 Idina's work with learning technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable or Jupyter Notebook servers. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning, and smart campus technology. Idina's work with learning technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable or Jupyter Notebook servers. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning, and smart campus technology. Good morning. We are going to start the session. I'm Marie-Cruz Garcia. I will be chairing the session this morning. We have three outstanding presentations. I am going to remind everybody that in addition to obviously your questions and life interactions, you can also send any questions to the VBOX session. The meeting ID is there in the scenario. I think without any further ado, I'm going to give the floor to the first presenter. Mapping professional accreditation paid-wise in higher education is the survey from a systematic review and analysis and is Martin Jenkins from the Coventry University. Thank you very much. Good morning. My name is Martin Jenkins. My role is head of academic development at Coventry University. The work I'm talking about is work that I've been doing with Tom Cochran from Auckland University of Technology in New Zealand. Tom, unfortunately, couldn't make it, but for those of you who know Tom, how keen he is, he has sent through some video, so I've weaved some video of Tom contributing to the presentation as part of this session. Before I start, there is a link there, the tiny URL, which has linked to a Google Drive, which has got some resources relevant to this presentation. Some of the things we're actually looking for feedback on as well, so there's copies of the slides, there's copies of Tom's full video, so please use that. I've also sent it round on the Twitter feed as well, so the link is sort of easily accessible. So the tiny URL, it's Y492XR8 and yay, so that will be useful to actually look at. So having done my introduction, I'm now going to sort of allow Tom to do his introduction. Welcome to our presentation for ALT-C 2019. We're looking at Mapping Professional Accreditation Pathways in Higher Education. My name is Thomas Cochran, I'm an academic advisor and senior lecturer in e-learning and learning technologies at Auckland University of Technology in New Zealand, and I'm part of our Centre for Learning and Teaching. And alongside Martin Jenkins from Coventry University and the Accurate Development Unit, we're looking at the current state of the art of accreditation for teaching and learning in higher education, and in particular the mapping or the overlap between two main frameworks, which are the HEA Fellowship or Advanced HE Fellowship, and CMOLT, the Certified Member of the Association for Learning Technology. And we're doing this by looking at the current literature, we're doing a systematic literature review to see what people have published on this already and to see what the gaps are to do a bit of analysis and see if there's a way of providing a bit more of a closer mapping between the two, particularly for people who want to explore getting CMOLT accreditation who already have HEA Fellowship or vice versa. So as part of this process, we're doing a systematic review through the Campbell Library. Now the Campbell Library has a very set process for doing this, it's a very structured systematic review process. I should pause it there because that should have stopped. So Tom introduced the sort of three main strands of what we're going to do in terms of the systematic review, the mapping work, and also makes reference to the CMOLT CMOOK, which I shall come to, and these are the sort of key questions that we've sort of come up with for part of the work. Now the background to this comes from a conversation that Tom and I had following the results of the most recent USISA Technology Enhanced Learning Survey, and it heads up that that will be being repeated again next year. And through that survey, it highlighted again how we're not yet getting the full potential of learning technologies within the sector. And then highlighted the need for more professional development activity within the sector as a whole, which reinforces some of the points that Sue raised yesterday in her Keenery and Jesse this morning as well, that we need that sort of more critical sort of analysis of technologies and how we're actually using them. And that led Tom and I on to sort of a conversation about the use of frameworks such as the UK PSF and the HTA accreditation and the role of CMOLT and what impact they were actually having on practice. We recognize that these frameworks have been beneficial in terms of actually sort of setting standards, sort of that professionalization, again something that Melissa mentioned when in the opening of the sort of conference yesterday, and also used in sort of progression pathways now. So they bring very much some personal benefits to those who are actually engaged in going through the accreditation process in terms of encouraging sort of the conversations, the confidence that comes from the sort of the peer recognition, but what's the evidence of actually of those, of the engagement actually on sort of practice. So that's the sort of why we're doing the sort of systematic analysis to actually sort of see what the literature says about that. And at the moment I say the indications are that that's potentially sort of the evidence is not quite there in that respect. So I'll go back to Tom, who will explain a little bit more about that systematic review. Thank you all and welcome to our presentation for ALT-C 2019. Apologies for this, my testing of the thing not worked. As part of this process, we're doing a systematic review through the Campbell Library. Now the Campbell Library has a very set process for doing this. It's a very structured systematic review process and we're in the process of doing that, we haven't finished yet, but some interesting things are coming out of that systematic review. So as part of that process, we do a title registration, we do a protocol, the review protocol looks at the review criteria that we're looking at, the databases that we're searching, the key words that we're using, and does it in a reproducible way. So, so far we've looked at Scopus, Web of Science, Eric and Google Scholar, looking with various key words around higher education, professional development, mapping and the scholarship of teaching and learning. And thus far there's certainly a gap in the literature, there's a gap