I realised that I have been walking and exercising less during the last few weeks, now the children are back in school, so this week I made a determined effort to increase the amount of walking I do.
Like last week, I have spent a lot of the week interviewing staff and students as part of a project we’re doing at Jisc. We have been talking to them about their thoughts and perspectives on digital learning. As with a lot of these kinds of interviews there are some interesting individual insights, however the real insight comes from analysing all the interviews and seeing what trends are in there. I also spent time planning a similar, but different project.
I attended a roundtable on a digital vision for Scotland and facilitated a breakout room reflecting on the vision.
If you have watched a 60 minute TV programme, you will realise few if any have a talking head for 60 minutes. Few of us have the time or the skills to create a 60 minute documentary style programme to replace the lecture, and where would you go to film it? So if you change the monologue to a conversation then you can create something which is more engaging for the viewer (the student) and hopefully a better learning experience.
In a meeting this week with staff from a university I was discussing this issue and their response was, what about comedy stand-up? That’s a monologue. That got me thinking and reflecting, so I wrote a blog post about needing a tray.
It was half term, so my children were at home. Well they were at home last week as well, so not a huge change in the house this week, well less concerns about home schooling!
I did think about taking some leave, but with nowhere to go and not much enthusiasm in the household for doing stuff I like doing, I decided to try and have a meeting free week. I booked out my diary and at the start of the week I had just two meetings booked in. By the end of the week after a lot of different things happened, so I had about fifteen meetings in the end. My hope for no meetings went out of the window.
If we are as an organisation excellent at what we care about but have a clunky part of the infrastructure, there are only so many conclusions you can reach about that infrastructure.
Making our infrastructure excellent would lead to an order of magnitude improvement on an already excellent system.
The clunky infrastructure IS PART OF the overall excellence.
The clunkiness or otherwise of the infrastructure makes little difference to the excellence of the organisation.
I would suggest the first of these is just silly to suggest, however much the consultants would suggest otherwise. If the second is true it is imperative we do nothing to “improve” our infrastructure. If the third is true, it doesn’t matter.
I think reflecting on the article is that we don’t know what excellence is.
The first half of the week was dominated by finalising the draft of the Jisc HE Strategy which will be launched the week of Digifest. We have been creating a document for externals senior HE stakeholders on how Jisc can and could support the HE sector over the next three years and beyond to 2030.
I agreed with this tweet by Matt Lingard on the scheduling of webinars.
I know there is never a good time and everyone has different daily schedules but I wish UK edtech webinars would avoid my lunchtime/exercise slot! Makes recordings essential for #WorkLifeBalance
If these webinars are important for the work we do in Higher Education then don’t make them during lunchtimes. People need a break from their screens at some point in the day. With the lockdown this is even more important for people’s wellbeing. So if you are thinking about when to run a webinar, don’t run it at lunchtime!
I had a blog post published on the Advance HE blog, Looking through the digital lens, in which I reflect on how we may want to start to look through a digital lens on our strategic priorities.
I had a week of meetings which was exhausting and quite tiring. Spent a lot of the week working on Jisc’s HE Teaching and Learning Strategy. I had meetings with key stakeholders within Jisc, as well as digging though university needs and ambitions.
I wrote a blog post for Advance HE on digital leadership, which will be published in a couple of weeks. It was based around the concept of the digital lens.
A strategic digital lens allows universities to better understand how digital and technology can enable them to achieve their core strategic priorities. It can help inform staff how they will use digital in their work to meet the institutional priorities.
Lawrie published a blog post, Stop normalising pandemic practices! There are some out there who think that what we are doing is what we want to do when the pandemic ends. However Lawrie reflected “I do want people to remember that pandemic technology practices don’t have to be everyday practices when we are out of this.”
What we are doing now is not normal and I don’t think we will be going back to what we had before.
We are reviewing the concept of the Technical Career Pathway within Jisc, I worked on the Learning Technologist pathway, but we’ve had little take up, but I think one key factor has been we don’t really employ dedicated learning technologists. I had a meeting this week to review on what we might need to do in the future.
