Plenary sessions: the power of digital for change - Jisc Digifest 2016
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With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
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Plenary sessions: the power of digital for change - Jisc Digifest 2016
- 1. The power of digital for change
- 4. The digital challenge Professor David Maguire, Jisc chair and vice-chancellor, University of Greenwich
- 5. »Sectors-owned organisation for shared digital infrastructure, services, content and expertise »Established 1993 to provide: national vision and leadership on networking and specialist information services 2/03/2016 The digital challenge
- 6. Jisc in numbers »Work with 969 education organisations »National network infrastructure £18m users »50% of all UK library spend on e-resources »Over 400 digital content agreements »Sectors save £203m annually 2/03/2016 The digital challenge
- 7. Of thesector,forthesector:we dothreemain things foryou 2/03/2016 The digital challenge Shared digital infrastructure and services Current examples: Janet network, shareddatacentre, eduroam wireless, geospatial services Future examples: Learner analytics, research data management, FE college in a box Sector wide deals with IT vendors and commercial publishers Current examples: Microsoft 365 email, Amazon web services, e-journals, FE e-books Future examples: Prevent web filtering,Tableau, new models for digital publishing Expert and trusted advice and practical assistance Current examples: Open Access, Financial x-ray, cloud advice, cyber security Future examples: FE area reviews, national monograph strategy 1 2 3
- 8. Janet network traffic 0G 100G 200G 300G 400G 500G 600G 700G 800G 900G Jan10 Jun10 Nov10 Apr11 Sep11 Feb12 Jul12 Dec12 May13 Oct13 Mar14 Aug14 Jan15 Jun15 Nov15 Apr16 Sep16 Feb17 Jul17 Dec17 May18 Oct18 Actuals Projections Jan 10 – Jan 16 sixfold increase 2/03/2016 The digital challenge
- 9. University digital challenges »Digital ‘WildWest’ › BYOD,Wikipedia scholars, limited IP respect »Students moving faster than university policies/ systems/ practices/ staff »Keeping up with demand – building industrial strength solutions › MOOCs,VLE, student records system, learning analytics, lecture capture, research data management »Breadth v depth – digital champions v digital literacy 2/03/2016 The digital challenge
- 10. Information systems 2/03/2016 The digital challenge Data Student recruitment (CRM) Email Student records Attendance monitoring Alumni and development Business intelligence Building access control Virtual learning environment Learning analytics
- 11. Major Jisc projects »Janet mid-term upgrade »Learning analytics »Technology and content agreements »Open access »FE area reviews »Research data management »Technology-enhanced learning 2/03/2016 The digital challenge
- 12. jisc.ac.uk ThankYou! David Maguire d.maguire@gre.ac.uk 2/03/2016 The digital challenge
- 14. Creating great digital spaces for learning Andrew Harrison Professor of Practice University of Wales Trinity Saint David Director, Spaces That Work Ltd Aalto University High Voltage Laboratory, Helsinki
- 15. The rules are changing… • The internet has changed notions of place, time and space • Emerging new methods of teaching and learning based on an improved understanding of cognition • Effect of demographic changes on learning population • Changing financial context for education: increased competition, pressure on resources • Impact of changes in government policy: funding, participation, research strategy • Blending of living, learning, working and leisure • Life-long learning
- 16. “Thirty years from now the big university campuses will be relics. Universities won’t survive.….” “…the cost of higher education has risen as fast as the cost of healthcare…. the system is rapidly becoming untenable. Higher education is in deep crisis.” Peter Drucker, Forbes magazine, July 1997
- 17. Circulation as event space More freely available space group project work, solo work Redefining ‘balance’ space circulation as glue Source: DEGW New space models for universities • Traditional categories of space are becoming less meaningful as space becomes less specialized, boundaries blur, and operating hours extend toward 24–7 • Space types designed primarily around patterns of human interaction rather than specific needs of particular departments, disciplines or technologies • New space models focus on enhancing quality of life as much as on supporting the learning experience
- 18. SPECIALIZED LEARNING SPACES Tailored to specific functions or teaching modalities Limited setting types: Formal teaching, generally enclosed Access: Embedded, departmental GENERIC LEARNING SPACES Range of classroom types Range of setting types: Formal teaching, open and enclosed Access: In general circulation zones, access by schedule INFORMAL LEARNING SPACES Broad definition of learning space Wide range of setting types: Informal and formal, social, open and enclosed Access: Public, visible, distributed, inclusive Tend to be: • Owned within departments, subject specific • Involve specialized equipment • Require higher levels of performance specification • Often higher security concerns Tend to be: • Generic teaching settings • Often limited in flexibility by furnishings • Used when scheduled Tend to: • Encompass richer range of settings • Allow choice • Be loose fit, unscheduled • Work as a network of spaces rather than singular settings • Have food! Creating an effective learning landscape Source: DEGW
