E-portfolios in HE

Useful video by a colleague of mine discussing the benefits of e-portfolios

the attitude or the technology?

Just noticed this short article on Wired Campus 


So I've just copied it >>>

"Faculty members and information-technology staff members alike say technology is useful for teaching and learning, but professors take a narrower view of what technology belongs in today's classroom, according to a report released on Monday by the technology company CDW Government Inc.

Eighty-eight percent of the 303 faculty members surveyed said technology was essential or useful for student learning, and over 60 percent said they used electronic materials in their teaching, according to the report.

The most popular tools cited by professors were e-textbooks and online documents, with faculty members reporting far less enthusiasm for other electronic tools. Under a quarter of faculty members surveyed use wikis or blogs in their teaching, and only 31 percent of professors surveyed considered online collaboration tools "essential" to today's classroom, compared with 72 percent of over 300 IT employees surveyed.
That suggests an interesting gap between technology staff members and professors when it comes to how smart classrooms need to be. How wired should teaching spaces be?
"

It's only a short article but really resonates with the situation here in the UK education arena. i.e. some see the benefits of the technology, and strive to create environments to nurture 21st century learning expereinces. This is often hampered by differeing levels of support (both IT and senior management) .

The comments about the reluctance to grasp the significance of collaborative platforms also does not surprise me - sadly.  The thread of comments posted under the article could have been penned by any UK educator - which is also quite scary. I advise you to read them - very insightful to see the interpretation of technology enhanced learning from differing perspectives. I especially like this comment :

If you're a hammer, everything looks like a nail.

My advice is to get back to basics and work from curriculum up - redesign to incorporate these (collaborative) learning methods - or they'll always be bolt-on. And also ensure the support mechanisms are in place - implementing technology is so about the people and so not about the "systems"
Use the JISC infokit to help redesign your courses - you know it makes sense !o) , it really is very good :

Transforming Curriculum Design and Curriculum Delivery through Technology

Aggregated

I attended a lecture by Professor Phillip Long ( one author of the 2010 Horizon report) last week. Read the full story on a new Aston blog :  http://clipp.blogs.aston.ac.uk/2010/05/aggreagted/ -

Plenty of links to look at - and especially on sharing course material ( as he was one of the instigators of the MIT Open courseware initiative.

distance nursing

At last, a positive report on a real success story of how distance learning can really make a difference to education. Lead by the UK's most experienced distance learning organisation.  Take note all - distance learning actually works if well designed (using synchronous + asynchronous modes) and very well supported.

Read the full story.>>>>>>>>>>


"...The quality and consistency of support provided on distance-learning programmes is crucial to minimise dropout rates. On the OU nursing course, students are assigned a tutor for each module they take, while another supports individual students throughout their four-year period of study. OU-trained personal mentors, typically a registered nurse, support and assess students in the workplace.

"The workbooks direct your learning, but you got a tutorial every month by video link. We also met our tutor face-to-face once a month with the rest of the group," says O'May. "There were also phone tutorials, emails and online forums. It worked fantastically well."

From 2012, the OU will offer nursing degrees as part of the government's policy to make nursing training degree-standard. But entry criteria will remain the same so that healthcare workers seconded by their employers are still able to study for the degree."

HE-dupunks

The blurb of this book caught my eye, initially sounded like a rant to begin with, but looks like a useful read into the future of connected learning via the internetwork. 
"The future lies in personal learning networks and paths, learning that blends experiential and digital approaches, and free and open-source educational models. Increasingly, you will decide what, when, where, and with whom you want to learn, and you will learn by doing. The university is the cathedral of modernity and rationality, and with our whole civilization in crisis, we are poised on the brink of a new Reformation."



DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education

new ways for HE?

Lord Mandelson’s 11th Feb Dearing speech defends the government’s record on HE funding, commits to “sustainable expansion” and urges HE to source other forms of income and consider alternative modes of provision.  


Lord Mandleson, continues the debate and defends his Higher Ambitions report, by facing critics and outlining new ways that UK HE needs to respond to market trends, competition, student needs, and maintaining quality.
He said...

" For universities Lord Dearing had a clear message that the institutions needed to focus on distinctive missions, diversified sources of income, a new recognition of the value of teaching, a constant focus on the quality of the service to the student."
and in regards to improving flexible provision he said...
 "along side traditional three year full time degrees, I want to see more part time study, I want to see two year Foundation Degrees and three years Honours courses delivered intensively over two years expand as part of the mix. Not creating a single blueprint in which everyone is made to conform. We’ve got to create a mix to take higher education forward"


..."And because these flexible kinds of education and training are vital for those who miss out on higher education straight after school the push for two year degrees and wider part time or work-based study should be at the core of the wider participation agenda. Those who argue against it risk painting themselves as defending an institutional inflexibility that doesn’t serve students, and doesn’t get the most out of public investment that we make in higher education."


