Tag Archives: covid-19

Should I stay or should I go….

It would appear that the remote teaching during covid is continuing to have an impact on attendance at in-person teaching. Alongside the cost of living crisis, rising costs, the need to work, and interestingly a perception by students that attendance at in-person sessions was unlikely to benefit their learning and their grades.

Scores of current UK students shared with the Guardian how they feel about attending university lectures and tutorials.

‘I see little point’: UK university students on why attendance has plummeted

About half of the students who got in touch said they were regularly skipping classes, with many saying they were hardly attending at all. A lot of students pointed to financial difficulties forcing them to prioritise paid work over studying, a lack of enthusiasm for the format of lectures, low motivation to get up and go in, and the perception that attending classes was unlikely to improve their grades.

We have to remember that many of these students would not have been at university during the lockdowns in 2020 and 2021. They would have been at school or college. Going forward there will be a continuing stream of new students who experienced remote teaching at school who will be attending university.

Polly Toynbee in the Guardian questioned in an opinion piece on university finances,

…why sixth-formers get so much more teaching time than university students at far lower cost.

The amount of in-person contact time that students have, is so much less than they experienced at college and school, that you have to ask, with less hours to attend than their previous educational experiences, they might value it more. It would appear that they value it less.

The financial imperative for work by students was also illustrated at the Wonkhe event, The Secret Life of Students.

The latest and most powerful insights on the student condition from Wonkhe and Cibyl’s Belong student survey platform and from across the HE sector.

I did a sketch note on that session.

There was a lot of things in there, about sleep, travel time, working, and time travelling to work.

A student also presented at that event and talked about how the need for work, would often trump attendance at lectures and classes. The student also questioned the value of attendance of in-person sessions which could be accessed through recordings later, or what needed to be learnt was learnt more effectively through resources and books.

Also see the original article that inspired the Guardian survey: Lectures in question as paid work pushes attendance even lower

Lecture attendance is now so low that some academics have started to openly question the future of the teaching method.

So what should universities do in light of this insight? What is the future of university teaching and how does it need to change? Also how does the university manage student expectations so that they stop seeing in-person teaching as a choice, and isn’t the optional extra of a university education.

Finally, and something I have been reflecting on this, what is the role of digital and technology in all this?

Getting it wrong – Weeknote #160 – 25th March 2022

I spent the week working from home, there was a combination of factors which influenced this decision, from home-schooling, builders, and plumbers. Next week I am in Manchester for the UCISA Leadership conference.

I spent some of the week working on a new sector group that can provide feedback to Jisc. This group will advise on Jisc’s strategic direction in the support of learning, teaching and assessment, and the student experience in higher education, and help to inform and shape the implementation of the HE sector strategy:

  • Advising on the current state of play and future direction of learning, teaching and assessment in the HE sector
  • Reflecting the views and user needs of senior managers in learning, teaching and student experience, as Jisc members and stakeholders
  • Helping to define the kinds of (digital) products, services, support, and sector engagement/advocacy which will be most beneficial to universities.

The Office for Students (OfS) launched their new strategy targeting quality and standards.

The OfS’s work on quality and standards aims to ensure that students receive a high quality academic experience which improves their knowledge and skills. Much provision in the English higher education sector is excellent – the focus of the OfS will be on challenging provision that falls short, and taking action as needed. On access and participation work, the OfS will encourage higher education providers to work in partnership with schools to raise attainment. These two areas of focus are mutually reinforcing, with effective regulation of quality helping to ensure that students from all backgrounds have the support they need to succeed in and beyond higher education.

From my perspective in supporting the OfS strategy is how digital and technology can support improving the quality of the student experience and widen participation in higher education.

OfS has also commissioned a report on the quality and impact of blended learning. I found this Wonkhe articleinteresting on how David Kernohan still hasn’t got over the last one

A notably independent review chair has been asked to produce a report drawing on evidence from the sector and from the wider literature. Because we need to know what “good” looks like in this mode of provision, so the regulator can ensure students are getting value for their fees.

David reminds us that a year ago the OfS published Gravity Assist.

