Friday 21 February 2014

ScHARR Bite Size at UCISA Conference - Changing Landscapes

This week I was lucky to attend and present at the UCISA one day conference hosted by the University of Sheffield at the excellent Edge conference centre. I didn’t know much about UCISA when I was asked to submit an abstract based on their theme Changing Landscapes back last year, and was pleasantly surprised by what an innovative and interesting conference it was and how much of it mattered to my own work.
UCISA’s aim is: “to promote excellence in the application of information systems in support of teaching, learning, research and administration in higher education.” The presentations came from a mixture of learning technologists, educationalists and IT experts and myself an information specialist.
The morning plenary was delivered by our own Dr. Christine Sexton the Director of the Corporate and Information Services based at the University. Christine’s talk looked back over the last couple of years where her team has seen rapid changes mostly thanks to Google Apps, rise of Social Media, customer demands for immediate and flexible services, security and growing appetites for wireless connectivity across a large university campus. We heard about the two little robot cleaners in the computing centre (one of them allegedly called Christine) and how even when a student cannot get an online computer game working in student halls it it treated no different from if their laptop was faulty. The ethos that the students are in our care and are our customers and therefore we have to support them quite rightly and very much heralded.  Christine touched on the Internet of Things from her use of the Nike Fuel band that talks to her scales which in time will talk to her fridge. It all makes for an exciting if not cumbersome future where we spend half of our time setting this tech up and then updating malware, but that’s a different story. Christine as ever was good value and reinforced the idea that Cloud Services are not about saving money but improving services and systems - it is a no brainer for the modern organisation.
Christine has blogged about her talk and you can read about it here.



Next up was the winning case study for the conference, Anna Armstrong from Nottingham Trent University who talked about their initiative to develop digital skills through flexible practice. The focus of talk was their work at Nottingham Trent to encourage a large group of staff to develop the digital skills and knowledge to deal with a huge number of phone calls using software to help students gain places via clearing, no small feat.


I then attended a superb presentation by Fiona MacNeill, Joyce Webber and Bethany Hewitt on their App Swap Breakfasts. This is a great idea, and felt like it had the same ethos as ScHARR Bite Size in that it is about making new technologies and ideas available that don’t eat into people’s time with a real informal fun feel about it. Their presentation was delivered on the superb nearpod app which I hadn’t seen before but will make a point of using in the future. The app allowed for voting and audience interaction via being able to draw remotely on the slides on your own tablet device whilst the presentation was happening live - I was sold on the idea and plan to try and start our own App Swap Breakfast on campus very soon.


After a lovely lunch which featured some nice cake I went to see The University of York’s presentation on their migration to Google Apps in 2012 delivered by Mike Dunn. The presentation resonated with many of the audience who too had come from organisations who had moved over to the technology giants productivity and communication suite. The University of York had first moved their students over to Google Apps before finally moving their staff over. Mike explained the many considerations the university had taken in their decision to move over, very much like Sheffield and like my own institution have not looked back since.


I then delivered my own session on ScHARR Bite Size - something visitors to this blog will be all too aware of. It was well received and and I got a few interesting questions about location, timing and how I generate new sessions. This is probably the last time I will deliver a talk about Bite Size as I hand it over to someone else after four years at the helm, it was the fourth time Bite Size had featured at a conference and was a nice way to sign the 20 minute method off. My slides from the presentation are below.

After another break where I was able to catch up with the University of Sheffield’s previous learning technologies manager for CICS Sarah Horrigan (now at Derby University) for a chat and share some ideas about pedagogy, digital literacy and technology. After that it was back into the main conference hall to hear the final plenary from Doug Belshaw from the Mozilla Foundation talking about digital literacies delivered on the big screen via a Google Hangout. It was a great presentation, very interactive and thought provoking - Doug discussed the ideas about digital literacy spanning back to his time as a teacher, employee of JISC and through his own PhD. studies. Doug listed the eight key elements of digital literacy, that being; cultural, cognitive, constructive, communicative, confident, creative, critical and civic.
His presentation on the big screen reminded me of a scene from Big Brother, or the old Apple advert from the 1990s where a big face on the screen dictates to the nation. Except on this occasion it a good man trying to help us all understand how we can actually navigate around this massive technology and information maze better.

@dajbelshaw speaking at Changing Landscapes

I have to say my expectations were more than met by attending Changing Landscapes, I didn’t really know what to expect. What I got was a collection of brilliant presentations, lively debate and great people. I always recall speaking to Christine Sexton at the Online Information Conference in 2012 as I was about to talk about Google Apps at our University. Sadly the conference is no longer with us, and it was one of those conferences that someone in my profession gained a lot from. Christine commented that it wasn’t really her crowd (professional peer group) so to speak but that she got a lot of knowledge from being there. I think I can say the same about Changing Landscapes, despite it not being a collection of individuals I’d really come across on my various travels and networks, I did actually come away with a lot of ideas, thoughts, questions and a few connections. What more can you ask of a one day conference?

Thursday 20 February 2014

Turnitin User Group Feb 2014

Turnitin held their annual user group forum this month in Birmingham at Aston University. In attendance from the Learning Technologies Team was Zafer Ali along with Peter Bragg from the Department of Geography.