around, particularly around Seamold accreditation, there's a gap around the impact of accreditation frameworks, and there's really nothing at the moment that looks at mapping these different accreditation pathways. So we think this might be of interest to people to look at and see what some of the ways of perhaps cross-pollinating between the two frameworks and some of the issues around the impact and professional development of these accreditation pathways. So, Martin will talk you through a little bit more about... So we've started the systematic analysis, the flow diagram here sort of represents sort of where we're at at the moment, so Tom sort of highlighted the databases that we've actually sort of made use of, identified sort of couple of thousand sort of potential references which have been screened down and then sort of filtered further, and there's sort of like 36 sort of items that have been sort of particularly sort of highlighted, and again there's a list of those in the Google folder of people are actually interested, and one of the reasons for doing this sort of systematic analysis is that it's there as something that can be sort of replicable, so if people are interested they can also be repeating exactly the same sort of the research that we're actually doing at the moment, so the work that Tom and I are doing now is to actually go through that and then we'll say we'll be hoping to sort of publish the outcomes for that analysis. The next element that we've sort of referenced to this day is the mapping of the Seamult and the UK PSF, and those of you who know Tom will be aware of how sort of passionate it is about the Seamult sort of generally and sort of pushing that but the issue that again as part of our conversation that we were conscious of is that in both of our cases and we don't think we can be unique in this is that how our institutions put much more emphasis on getting HEA accreditation, but again recognising the things that have been said at this conference about encouraging more professional development and getting more people to be sort of more digital champions and sort of being critical around sort of pedagogy is about how can we perhaps encourage more people down the Seamult route. Now we're aware that there's been mapping done by a lot of the UK PSF to the Seamult but that's fairly high level maps the actual dimensions of the UK PSF against the core areas of Seamult and we were thinking perhaps could we do something that's perhaps a little bit more practical that might help people with that sort of translation. Now this is where we need your feedback so the approach we've taken is to look at some evidence that people have used as part of HEA applications and then just to sort of list those against the core areas on the Seamult with an indication of which dimension they've been used in the HEA application. So it's giving people more practical examples of what evidence could be used and how it sort of relates and they could sort of cross populate in that respect and I say this is just a screenshot of the table the full table is available on the Google Docs so please have a look at it give us your feedback. Is it useful? Have you got any other ideas or examples that would actually help enhance this as well? We're always happy to receive that. So that's the sort of process and I say that we really need sort of feedback now is to sort of where this is actually practicable and useful as a sort of a way forward. The third element as part of what we're doing and this is building on work that Tom has been doing for a number of years now is providing that support structures for people through the Seamult process. Now Tom's been running this Seamult Seamook this online sort of network and he's very keen to make that sort of an international collaboration. We've had we've had one member of staff from Coventry go through the process but Liz who's actually is now deserted us for the University of Highlands and Islands who actually sort of was a participant in this network to help her get her Seamult accreditation. The next iteration of this support network is running again starting on sort of the 20th of September and say Tom will be is really keen for Peter to participate in that and open that as a network. I say it's not a sort of how to in terms of policing the Seamult is there very much as that sort of sharing networks again picking up points that Sue was raising yesterday the importance of that sort of sharing and collaboration in what we actually do. Now Tom is going to talk about this. I'm hoping this may jump to the beginning again. This is a structured framework for supporting Seamult accreditation. So HAA Fellowship has has a very structured support network, very, very structured support across UK, Australia and increasingly New Zealand. But there's been very little structured support for Seamult accreditation. So what we've developed is a Seamook, a Connectivist MOOC. And we've run this four times already. We're about to start the fifth iteration of this and we'd be really keen for people to join us in this journey, join this community or practice effectively a network of like one of people wanting to explore issues around learning technologies. And at the same time looking at the potential of creating any portfolio for Seamult accreditation. So we run a weekly webinar. We have a course hub for this. So it's on WordPress. So it's Seamult Seamook one word dot WordPress.com. There's a sign up page there if you're interested in joining us. We're aiming to kick off our next iteration on the 20th of September. So only a couple of weeks after the conference, we're going to have an initial webinar, which will introduce the Seamook and hopefully Martin will be able to join us for that. And then each week we'll have a weekly webinar discussing the weeks activities, the issues around different parts of the portfolio and what it means, and also create this international network. So the final thing to mention linked to this, which is some of the Tom's asked to push, is they are also developing through AUT, are these SOTL, so the Scholarship of Technology Enhanced Learning, which is a term that's come out of work that Tom has been doing, that sort of research network clusters, there are a number of those that he's keen to sort of get people involved in and linked to that also they have a symposium in February. And again, details of those are there and again, links within this sort of presentation. And so that so you can follow up on those if you're actually sort