Gravity Assist

Michael Barber could cite literature suggesting that blended learning may lead to better learning outcomes than in person alone, but as far as the national conversation is concerned this is now a deliberate ploy by universities to educate students on the cheap.

David continues…

Enter Susan Orr. Shortly to take up a Pro Vice Chancellor role at De Montfort University, and a creative arts educator and researcher of some repute, she – alongside an expert panel with membership yet to be determined – will report in the summer on: 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

David’s conclusion is that Michael Barber must have got it wrong.

Campus
Image by Edgar Winkler from Pixabay

I had a meeting about updating the Jisc guide to the intelligent campus. We originally published the guide in 2017. This was at the time well received by the sector and continues to be the core guidance in this space. Since then, universities across the UK have been exploring how they can make their campuses smarter and intelligent.

Dr Kris Bloomfield (at the time CIO Durham) said of the guide This is an outstanding piece of work and massive kudos is due to those that contributed to the development and publication of this document.

As well as the guide there were numerous use cases that showed how the higher education sector could benefit from the intelligent campus concept.

Though I changed roles in March 2019, I have been talking about the intelligent campus space at various events. In July 2021 I spoke at the QAA conference with a presentation entitled: How will the growth in online learning shape the future design of learning spaces and our campuses? Last month I spoke at The Future of the Higher Education Estateonline event.

Obviously the covid pandemic had a huge impact on the university campus and how it was and will be used in the future. In last few years I have written some more posts about that aspect.

Intelligent Campus and coronavirus planning was a blog post on how the concept of the Intelligent Campus could help universities in their planning. I was reflecting how if the concept of the intelligent campus was further advanced than it is, how potentially more helpful it could be to support universities planning for a socially distanced campus.

The Intelligent Learning Space was a post based on my experiences on the Intelligent Campus project. As we design learning spaces, we can add sensors and mechanisms to collect data on the use of those learning spaces. It then how we analyse and use that data that allows those spaces to be initially smart and then intelligent.

campus
Image by 小亭 江 from Pixabay

Since the guide was published, there have been many changes to the landscape, as well as the covid-19 pandemic, there have been advances in smart campus technologies, and a new range of use cases.  We know from sector intelligence, member voice and Learning and Teaching Reimagined that the future of the campus is an important component when it comes to digital transformation. This has shown the need for Jisc to update their advice and guidance in this area.

This work would:

  • update the guide to reflect current thinking
  • add additional case studies from current practice
group
Photo by Annie Spratt on Unsplash

I expanded on my previous post on personalisation by looking at Jisc’s sector strategy perspective of personalisationand what Jisc may do in this space. So why is this space important to the sector? When we developed the HE strategy, we listened to what the sector was saying, what it was telling us, what we saw, and we also looked at the wider sector context, the regulatory space, the political space and importantly the student voice in all this.

My top tweet this week was this one.

Shorter – Weeknote #131 – 3rd September 2021

Another shorter week as there was a bank holiday on Monday, which of course marked the end of summer.

Term starts for most schools in England (and Wales) this week, though Scottish schools and universities are already back. We are seeing high levels of infection in Scotland where term started earlier, will we see similar levels of infection across the rest of the UK?

With universities ramping up for the start of term, many are now reflecting to the experiences of when the academic year started last year and the challenges of covid infections and self-isolation.

Spent much of the week in London having in-person meetings with people, now there’s something I don’t do very often these days. I drove up to London on Monday evening, had to return home fifteen minutes into the journey as I had forgotten my laptop charging cable. Stopped at Membury Services for a bite to eat. The food court was packed with unmasked queues of people. Felt very pre-COVID. Left with my mask on very quickly. Starbucks drive thru was much quieter inside so grabbed a flat white and left hungry.

Did some thinking about innovation and published a blog post on this.

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.

I left London on Thursday after having some (in-person) meetings in the London office. Stopped off at Starbucks at Membury Services. Place was empty. However I still wore a mask as I ordered my flat white and only took it off when I was sat drinking it.

My top tweet this week was this one.