We have been reviewing Data Matters 2021, which was a charged for online event. Some individuals have been challenging the concept of charging for online events, but would be happy to pay for an in-person event. Despite being online there are costs in organising and running online events. Having said that do we need to have events, could we achieve the same impact via different channels or medium? There are other online channels that could be used instead of an online event using a dedicated platform. An online event which is mainly about the transmission of content, probably shouldn’t exist, just use a YouTube channel! My experiences of the Jisc e-Learning Conferences back in the late 2000s was that these events could be (and were) highly engaging and interactive. There was conversations and discussions, as well as presentations. These events were value for money and people, though questioned the fee, did feel they were value for money. People don’t always value free events.
Had a fair few meetings with universities this week talking about blended learning, digital strategy and embedding digital practice across an organisation.
No travelling for me this week, well that’s no different to any other week these days… Last year around this time on one week I was in London two days and went to Cheltenham as well. It doesn’t look like I will be travelling anywhere for work for months, even for the rest of the year!
Had a number of meetings about ideas for consultancy offers with various institutions, which were interesting.
Continued to work on the strategy, which is now looking good. It’s not a huge shift from what we had before, but it takes on board the lessons from Jisc’s Learning and Teaching Reimagined programme. It will also lead into some work we are doing on thought leadership. I have to say I am not a fan of the term thought leader, it’s up there with the term social media guru, as something you call yourself, but no one would ever describe you by that term. However the concept of future thinking is something that I think we should do, if people want to call that thought leadership, fine.
Reflecting and thinking about where you see higher education could go in the future, as well as thinking about where they are now can be useful. Sharing those thoughts with others, is more useful. I see these pieces are starting discussions, inspiring people or even making them reflect on their own thinking.
With all the media talk on digital poverty this week, I was reminded that fifteen years ago I wrote an abstract for a conference, the session was called: Mobile Learning on a VLE?
Wouldn’t it be nice if all learners in an educational environment had access to a wireless laptop and free wireless access to their digital resources at a time and place to suit their needs.
Back in 2006 I was looking at how learners could access learning content despite not having a fancy laptop (or desktop) or even internet connectivity.
I was intrigued about how consumer devices used for entertainment, information and gaming could be used to access learning. Could you format learning activities for the PSP, an iPod, even the humble DVD player?
I even found a video of the presentation, which I have uploaded to the YouTube.
Nothing new really, as the Open University had been sending out VHS cassettes for many years before this.
Wikipedia was twenty years old this week. The first time I wrote about Wikipedia on this blog was back in 2007, when they published their two millionth article. They now have fifty-six million articles. I met Jimmy Wales at Learning without Frontiers ten years ago this week.
I managed to have a few words with Jimmy and wished I could have had a few more, seemed like a really nice and genuine guy.
My colleague Lawrie had a post published on the Advance HE blog Leadership through a digital lens where he reflects on what we have learnt over the past year from having technology front and centre of HE, asking how we ensure that we do not adopt a techno-solutionist approach but look at our goals through a digital lens.
In an entirely expected move, the country faced a second wave of covid-19 and as a result there is now a second lockdown.
From my perspective not too much has changed. I am still working from home virtually all the time meeting via Teams and occasionally Zoom. I had started going to our office in Bristol once or twice a month, and was about to up this to once a week, I was in last week. However during November I will not be visiting the office or Bristol and will be following government guidelines.
UCU said that universities must move all non-essential in-person teaching online as part of any plans for a national lockdown.
Now we have more details, we now know that the Government has said universities will remain open during this second lockdown. This will create headaches for universities as they plan to deliver more of their programmes online, but maintain some physical teaching to satisfy the Government. Of course some students will not want to attend physical lessons and lectures.
In this post, Dr Michael Gallagher, a Lecturer in the Centre for Research in Digital Education, describes how he and colleagues drew on current expertise and research within The University of Edinburgh to inform and design a new online course…
It was an interesting read, but I find it equally interesting that we are still having difficulty with delivering and teaching online that we still need to run pilots.
There has been substantial amounts of research and practice in this space, this is reinforced by the forthcoming A Manifesto for Teaching Online which, as indicated in the article on the ‘Edinburgh Model’ was a source for the course, much of what is distilled in the course comes from the outcomes of the Near Future Teaching project and the Manifesto for Teaching Online.