of interested. So that's the sort of the overview. I say very much sort of work in progress that we're doing at the moment. Around those three strands of actually doing the systematic analysis of the impact of the accreditation frameworks, starting to do some mapping to see whether there's that's practical value to encourage that sort of sort of linkages between the UK PSS and CMOLT and that greater engagement in professional development activity linked to technology enhanced learning. And then there's also there's a practical support network that's sort of being developed. The links to a lot of the resources mentioned, I say in the presentation up on the sort of the Google doc. And I say, we do welcome your feedback. So contact Tom or myself. And so really, really do want to hear from you. So thank you very much. So in terms of the impact of the framework, that's the systematic analysis. So we're actually looking at what the literature is saying in the first instance. And as I say, initial indications are at the moment that there is evidence that, particularly for people have gone through HGA accreditation, that there's a lot of benefit for individuals in terms of their own sort of personal sort of confidence. And it does sort of foster the conversations around teaching and learning. But the evidence that it's feeding through in terms of having impact of practice doesn't seem to be there yet. So there's seems to suggest there's more work needed, either to sort of prove that there is impact, or it's whether or not. I mean, the other thing that we are conscious of is whether or not the use of HGA accreditation is being taken over more as a now it's a sort of requirement for lead table requirements. And it's being done because people have to do it for more of a tipbox exercise required by the institution rather than as a developmental sort of an opportunity for the individuals. Is Kate Limsey from the University College of State Management, her presentation, reaching through the screen care as a new scaffolding to support online education? Hi. Oh, wow. This is some room, right? I'd like to start off by thanking the conference organisers for scheduling me to speak in this room. It's such a wonderful opportunity and it's such a beautiful venue. And it's great to see some friends in the audience as well. Thank you very much for taking the time to come and listen to me today. And thank you all for taking the time to come and listen to this. My slides I will make my slides available after this on my blog. I'll put up the link again at the end and also sort of a shortened transcript of what I'm saying today and there's the recording so it'll be available in different format should you want it. Okay, I'm here today to talk about scaffolding online education. I am going to talk quite a bit about my institution, its values, the students that we have, because that's core to the conversation that I want to have about what may need to change with the way we think about scaffolding at the moment to support students from many different backgrounds and with many different responsibilities. And then I'm going to look at a bit of work in progress that we're doing at my institution and transforming our educational provision and thinking about how we can support and scaffold our students better to be part of an online learning community. Okay, so I lead the learning design work at the University College of Estate Management. The institution was set up in 1919. It's our centenary year we're having lots of celebrations around that. And it was set up to provide free technical education to the sons of men who died were wounded or impoverished by the Great War. By the time it got to the 1940s, the institution was offering a lot of correspondence courses, including to the military prisoners of war and the women's land army. And in the late 1960s, we became associated with the University of Reading. We built this gorgeous building in Redding's on Redding's campus. I didn't mention this before building was our original location in London, but that was bombed during the Second World War. And Redding provided the validation for our degrees. In 2013, we received our own award bearing powers, so we could award our own degrees. And in 2016, we moved to our new building in the center of Reading. And this is a lovely sketch done by one of our architectural technologists. We provide 13 programs of study which cover areas related to the built environment. So that would be real estate, building surveying, quantity surveying, architectural technology, very vocational degrees and quite often the end point is accreditation through a professional body, so the Chartered Institute of Surveys and so on. One of the core values that we have is sustainability. And I want to mention this because I think it does provide a nice character for the institutional worker and explains why I'm so proud to work at that institution. Stainability is a theme that runs throughout all our programs of study and it's in the way that we live and we work in our environment. Our building, I think, was classed as the most sustainable building in higher education in the UK. Our carpets are made from recycled fishing nets, we have solar panels on the roof, we send zero waste to landfill and we keep bees, which is particularly lovely. Sustainability is a challenge that our students will face when they enter industry along with other challenges such as housing supply. These are really tricky problems that we have to prepare them for. Housing supply, there are not enough houses and the houses that are around are too expensive for many people to buy. Health and wellbeing is another important aspect of the built environment. We need to design buildings and we need to design places so that they're good places for people to live and work. We need to think about air quality, we need to think about how we get food to people, we need to think about green space and preserving biodiversity. Health and wellbeing is also particularly important within the construction industry and the built environment industry at an operational level. Mental health illness has been called the silent epidemic of the construction industry. Men who work in the construction industry are three times more likely to commit suicide than the average man in the UK and it's now one of the greatest portion of illnesses we find in that industry. And again, sustainability, we have depleting resources in our planet. We need to think about the materials that we build our buildings with. For example, if we build 200,000 homes a year out of timber, that absorbs about 3.8 billion tonnes of CO2 out of the atmosphere. There's a lot of issues that our students will need to be facing and think about in terms of urban growth and population growth. So in terms of our students, who are they? We only one time teach around 4,000 students. They come from 100 different countries. 