...."All these apprenticeships will earn UCAS points so that they act as a ladder into university."

In respect of UK HEIs diversifying to attract private investment he said..


"The first is on the need to seek out alternative sources of funding. The best university systems in the world are defined by a wide range of public and private funding and British universities need the same diversity."


..."Part time degrees, shorter and more intensive courses all offer the potential to lower student support costs, use resources more intensively and improve productivity."

And finally...


"I passionately believe universities cannot stand still. Universities must adapt to new times, to new sorts of courses, to new ways of delivering and teaching. This is where I will continue to lead the debate and policy. "


All I can say is that distance and blended learning is the answer, using the VLE, eportfolios and cloud computing methods. This mix of flexible approaches and a (less resource based) curriculum rethink will give UK Higher Ed' the edge we need. My view is backed up by Dr Tony Bates in his comments on eLearning progress in HE, Dr Bates recognises the importance of e-tutoring & sound instructional design models to move online/blended delivery to a more "active" realm of student-tutor interaction.  And David Lammy also throws his two 'penneth in by stating the following at a recent conference


“Students are all on Facebook, Twitter, Bebo, i-Phones and i-Pads for their social life and their university experience is still divorced from that […]  Universities have to be advancing technology.”


Tho' ,  as we are all well aware UK HE is a slow beast to move and react to change and forcing UK HEIs to simply adopt ICT as the panacea to cure all ills is a road well trodden and resisted 'afore. Innovative teaching, improved CPD, and adoption of flexible (blended) curriculum delivery is key, so says Drew Whitworth in his insightful comments on Should e-learning change university management blog post. And, as Drew also states in his posting, not all students are demanding unfettered access to a pletohora of social networks, as we know, poor digital literacy is an issue to be addressed by generations X,Y and baby boomers alike. As we are well aware the term digital natives is a misnomer perpetuated by the media, and JISC have done quite a bit of work in this area to try and find out how a modern student studies.


Interestingly The 2010 Horizon Report  also highlights some key trends facing education across Europe, which echo some of the innovative approaches UK HE need to address, as mentioned above. They are;

1. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
2. People expect to be able to work, learn, and study whenever and wherever they want to. 
3. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
4. The work of students is increasingly seen as collaborative by nature, and there is more cross-campus collaboration between departments.

• And, not so coincidently JISC have just announced a suite of resources for universities on employing technology to support their business goals.

Under the JISC and Leadership Foundation partnership, this interactive publication highlights the characteristics of an agile university and how to achieve a dynamic business environment.

Ewart Woodridge CBE, Chief Executive of the Leadership Foundation for Higher Education, says, “The ‘Agile University’ is about the capacity to innovate, particularly in new business or operating models. It requires a creativity in how an institution is structured and people are equipped to lead and manage it. It also requires a strategic and entrepreneurial approach to the use of technology.”

future proofin'

Two local Universities (BCU & WLV) have made early steps to address the employability issues outlined by Lord Mandelson last year. He stated 


"Set out how and what students will learn; their own study responsibilities; what that knowledge will qualify them to do…. Students should know about the opportunities for international experience, and how new technologies are integrated into their programmes. All universities should also be expected to demonstrate how their institution prepares its students for employment."  (Lord Mandelson, 2009)


So now employers and employability is set to mould the way of Undergraduate study in this era of austerity we are now in- especially in the post '92 Universities.  With the recent HEFCE announcement in cuts to HE funding, Universities are now having to look at what they are offering to their local and global economies.  No longer can we expect students to roll out of Uni' with a good degree in yurt weaving (or similar),  they need to have some real saleable skills in this competitive market place.  IMPACT will have to be measured.

BCU have their Creating Futureproof graduates - project 


..which is choc' full of useful methods, approaches, case studies and critical interventions to help prepare Undergraduates for the wider world of work, critical reflection, and autonomy.

while Wolverhampton have their Learning Works agenda


This approach is based on 3 primary student attributes;

• Digital Literacy
• Knowledgeable and Enterprising
• Global Citizenship

It's all being pushed forward as apart of a re-jigging of the whole curriculum with a move to 20 credits. This also involves moving towards a more blended delivery whereby the VLE, eportfolio, and other "e" tools are being blended with F2F delivery over a range of methods (e.g. e-submission, assessment, ePDP).