This isn’t though a course which is delivered online, this is a course for teaching people how to teach online and it wasn’t initially delivered online.
This first pilot of the course was run face to face to allow the team to focus on specific areas and get rapid feedback from participants.
In my reading and experience, people really get to understand the challenges and affordances of delivering online if they have first hand experience of being taught online, both bad and good. A similar thing can be said for non-online teaching (or what we sometimes call traditional or face to face teaching. This is something that all teachers will have experience of, being taught in a face to face or traditional manner before they start teaching themselves. Though I wonder can we teach online if we have never been taught online? Should be said though the team are planning to run the course fully online in early 2020.
We spent Saturday visiting Longleat Safari Park and the weather was great. However on Monday I was, as a result of a last minute change, off to London, I had intended to catch the train, but due to problems with our online travel system (affecting just me it appears) meant that in the end I drove to London.
My diary that day included a relatively early morning conference call. So I stopped at the services, and with only a minute to spare, missed getting coffee and I took the call sitting in my car over 4G. The connection was pretty good and the video I was getting was quite high quality so all was well. I was quite pleased not to have to do the call on the train, as previous experience has shown that generally it works, but too many tunnels and blackspots means that participating in a conference call (especially with video) can be problematic and a bit of a nightmare. I rarely drive to London, usually I take the train, so I parked in West London and took the tube to the office, just in time for my second conference call.
I was in London to meet with the Consultant who had undertaken the University of Hertfordshire Value Study back in May prior to a presentation later in the week.
Tuesday I was off to our office in Bristol. I had no meetings, but my colleague Lawrie was down in Bristol so it was a good chance to catch up and see what was happening in his area.
He is organising an event at Keele, I was intending to attend the event, alas I now have to be in London on that date.
This one day event will explore the use of Microsoft Teams to support learning and teaching practices in universities, and the ways in which students want to communicate, collaborate and learn in a modern university.
In the podcast, John Cartwright, director of computing services at the University of Liverpool, talks about how his team are improving the student experience and saving staff time with technology. In the episode we explore the world of data, looking at how better use of it can transform teaching and power technologies like machine learning and artificial intelligence.
However the key message I wanted people to take from the discussion is that, transformation is about people first.
Wednesday I was presenting in front of the Jisc Board on Education 4.0 and what universities and colleges need to do to start down the road to the vision which is Education 4.0. Is say presenting the majority of the session was an activity discussing the issues and themes of Education 4.0.
As with the podcast the key feedback from the Board was the importance of the human element when it comes transformation.
I think the challenge we face in preparing for a roadmap, is the expectation that the roadmap delivered will be complete. If we knew what was needed and what was going to happen, then I suspect we would either a) already have a roadmap or b) not need one! So the first phase for the roadmap is researching and developing the roadmap. I did think should we even be using the term “roadmap”?
Thursday I spent some time reading the Advance HE report, On the Horizon.
This report focuses on the perceptions of change and challenge for the learning and teaching agenda in higher education (HE) providers around the world over the next five to ten years. A selection of people with executive or senior leadership roles in both the UK and overseas were interviewed about the challenges their institutions faced.
There was one section on evidence of effective practice, which reminded me of a blog post I wrote a couple of years ago.
In the report it states there is a lukewarm enthusiasm for change in teaching practices.
This is something we covered on the Jisc Digital Leaders Programme about change.
Part of the challenge, according to the report, is a lack of interest.
Some colleagues express worry about a general lack of interest in pedagogy from academics more comfortable with the established practices of their particular discipline.
But others show a definitive lack of faith in the evidence, because it is often based on small-sample studies.
Others wonder whether the quality of such research really matches up to the high standards expected elsewhere, not least because the research findings often derive from small-sample studies.
However all is not lost…
Many think there are real opportunities now for a step-change in pedagogy and improved student learning: ‘it’s time to start thinking much more seriously about the collective will for real pedagogical innovation and how it can be sustained.’
Friday I had a couple of online meetings and spent a fair amount of time developing the assessment criteria for one of our Technical Career Pathway paths.