20% of our students are on apprenticeship degree programs. Only about 3% of full time, the rest are part-time students and with the exception of our apprentice students, we are fully online university. Our apprentices have to come and do some workshops, but other than that, all our education is virtual. 90% of our students are over 21 years of age. The average age is 31, so we very much cater for the mature students. 30% of our students are female. 10% have a declared disability and we have 25% of students from BAME. But I do should mention there that 10% of our students are Chinese and we have offices in Hong Kong, so the remaining 50% is below what we would be striving for. But these figures very much represent the industry. And our students come to us from industry. Our relationship at recruitment is with employers rather than the student and the parent. So there's a problem there in industry that needs to be addressed and there's some great work being done by some of our trustees and some of the professional bodies we're working with to enhance that. So our students have a number of tricky problems that they face in their everyday lives. They have a number of commitments. They may have caring responsibilities. They're often in full-time work. They have to juggle work commitments around what they do. The construction industry is very stressful. It's a higher and far culture. And things like Grenfell and Carillion have highlighted the dysfunctional and unsustainable and stressful aspects of the industry that these people are working in. And I wonder how many of our students have one of these in their house. I know I certainly have one of these angels in my house. I'm harking back to Virginia Woolf here and she wrote an essay called Killing the Angel in the House. And the angel for Virginia Woolf was someone who was always present and telling you, don't do something for your own gains. Don't work on yourself. You have to look after your children. You have to look after your house. You have to put everything else ahead of you because you need to be a good, meek person. And Virginia Woolf, she didn't want that. She wanted to be a professional writer and she talks about picking up her inkwell and lobbying it across the room and smacking the angel in the head and killing her hard. I had to give my angel a decent amount of concussion to come here this week because Alt is always held on the first week of term, that the schools go back in the UK. And I should be at home setting my kids into their new school year, but I had to stand up to my angel and say, actually, this is one thing this year I want to do. But this is something our students are facing every day. Full-time employment, caring responsibilities, mature students. They always have someone sat on their shoulder telling them they should be doing something else instead. So it has been proposed that scaffolding is a very good way to help students move through their studies and their online environment and to support them to stay within that environment. Now, when I talk about scaffolding in my place of work, people don't think about students and they don't think about education. I think about this type of scaffolding that goes at the side of buildings. But the definition is just as relevant to education as it is to the industry in which I work. Scaffolds are a temporary form of access used to create a safe working platform at height. They have to be the right type of scaffolding for the building. So it has to be the right type of scaffolding for the student. It follows a series of controls. We need to keep checking that that scaffolding is appropriate. We need to assess the risks and issue clear instructions to people who are working on scaffolding. It is the responsibility of a team to erect scaffolding. And we can also use ladders when required. So it's not just the structure. We'll move ladders around the scaffolding so we can get up to different levels. Now, in terms of scaffolding online education, a meta-analysis found that there were four main types of scaffolding used. Conceptual. This is where we scaffold students and explain to them what they have to choose what it is they want to learn, what's important to them, what are the important concepts. Procedural. This is very much about getting students familiar with the right tools and resources to be able to achieve the learning. Strategic. Which is about scaffolding our students to find alternative ways to solve complex problems and metacognitive, which is supporting students to reflect on what they have learned. Now, these types of scaffolding, they're all great. They're great for learning activities. And if designed well, they will work really well. But I believe that our students face more problems than actually getting to grips with their learning objectives and how to achieve certain skills and competencies and knowledge. Oh, that's kind of gone off the screen a bit. Well, the top quote is that actually online learners, we have much higher rates of attrition for online learners still than we do for face-to-face learners, despite all the scaffolding and all the research. And I know it's early days yet, but that level is still very high. And there's other research that shows that whilst online provision gives more access to education, and something we do at UCM, there's multiple entry points. Students can study as few or as many modules at a time as they wish we provide incredibly flexible educational moving barriers. But once those learners are enrolled in that space, they find that they can actually be more disadvantaged and that achievement gets widened. And this could be down to having to have an awful lot of self-management and tackling those other responsibilities in their life. At UCM, for about the past year or so, we have been working hard to transform our educational provision. We're a fully online university that basically took correspondence courses and put them in a digital space. Very reading heavy, not too much interaction, unclear reasons why students were undertaking the assessments they were taking. We've implemented a new learning design model which very much focused on