I sat through a presentation about this the other day, and it seems that the underlying tenet appears to be to redesign curricula to ensure previously seemly unconnected modules are now working in harmony, to "un-stuff" current content heavy delivery, and a streamlining of learning objectives. So the course is king, made up of less , but more focussed modules.  It's all good.  I hope that this means an new pedagogic approach in designing student centred activities?  Let's hope so.

A BCE update

 

Business and Community Engagement encompasses four institutional strategic areas:

• knowledge exchange - see also the DIUS funded knowledge transfer networks
• employer engagement
• public engagement 
• lifelong learning

• Lis Parcell of RSC Wales blogged about this subject recently after attending a workshop on the topic. Well worth a read to get a first hand insight into important developments in this new arena.

This post covers the JISC agenda Business and Community Engagement (BCE), which is a relatively new agenda for JISC developed in response to the strategic aim 5¹ of the 2007-09 strategy – ‘developing and implementing a programme to support institutions' engagement with the wider community’. The BCE programme is designed to support institutions in their strategic management of relationships with commercial, public sector (including charities and trusts), cultural, social and civic organisations, in order to deliver services which benefit the economy and society.





A call for joined-up services to help businesses out of recession

• Sharing business information more effectively, particularly through colleges, universities and major reference libraries, could help recession-hit companies out of crisis and stimulate innovation, according to a JISC report undertaken by the British Library Research Service.

Full story : http://www.jisc.ac.uk/news/stories/2010/01/business.aspx

There is also a BCE blog and a JISC Infonet infokit which covers this new agenda. BCE is explained succinctly in the JISC Advance pages "BCE consists of many different institutional strategic areas/services, some of which are highlighted in the diagram below".

see also video below




Findings from the infokit  resource are based upon work carried out within our five partner institutions:

• University of Glamorgan
• Keele University
• Newcastle University
• Shrewsbury College of Arts and Technology
• University of Strathclyde

So thats two organisations from the west mids region who have been  used in this new infokit! Thie idea is that you work through a diagnostic workbook, to evaluate your organisations readiness to embark upon BCE - or apprasie existing activities.  I am under the impression that JISC Infonet will provide targeted consultation type of support either directly or as part of a national events programme.

Two other local initiatives on this topic, are the embryonic Intelligent Career Development Company, and the JISC funded project of developing an eportoflio based pedagogy for workbased learners. Both are in early stages, but worth keeping an eye on.

This is very prescient considering the recently announced cuts in HE funding, as learning organisations will need to look at new and alternative streams of funding. And.... to show those funding people what IMPACT your HEI/college is having on the local community, and commerce.  Times are changing, and it's time to react.

(in)formal learning

Download the Towards Maturity Impact Indicator report

The learning technologies conf' was very interesting - sponsored by Kineo.  Expect a few blog posts on some of the tools I heard about.

Looks like LMS' (VLEs) are in gradual decline in the business arena as well as education! No one really "likes" them, tho' they all feel that the LMS is here to stay, but will be part of a larger collection (cloud) of e-systems (incl' plenty of Web 2.0 apps). The word free application seems to resonate with our cash strapped training/learning and development dept's.  Strangly tho' not many seem to understand that eportfolios are part of the answer!!  Most seem to be gravitating towards informal learning or Presonal learning Environments (PLEs ) - aggregated social networks, etc,  as an anitdote to shrinking training budgets - but not really  understanding far reaching implications. And no mention of underpinning pedagogies/scaffolding.

There seems to be a collective thought that, "if we find the right tools (Yammer, Huddle, etc), they will come - and all learn informally hapily ever after!!  Tho' many cite internal communities of practice - and knowledge of,  are needed to drive business efficiencies. Another Web 2.0 / elearning bandwagon is being jumped on, with little thought as to why - apart from most of these tools are free!

But some are more cautious tho' - citing our frivolous trends in this rapidly changing web 2.0 world, i.e. friends re-united was hot, now it's not - is that what will happen to Facebook in a couple of years time? One company blocked access to Facebook @ work and reported an  immediate 11% increase in productivity .  And plenty of talk about what impact e-learning is having on business upskilling and driving efficiencies. No one seems to be evaluating past e-learning successes, to their peril, as senior managers still don't "get it" - as the strong businesses cases are not being promoted. The age of BS "smoke and mirrors" selling e-learning to business is well and truley over. Strong tangible business benefits is what SMT are only (and have always been) interested in.

