This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice"
Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education.
The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI.
http://wp.me/p4EpjT-3RU
#thirdspacejim @smythkrs
Upside down:Staff and student led digital learning strategies in UK HEIsdebbieholley1
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Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities, community and digital practice by Professor Keith Smyth
1. It’s Third Space, Jim, but not as
we know it: universities,
community and digital practice
Professor Keith Smyth
Inaugural Lecture
#thirdspacejim @smythkrs
2. To boldly go…
• Exploring idea of ‘third space’ as it
applies to education
• What’s happening in our schools? Why is
it important?
• Encouraging more effective use of digital
spaces and tools
• Exploring the broader possibilities for
engaging learners
• Harnessing digital third space in our own
3. Two framing propositions
The most effective
uses of technology
in education are
about providing
spaces to create
and engage
Online technology is
key to inclusive
education, but we
need to refocus the
open education
debate on physical
spaces and locations
5. Key characteristics of ‘third
spaces’
Not work and not home
Neutral ground where difference
embraced
Social status is irrelevant
Bringing together those who may
not meet
Amplifying issues beyond the
‘third space’
Sharing of knowledge for a
collective good
6. And a definition for tonight
‘Third spaces’ are spaces – or annexes
– that extend our opportunities for
engaging with learners in and beyond
the university. They can be digital or
physical.
They are spaces that allow us to make
connections between different groups
of learners, allow our students to
connect with the wider communities
7. What’s happening in our
schools, and why is it so
important to Higher
Education?
28. What are the implications for
how we develop our
universities?
29. Taking a critical view
http://dailyimprovisation.blog
spot.co.uk/
http://www.richard-
hall.org/
30. Education and social wellbeing
http://www.scholarsstrategynetwork.org/sites/default/files/ssn-key-
findings-blessinger-on-universal-higher-education_0.pdf
31. Lelsey Riddoch, 12th Feb 2015
http://www.lesleyriddoch.co.uk/2015/02/peoples-university-of-scotland-.html
34. The digitally distributed
curriculum?
DFWG (Digital Futures Working Group) (2014). Digital Futures Working Group:
Recommendations: April 2014 (Final Revision) Edinburgh Napier University.
35. How can we develop
educational practice and
scholarship through using
digital ‘third’ and
‘alternative’ spaces?
46. The digitally distributed
curriculum?
DFWG (Digital Futures Working Group) (2014). Digital Futures Working Group:
Recommendations: April 2014 (Final Revision) Edinburgh Napier University.
47. Why is this important?
Because when we look to extend what
we do by harnessing ‘third spaces’ for
engaging our learners, wherever they
may be, we increase our capacity to
create ‘pivotal moments’ in their
learning and development, and to
enrich and expand the educational
experience for everyone who should
benefit from it.
49. One important proviso…
• In thinking about the wider
implications of open and inclusive
educational practice, this talk is not
to suggest that universities seek to
be all things to all learners. However
it is suggesting that universities can
and should be doing much more to
contribute to the wider social
mission of education, and to have a
50. …and three key conclusions
• If HE is a public good, then we have
to be good at using our digital and
physical spaces as public spaces
• We can better support our teachers
to harness digital spaces and tools
more effectively and creatively if we
allow them to experience ‘being a
digital learner’
• We should not conflate ‘digital
51. Where is your ‘Third Space',
and what will you do there?
52. Key references
• Blessinger, P. (2015) Why universal and life-long learning higher education
is the next step in advancing the social contract. Scholars Strategy
Network, April 2015.
http://www.scholarsstrategynetwork.org/sites/default/files/ssn-key-
findings-blessinger-on-universal-higher-education_0.pdf [Accessed: 11th
May 2015]
• DFWG (Digital Futures Working Group) (2014). Digital Futures Working
Group: Recommendations: April 2014 (Final Revision) Edinburgh Napier
University. http://staff.napier.ac.uk/services/vice-principal-
academic/academic/strategyactivity/DigitalFutures/Documents/Paper%20
ENU-DFWG-25%20Recommendations%20Final.pdf [Accessed: 12 January
2015]
• Gutierrez, K.D. (2008) Developing a sociocritical literacy in the third
space. Reading Research Quarterly, Vol. 43, No.2, pp. 148-164.
