Tag Archives: intelligent campus

Video of shaping our future campuses

Back in May 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.

The video of my presentation is now available.

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.

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.

Shaping our future campuses

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.

Update 2nd July 2021

The video of my presentation is now available.

Pedagogy first – Weeknote #104 – 26th February 2021

calendar
Image by Amber Avalona from Pixabay

The end of this week marks my second year as Jisc’s Head of Higher Education. I have spent nearly 50% of this job in lockdown. I have also been writing weekly weeknotes for all that time as well.

Had a fair few meetings this week with universities talking about strategy, leadership as well as teaching and learning.

I had a Diversity and Inclusion workshop with the team. We were asked a few questions, but this was my response to: What do you think is the top priority for us that we need to work on?

Recognition that excluded groups don’t have the same advantages and privileges that others have. This has an impact on background, qualifications, experience and needs as an employee. We need to be creative and supportive in bringing excluded groups into the talent pool, but also recognise that recruitment is only part of the issue. Working practices, culture and expectations are there too. Society isn’t fair, we need to be not just equitable but also positive in what we will do.

I ran an online workshop for the current teaching and learning discovery project I am working on. I asked the question, what do we mean by blended learning, well that led to a really interesting discussion.

I do find online workshops quite challenging, and though there are tools out there, such as Miro, that can help, when you don’t know what expertise people have with those kinds of tools, I usually try and avoid using them. Simply put, as a result you spend more time trying to help people to use the tool, and those that can’t get into it, don’t have the opportunity to engage with the actual exercise.

Space
Image by Free-Photos from Pixabay

Thursday saw the publication of the Office for Students’ report Gravity assist: propelling higher education towards a brighter future. It is their review of the shift toward digital teaching and learning in English higher education since the start of the coronavirus (COVID-19) pandemic.

It is a 159 page report that attempts to capture the lessons from an extraordinary phase of change.

I was slighty amused by the opening gambit that Digital teaching must start with appropriately designed pedagogy, curriculum and assessment.

Of course with the first and subsequent lockdowns, the technology needed to come first as people quickly switched to remote teaching and needed some kind of tool to do this. What did happen was people merely translated their in-person pedagogy to the online platforms and then wondered why it didn’t work very well… or didn’t work at all. I’ve always found that teachers and academics always put the pedagogy first, it’s a no-brainer. However though it may be pedagogy first, this doesn’t mean pedagogy only. You really need to understand that if you are to take advantage of the affordances that technology can bring to the learning experience.

I wrote some more on this on my blog.

I also enjoyed reading David Kernohan’s thoughts on the report.

I did another post about the report on the definition of high quality teaching and how it relates to the use of video.

I have been reading the document and overall yes I do welcome the report, I think it has covered the background and situation on the response to the pandemic well.

campus
Image by 小亭 江 from Pixabay

Friday afternoon I attended the Intelligent Campus Community Event. Since I left the project two years ago, a RUGIT sub-group have taken over the organisation of the event, which is great. It was quite interesting to re-immerse myself into that space.

My top tweet this week was this one.

Returning – Weeknote #92 – 4th December 2020

lecture theatre
Image by Michal Jarmoluk from Pixabay

I have been thinking about the use of space for teaching and learning once we move beyond Covid-19. There are similar discussions thinking about the future of the office. I found this Wired article interesting – The Covid-19 vaccines will usher the dawn of the true hybrid office.

The promising vaccine news is making bosses think about the return to work. But when it does happen, the office won’t ever be the same again.

I had a good discussion on Tuesday about the future university campus. I have worked on an intelligent campus project in the past, back then we had a vision. However the current landscape has changed and will continue to change. This has implications for campus planning and usage.

Wednesday saw the publication by the Government of guidance for universities on students returning in the spring.

I did read this article from Wonkhe responding to  – DfE publishes staggering advice for universities on students return in 2021. Jim Dickinson and David Kernohan unpick the implications.

Thursday I was on leave…

Friday was a full day of meetings and events. I actually have very few days where I spend most of the day in Zoom and Teams meetings, but today I had nearly six hours of online meetings. The key for me was to move away from the computer when I can.

My top tweet this week was this one.

Note that the original NY Post tweet this was referring to has now been deleted. It talked about the UK Christmas covid-19 planning with a picture of Paris.

However someone managed to get a screengrab before it was deleted.