Well what did you get? – Weeknote #118 – 4th June 2021

Well a shorter week for me, as Monday was a Bank Holiday and I took leave on Wednesday. As it was half term, I has planned to go to the office for the other three days. So it would have felt in some ways like a normal working week. However personal circumstances resulted in working from home instead.

I liked this Wonkhe article by Nic Whitton and Lawrie Phipps: Why the teaching legacy from the pandemic must be more than digital.

As we start to emerge from this prolonged period of change, many university leaders are thinking about how to keep the best elements of digital and embed them in future practice; “don’t throw the baby out with the bathwater” is a mantra we’ve heard on many occasions. This reflection is necessary and welcome: something we must do as we develop a “new normal” after the heady pace of change over the past year-and-a-half. However as we reflect, it is important to remember that more has changed about how we teach than the digital tools we use. To torture the metaphor somewhat, we might need to take a whole new approach to baby hygiene.

I took a day’s leave on Wednesday and we went to Legoland, which we haven’t done in a few years now. In theory they were limiting numbers, but it felt very much to me busier and more crowded than visits in previous years.

I read this article from the BBC News: Working from home: Call to ban out-of-hours emails from bosses.

…Prospect is calling for the government to give employees a legally binding “right to disconnect”. This would ban bosses from “routinely emailing or calling” outside set working hours.

The long hours and out of hours culture we see in many organisations is rife and the pandemic has made this worse.

When I managed a large team I was always keen to point out to my staff that though I was e-mailing early in the morning or late into the evening, I never expected them to do this and I never expected them to respond either. My reason for the odd hours was that I was commuting to Oxford back and forth and spent about 4-5 hours on the train. I worked quite a bit and did a lot of e-mail during that commute, as I was catching an early train and arriving home late, the timing of those e-mail was out of hours. What I did do was manage expectations of my staff about responding or not to those e-mails.

Now in a very different role, we have quite a flexible approach to working, and though less so recently (down to the pandemic) when I was travelling I would often work in the evenings in hotels if I was away from home. Again I had not expectations about responses, e-mail is for me an asynchronous form of communication and that is its main feature. Even in pandemic lockdown, working flexibly allows me to do stuff in the middle of the day and catch up either first thing or later. I don’t expect other people to work in this way.

I have a few things I do to keep my e-mail in check. I absolutely keep home and social e-mail separate from work e-mail. I turn off that notification feature on e-mail so I don’t have badges with ever increasing numbers. I don’t check e-mail when I am not working, so when I am on leave or at weekends, but I have the choice if I want to.

The issue I have with legislating e-mail sending is that it doesn’t actually solve the real problem. You need to solve that problem first.

Spent a lot of the week working on a couple of bespoke Digital Leadership Development programmes. One will be a series of online sessions, alas no in-person sessions for this, the other will be a self-directed study programme.

Since last working in this space, a lot has changed, the elephant in the room is obviously the impact of covid, lockdowns and the emergency response to all this. However much of what digital leaders need to do is still there as it was before. It is about becoming an effective digital leader, modelling the behaviour you expect in others and leading and influencing digitally-driven change.

Interviewed a member of academic staff about their digital practices this week and it was interesting to see the parallels and reflections of their practice which I have also seen across other interviews at other HEIs. The importance of effective (digital) support was brought up again, and this is a wide ranging issue for academic staff, for whom the support might be technical support, application support or practical support. This tool isn’t working, how do I do this with this tool and how can I use this tool for teaching and learning? In most universities this support is provided by different teams, the question you need to ask, does the academic know who to ask when they need support?

At our regular Higher Education monthly team call I talked about our experiences with consultancy, some of our wins and some of our challenges.

My top tweet this week was this one.

Day 4: My favourite piece of kit

This post is part of the #JuneEdTechChallenge series.

Hmmm, before covid I think I would have said my iPhone, but over the last eighteen months, I think my iMac has to be my favourite piece of kit.

iMac

When you’re travelling the iPhone was really useful for quick checks, information, entertainment and acting as a WiFi hotspot.