The morning kicked off with the CEO of Turnitin Chris Caren doing an introduction. He was mainly at the event to apologies to the UK customers for an outage that the service had during the December busy period and what steps the company had taken to make sure it was not repeated. Chris also talked about the company's communication strategy for when the service was unavailable, he acknowledged that this was handled poorly. A new procedure has now been put in place where they will do comms every 30mins if the service is down via Email (subscription), Twitter and the Turnitin website.


The issue Turnitin had in December was down to their database going offline, and the main problem all customers had was that their students could not submit anything as the database was unavailable, which lead to a lot of issues for institutions as extensions had to be given and the marking period also had to be revised. Turnitin have now amended their submission process so that in the future if the database does go offline students will still be able to submit work, the system will add students work to a backlog queue even if the service is down and process the documents later when it is back up.  


Chris did take up all of the morning explaining why the system went down and what they had done about it. Although we were affected by the outage and had to extend some deadlines it was refreshing going to a talk where the company was honest and acknowledged that mistakes were made which they do not expect from their service.


After lunch Will Murray (Senior VP for Turnitin UK) went through the product roadmap for the next 7 to 15 months, the stand out features that will be really useful for our institution have been listed below. What really stood out during Will’s talk was the vision for the product in the future and what Turnitin would like the system to be able to do, they had six options which summed it all up Anything, Anywhere, Efficiently Automatically, with Engagement, with Evidence.  Although no time frame was given for when they would like this implemented it is definitely on the company's plan to get the product delivering on more levels than currently to compete with other tools available to tutors within their institutions (such as Blackboard)  


Features coming soon…


  • Second markers, moderation, Double blind marking
  • Email of non submissions
  • Granting individual extensions
  • New DV (Document View) layout
  • Multiple audio feedback on DV and the ability to download audio feedback by tutors and staff.

 

Wednesday 19 February 2014

Back to Basics: SAMR

As a Learning Technologist I feel it is important to be able to stand back and take a broader view of the technology landscape. It is all too easy to be drawn into thinking about the details of promoting this device, that software or some other new technology. It’s important not to lose sight of the other elements that are necessary to make the implementation valuable for both the teaching and learning experiences. It is therefore useful sometimes to revisit underlying frameworks that can enable this to happen.

One such framework is known as SAMR. This stands for:

  • Substitution
  • Augmentation
  • Modification
  • Redefinition

SAMR allows you to think about what value a technology could bring to the mix. Basically, the categories represent different levels of impact the technology is making. Whilst it can be argued that elements can’t be slotted into a particular level in this way, it doesn’t detract from the fact that the framework allows the consideration of value to take place prior to implementation.

Level 1: Substitution

The technology acts as a direct substitution for the analogue approach, with no functional change. So basically you are replacing a learning approach with an equivalent one using more technology.

Examples:
i. Online printable worksheets that students print off and fill in.
ii. Students typing in notes instead of writing them down by hand.

Level 2: Augmentation

The technology acts as a direct substitution, with some functional change.

Examples:

i. Students take an online quiz instead of on paper. This enables faster marking and quicker feedback.
ii. Students type in an essay, and add in images to enhance the storytelling. This is made easier with digital technology.

Level 3: Modification

Implementing the technology allows for significant task redesign, adding further value to the learning experience.

Examples:
i. Students create an audio podcast about the topic which is shared online for comment and feedback.
ii. Students create blog posts that are again open to comment and review enabling feedback, reflection and development in their learning.

Level 4: Redefinition

Implementing the technology enables the creation of new tasks that couldn’t otherwise be achieved.

Examples:
i. Students work online directly with fellow students in different countries for greater authenticity in the learning experience.
ii. Students video conference with experts in the subject, record and share this experience as part of a video piece for further discussion.

The first two levels can be seen as Enhancement levels and the last two as Transformative.

The SAMR model was developed by Dr. Ruben R. Puentedura. You can find more information on his blog http://hippasus.com/rrpweblog/ and this video is Dr. Puentedura introduction the concept.

Friday 14 February 2014

Learning Technologies at the Science Teaching Network

Lecturers demonstrating and discussing at the Science Teaching Network, The University of Sheffield, February 2014
Science Teaching Network
Members of the Learning Technologies Team were invited along to the February ‘Science Teaching Network’ meeting which had a focus this month on learning technologies in teaching.

Zaf Ali, Farzana Latif and Mark Morley attended. We demonstrated a range of technologies that were either currently being used for teaching or innovations that might have specific application in the science subjects. Farzana showed off some apps for the iPads; one of which used augmented reality and 3D cubes to display information about chemical reactions. This was of particular interest to the Chemistry lecturers in the room, one of whom said that he could envisage using the concept for a project with his students. Zaf talked to a number of people about various aspects of using MOLE (Blackboard) in teaching. He also explained about how PebblePad was being used for student portfolio work. Mark worked alongside Jeremy Craven, a lecturer in the Department of Molecular Biology and Biotechnology. Together they demonstrated how pen enabled digitizer laptop and tablet technology could be used to enhance the student learning experience where visual emphasis is still very much of benefit, for example where equations and diagrams need to be talked through for greater understanding. This technology has added advantages such as being able to record the lecture activity to make a digital video that can be referred to later and reused by the students, which in turn allows greater focus and participation during the actual lecture. (A case study on this topic will be developed and published in the near future, encompassing examples from across the University.)

