Tag Archives: hepi

Play Away – Weeknote #269 – 26th April 2024

The beginning of the week was our directorate away day in Bristol, well it was a lunchtime to lunchtime away day. Always nice to get together the directorate in-person and discuss key issues and challenges. I delivered a presentation, which for me has a fair few words on it about my work on optimising operations and data.

Read this article, ‘Give academics studios’ to record lectures that engage students

Blended learning will not truly take off until lecturers have access to recording studios and video editing services that will allow them to create high-quality online lectures, an e-learning expert has warned.

A colleague of mine noted that lecture capture became embedded in many institutions during the pandemic, and asked the question, has the level of use sustained?

video recording
Image by StockSnap from Pixabay

I was reminded that I wrote these posts at the height of the pandemic in May 2020.

Lost in translation: the television programme

Lost in translation: the radio programme

I also remember a year or so back that Durham University have put in self-service TV studios for staff. I did think that the technology was only part of the solution, what about the creative, production, and presentation skills, that would be needed. Recording high quality video content, is significantly different to capturing a lecture.

Also Leeds Business School had done something similar pre-pandemic

They were using some clever glass technology that made their content more engaging.

As it happened, I wrote this earlier this month, The idea of capturing a lecture…

The idea of capturing a lecture isn’t new. Even before the advent of dedicated lecture capture systems being installed across the campus some lecturers (and some students) would record the lecture onto cassette tape.

I read the HEPI policy note, ‘Dropouts or stopouts or comebackers or potential completers?’: Non-continuation of students in the UK.

…the UK has had the lowest drop-out rate among developed countries, with Ireland in second place; the UK’s strong performance arises in part from the historic levels of academic selection at the point of entry to higher education as well as the relatively short length of undergraduate degrees, which provides less scope for life events to intervene and disrupt study;

I did wonder though, if this was the main reason. Across Europe, many young people who go to university go to their local university, they’re not moving away from a family home for the university experience. Once studying maybe family issues disrupt study, or employment opportunities come around.

However the report concludes:

‘The UK’s problem is not high drop-out rates across the entire higher education sector. It is the relatively low attendance rate in the compulsory stage of education since the pandemic lessened, insufficient support for sub-degree provision, high drop-out rates among a minority of institutions, courses and students (including degree apprenticeships) and people being unable to make the most of their student experience because they have not got enough money and have to undertake a high number of hours of paid work – even during term time when their studies should be their main priority.’

They recognise how jobs and paid work are not intruding on that student experience, will the drop-out rates start to increase?

Oncoming vehicle approaching – Weeknote #187 – 30th September 2022

Was in London on Monday. I had gone up the night before, so I could avoid travelling on a Monday morning.

Monday was a team coaching day, where we did our insights (colours) thing. I think the most useful aspect is discussion and working together, as for the insights I am always reminded of horoscopes.

Monday evening, I couldn’t see Jupiter as it was cloudy, saw it last week and later in the week, but not on the day it was the closest to the earth in 107 years.

On Tuesday I presented at the GuildHE Policy and Planners Network meeting in London on analytics and student support. This was well received presentation and there was lots of questions and discussion afterwards.

Wednesday I was back in Bristol. I had a constructive meeting on the marketing, event, production requirements for the HE objectives assigned to me, and how these will fit into the planning and campaign processes for 2022-23. We also discussed transformative content (thought leadership) and the planning I have done on producing transformative content that will support the delivery of the HE sector strategy and ensuring it is aligned to the Jisc core strategy.

Read this HEPI blog post at the weekend. The blog says

There is a tendency for the literature to connect innovation and technology in discussions about models of change. Clearly, technology can have a significant impact on activities and practice and can lead to innovation but, if badly designed or implemented, can create unnecessary costs and additional bureaucracy. The key to good innovation is that it leads to better productivity; better work practice; and better delivery of activities. In planning any change, it is important to understand how the innovation that you wish to introduce will deliver those three things: better productivity, better practice and better delivery. 

You could almost rewrite this and replace the word innovation with transformation. It goes onto say:

Innovation is also often seen as a big bang ‘thing’. This is not necessarily the case, small improvements or minor changes can have significant effects…

I was reminded of my butterfly post on digital transformation.

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)?

The Mirror reports that University of Glasgow students are unhappy about having lectures in a church with no internet access.

Though it was July 2015 when Apple Pay was introduced in the UK, I have never actually used it until August this year! I bought some parking on my phone and used Apple Pay to pay for it. It was only on Thursday that I actually used Apple Pay at a till! I paid for some shopping using the system at one of those “unexpected item in the bagging area” machines.

I know I should know this, but it was quite a seamless experience. I did have to double tap, which I didn’t think I would need to do. Well done that now, do I need to do it again? Probably not.