Laura Overton (see my doctored image above) did talk about a very revealling benchmarking research study Towards Maturity enterprises conducted recently.  Analysing perceived and tangible impacts of e-learning had on business' bottom line.  Unsuprisinlgy not many had really analysed these business savings as a result of implementing previous VLEs/LMS'.

IMPACT is the new mantra.  Implement, anaylse, and evaluate, or die trying.  If you don't do this, the bean counters are more likely to say, "why sould we pay for a new microblogging platform" when we've got email?"  Unless e-learning companies or inhouse dept's can present quantitave data clearly illustrating improvement in business efficiences and cost savings, those bean counters, are quite at liberty to say.

"No thanks, we'll stick with our intranet, email, free web 2.0 tools, and less (more focussed) F2F training. "

And who could blame them? That goes for UK education as well. "Will this new web 2.0/ Open Source tool save us money ? If so how much?"

A recent report will help to convince some about potential costs savings for OS tools

Informal learning, internal knowledge transfer, eliminating travel to training, Communities of practice are "trending" - but very few have cracked it - apart from BT's "Dare2Share" social networking portal. See also the vid below:




That's the main feeling - but e-learning business is still strong - as training dept's are being forced to use e-learning due to reduced budgets and reduced personell -and they are doing it well! Blended and distance training (webinars) are looking stronger - with good reports of trainees really taking to these new methods.  Pricewaterhousecoopers ran an excellent presentation on their global training stratgey - drastically revamped to use primarily webinars. So, at last, it's taken a global recession for business to start being forced to use e-learning to make significant training and devleopment savings. With the added benefit of employees actually taking to it!!  There's hope for us all, maybe the education sector is next - considering cuts in funding are iminent. HFECE has announced serious cuts today - and it's splashed all across the news.  Time to blend learning UK HEIs , time to give some serious thoughts to integrating "e" solutions into F2F delivery, rather than ignoring it/us, and hoping we'll go away to play with shiny ipads - we wish!

e-Portfolios and Education for the Professions

Creative Commons cleared image

This is the title for an event I attended last week in Bristol. And very informative it was too. A full on day choc-a-block of informative presentations. I've attached the programme (with abstracts) at the bottom of the page. All presentation resources will be available from RSC SW at URL: http://eportfoliorscswbuevent.ning.com

I'm going to run thro' the day with some snippets &  reflections I took from the sessions.

• First up was Dr Cheri Logan. Dr Logan ran through their 2008/9 eportfolio research study: http://evolve-e-learning.wikidot.com/del2-archive . Very interesting stuff in regards to how both staff & students perceived the usefulness of eportfolios. There were tensions abound in terms of being given "space" (blogs and eportfolios), but not sure whether this "space was fit for purpose. The imposition of a semantic ePortfolio structure was the main gripe – and rightly so. . While others jumped at the chance to use them (pebblepad). It seems that the general consensus in art & design that the traditional portfolio is now a hybrid beast. This portfolio now contains traditional (digitised) creative pieces to display to peers (to receive crit's), but is now a place to shoe development of ideas, and receive formal tutor & peer feedback. And just as importantly, a place that can be used to show prospective employers their creative ideas. Some are seeing the eportfolio as a "bridge" between undergraduate studies &  the scary world of work. This aspect of art & design students adopting a professional online status (using tools like blogs & Facebook) is very real in these difficult economic times. Eportfolios and blogs are being viewed as an important showcase medium by net savvy undergraduates. These students are acutely aware of the range of "external audiences" to their work. An ePortfolio/blog just makes it that much easier to do. Apparently http://www.formfiftyfive.com/ is the place to create an arty bloggy thingy :O)
  

• Next up Lisa Grey (JISC) talked about latest developments and additions to the JISC ePortfolio infokit , and she also mentioned the 5 threshold concepts of understanding/exploiting eportfolios. These are:
  