students because we teach students, not content, and we call this student outcome-led design. It's nothing new. It's backwards design. We start with the learning objectives and then the assessments and we design all the learning activities to ensure they are relevant to meet those. We've been thinking a lot about how we can be more present for our students online and offering a lot more opportunities for synchronous and asynchronous discussion. So, going back to some of the things that Jesse said and Sue said yesterday, it's about being able to have reactivity in the online space. It's not too structured, being able to have a conversation and exchange and learn from each other and understand each other. We're also employing a lot more pedagogies in our teaching. So, largely they're participatory and active pedagogies, but we need them to be authentic. They need to be aligned to the workplace. They need to be situated so we can ask students to go off and do something in the real world or the physical world, their workplace and bring it back to their online place and take things in the online place and take those into the physical world. We're introducing a lot more problem-solving activities and all these together create a student experience. But again, these lend themselves to the types of scaffolding I just mentioned. What we want to look at is how we put a framework around our educational model and help students support each other in an online space, work with their tutors as well, become part of a community and create a place, a virtual campus almost, because the thing about online education and our online education, you can't create an individual scaffolding for each student because it's got to work at scale. And some of our modules, we have 600 students enrolled. We can't spend a significant amount of time with each of those students. So, how do we create an environment and an opportunity for students to support each other with help from us whenever they need it and they feel they can ask for that help as well? So, our scaffolding is called care and it stands for kindness, awareness, reflective and engaged. Now, in my abstracts, I think awareness was accessible and engaged, was ethical and this has all changed over the past six months. It's still care, but we wanted to pull the things out that weren't present in our educational model and put those into the scaffolding. So, it has shifted slightly and I apologise that it's slightly different in the abstract. If you want to know more about accessibility I can talk to the ends of the earth about that and W3C standards and universal design for learning and all that, but that's a completely different talk. Okay, so it's clear we need to provide scaffolding that would provide support for the person, not necessarily for the learning, for them to be a person in the online environment. Our scaffolding models kindness to students, so we always start from place of trust. We trust that they're ready to engage. We trust them that they want to be there and we try and develop a sense that they can trust us as well of being open and showing our own vulnerabilities to them. To create cohesion, we support students to develop awareness. Now, if we think of awareness as in three spheres that kind of fit inside each other, the first innermost sphere is really about getting that self-awareness of your own basic needs as a learner and person in the world. Without this awareness, we can't manage our feelings, the way we work, our reactions and we can't practice kindness to ourselves which is really important when you're in an environment that is maybe not as human as one you are used to. The second sphere is awareness about those people in our immediate context that's fine about those people in our immediate context and that could be our students and our tutors and our academic facilitators. It enables us to support each other and when we link that back to our self-awareness, we call that empathy. The third sphere is awareness of the world around us and the people we may not have contacts with every day and it can include issues as well like caring for our planet, caring for our urban environment, our built environment, becoming more aware of the impact that our actions may have on a larger context. We are students to reflect on this and this is one of the key points throughout their studies and this awareness of each other and the industry they're working in will help them to communicate more with each other and become part of the community. And finally engaged, we want to encourage students to discuss this and we're implementing some quite innovative ways for our students to engage in our online provision going forward including which I know Matt has been talking about. I went to an interesting event a few weeks ago on that and we're looking at new ways that our students can collaborate, can feed back, can feed up and can act on feedback. There's all kinds of stuff happening in that engagement area. So I'm just going to give you one example because it's all well and good saying about this framework but I struggle to understand frameworks unless I can in practice and when I write my blog I'll put a few more examples up there as well so you can kind of see some of the stuff we're doing. Down the side here we have the steps of an online learning task. It's for our module digital technologies and this is one of the very first tasks called technology and you. We begin by asking our students just to brainstorm together everyday technologies that they will use. They then move on to do a record of their technology day. So over 24 hours they have to record how they engage with an interact with technology, what they use, where they encounter it. They can use whatever tools they want to do this and we give guidance and support around using things like Instagram or Twitter because of all the privacy issues but we want to make it as accessible as possible. They can do it as a word doc but the most important thing is that they will share it with each other at the end of their technology day. They'll choose another couple more students' categories and look at those, they look at what's the same, what's different, they become aware of how they encounter technology and those students may be in different countries so that could be quite interesting. We then ask them to watch a video which provides a model on how we can think about how we engage with technology and then they ask to create their own digital engagement map and share that and then that all feeds into