Friday I headed to work in our Bristol office. Had some administration to do as well as catching up with conversations and email.

Why is this post entitled oncoming vehicle approaching? Well when I was driving to London, I did see a fair few warning signs, that there was an oncoming vehicle approaching. I wasn’t sure how much I should slow down by, as there were cars behind and next to me. I wasn’t sure even which lane I should stick to, as I had no idea about the oncoming vehicle, would it be in the outside lane, or on the hard shoulder? There were a lot of unknowns and in the end I tried to ensure that I had plenty of options for moving out of the way, just in case. I never did see the vehicle, but it was quite unnerving. Writing this, it reminded me of how some people feel when it comes to the implementation and embedding of digital technology. People may be unsure of what to do and it might be all bit unnerving as they are doing what they normally do and now they are facing uncertainty.

My top tweet this week was this one.

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.

Predictions – Weeknote #151 – 21st January 2022

newspaper
Image by Andrys Stienstra from Pixabay

Started work on Monday with Nadhim Zahawi talking in the Daily Mail that “”Students made to pay tuition fees for Zoom lectures should revolt”. This kind of rhetoric makes any (current and future) use of online technologies challenging for universities. Benefits of online will be missed, as students will “revolt” regardless.

Later a more reasoned open letter was published on the Education Department website.

Many of our universities and colleges have been working hard to ensure Covid-secure face-to-face teaching is offered and I know that, for many of you, this face-to-face teaching is a vital part of getting a high-quality student experience. As you know, whilst the country was implementing wide-spread restrictions, the majority of teaching had to be moved online. There are some great examples of effective and innovative online teaching, and universities and colleges have been delivering a high-quality blended approach since before the pandemic. Maintaining the option of online teaching for those who are vulnerable or isolating is to be encouraged. However, face-to-face teaching should remain the norm and the pandemic and must not be used as an opportunity for cost saving or for convenience. I know that students expect and deserve face-to-face teaching and support, and you have my full backing.

But if universities were in any doubt about what they could do and what they should be doing, we had this from the Universities Minister.

HEPI published a blog post on Five common predictions about COVID and education that now appear to be wrong.

No one would dispute that COVID-19 has severely disrupted the education of millions of people. Our polling with Advance HE, for example, shows an unprecedented proportion of undergraduate students think they have received ‘poor’ or ‘very poor’ value for money and twice as many as usual feel their experiences have been worse than their prior expectations.

This is not surprising, given full-time students on three-year courses graduating this summer will have had every one of their years at university disrupted. Those leaving school / college this summer have seen both their GCSEs and their school-leaving qualifications (A-Level / BTECs) affected. But it is also true that most of the really big predictions about how COVID would affect education have (fortunately) turned out to be wrong.

It makes for interesting reading. Predictions about fewer students, or higher drop-outs were wrong as it turned out.

Why does this matter, well the article summarises with this comment.

It is worth flagging how poor the predictions about education in a pandemic have turned out to be because it acts as a reminder about how hard it is to predict the future, because it could serve as a useful guide in future crises and because it shows the importance that hard counter-intuitive evidence should play in policymaking.

This is something that we can reflect upon.

One prediction made at the start of the pandemic by many involved in education technology was that the forced working from home would (post-pandemic) be a catalyst for more blended and online learning in higher education. The prediction was that following people being forced to use tools such as the VLE, Teams, Zoom, lecture capture, that this would embed such technologies into future teaching and learning.  The reality is that universities are now under pressure from Government and students to focus on and prioritise in-person face to face teaching. So, the prediction that the pandemic restrictions and lockdowns would have a positive impact on the use of online and digital learning technologies across the board, may have been slightly off the mark.

I wrote about predicting.

I also had a blog post published on the Jisc website Why online learning is not online learning which some people liked.

My top tweet this week was this one.

Predicting is hard, and we can get it wrong

classroom
Image by David Mark from Pixabay

HEPI published a blog post on Five common predictions about COVID and education that now appear to be wrong.

No one would dispute that COVID-19 has severely disrupted the education of millions of people. Our polling with Advance HE, for example, shows an unprecedented proportion of undergraduate students think they have received ‘poor’ or ‘very poor’ value for money and twice as many as usual feel their experiences have been worse than their prior expectations.

This is not surprising, given full-time students on three-year courses graduating this summer will have had every one of their years at university disrupted. Those leaving school / college this summer have seen both their GCSEs and their school-leaving qualifications (A-Level / BTECs) affected. But it is also true that most of the really big predictions about how COVID would affect education have (fortunately) turned out to be wrong.

It makes for interesting reading. Predictions about fewer students, or higher drop-outs were wrong as it turned out.