1. Purpose – closely aligned to concept
   
2. Learning activity design – meaningful (= assessed or not bolt on)
   
3. Process – e.g. the technical and pedagogic support for all involved.
   
4. Ownership – is owned, portable, choice of tools/skins
   
5. Disruptive in nature – new pedagogies need to be understood.
   

• 
  Following Lisa, was Dr Sue Martin who talked about how they (Bath Uni) were using eportfolios to help develop critically reflective learners (trainee teachers). The small scale optional study gleaned some very positive results. All staff & students involved in the ePortfolio pilot extolled the virtues of sed method and platform. Tutors reported higher levels and quality of engagements in reflective assessments. It seemed that the most important aspect was that busy trainee teachers could add reflective comments up to their blogs very soon after each session. And this enabled a much more reflective & self critical/aware internal & external discourse. Fundamentally this ensured that the 'folios were being created during study/placement and not left to the end – usually handed in & forgotten about. This echoes the work Julie Hughes as done at University of Wolverhampton with her trainee teachers. The tutors also set up a simple template to ensure all recorded work could be easily mapped against the professional standards. A general consensus that an ePortfolio is more dynamic than the (boring/dull/tedious) old paper version.
  Easy really – now why isn't everyone doing it this way?? Paper based portfolios should really be banished from all spheres of education and PDP.
  
  
• 
  
  
  Next up Catherine Gormley of RSC NI discussed a large scale teacher eportfolio pilot project that spanned many aspects of education right across Northern Ireland. The project was that big the proof of concept took from 2005 until now!! http://tepni.com/project-history/policy-context.html . Main findings = that a cultural change was need to fully understand and exploit the potential of such tools and processes –across the who province. A positive message was received by many participants, who took part in the proof of concept. And a reflective circular model of (Reflect & identify & develop) – similar to Kolb experiential cycle, has been developed as part of the pilot. A centralised ePortfolio system (in all schools) is being touted as the way forward, plus support & licence costs remain an issue. Much works still remains to be done from current findings.
  
• 
  
  
  The next two speakers Martin Leveridge (Teeside Uni) &  Dr Alex Furr (Southampton Uni), both talked about projects where a bespoke "ePortfolio system" had been developed. Each was in early evaluation stages, but both were reporting very positive findings. Again the Teesside Uni project used trainees teachers to use the new PDP system to record &  reflect. Piloteers were given new shiny netbooks to help them out. The Southampton Uni project took a similar bespoke route by mapping PDP / ePortfolio requirements into existing Uni systems. The resultant gap analysis revealed that there was a niche for a bespoke system that communicated directly with existing VLE + registry + other electronic learner data systems. This is really very clever work by Dr Furr, and proves that if you look closely enough at your existing systems, you'll find that in most colleges &  certainly all Unis' existing systems can be utilised by building middleware app's to stitch them (read exchanging data) together.
  
  
  
  Well it all sounds simple!! But it took them a while (last summer) to prove the concept; introduce a couple of Open Source tools , and then build a few more bespoke apps. Resulting in a "platform/ePortfolio" that uses existing Uni IT architecture + learner data, then mashes it with customised is OS apps ( wordpress + Tikiwiki), finallly chuck in a few little home grown apps. All developed using user centred design principles. Everyone is happy – well apart from the students who did not really understand the purpose of reflective writing!!! The early research data is looking positive, but they've got a long way to go. As it seems that old chestnut – expecting staff & students to RTFM did not work, coupled with little understanding or scaffolding reflective writing.
  
  Effective, targeted support is needed – for both system (interface), and pedagogy. But it looks good, as very elegant and pragmatic solution to a problem others would have just chucked money at and purchased and off the shelf model. Perhaps Dr Furr & his team need to have a look at those 5 threshold concepts above? Anyhoo, they're definitely heading in the right direction. Dr Furr & his team are ones to watch - praps they should set up a company on the side offering these types of solutions to other learning providers, like ULCC have done with their Moodle services?
  
  
  

• Following lunch Tricia Ellis from the NHS (Swindon) discussed the adoption of an existing NHS developed ePortfolio tool for junior doctors to help reflect upon, collate and maintain evidence during their two years of intensive training. Again very positive results have been recorded ,with comments cited upon the ability to continually record, reflect, its portability, and its application to a life time of CPD, and how it cannot be lost!
  
  
• Next up, Dr David Croot from Plymouth Uni discussed the initial findings of a series of eportfolio projects covering work based learning development in local authorities (firemen, police, etc). The HE5P project: http://www.recordingachievement.org/employers-cpd/he5p/articles.html . This is a huge project covering many areas of the UK. Initial findings were again very positive from the Plymouth. End users found PebblePad to be very intuitive and easy to learn, and found to be effective for mediating learning across the sectors. Colleges are seeing the value of a PLE NOT a VLE for these types of busy professional learners. Plymouth partner colleges are now seeing the value of the projects and are purchasing ePortfolio licences. One issue seems to revolve around advocacy of the personal ePortfolio, in regards that everyone values the importance of these foundation degrees, but senior managers need hand holding to engage with the value of continual reflection. Sounds a similar issue to the Northern Ireland wide scale project above.
  