Towards the end of the session Zaf and Mark were providing advice, hints and tips about getting started with Twitter. It was interesting to note that providing information about some technologies that were thought to be more widely used is still important. There is some work to be done in that area sharing knowledge and building user confidence.

Between 20 and 30 people attended the two hour event from various science departments. Apart from interacting with the Learning Technologies Team, they also got to see the work being done on the University’s iTunes U project, thanks to Mark Winter, who is himself a lecturer in Chemistry.

As this event was organised and run by academic staff in the Faculty of Science it was a really useful and beneficial way to share ideas and have discussions directly with academic colleagues on a personal level. This format is very valuable and the Learning Technologies Team within CiCS would be keen to work with other faculties or departments on a similar basis to develop more productive partnerships. Many thanks to Jenny Burnham for arranging the event and inviting us along.

Tuesday 4 February 2014

The Open Movement & OERs

Open Education in the Higher Education context is the philosophy of sharing freely and openly for use in learning, teaching, and research. The manifestation of this philosophy is generally known as Open Educational Practice (OEP). It is the embedding of the use, production and sharing of open content into practice. Through OEP improvements may be made in the production of educational resources, including their quality and the subject matter covered. The crucial point is in adaptation and improvement, not just making resources available.

There are “4R” elements to open.

  • Reuse: the right to reuse the content in its unaltered/verbatim form
  • Revise: the right to adapt, adjust, modify, or alter the content itself (e.g. translate into another language)
  • Remix: the right to combine the original or revised content with other content to create something new (e.g. make a mashup of content)
  • Redistribute: the right to share copies of the original content, the revisions, or the remixes with others.

There are various aspects to the open movement concept. These include:

  • Open Source, which covers opening up computer software code
  • Open Science, including Citizen Science
  • Open Data, very important in the next few years
  • Open Access, availability of published research output
  • Open Teaching
  • Open Assessment, including Open Badges
  • Open Content
  • Open Policy

Primarily I want to start by covering Open Educational Resources (OERs).

At the heart of the movement towards open educational resources is the simple and powerful idea that the world’s knowledge is a public good and that technology in general, and the WorldWide Web in particular provide an extraordinary opportunity for everyone to share, use and re-use it.

Marshall S. Smith & Catherine M. Casserly, Hewlett Foundation
A pre-release version of an article published by Change Magazine in the Fall 2006.
This work is licensed under the Creative Commons Attribution 2.5 License http://creativecommons.org/licenses/by/2.5/
(Accessed 17 December 2013)

For each area of openness there can be several subsets. For OERs these include, but are not limited to, OpenCourseware (OCW), Open Textbooks, and depending on their implementation, Massive Open Online Courses (MOOCs).

[Aside:  

At this point I need to just clarify what is meant by free and open as there can be confusion.

Gratis versus Libre is the distinction between two meanings, "for zero price" (gratis) and "with little or no restriction" (libre). This ambiguity can cause issues where the distinction is important, as it often is when dealing with laws concerning the use of information, such as copyright and patents.

The terms are largely used to categorise intellectual property, particularly computer programs, according to the licences and legal restrictions that cover them, in the free software and open source communities, as well as the broader free culture movement. For example, they are used to distinguish freeware (gratis) from free and open software (libre).

adapted from
(Accessed 17 December 2013)

Both potentially have their place in education. But the inherent limitations in gratis should be recognised. From now on the Libre version of Open is used.]

OERs Definition

 

Global Open Educational Resources Logo By Jonathasmello (Own work)

There are a few definitions for Open Educational Resources. The following are some of them. As the term originated from a 2002 UNESCO conference it seems appropriate to begin with their definition.

UNESCO

Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.

(Accessed 17 December 2013)


 

Hewlett Foundation

OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

(Accessed 17 December 2013)

 

OER Commons

Open Educational Resources (OER) are teaching and learning materials that are freely available online for anyone to use, whether you are an instructor, student, or self-learner. OER can exist as smaller, stand-alone resources that can be mixed and combined to form larger pieces of content, or as larger course modules or full courses.

OER is also a process of engaging with the materials. This process involves sharing materials that you have created, either individually or in groups with other teachers and/or learners; using and adapting others’ materials for your own use; and sharing back modifications to or comments about others’ materials so that future users can benefit.

(Accessed 17 December 2013)

 

Commonly used definition

Open Educational Resources may be described as freely available digital materials released under open licence that can be used and re-purposed for teaching, learning, and research.

Educators, learners, and the general public can access and make use of open educational resources, irrespective of their location or affiliation with any particular institution.

So there are two aspects to OERs. The first is finding and using content created by others. And the other is creating and sharing your own material, which might include adapted content from others. I will be expanding on OERs in future posts.