- 19. dSchool, Stanford University, USA Space to support learning & teaching • Collaborative, active learning with hands-on experiences • Integrated, multidisciplinary • Distributed, learning takes place anywhere/ anytime, mobile technology with social activity • Immersive with simulated or real- world experiences • Blended activities, online with face-to- face, mixed reality
- 20. Creating spaces to support the pedagogy • Thinking spaces - spaces for conceiving ideas, deliberating, brainstorming • Designing spaces - spaces for putting structure, order, and context to free-ranging ideas • Collaborating spaces - spaces for enabling team activities • Presenting spaces - spaces for showing things to a group • Debating or negotiating spaces - spaces for facilitating negotiations • Documenting spaces - spaces for describing and informing specific activities, objects, or other actions • Making spaces - spaces for creating objects and artefacts using diverse materials and processes • Practicing spaces - spaces for pervasively monitoring a location • Operating spaces - spaces for controlling systems, tools, and complex environments
- 21. Shift from physical to hybrid environments • Physical environments are increasingly equipped by, and formed through, new technological features supporting mobile ways of working • Physical environments find their extension in the non-physical environments of the digital world • In combination, the physical and the non-physical work environments lead to new hybrid learning and work spaces and environments
- 22. “We will gravitate to settings that offer particular cultural, scenic and climatic attractions… Sometimes we will network to avoid going places. But sometimes, we will go places to network” VIRTUAL SPACE convenient efficient PHYSICAL SPACE meaningful symbolic…one type of space does not replace the other Bill Mitchell, e-topia Virtual & physical space are complementary WHAT EVER THE INTERFACE WE ARE ALWAYS PHYSICALLY LOCATED SOMEWHERE
- 23. InQbate, University of Sussex, UK Active Learning Classroom, University of Minnesota, USA Spaces to support blended learning • Flat floor learning spaces with ability to reconfigure furniture easily to support multiple pedagogies • Increased space per student to allow easy reconfiguration & group working • Increased use of technology • Improved quality of environment: • A rich visual environment, • High quality, flexible furniture • Access to natural light • Connection to the outside • Spatial innovation combined with timetable and technology innovation and faculty skills development
- 24. Impact of flexible learning on space requirements Source: DEGW
- 25. University of Melbourne Learning Lab Melbourne, Australia
- 26. IED blended learning classroom Karachi, Pakistan
- 27. SA1 Waterfront Innovation Quarter University of Wales Trinity Saint David, Swansea
- 28. Informal learning spaces UWTSD Virtual Learning Environment UWTSD Library Management Systems Learning Commons ‘On-campus’ ‘Off-campus’ Physical/ Digital Resources Expertise Study Settings UWTSD LIBRARIES UWTSD Library ‘offer’
- 29. “The library of the future is a little bit like an airport for books or a convention centre for the meeting of minds ….so a place like an old fashioned Italian piazza where one can sit and sip your coffee and stroll leisurely or act as a marketplace, exchanging and trading information and knowledge. This is happening at the same time in a physical space as well as in a virtual space and the interface between the physical and the virtual space is going to be crucial for our envisioning of the library of the future.” Massimo Riva, 2012, Professor of Italian Studies Director of the Virtual Humanities Lab at Brown University
- 30. © Harrison and Hutton 2014 Creation of learning-centred communities Schools Higher Education Culture/Leisure/Living Workplace Early Childhood Centres Primary Schools Secondary Schools Public Libraries 6th Form Colleges Joint use libraries Corporate Training Centres Innovation Centres Executive Education Universities R&D facilities Professional Education Institutions Library Business & IP Centres Art Galleries Museums Libraries Colleges Teaching Hospitals Performance spaces Workplace based learning The virtual learning environment Academic Retirement Communities Life long learning
- 31. The future learning experience • Layered experience • Creation of flexible activity zones to support learning, living and working • Users choosing appropriate settings and technology for the tasks they want to achieve • Space and experience changing over the course of the day: changing to reflect different types of users at different times of the day • Blending of physical and virtual learning and research spaces • Blurring of learning with working, living and leisure • Creation of learning-centred communities
- 32. Successful digital learning spaces Space Efficient, appropriate size, technology infrastructure + Place Well-designed, meaningful space + Process Learning and teaching approach including technology use + Experience Total student experience before, during and after the learning event
- 34. Donna Lanclos
- 35. Donna Lanclos
- 36. The power of digital for change Dr Paul Feldman Professor David Maguire Professor Andrew Harrison Donna Lanclos