an online seminar which is more of a workshop where we look at the maps and explore them in detail. So the care in that comes from helping students get started making it about them, making them look at themselves. The awareness is self-awareness, the awareness is becoming aware of their peers and when they reflect they examine why some things are different and some things are the same and there's an opportunity to discuss and apply it to the wider context and this task feeds into future tasks on digital footprints and privacy and data security so it's a good starting point for that. These are some of the other areas that we're looking at where we can implement our care scaffolding. Online seminars, not webinars, we're encouraging activities whereby students collaboratively annotate course syllabi and assessment briefs so they really engage with that from the very start and they understand why it's relevant. Many more integrated projects and team assignments are introducing e-portfolios and tools where they can reflect and they can engage and they can learn about one another. So just to finish scaffolding is a temporary structure but scaffolding can actually remain in place for years. It may be there for a few weeks and I would say that's the type of scaffolding that we use for online learning activities but we need a more permanent structure to support our online students become part of a community to feel they're part of a place that can support them and where they can grow as a person. It needs to remain in place until our work is done as educators and they leave us to enter the built environment and that connected networked environment. Thank you very much. For one question if there is none in the audience perhaps there was questions in VBOX we can have one. So Kate made your pick. Do you have any questions if you want to? If I could have a copy of these I can answer them in my blog as well. Do you find there are significant differences in digital literary skills amongst your students and how do you address these? That would be really good to know. We need to understand that. All our students are virtual apart from the apprentices who come into our workshop and we are starting a body of work at the moment to try and assess what those students' digital literacy skills are. We have a wide cohort and I hate the term natives and immigrants and I'm not going to use it. There's a wide variety of skills but I think the skills that we also need to be very mindful of aren't so much on how to use a computer. They are very much about things like data security privacy, how to be a community online and what the opportunities and the negative aspects of that are. But as I said, we're working with GIS going forward to do an assessment of our students. It's really important to look at how our staff digital literacy is as well because our staffs we're an institution where learning designers work on a par with academic staff and that's one of the reasons why I love it there. We bring the educational knowledge the academic staff bring the subject knowledge but many of them come from industry as well may not have any teaching experience or digital teaching experience when they join us. So there's a whole heap of literacies that we need to address and something about transforming our educational provision means that it's giving us a launch pad to do some of that. Thank you very much. Thank you. Last but not least is we have Sheila McNeil and Keith Smith presenting Imagining the Digital University a new contextual framework for university development. Let's go to the next building Keith's chair is presenting so we're probably going to go through this a little bit quicker than normal and we might not have We might not have time for questions but put them on there and we will try and answer them or tweet them or just come and see us throughout the conference. So again, thank you very much for having us. Some of you might be familiar with this work because this is something that Keith and I have been working on oh gosh for the last how many years seems quite... Yeah and all has been quite an important part in our work and as working with the community in what we're doing so we're delighted to be back here and kind of share with you what we've been up to in the last year. Oh Dan, you said yes. Nobody could hear me, could you? Can you see me though? That's the thing. I was going to sit down but that really wasn't going to work but it's quite taken with Jesse doing that this morning. So really just to give you some context of what we've been doing, we published a book earlier this year which has been the culmination of a lot of thought over the last sort of six or seven probably eight years and it's actually it's been really interesting it was a really interesting process in itself as writing a book always is but actually as we all know it's been very interesting times and as we were writing the book a lot of things changed when we started this work. It was a time before Trump, it was a time there was a time before Brexit so it's been quite interesting writing this and trying to keep something up to date but really we've been looking about what is a digital university what does that mean not in terms of finding an answer but actually finding ways to have some of the discussions and the things that Jesse was talking about this morning some of the critical discussions around what that actually means for staff and students and for a wider society and we really were trying to, originally we didn't set up about doing that but the more we were doing this we're really starting to try and find ways to challenge some of the neoliberalism that is all around us the context that we're all living in and it was very much a discuss of a reflective process and as we were doing that it became very obvious to us that critical pedagogy was the theory that was most resonated most with the work that we were doing and that really became our critical frame of reference we're also all quite passionate about open education so these were the kind of things that we wanted to bring into I suppose our narrative and our discussions so in terms of critical pedagogy obviously we have critical pedagogy of the oppressed but we actually looked to some earlier work by Freire about education for criticality I'm sorry I'm going to forget the name of the book here isn't that just typical when you're being live streamed but education for critical consciousness and some of the things that he was talking about there about the transformation