Going home for Christmas – Weeknote #91 – 27th November 2020

A lot of news over the weekend on grade inflation. I was at an event last November where this was discussed and there was some despair about the issue, on one hand everyone is expecting the quality of teaching to be better, but at the same time they don’t want students to get better grades.

I spent a fair amount of time writing some proposals this week.

We’ve also been working on where Jisc goes next with Learning and teaching reimagined following the publication of the most recent report.

This report is the result of a five-month higher education initiative to understand the response to COVID-19 and explore the future of digital learning and teaching.

As the directorate I am now in is responsible for moving things forward, the key issue is how we move from a series of challenges and recommendations to a plan for change and transformation. We have a vision, we know where we are, it’s less about where we want to be, much more about how do we get there, what do we need to do to make it happen.

walking home
Image by 춘성 강 from Pixabay

So what’s going to be happening at Christmas as students flock home for Christmas? Continue reading Going home for Christmas – Weeknote #91 – 27th November 2020

What have I been doing? – Weeknote #72 – 17th July 2020

Last Friday I delivered a presentation at the University of Hertfordshire Teaching & Learning Conference. There was some really nice feedback from delegates at the conference.

Really hard to gauge feedback when delivering via Teams and all I can see is my Powerpoint presentation screen. Twitter at least gives me some insight to how it was received.

It would appear that my blog post on the main Jisc website was picked up by academics at the University of Cape Town in South Africa.  Continue reading What have I been doing? – Weeknote #72 – 17th July 2020

The Intelligent Learning Space

So what do we mean by a learning space and how is an intelligent learning space different? What is a smart learning space?

lecture theatre
Image by Michal Jarmoluk from Pixabay

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.

Generally most learning spaces are static spaces designed to allow for particular kinds of learning. Some have an element of flexibility allowing for different kinds of learning activity within the same space.

We have seen lecture theatres where the seats can swivel to allow for discussion and group work. There are other lecture spaces where the students are seated in groups around a table, allowing them to see the front of the room and work together. New active learning spaces allow students to work independently or in groups, but the use of large screens on the table allows for whole group teaching or lecturing.

Often the pedagogy is shoe-horned into the space that is available and even if more appropriate spaces are available on campus, often they are unavailable for that particular slot or cohort.

solitary
Photo by Philippe Bout on Unsplash

In the past room utilisation was often a combination of what was in the timetable and what could be seen during a survey (often with a clipboard).

There is some technology already in place which can start us on the road to making better-informed decisions about how best to use space – sensors, for example. We all know when lighting is linked to a movement sensor because everything goes dark when we sit still for too long, promoting much frantic arm-waving to turn the lights back on.

But a smart learning space goes further than such simple actions and allows us to gather data about the spaces and, importantly, act on that data. We can turn down heating in rooms which aren’t being used, and some systems will take into account the external temperature, humidity and pollution levels, and not just the time of year.

We can use electronic entry systems, such as swipe cards, to ensure the security of the rooms, but also to measure room occupancy. We can also ensure that the lighting, heating and CO2 levels are within defined parameters.

If you then throw in data from the timetabling system, the curriculum, lesson planning, teacher commentary and feedback, student feedback. You then start to get a wealth of data that could be analysed and used to design and enhance the learning activities which will take place in that learning space.

A smart learning space would taken into account historical usage of the room and how people felt that the space either contributed or hindered the learning taking place there. You can imagine how users of the room could add to a dataset about the activities taking place in the room and how they felt it went.

Image by Peter H from Pixabay

Of course there is a challenge with historical data in terms of bias, errors and legacy processes. You can imagine that if a space, regardless of what it had been designed to be, was only used for lectures, then the historical data would imply that the space was only ideal for lectures. Bringing in more datasets would help alleviate that issue and ensure any assumptions about the space had some element of validity.

You would think that data from the timetable could allow for this automatically, but timetabling data tells us about the cohort, the course they are on and the academic leading the session, most timetabling software doesn’t have the granular activity data in it. What will be happening in that session, not only what was planned, but also what actually did happen.

The course module information may have the plans of the activity data within it, but may not have the room data from the timetable, nor may it have cohort details. You could easily imagine that some cohorts may be quite happy with undertaking group activities in a lecture theatre space, but there may be other cohorts of students who would work more effectively if the space was better at facilitating the proposed learning activity.

Likewise when it comes to adding feedback about the session, where does that live? What dataset contains that data?