  
• Alan Howe (Glos' Uni) delivered an interesting presentation on how the use of eportfolios in social sciences has been developing. Again a series of smaller pilot projects that worked on replacing the traditional paper based folios. Alan and his team have reported a tremendous amount of positive feedback from students and assessors over the old paper based system. Similar findings to the trainee teachers were uncovered, in respect of the eportfolio allowing for continual reflection, ownership, improving self critical awareness, and improved learner autonomy.
  
  

the scaling framework

This MS scaling tool was passed to me recently. Could prove useful, to move use
from the samll scale "Fred in the shed" situation, we often find ourselves in when large educational organisations fail to support or invest in innovation?

go to : http://blogs.msdn.com/ukfe/archive/2009/11/19/scaling-up-innovation.aspx ,  to find out how to use it.

"One of the things that has been done as part of the worldwide Partners in Learning programme is The Scaling Framework – an interactive tool that helps analyse how you move an innovation from being something done by 1 or 2 people, to making it widespread.

It made me think of two specific cases where today there is a challenge of scaling innovation. The first is Virtual Learning Environments, where it is proving to be difficult to take good practice from one lecturer/department/college to the whole system. And the other is taking an innovative ICT teaching initiative and spreading it to other departments.
The Scaling Framework is a simple interactive tool that explains the five dimensions of scale, and then digs down into areas such as “Traps to Avoid” and “Next Steps to Explore.”

Strategy infokit out now

The strategy infokit¹ produced by JISC InfoNet covers all aspects of the strategy process.

http://www.jiscinfonet.ac.uk/infokits/strategy

Not much more to say here. If it's like all the rest of the infokits, we can look forward to another top quality resource.

BTW, you might also be interested to read about JISCs support for business community engagement :

• I would advise you visit the very new & very up to date JISC infonet portal that covers effective practice in this remit: http://www.jiscinfonet.ac.uk/bce
  
  
• See also JISC BCE programme : http://www.jisc.ac.uk/whatwedo/themes/bce.aspx 
  
  
• And the JISC NetSkills BCE support available : http://www.netskills.ac.uk/content/sectors/bce/

JISC online conference 2009

I've just been into the first day of the conference. Very interesting keynotes, and discussions taking place.  Plus there's a "have a go" area full of useful resources and demonstrations.  Thought I'd share some of those with you;

• The EVOLUTION project - reusable materials
  
  

The JISC funded EVOLUTION project is an Open Educational Resources project that is disaggregating existing materials so they may be re-used and re-purposedfor different contexts or pedagogies. Click here to listen to a talk about the project and the materials available. If you would like to download the materials for review than please register to use the materials on our repository at www.employability.org.uk. Open to UK HE only!

•  LexDis - student participation, issues and strategies

This project, with the help of students, explored successful 'e-skills' and supporting strategies, including the use of assistive technologies introduced by e-learning and Web 2.0 type services such as blogs, wikis, social networks and mobile technologies. The outcome has been the development of an online database with student strategies, explanations about the technologies used and a series of one page guides with print versions. The latter have been provided to encourage staff to develop accessible teaching and learning materials. Some link to the work of JISC TechDis Accessibility essentials and all have links to further resources.

• The Design Studio: a curriculum design and delivery toolkit
  
  

The newly launched Design Studio is a developing dynamic web-based toolkit hosted by JISC infoNet which draws together a range of existing and developing resources around curriculum design and delivery and the role technology plays in supporting these processes and practices. The Studio will provide access to project outcomes and outputs from the JISC Curriculum Design and Delivery programmes as they are developed and will continue to be sustained as a community resource after the programmes end. A curriculum lifecycle concept provides a structure for this wiki-based resource and the primary portal to materials whilst tagging provides flexible entry levels to information based on e.g. themes, technologies and subject areas. This is a recorded (not live!) tour in Elluminate. Click https://sas.elluminate.com/mrtbl?suid=M.257864C26A4F22C5EE6DB9B8A536AD to view the recording. Access the curriculum change document that accompanies this resource.

• 
  
  

  JISC Digital Media videos

  
  
  
  

These are videos covering a range of topics, including those of interest to teaching and learning:  http://vimeo.com/user2187259/videos

• Internet for Image Searching
  
  

This is a practical tool for learning how to use the Internet to find copyright cleared images to support learning and teaching. The link below takes you to an online tutorial about the tool. http://www.vts.intute.ac.uk/tutorial/imagesearching/

• 
  
  

  The Phoebe Pedagogy Planner tool

  
  
  
  

Phoebe is a pedagogy planner tool, designed to help teachers create learning experiences that are motivating and productive for both their students and themselves. It comprises a simple authoring environment and extensive guidance on teaching and learning with digital technologies. Phoebe was developed from 2006-2008 by a team from the University of Oxford, with funding from the JISC Design for Learning programme.

