have found it useful to reflect on the week, but also to review back about what I was doing and reading.

This week Russia invaded the Ukraine. Lots of talk, but very little action from the Western nations.

The week started off for the higher education sector with the Universities Minister saying universities ‘must scrap online lectures’ after Covid curbs are lifted.

‘Online teaching should only be used to supplement face-to-face teaching, not replace it,’ she told the Daily Mail. She went on to add there is ‘no excuse’ for institutions to continue hosting lessons online once measures are lifted,

So though she is saying universities should no longer replace in-person teaching with remote teaching, the press rhetoric and the headlines gives the message that universities should scrap all online teaching. That isn’t what she said, but that is pretty much what people are reading she said.

newspaper
Image by Andrys Stienstra from Pixabay

The week started off for me with a HE leadership team meeting, which was looking at various discussions about what we need to do next.

I spent some of the week working on success criteria for the HE strategy. Part of this is expanding on the strategic objectives. These state what we are going to do, and I expanded them to include the why and the how. I then added what success looked like from an university perspective and what it looked like from a Jisc perspective.

Generally, as with many organisations, in the past we have mapped activity to the strategy. Strategy should really drive activity.

I published a blog post on eventedness.

I was recently reminded of the importance of eventedness when it comes to events and has similar implications in the delivery of teaching both in-person and online.

I published a blog post on my tech and productivity blog about collaboration.

I don’t think anyone thinks they consciously and actively block collaboration, but we often hear cries for more collaboration, so much so that we wonder why we don’t collaborate more than we do. In this post I will explore the reasons for collaboration and some of the blockers that stifle collaboration.

I posted this tweet to the Twitter about an undocumented feature on Jiscmail.

What most people don’t know is that Jiscmail has an undocumented feature which means if you post the same message with multiple lists in the To: field, recipients will only receive one, despite how many of the lists they are subscribed to. No need to apologise then.

I’ve used this feature quite often to send the same message to multiple lists.

It was a response to Simon Thomson who said

‘Apologies for cross-posting’ is the most hollow apology ever.

I agree with Simon that most people aren’t sorry when they apologise for cross-posting, but I also think a lot of people actually ignore messaged which start with an apology for cross-posting as they (rightly) assume it probably is some kind of spam message.

Wednesday I did think about going to the office. I had planned to go to Bristol, but missed the train from Weston Milton with seconds to go, I was literally on the platform. Went back home and decided to work from home.

On Thursday I headed off to our Bristol office on the train. I didn’t check the trains, the one I was going to get was cancelled, however that was because the earlier train was running 24 minutes late. So managed to get that one to Bristol.

It was nice to be back in the office again, something nice about the social aspects of office working. Not sure I could do it everyday, but nice having the option.

I did an online presentation for the Public Policy Exchange on using digital to overcome the funding challenges facing universities.

There was a problem with the meeting room I was using as I couldn’t turn the noisy fan off. So I had to present with the fan on.

My presentation was in the main about recognising that what we’ve been doing over the last two years isn’t the basis for moving forward. I also talked about transformation as opposed to just digitalisation.

At the event there was a lot of talk about the announcements from the Government about access to higher education. Would it surprise you that no one thought this would improve access to higher education.

I took leave on Friday and had a day in London.

My top tweet this week was this one.

news and views on e-learning, TEL and learning stuff in general…