However with Covid-19 and lockdowns the iMac has become my main computer and tool for work. 

I use to post regularly every year a top ten of the technologies that helped me to do my job. The last one I did was for 2016, and my top technology was my iPhone.

In first place is my iPhone 6S Plus, A great phone, with a great screen and made really useful through the 4G connection. I like the camera. Having played with the iPhone 7 in an Apple Store I much prefer the physical home button of the 6S. I know not everyone likes the large screen of the Plus model, but I find it really easy to use, however the size can be a little cumbersome.

Then the iMac came in third.

One of the reasons I didn’t do a top ten for 2017 was that not much had changed. My job didn’t require me to use a range of technologies as previous roles had, and I wasn’t upgrading my kit as much as I use to.

The fact that five years after posting that 2016 list I am still using the same iMac and the same iPhone that I was using back then was showing posting a top ten list was no longer useful. I think I would struggle today to find ten items I use.

Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).

Unknown Unknowns and Unknown Knowns – Weeknote #117 – 28th May 2021

Monday I was focusing on one of the projects we are working on with an university looking at various scope areas and how technology and digital can make a difference. I was reminded of the NSA quote of cylinders of excellence when it comes to silo working. The concept of excellent departments, but not an excellent university came to mind, but also about the inefficiencies of silos working in isolation and not thinking about the impact of their development and change on the rest of the university.

At the end of the day we were discussing assessment. What is happening with assessment in higher education now and what changes made as a result of Covid-19 are now in place, but also the wider issues of assessment as well.

old television
Image by Free-Photos from Pixabay

Cancelled my subscription to Britbox, in the main despite there being stuff I would like to watch, I wasn’t finding the time to watch it.

Tuesday saw me back to our office in Portwall Lane for an in-person meeting with my line manager, our first meeting in-person since August last year. It was actually nice to be both in the office and in an in-person meeting.

Something that keeps coming to my attention is the future of teaching, especially the concept of dual mode or hybrid teaching. What are peoples’ experiences of “dual-mode”, “muti-mode”, hybrid teaching? What has the student feedback being like? Something I have been reflecting on this week.

Students prioritise a return to face to face teaching from September 2021, so says the findings from a report published by the UPP Foundation.

Students want universities to prioritise a return to in person teaching and are missing face-to-face interaction around their wider student experience.

This is something which isn’t too surprising and is also something that has come out of our recent research into the student experience. Though digging deeper for us, it was more the in-person interaction students were missing and less the teaching.

Wednesday afternoon myself and Isabel Lucas of HEDG and the University of Cumbria hosted a share shop, facilitated by Advance HE, on how universities can support students transitioning in HE. We looked at both new students and returning students.

In the session, How can we best support learners coming in to HE from a Covid context? We discussed the transition arrangements others have put into place for the next academic year.

In September, third year students returning to HE will not have had a normal year in higher education and it is likely that their third year will not be like it was before.

We discussed a range of issues, focusing on the known knowns and the known unknowns. More difficult to discuss the unknown knowns and the unknown unknowns!

We are aiming to share the findings from the shareshop in June.

Thursday was a light day in terms of meetings, but got even lighter, as one meeting was cancelled five minutes before it was due to start, with the other meeting, two people who had accepted were in fact on leave, so in the end the meeting lasted only five minutes.

The future of the office keeps getting discussed, with those who own offices explaining why going back to the office is so important and those who don’t explaining why it isn’t. For me a lot is about the kind of work you do, I don’t do the same thing everyday, so there isn’t a single kind of space I need all the time. Before Covid, sometimes I would be working alone, sometimes I would be in meetings, sometimes we would be collaborating and sometimes I didn’t know, so it was useful to have other people around to bounce ideas off and chat over coffee.

My top tweet this week was this one.

Back at Portwall Lane – Weeknote #116 – 21st May 2021

Monday was a mix of meetings, some about our current consultancy work, some about future consultancy work and one was a formal presentation for one of our current projects. Had to keep my head straight so I could ensure that I was talking about the right stuff in the right meeting.