About Phoebe:

• Overview (2 pages, PDF format)
• Introduction and demonstration by Marion Manton, given at the University of Oxford on 28th August, 2008 (23-minute video)

Exploring Phoebe:

• Phoebe Pedagogy Planner
• Exploring Phoebe guide (12 pages, PDF format)

• You might also like to visit the website of the LDSE project, on which we are now working with colleagues from five other institutions.

e-research

Richard Lambert talks to the BBC about research and innovation

This post is all about initiatives to open up the silos of traditional academic research, by taking advantage of what the web can offer. I'll cover drivers, current projects and moves towards a new open way of sharing using the Web 2.0 ethos. The Times Higher supplement called "The Data Revolution" also covers this subject.

...'Supporting the science community and maintaining our excellent research base is critical to the UK's future economic growth and prosperity. This is why the government will invest a record level of almost £6 billion in UK science and research by 2011.' ......

So says Lord Drayson in the latest JISC Inform publication which is loaded with some interesting articles on moving research firmly into the 21^st C. There is a article & podcast by Professor Robert Darnton of Harvard University discussing their move to an Open Access policy.

JISC are also spending 10 Mi££ion on a 3 year e-research programme.

For those who are ne wto this area of Open Access, there was an open access week – supported online @ URL: http://www.openaccessweek.org/ , plus this 2007 paper on THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES, will help contextualise the subject.



I've collated a number of established & new Open Access / research portals and repositories to give you an idea what innovations are already in operation;

• The Directory of Open Access Repositories - OpenDOAR
  
• Welcome to WIRE - Wolverhampton Intellectual Repository and E-Theses - an open access repository
  
• Welcome to Worcester Research and Publications
  
• Welcome to Association of Learning Technology Open Access Repository
  
• Pioneering collaboration between publishers, repositories and researchers – PEER (project)
  
• The Depot is an assured gateway to make your research Open Access – EDINA project
  
• JORUM is a free online repository service for teaching and support staff in UK Further and Higher Education Institutions
  
• EThOS aims to enable end-users to access the full text of electronically stored UK theses, in secure format, via a single Web interface.
• E-Evolve Repository. This repository is a free online service for UK Higher Education Institutions 
• The Academy Evidence Net - find current evidence relating to teaching and learning in Higher Education. 

Methods of giving busy academics "Web 2.0" spaces to share and collaborate over research projects are gaining popularity. Here are some I've stumbled across recently;

• Google knol – publish and share your research
  
• Concept Linkage In Knowledge Repositories – C-LINK
  
• Dr. Richard Price, post-doc, Philosophy Dept, Oxford University has started http://www.academia.edu/ - which looks very interesting
  
• myExperiment makes it easy to find, use and share
  scientific workflows and other Research Objects, and to build communities.
  
• The Teaching and Learning Research Programme database
  
• Participate is a large-scale research project, which explores at how we can use new and emerging technologies to encourage people to engage in environmental issues.
  
• Science Shops are not "shops" in the traditional sense of the word. They are small entities that carry out scientific research in a wide range of disciplines – usually free of charge. The Scienceshopswales is a good examples of what can be achieved with this micro (social) research model
  

This 21^st century open (web 2.0) ethos of sharing and collaborating is exemplified in the real world examples in the wikinomics (free ebook), of how modern business is responding and exploiting the networking afforded by Web 2.o social tools. And, if you want to get some pointers into communities of practice collaborating online, this new (free ebook) called The Art of the Community will help.

highly ambitious?

Lord Mandelson's Q&A session at AoC conference  

The most interesting comment is the reference to ensuring a rich IT infrastructure can help to provide a collaborative and quality provision in these tough times. Hurrah for e-learning?

Recently Peter Mandleson released the Higher Ambitions framework . As it states

"The higher education blueprint, Higher Ambitions, sets out a course for how universities can remain world class, providing the nation with the high level skills needed to remain competitive, while continuing to attract the brightest students and researchers."

 The QAA has added its support by stating

"The framework challenges QAA to develop further its work in three key areas: the student experience of higher education; public assurance of quality and standards; and robust arrangements for dealing with complaints."