of Brazil at that time from an agrarian to an industrial society really resonated with what we were seeing happening just now in terms of what was happening in our digital society about the digital giants that were coming in and in many ways I think oppressing us in our institutions and our wider society so we were very much looking at that and looking at what praxis really meant and kind of unpacking our own understanding of that and as we were doing that our own praxis as well but really we were looking at and I'm going to read this what do we mean when we were talking about praxis as a collective understanding that's derived from cycles of dialogue and experiential learning and a commitment to challenging and changing that which needs to be challenged and changed as we were exploring and researching literature around digital education practice and the notion of change within the curriculum, within learning and teaching within the university we came across this word transformation an awful lot and you find that that's kind of proliferates across the literature on digital education practice and change and we explored some of the literature surrounding some of the institutional initiatives around large scale change if you like but we also looked at what had happened with some of the major institutional and digital education initiatives of the last sort of 20 years and I've been involved in some of these we looked at some of the work of the Pew Foundation in the States sort of 15 years ago or so and one of the questions this raised to us when we talk about the use of digital within learning and teaching and within education the question that comes back when you look at this literature is transformation of what and for whom and as we looked closer we could see lots of really good examples within institutions, within cross institutional projects where there being real kind of enhancement to learning and teaching to the curriculum the emergence of kind of they're not new but the emergence in digital contexts of participant pedagogic approaches collaborative pedagogies and so forth however one of the things that struck us was that when we talk about this notion of transformation in relation to learning and teaching and significant change on more than you know a kind of isolated or local level of practice what we tend to see with some of the projects that have been undertaken in recent years is often there's a very strong legacy there's models, there's case studies there's rubrics there's things that can support ongoing change should we choose to use them but really most of what tends to happen is that there might be some continuing enhancement but there's no broadening out of change across a whole institution or across a number of collaborative institutions or across the sector to free area in this notion of educational practice challenging changing that which needs challenged and changed one of the things that we were most interested in as we developed this work was the role of digital spaces and practices in extending higher education as a public good democratising higher education and allowing wider society to benefit from higher education regardless of whether individuals were aspiring to be in higher education so really we were talking about the outputs of the curriculum the worker students undertake other aspects of what the digital helps the universities do and ultimately a big theme that came out of our work in terms of looking at this against the neoliberal dominantly neoliberal perspective was a focus on people in the pedagogy not just the technology and the managerialism so many of you will have probably seen this at all presentations before Bill and I originally started doing the work we came up with this matrix as a way to help us understand the main things that were happening in the university in terms of digital things so we chose these four quadrants won't go through them in too much detail but things that we felt that most people in the institution could relate to so we have curriculum and course design we have the learning environment the physical and the digital participation at that point there was quite a lot happening in the Scottish government around about that so again and then looking at the civic role and responsibilities of universities where they're situated and how they participate within local and global communities we very much saw information literacy as a high level concept as well we're seeing digital literacy as kind of a subset of that as well so that's where we started quite a lot of I think we got good traction we did the usual things we wrote some papers, went to some conferences wrote some blog posts that's where we connected with Keith and this grew but as we were doing as I said, realised there was much more to unpack so over the last year and a half as we've been writing the book this is what our model looks like now so we've added a layer of academic development and open educational practice and we've tried to make this much more of a three-dimensional tool if you like and we see this almost if you like as just a starting point for discussions that people could use to start questioning their own context within an institution and actually the wider political context that we all live in, Jesse mentioned many things about the kinds of technologies that we buy in institutions but also that doesn't happen just within the institution there's a wider political environment that we're living in there is a neoliberal agenda around about education and what people think education should be as a business, as a service that is driving some of these things as well so we need to be able to start questioning that and have that wider discussion with people so that we can start developing I suppose tools and frameworks and ways of working that are meaningful to us and our students and one of the things that we've come up with really in terms of academic development and roles of learning technologists as well that we see academic developers and learning technologists as a central part of any kind of digital transformation and actually again to echo that a lot that said this morning academic development itself actually needs to be much more critical in terms of what it's doing and it can be very central to any kind of transformation there's a lot of porosity between roles just now many people are you know if you're an educational developer, if you're an academic if you're a learning technologist there's a lot of crossover in everything that we do particularly