Cardiff University have confirmed online lectures will continue in September 2021.

Cardiff University has announced that online learning will continue in September. Despite government rules relaxing, the university has said it will be prioritising the safety of staff and students. However, in-person seminars, workshops, tutorials, and lab work are expected to go ahead.

This is a similar model to what many other universities are going to do for September 2021.

At the end of Monday I was in a meeting with the Office for Students in preparation for a meeting later in the week.

Bristol by James Clay

On Tuesday I went to the office. This was the first time I had been to the office since October. I had been a few times during August last year, but following the second lockdown in November our offices have been closed and only reopened on the 17th May.

As might be expected it was somewhat quiet, I think there were only ten staff in all together. It was nice to see people (for real). The main problem I had was the desk I booked meant I had a window behind me, so on my calls I was a dark shadow. Which was confusing for people who usually find me sitting at my desk with a virtual background.

I did enjoy going into the office and also enjoyed my walk at lunchtime, it was interesting though to see how much had changed.  Even though I have been to Bristol a few times, I generally was going shopping, my lunchtime walk took in the parts of Bristol that I wouldn’t normally visit during a general shopping trip.

The view from Castle Bridge by James Clay

What I hadn’t missed was the commute. Combined with the rain as well, it was a hassle and annoying to drive to and from work.

Enjoyed watch Lawrie move through 21 locks on his boat as he had a well deserved holiday.

https://twitter.com/Lawrie/status/1394615710953918464

Had a scoping call about the Intelligent Campus and potential consultancy we could do in this space. We have been thinking about how we could work with universities on vision pieces and use cases.

I also had a useful discussion with another university later on Tuesday about blended and digital learning.

rusty car
Image by Taken from Pixabay

Wednesday I didn’t go to the office, as my car had its MOT (which it passed). Hardly using my car compared to pre-covid times, mainly as I am not travelling to events, universities or other Jisc offices.

In an interesting move, University of Cambridge has expanded into online learning and begins to launch its portfolio of short online courses, with 50 to come priced at around £2000 each.

The University of Cambridge has launched a series of online short courses for professionals in a major expansion of its distance learning activities.

Thursday I had to wait in for a collection, so no trip to Bristol either.

I had a meeting to plan a shareshop I am helping to run next week called Supporting Students to Transition to HE in September.

Over the last twelve months universities across the country have switched to emergency remote delivery as lockdowns caused students to stay at home (or in halls). Though we know university staff have made huge efforts to provide high quality remote teaching and learning, when we talk to students we have found that many feel isolated, separated from their cohort, missing the in-person social interaction which is so important to the student experience and for peer support and learning.

I did consider going to the office on Friday, but with all the wind and rain decided not to.

I finished my presentation for EUNIS 21 where I am giving a short presentation on learning and teaching reimagined.Registration is free and open to all.

Though I am not really one for being a slave to statistics, likes, etc…. I am wondering what I have said and done to lose so many Twitter followers over the last few weeks.

My top tweet this week was this one.

How can we best support learners coming in to HE from a Covid context?

Zoom
Photo by Chris Montgomery on Unsplash

Over the last twelve months universities across the country have switched to emergency remote delivery as lockdowns caused students to stay at home (or in halls). Though we know university staff have made huge efforts to provide high quality remote teaching and learning, when we talk to students we have found that many feel isolated, separated from their cohort, missing the in-person social interaction which is so important to the student experience and for peer support and learning. 

Can we build social cohesion online? Can we recreate effectively the in-person social interaction which students feel is critical to their learning? What can we learn from our experiences to ensure that students

Myself and Isabel Lucas from University of Cumbria / HEDG are running a free, safe space workshop to share thoughts, ideas, good practice on ways we can support learners in September. 

It would be great to see some friendly faces there who are interested in this topic and can share their thoughts, concerns and questions. 

We aim to write up and share with the community afterwards so the more input we get the more we can all learn from each other.

How can we best support learners coming in to HE from a Covid Context?