• ‘Aiming Higher’: Read the digested report on the Edexcel policy Watch site
• And a recent comment by Peter Mandelson refers to the new policies as a cohesive  "single higher skills system"
• All looks rosy? Not so, says the new LSC chief. He warns of a rough ride ahead:

"In my view, before very long, the cost effectiveness bar will rise so that only colleges with strong leadership and management will thrive. The incentive for those that do will be more autonomy - for those that do not, we will act decisively to encourage better performance and if necessary, to insist on new governance and management."


Tho' not all of academia share Lord Mandelson's views!  recent letters by highly regarded academics to the Guardian, responding to the new framework, are less than complimentary.


This is my favourite:

"In my experience, the two main obstacles to good teaching are bureaucracy and research. Maybe the government should require universities to release figures of how much time their staff spend filling forms, attending meetings, compiling reports and responding to initiatives. As for research, the situation is quite simple. Since the inception of the research assessment exercise, the majority of academics in the UK are obsessed with publications on which academic careers are built at the expense of teaching. There has been a proliferation of academic journals making profits for publishers on the back of "free" academic time. A large part of this published work goes entirely unread and unnoticed. If the government wants to enhance the quality of teaching in universities, there is a simple way: scrap the research assessment exercise."

Professor Yiannis Gabriel
School of management, University of Bath



my opinion>>> Is it not time we spent some money on conducting a series meta analysis of the vast swathes of research done so far?

ILT research & bids

Technological innovation in universities in the UK has been supported by
the Joint Information Systems Committee (JISC). In its role as a university think-tank, million+ has investigated the impact of funding awards from JISC to 28 UK universities over a six-year period. Published October 2009. Download the report from
www.millionplus.ac.uk/research/index

To overcome barriers in achieving JISC funding, it was suggested that a single named
person in each HEI be identified to ensure effective communications between the HEI
and JISC, thus offering the potential for more constructive feedback to be given over a
period of time, which could be assimilated and disseminated within that institution. For the future, it is clear from our research that collaborative working between universities
is likely to be crucial, to maximise co-learning and to ensure cost-effectiveness.

http://www.jisc.ac.uk/media/documents/publications/research/2009/millionplusfundingimpact.pdf

• Many of the project teams were successful in obtaining further funding or generated associated projects (36% of the case studies).

• those HEIs which have a formal or co-ordinated approach to responding to calls for bids, with appropriate facilities and staff, tended to have a higher likelihood of obtaining JISC funding.

• My observations : what about those who have problems in obtaining funds!!  I have often been on the receiving end of comments hinting at a "closed shop", and "the same old faces"! But as one very successful JISC project bidder pointed out to me, "it's (the bid calls) not a secret - all you have to do is keep an eye on the JISC funding road map." 

And more importantly he said  "bid for projects to ensure that they align with existing internal project proposals.  So in effect you are getting money for what was part of your ILT strategy anyway."

Often organisations fall down by not placing enough emphasis on the planning and management of sed plans , etc. i.e they either underestimate or under resource the project in hand.

• nb : Just got note of a new JISC report relevant to this this posting :  Understanding Global Activity in Higher Education and Research: Primary, desk and web-based research. Report of Findings (abridged version)- it says 

" Although this study did not set out to „benchmark‟ the UK against the other study countries, it is nevertheless impossible not to consider in very broad terms the UK‟s position on the world stage. Clearly the UK enjoys several key advantages: its compact size; the English language; and the UK‟s system of powerful central government to name but three. JISC is seen by other countries as a strong centralizing force and, largely as a result of JISC‟s role, the UK is viewed as being a leading player in most areas of e-Learning and e-Infrastructure development. Various reviews of specific areas of e-Learning and e-Infrastructure identify the UK as amongst the leaders in areas such as digitisation, data repositories and co-ordinated Web 2.0 enablement strategies, paving the way for the opportunities it opens up to be successfully and consistently introduced into learning and teaching practices."




Useful bidding resources

• jisc guide to bids :http://www.jisc.ac.uk/fundingopportunities/bidguide.aspx

• http://www.fundingguide.co.uk/  

• http://www.planningandfunding.co.uk/training.asp  
• Our workshop bidding & planning resources we ran last year: http://wiki.rscwmsystems.org.uk/index.php/Bid_writing_for_e-Learning_projects,_2nd_December_2008
• RSC Easterns 2006 workshop resources : http://info.rsc-eastern.ac.uk/events/event_details.asp?eid=293
• Subscribe to this JSIC funding RSS feed, and you'll never miss a bid call again