around the use of digital technologies that's with our students as well and I think there's a huge opportunity to work more closely together but also to work in terms of giving some more bottom-up approaches to some of the strategic decisions that need to be taken within our institutions and I think in terms of that criticality we also need to be challenging some of the structures that we perpetuate as well and looking at CPD that's provided looking at the metrics that we're providing back to people as well and we actually need to be modelling that kind of critical pedagogy notions of dialogue of discursive dialogue and actually getting people to realise that if you want to have transformation it's not just about buying a system that will solve everything because it won't it's as Jesse was saying it's about investing in people it's about having conversations with everybody and with our wider communities as well so in the work we explore the ways in which we might re-centre or refocus the digital in relation to our institutions our pedagogic practices the notion of higher education as a public good and one of the things that we kind of honed in on towards the end of our work was looking at the curriculum as an open and negotiated space and trying to move beyond conceptions of the curriculum as the kind of syllabus that we engage our students in or the process of development because hopefully it is also a process of personal development but we were really interested in the curriculum as something that we're all engaged in within higher education to some extent or another as a co-located space and place and what that might mean in relation to how we harness the digital and in probably quite a modest way we were seeking to try and extend if we could notions of the curriculum to a wider context that related to higher education being extended as a public good and which also dealt with or perhaps sought to reframe aspects of things like open education practice as well so we won't go through this in detail there isn't time and we're conscious to try and finish on 12 but we've put forward a model of the digitally distributed curriculum if you like which we've tried to make evidence based drawn on our own work and looked at things in the sector to try and arrive at this model and conceptualize the curriculum as a kind of negotiated and co-located space and place the way in which we conceptualize this is around values enabling dimensions and what we call instantiation and enactment the practical ways of getting this done so at the heart of the model we're talking about praxis participation and public pedagogy changing that which needs challenged and changed public pedagogy in relation to not just how we engage externally but how our pedagogies are negotiated with those in our wider communities and participation participation in the activities of the curriculum not just for our students and our lecturers our academics but participation in the activities of the curriculum for those beyond the institution one of the things that we were we thought was really important to this in terms of our enabling dimensions was co-location co-production porosity which she just mentioned and also open scholarship and we go into these in a lot of detail within the work itself one of the things I'll just draw attention to very quickly is around porosity and co-location and we felt across both these dimensions it was really important to try and move away from quite a dominant rhetoric really around in which we conflate open with the open online and open digital and we were seeking to look at how the open online might co-exist and intersect with the open on campus and the open in the community and for us there are lots of implications there around self-selected digital learning spaces the intersection between formal and informal learning communities and also our digitally rich spaces in the community not just our campus spaces but our libraries, our public spaces which provide opportunities to widen access to education formally and informally and to enact a more negotiated curriculum now we're conscious that we focus this on the digitally distributed curriculum we explain in the work that actually this could easily have been framed as a digitally distributed higher education or digitally distributed learning and teaching but there are particularly reasons why we sought to focus on the curriculum and we're looking to as we take our work forward apply this in various contexts and further develop these ideas and for anyone that happened to be at the session that Scott Conner and I did I don't think we've got five minutes if we want people to get on but we'll finish just now in relation if anyone came to session at Scott Conner I did yesterday we are taking this as a key point to frame the development of a new open education framework at UHI we are digitally in distributed university across a wide geographic region so the intersection of the open online open on campus and open in the community is something we want to use this to try and take forward Sheila have you got any concluding points I think obviously we're just running through this very quickly there's an awful lot that we've tried to pack in here but I think we just want to see that actually the support and the interest that we've got from the Oat community has been really valuable to us as we've done our work as we've written the book so we really appreciate the opportunity to come back and speak to you also there's lots that we have done there's lots that we haven't done there are many areas that we just didn't have the time or the space to put into the book so we'd be really interested in speaking to you more about this and having a longer discussion with you if you would like just come and see us find us over the next day and a half and we'd love to discuss this and talk about what we've done in our work and more about our thoughts please do find us thank you and I think there is no time because now it's 12 o'clock thank you we definitely keep in touch with Keith and Sheila and enjoy the rest of the conference future developments include a text and data mining service working with satellite data and machine learning and smart campus technology Idina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with notable our Jupiter Notebook service our DigiMap services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology Idina's work with learning technologies helps to develop skilled data literate students who can change our world for the better