26th May 13.00-15.00 (BST)

This session, hosted by James Clay from Jisc and Isabel Lucas from University of Cumbria / HEDG will provide a safe and creative space to share views on what we consider will be the needs of learners entering HE in Sept 2021, having experienced 20 months of interruption to their education and social experiences. 

Please come along to share, listen and discuss with a view to creating some common understanding of how we can plan to support these learners in the new academic cycle. 

Please contact Rachel Witton if you are interested to join the session.

Affordances of digital – Weeknote #115 – 14th May 2021

earth
Image by Free-Photos from Pixabay

On Monday I was reflecting with an international lens on our HE strategy. Jisc is not funded to support non-UK universities, but we do work closely with other NRENs overseas, sharing practice, advice and where we can collaborating on projects.

Tuesday I delivered a formal presentation to a university executive about a project we have done for them, they were very pleased with the final report, the presentation and the work we had done.

Later I was doing another presentation to another university with some thoughts about digital governance. My main point was that digital isn’t just a thing, nor does it just within its own silo within an university. Often the benefits that digital brings to a department or professional service won’t be within that service but will benefit the university as a whole. For example, when you bring in a digital HR system, the real benefits of such a system are not for HR, but for the efficiencies it brings managers across the university. However often those benefits are not always realised, and the affordances of such systems are also not realised.

Wednesday I was catching up with stuff and preparing for other meetings.

Universities could face fines over free speech breaches as reported by BBC News.

Universities in England could face fines under new legislation if they fail to protect free speech on campus. Visiting speakers, academics or students could seek compensation if they suffer loss from a breach of a university’s free speech obligations.

To be honest I am not sure how much of a problem and issue this is in higher education that it requires legislation.  There was then a kerfuffle as the Universities Minister and Downing Street debated about what was allowed (as in free speech) and what wasn’t (as in hate speech). To be honest if the Government can’t work this out, what does this mean for universities?

Wonkhe asked the question Should student recruitment stay digital-first post Covid?

On Thursday I was presenting at the QAA Conference, my presentation was entitled: How will the growth in online learning shape the future design of learning spaces and our campuses?

 The physicality of online learning is an issue that will impact on university campuses as more institutions move to a blended programmes containing elements of online and digital learning and physical in-person learning. In this session James Clay from Jisc will explore the challenges that growth in online learning will bring to learning spaces and the university campus. He will explore what is required for, in terms of space for online learning, but will also consider the space and design implications of delivering online teaching as well. He will discuss what some universities are doing today to meet these challenges and requirements. He will reflect on a possible future where we are able to maximise the use of our space as students have the flexibility to learn online, in-person and across a spectrum of blended possibilities.

So true Lawrie, so true.

https://twitter.com/Lawrie/status/1392815571973115907

So next week our offices re-open, not quite a normal reopening, but we can now go into the office. I will be visiting our offices for various meetings, but also for a change of scenery.

My top tweet this week was this one.

Where’s my cake? – Weeknote #111 – 16th April 2021

I took a couple of days leave this week, I had my birthday and it was still the Easter break in North Somerset, though others were going back to school and university.  Going back meant turning the computer back on for those in higher education!

The 12th April saw the easing of lockdown restrictions and the news and social media was full of people taking full advantage of the easing. Even with infection rates down, vaccinations, there is still a risk of covid. It would appear that the easing of restrictions will result in an increase in infections, but the government still see this as manageable and will not put increased pressure on the NHS. My personal view is to remain cautious and not go crazy…

Of course higher education was not initially in the reopening plans, so for most students that means more Zoom classes and little or no live in-person interactions. This, as reported in The Observer is having an impact on their mental health and wellbeing.

The government is putting the mental health and wellbeing of young people at risk by refusing to set a date when students can return to university campuses, university vice-chancellors and students have warned. Universities still haven’t been told when the government will allow them to resume face-to-face teaching for about 1 million students who have been forced to learn remotely during lockdown.

On Tuesday the UK government announced that English universities will resume (physical) in-person teaching no earlier than 17 May. Of course by then most teaching will be virtually finished for most students anyhow. So they can return, but return for what?

My top tweet this week was this one.