• Johnson, M. and Smyth, K. (Eds) (2011) Learning technology and
institutional strategy. Special issue of Campus-Wide Information Systems
on Learning Technology and Institutional Strategy, Vol. 28, No. 4. This
features the paper Johnson, M. and Smyth, K. (2011) Diversity, value and
53. • MacNeill, S. and Johnston, B. (2012). A conversation around what it means to be a
Digital University (Parts 1 to 5).
http://blogs.cetis.ac.uk/sheilamacneill/2012/01/26/a-converstaion-around-what-
it-means-to-be-a-digital-university/ [Accessed: 12 January 2015]
• Oldenburg, R. (1989). The great good place: Cafes, coffee shops, bookstores,
bars, hair salons, and other hangouts at the heart of a community. New York:
Marlowe and Company.
• Smyth, K. (2009) Transformative online education for educators: cascading
progressive practice in teaching, learning and technology. In D.Remenyi (Ed),
Proceedings from the 8th European conference on e-learning, University of Bari,
Italy, 29th-30th October. Academic Conferences International, pp. 549-557.
• Smyth, K. (2013) Sharing and shaping effective institutional practice in TEL
through the 3E Framework. In S. Greener (Ed) Case studies in e-learning. Reading:
Academic Publishing International, pp.141-159.
• Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Cross-institutional
development of an online open course for educators: confronting current
challenges and imagining future possibilities. In M. Gosper, J. Hedberg, and H.
Carter (Eds.) Electric Dreams. Proceedings of ascilite Sydney 2013, pp.826-829.
Thanks for attending. Then Kathy Buckner and Jim Herring. Fred. Andrew. Karen. Julia.
Kris Gutierrez. Nemanja Memarovic.
Over tonight’s talk we’ll gradually
move further away from the original concept of ‘third space’ but will explore important aspects of the idea in relation to Higher Education and the role of universities.
15th or 16th Century. Cave West of Scotland. Sawney Bean was unknown to teacher.
Meeting increased learner expectations. Teaching and supporting learners in ways that reflect how knowledge is developed and shared outwith the university, and ensuring they have the digital literacies and other lifelong and life wide skills they need.
Terry Mayes. John Cowan.
Institutional versus ‘learner owned’ technologies including social media. Self organise and cluster!
Jayne. Julia. Airbases in rural England. And – if those adverts that invite us to join the forces and ‘be the best’…
Richard Hall. Mark Johnson. Richard’s latest post on ‘Academic Bewilderment’…
Our education programmes for staff have to role model! They and our staff development provision have to be malleable and responsive. Most universities are ‘locked in’ to a three or usually five year cycle of approval and review for their courses. However the nature of learning, particularly where technology is concerned, is developing much more rapidly than that cycle.
EDU. Garth and Debbie. Neil and project board.
David Walker. Panos Vlacholpoulos. Anne Wheeler.
Karen Strickland. David Walker. Special issue with Frank.
Fantastic public engagement work and community scholarship e.g. Centre for History, colleagues in literature at Inverness College. We’re also supporting community groups non-profit organisations in using our networked technology (John Maher and Frank). Excellent work underway at Lews Castle College to extend the college wifi across Lewis. But is there scope for more?
Remember - What will make a learner come to take an online masters at UHI versus a comparable course somewhere else?
Ragged University – artisan chocolate making , talk on bilingualism.
My pivotal moments – getting into QMU , continuing my Phd (Vikki). STITCHING TOGETHER FABRIC OF PIVOTAL MOMENTS.