Why does this matter, well the article summarises with this comment.

It is worth flagging how poor the predictions about education in a pandemic have turned out to be because it acts as a reminder about how hard it is to predict the future, because it could serve as a useful guide in future crises and because it shows the importance that hard counter-intuitive evidence should play in policymaking.

This is something that we can reflect upon.

One prediction made at the start of the pandemic by many involved in education technology was that the forced working from home would (post-pandemic) be a catalyst for more blended and online learning in higher education. The prediction was that following people being forced to use tools such as the VLE, Teams, Zoom, lecture capture, that this would embed such technologies into future teaching and learning. Well we know from the press this week that this may not be the case, with  Nadhim Zahawi talking in the Daily Mail that “Students made to pay tuition fees for Zoom lectures should revolt”. This kind of rhetoric makes any (current and future) use of online technologies challenging for universities. Benefits of online will be missed, as students will “revolt” regardless.

Later a more reasoned open letter was published on the Education Department website.

Many of our universities and colleges have been working hard to ensure Covid-secure face-to-face teaching is offered and I know that, for many of you, this face-to-face teaching is a vital part of getting a high-quality student experience. As you know, whilst the country was implementing wide-spread restrictions, the majority of teaching had to be moved online. There are some great examples of effective and innovative online teaching, and universities and colleges have been delivering a high-quality blended approach since before the pandemic. Maintaining the option of online teaching for those who are vulnerable or isolating is to be encouraged. However, face-to-face teaching should remain the norm and the pandemic and must not be used as an opportunity for cost saving or for convenience. I know that students expect and deserve face-to-face teaching and support, and you have my full backing.

But if universities were in any doubt about what they could do and what they should be doing, we had this from the Universities Minister.

The reality is that universities are now under pressure from Government and students to focus on and prioritise in-person face to face teaching.

So, the prediction that the pandemic restrictions and lockdowns would have a positive impact on the use of online and digital learning technologies across the board, may have been slightly off the mark.

I might predict that the job of embedding digital into higher education is now more difficult than it was before the pandemic.

What do you think?

Things are going to be different – Weeknote #60 – 24th April 2020

Having moved down into assessment over the last few weeks, I am now looking at teaching online and student wellbeing (and engagement).

We know that the move to teaching online was very much done quickly and rapidly, with little time for planning. Platforms needed to be scaled up to widespread use and most academics moved to translate their existing practice into remote delivery. This wasn’t online teaching, this was teaching delivered remotely during a time of crisis.

The Easter break gave a bit of breathing room, but even then there wasn’t much time for planning and preparation, so even now much of the teaching will be a response to the lockdown rather than  a well thought out planned online course.

Thinking further ahead though, with the potential restrictions continuing, institutions will need to plan a responsive curriculum model that takes into account possible lockdown, restrictions, as well as some kind of normality.

I was involved in a meeting discussing the content needs of Further Education, though my role is Higher Education, I am working on some responses to Covid-19 and content for teachers is one of those areas. What content do teachers need? Do they in fact need good online content? Who will provide that content? How will do the quality assurance? Do we even need quality assurance? And where does this content live? Continue reading Things are going to be different – Weeknote #60 – 24th April 2020

What we’re actually saying is… – Weeknote #10 – 10th May 2019

Corn Street in Bristol
Corn Street in Bristol

With  the bank holiday, a shorter week starting on the Tuesday. It was a pity the weather wasn’t better for the bank holiday weekend, so was slightly annoyed as I arrived for work in bright sunshine.

Tuesday was very much about touching base with people in person. Yes you can do this online or remotely, but there is something about that happenstance that occurs within an office environment.

There was some discussion about the ALT Conference this year, which is taking place in Edinburgh. Alas I won’t be going this year as I will need to be close to home as my youngest starts secondary school, and as most people know, transition is a challenging time for all. I have been going to ALT since 2003 when I presented at the conference in Sheffield. Since then I have been to virtually every conference , except 2004 in Exeter and 2013 in Nottingham. I missed Exeter in the main as I wasn’t presenting and I hadn’t really enjoyed the 2003 experience. I missed 2013 as I had just started a new job at the beginning of September in 2013, so couldn’t get funding. Since joining Jisc in 2015, I did go to Manchester that same year, Warwick in 2016, I enjoyed Liverpool in 2017 and returned to Manchester in 2018. This blog post describes my #altc journey.

I had an interesting discussion over lunch on wellbeing and mental health, and the potential of data and analytics in supporting (staff who support) students in this space.

As I said in a previous weeknote:

The Intelligent Science Park – Weeknote #05 – 5th April 2019

I think it’s important that when we say something like…

Working on how data and analytics and other technology related approaches can support mental health and well-being for staff, students and researchers.