Then there are environmental conditions such as heat, temperature, humidity, CO2 levels, which can also impact on the learning process.

So an actual smart learning space would be able to access data about the session from multiple sources and build a picture of what kinds of learning spaces work best for different kinds of learning activities, taking into account factors such as cohort, environmental conditions, the academic leading the session and so on…

Working together
Image by StartupStockPhotos from Pixabay

These datasets could also be used to inform future space planning and new builds, but smart learning spaces are only the beginning. Taking a smart space and making it intelligent is an obvious next step.

An intelligent learning space would take this data, and then start to make suggestions based on the data. It would identify possible issues with the learning plan and make recommendations to either change the learning activities planned, or recommend a more appropriate space. An intelligent learning space would adjust the environmental conditions to suit the activities planned for that spaces, rather than users of the space having to manually adjust the conditions when it becomes too cold, too hot, too bright, stuffy, etc….

An intelligent learning space could take data from a range of sources, not just the physical aspects of the space and how it is being used, but also the data from digital systems such as attendance records, the virtual learning environment, the library, student records, electronic point-of-sale and online services.

This joined-up approach can provide insights into the student experience that we would otherwise miss. These insights can inform and support decision-making by individuals across the campus, including students, academic and professional service staff. By using live and dynamic data, decisions can be made that are based on the current state of the different learning spaces across the campus.

Making the timetabling software intelligent, well at least dynamic, could mean that learning spaces are not allocated to cohorts of students for a set amount of time, but learning spaces are allocated based on pedagogical need and student need and done as and when needed.

One of the key issues with all this is to collect and store the data somewhere, a centralised hub or data lake would be critical.

Wot no lectures? – Weeknote #64 – 22nd May 2020

I have decided to take next week as leave, not that we’re going anywhere, but apart from the odd long weekend (bank holidays) I’ve not had any time off working since the lockdown started, actually I don’t think I’ve had leave since Christmas! I had planned to take some time off at Easter and go to London for a few days, as we had tickets for the Only Fools and Horses musical at the Royal Haymarket. I had bought tickets for my wife as a Christmas present and it was something we were all looking forward to. Then all this lockdown happened and the theatre cancelled all the performances as required by the Government.

I did consider keeping my leave, but with leading a taskforce, it was apparent that I might not have the time to take some (and where would I go).

So this week I was winding down slightly as I wanted to ensure I had done everything that people needed before I was off.

Radio
Image by fancycrave1 from Pixabay

I published a blog post over the weekend about making the transition to online and to not make the assumption that though there are similarities in delivering learning in classrooms and online, they are not the same.

Making that move from the radio…

Making that move from the radio…

If we are to make the move a combination of online, hybrid and blended than we need to ensure that the staff involved in the delivery of learning have the right capabilities and skills to deliver effectively online.

I had an article published on the Media FHE Blog. Continue reading Wot no lectures? – Weeknote #64 – 22nd May 2020

Intelligent Campus and coronavirus planning

solitary
Photo by Philippe Bout on Unsplash

For a few years at Jisc I was working on the Intelligent Campus project and then got a new role as Head of HE and Student Experience. I still have an interest in the space and when I read this recent post from WonkHE, Can we plan for a socially distanced campus? interesting and useful for the planning for September.

We know how to operate a traditional on-campus model, and we are very quickly developing a better understanding of how to facilitate off-campus working and learning, but how can we best support social distancing on a functioning campus?

Is this what social distancing looks like in a lecture theatre? via WonkHE Seminar.

https://wonkhe.com/blogs/can-we-plan-for-a-socially-distanced-campus/

I was reflecting how if the concept of the intelligent campus was further advanced than it is, how potentially helpful it could be to support universities planning for a socially distanced campus.

I published a use case a year ago, on people flows and congestion,  and it gave me an idea of updating it to reflect the current challenges that universities and colleges will face in September.

With the impact of the coronavirus and the need for social distancing and tracing contacts, if there was ever a use case for the concept of the intelligent campus then this is it.

What’s the issue?

The flow of people through campus and beyond is complex and not well understood outside of known peak times such as class changes or lunchtime. The density of people at any one place and time, and the speed of their movement, can have a big impact on how easily people can get in and around campus buildings and facilities. This can have an impact on the need for effective social distancing. Universities need to avoid situations arising which result in large numbers of people congregating in areas which could result in failure to maintain social distancing.