That what we’re actually saying is something more like…

Working on how data and analytics and other technology related approaches can provide insight, intelligence and inform those staff and services that work in this space and support the mental health and well-being of staff, students and researchers.

Later in the week, HEPI published a policy note on Measuring well-being in higher education. For me one of the key points was this.

The conflation of mental health and well-being is not helpful for tackling either low levels of well-being or supporting those suffering mental ill-health.

 The two issues are related, but they are not the same thing. Interventions can support both issues, but different approaches often need to be taken in order to increase well-being compared to supporting those with mental health issues.

Next week I am off to the University of Hertfordshire to participate in a series of workshops looking at the value of Jisc to our members. I was asked to facilitate sessions relating to that old chestnut of mine, the Intelligent Campus, but will also be supporting sessions on Learning and Teaching and Next Generation Learning Environments. Whilst preparing for this session on Wednesday I was reminded of the reports that have been published in this space by Lawrie Phipps.

The first was the report on the Next generation [digital] learning environments: present and future challenge.

Next generation [digital] learning environments: present and future challenge.

The report was a response to the challenge of the following questions:

  • What would an environment do for staff and students?
  • What kind of learning experiences would an environment need to support?
  • What learning and teaching practices aren’t currently supported in environments?

The report makes for interesting reading

The changing nature of student and staff behaviours was something highlighted by many commentators; technology-led pedagogies, and emphasis on system features was another; and of course many people in the sector were commenting on the rise of analytics and the role that data may play in future systems.

As Technology Enhanced Learning continues to develop, it is clear that some form of digital learning environment will remain core to institutional practices; the levels of integration, features and porosity will continue to change, driven, and potentially driving the behavioural shifts we see in staff and students.

The second report which was researched as a result of the earlier work, with the aim to gain a detailed understanding of current teaching practices in universities and colleges.

Listening to teachers: A qualitative exploration of teaching practices in higher and further education, and the implications for digital

Listening to teachers: a qualitative exploration of teaching practices in HE and FE and the implications for digital. The concluding remarks make for interesting reading and provide food for thought for all those who are supporting and embedding the use of technology for learning and teaching.

Practitioners are struggling with the disconnect between what they need to do in the spaces their institution provides and what is possible. Staff have to work harder to deliver the kind of teaching they want to in spaces that are not always appropriately configured. Some of this difficulty is a result of limits on space as a resource, however, there is also an element of staff not always knowing what is possible in the spaces available.

Interviewees identified a lack of opportunity to reflect on and analyse their teaching practice. While there are forums and staff development opportunities, limited time is officially allocated to formatively evaluating how a course was delivered and received, beyond the metrics used for more formal summative evaluation.

The organisational distance between instructional designers, education technologists and the people teaching in HE and FE is clearly present in (the) data.

Institutionally provided systems are not single-stop places for practitioners, who use open web and commercially provided platforms as teaching and learning places. This is not new6, but it continues to have implications for the ways that institutions support and recognise teaching practices that leverage digital places and platforms.

 I would recommend you read the whole report.

Also too some time looking at various university documents in preparation for a visit to the University of Hertfordshire next week. They certainly have some interesting ambitions for their student experience.

traffic jam in the rain
Image by Holger Schué from Pixabay

I smiled at the Wonkhe article on university car parking rankings.

Our calculations are based on the supply of parking (the number of spaces on campus) divided by the demand for parking (based on the percentages of students and staff driving or carpooling to campus). Such a clear methodology means we can ignore the qualitative opinions of students and staff, which are messy and difficult to put on a league table. 

The environmental considerations appeared to be missed, but then you realise it’s just a parody. I once left a job, because of the car parking (well it was one of the reasons). We were moving campuses from a suburban campus with free parking, to a city centre campus where there was limited on-site parking and all day parking was (as it was right in the heart of the city) expensive. My hours were changing as well, so I would be teaching until 9:30pm, at which point I would be expected to use public transport (two buses) to get home. At this point I started looking for another job. Ironically I got a job at a city centre museum that had no parking either…

Even today my job with Jisc, our head office in Bristol has no staff parking, so I do the train instead, which actually is frequent, reliable (a lot of the time) and about the same price of parking and the cost of petrol. The main difference is that I don’t need to be in the office everyday, so commuting is much less of headache.

Spent some time reviewing my personal objectives for the rest of the year (which is the end of July 2019) as well as reflecting on potential objectives for the following year. In theory we use a platform called Fuse for our objective setting, I though put most of the detail into Confluence, and then using reporting on Jira tasks to pull out and provide the evidence for those objectives. I can also pull out a report of tasks I have done that are not related to objectives. This evidence is useful when pulling together end of year reviews (and mid year reviews too).

My top tweet that week was this one.