What could be done?

Pedestrian flow could affect the time for journeys between classes, waiting times at cafes or sudden changes in how busy the library is. Location trackers such as used by mobile phones can provide data on flow, and also people counters, such as using video systems, can be placed around campus to collect data on the numbers of people in that location at any time. Such data can have a number of applications, including combining with other contexts to improve services, as well as ensure social distancing.

Monitoring the increasing numbers of people towards a known destination could anticipate potential problems with congestion and queueing. For example, students heading towards the cafeteria could indicate an unusually high demand for food and trigger staffing or stocking changes to cope with higher numbers. You could also use the information to alert students that the space will be busier than normal and due to social distancing there would be longer queues and waiting times.

Timetabling data indicates when classes are scheduled to end, but real time data on movement could indicate that some classes finish earlier or later, leading to changing patterns in availability of services. This could be critical if you are using timetables to stagger the movement of people to ensure social distancing and avoid congesting and crowding.

Library
Image by RHMemoria from Pixabay

Usage data could show that the library is already busy when one class ends, and students could be directed towards other study areas or computer rooms that have more availability and more space.

Where campuses interact with local towns and cities, for example crossing roads or using transport services, or where students are using their cars. The changing flow of people could be used to increase the capacity or timing of pedestrian crossings, to avoid congestion. Likewise the  frequency of transport services could ensure that sufficient public transport is in place for both local people and students. Real time traffic information could allow students to make decisions about when to arrive for university on time or when would be the best time to leave.

Tram

Over time the data may suggest interesting patterns of behaviour that could be used to further predict, anticipate and respond to congestion. One example might be the impact of weather – on sunny days students may spend more time outside, whereas when it’s rainy they may congregate in specific spaces. This behaviour will impact on those trying to ensure social distancing in spaces such as corridors and learning spaces such as the library.

Using room utilisation data, spare rooms could be opened up to accommodate social interaction and refreshment breaks, or pop up library or IT services could be opened. Ensuring that social distancing guidelines are kept to.

What examples are there?

Many of the existing examples are from “Smart cities”, involving vehicular and pedestrian traffic, to aid safety, improve health and environmental concerns, and also inform retail and business. However, such applications can be easily applied to campus routes and facilities.

Google maps is one of the best known examples of tracking the location of mobile devices (typically in cars) to show congestion on traffic routes. The mapping service then can suggest the best/quickest route for the traffic conditions at the time and provide alternatives if congestion is estimated to lead to a slower journey time. Waze (owned by Google) does something similar, but allows individuals to add information about congestion. This type of system could be really useful in a campus context.

Other methods of “people counting” include video cameras, which can also combine with CCTV, recognising an image of a person and transmitting the numbers (usually not the images). Such systems could be used to flag spaces which are getting congested or filling up.

Image by Free-Photos from Pixabay
Image by Free-Photos from Pixabay

In Las Vegas, not only do they track vehicles through a junction but also count the number of pedestrians crossing the streets and also “jaywalking”, and then re-routing vehicular traffic when the numbers of pedestrians is high. Could a similar system ensure that students are re-routed when their chosen route is getting crowded.

People counters are often used in business and retail areas for example in Manchester to better understand queuing time and which areas of a store are popular. The data also contributes to strategies to improve walkability and transport, understand the impact of events and marketing campaigns, and assist businesses and community services in adopting appropriate staffing and security arrangements. These systems could be adapted to ensure safe spaces for students on university campuses.

Sphere
Image by Picography from Pixabay

What about ethical and other issues?

In principle, data on people movement tends to be aggregated to use the total numbers and changes to those numbers rather than knowledge about a specific individual. This is similar to the way google uses your location to provide mapping data, and is widely accepted. However, images of individuals may be being captured along with their movements and this information could be used inappropriately without strict controls and clear consent rules. Similarly, as data becomes combined, it begins to create a picture of a person’s behaviour that could be considered more of an invasion of privacy – for example which cafe are they going to, who else is there and what do they drink?

It’s important that the ethical aspects of this are taken seriously, and the excuse “it’s a crisis” shouldn’t be used to increase surveillance of individuals and impact negatively on privacy. Transparency of what the university is doing and why is key.

University of Leeds - Leeds Business School
Leeds Business School

Conclusions

With the impact of the coronavirus and the need for social distancing and tracing contacts, if there was ever a use case for the concept of the intelligent campus then this is it.