 Well good morning and thank you for attending the tenth CETIS conference, I'll do a little bit of an opening in a couple of minutes but before I do I'd just like to introduce you to our pro vicechancellor, Professor Rob Campbell who gave an introduction to a conference and a welcome to어요. Ychwanegwch hwnnw'n yrych. Rydych. Ychwanegwch, stefniad. Mae'r marghefwyr yn fwy cwylwch yn swyddfa'i wneud, ond ond ei wneud am y gyfhrifftyr, maen nhw'n gweld i Gdaith,rhau'r Cymru i gyfhrifftyr. Rym ni'n fydda i gyd, ond rydyn ni'n gobeithio bobl yw'r bobl ac yn bryd datblygiadion yma gofynnig os yw'r llain'r yma. Bydd wnaeth argyn �ch, ac rydyn ni'n bod yn rhoi popeth I hope you have a successful and enjoyable day, I'm sure that you will, because the CETIS conference is always an interesting and vibrant affair, I've been on the fringes of several now and the atmosphere is very, very good. You can tell from the suit and tie that I'm management, but in another life I was a philosopher, I suppose in a way I still am. The concepts and the ideas that you are probing and examining today are really, really interesting and I wish I could stay to listen to more of it, but I'm going to stay for the first half hour or so and catch what I can. So welcome again, very pleased to see you all here, I hope you have an enjoyable and profitable day and I'm sure you will and I'll pass you back to Paul. I think my first comment, it's reassuring to see so many people here. This is the first occasion we've had to charge for attending this conference in the 11 years that we've been doing it and I guess it's certainly some justification that we are doing something right that this community does wish to meet and get together and talk about some of the issues that we'll be raising. I'm very, very pleased that you were able to attend and for the record our conference fees were designed not to make any kind of profit but just to cover the costs and I think we're going to be able to do that this year so I'm very hopeful that we'll have another one next year for those that might want to come. And also something that I've observed this year is it's probably the first time I've really looked at the gender mix of the conference and in the 11 years, 12 years I've doing it, I think it used to be Lorna, Yvonne and Sue and one or two others. Now we've got a pretty good mix we're getting there so I think for a technology conference again it's good to see a little more diversity than perhaps we've had in the past so that's good. I think the first thing to do is to give a big mention to our sponsors of the event and the sponsors this year, the University of Bolton for hosting us and subsidising the conference so I'm very pleased about that. Pebble Learning, Pebble Learning, and I'll read you a little bit of Microsoft's style spiel but indulge me for a few moments, is a leading learning technology used in organisations across the globe to support learning, teaching assessment, career advancement and professional development. I don't know whether Shane's here yet, Shane here? No I think we're expecting Shane of Pebble Learning to come to the conference a little later. Our other sponsor is APS, probably better known to you as Alan Paul and Alan is an information management company specialising in HE and FE sectors in the UK. I'd also like to thank Jisk who for many many years provided support for this conference and it was quite interesting I was chatting to Jisk's colleagues last night and my assumption was that we wouldn't get support for this year's conference and I was told last night that if I'd have made a strong approach we probably would have got some support and that's a credit really to the delegates here and the opportunity that I think Jisk have got to talk to its customers, its stakeholders. So that was quite interesting for me, I missed out on one there and I'd like to also take the opportunity really and I'll perhaps expand on this a little later to thank all of my Cetus colleagues, that's everyone that I work with in Cetus who for many years it's been an absolute pleasure to work with colleagues who have so much knowledge are so professional in what they do. It's generally a pleasure to come and work, we do have our occasional disagreements and they're heated but I think as a family we're pretty tight and again it's a pleasure to work. When I talk about that I also include our former citizens and perhaps I'll chat about that a little bit later. The first thing I wanted to do was perhaps talk a little bit about some of the work that we've been involved with with IMS in specification development. Last year a colleague of mine particularly Wilberth looked at various surveys and we looked into the use of technology standards across the sector and I have to say I was quite surprised. One of the issues we have in Cetus is that if our spec work and our standards work is successful it's unseen, it just works, there's an assumption that these things just happen. So again, learning technology interoperability capability, 73% of HE has that specification embedded within its system, 85% in FE, Enterprise or LIS, 84% in HE, 70% in FE, QTI, 46% in HE, 20% in FE and content packaging stroke common cartridge, 90% HE and 99% in FE. Those are quite astounding figures for the IMS spec so quite often when I'm raising a question, well what are you doing in specifications? Are they used or it's a rather insular group of individuals doing things that are not relevant? It couldn't be further from the truth. A lot of this is now embedded in practice, certainly very very different from a different situation to when I first became involved 12, 13 years ago. I think what I'd also like to do is tell you a little bit, I'll give you five minutes of indulgence of self-promotion about Cetus really. Cetus, as you know, was funded by JISC for many years and will continue to receive some funding from JISC particularly to support our work in specs and standards. But we've had to diversify and this year we have taken on work for the commercial sector. We've done quite a bit of work for one of the evil enemy which I'm not going to mention. We've done a number of European projects. Currently we're working with Creative Commons on the Learning Resource Metadata Initiative, working on a European project around learning analytics community exchange project. I am currently discussing with JISC colleagues what we might do with JISC over the next year. For those that say, are you still working with JISC? Absolutely still working with JISC. I'm sure Phil will talk about some of the developments and changes that have occurred within JISC during his presentation. I'm also very pleased to read this statement to you which we're very proud of. This is a statement from Andy Ewell and the statement is, subject coding is one of the key aspects of data and information in HE. The current system JAX was created in the late 90s through the merger of systems used by HEASER and UCAS. The JAX system has its roots in the early 70s. I'm delighted to be able to announce that a team led by Cetus at the University of Bolton has been awarded the contract to develop a new subject coding system for the sector. In order to create a system that meets users needs, the team will build a broad and rich picture of the requirements for subject coding from stakeholders across the information landscape. The creation of HEDIP is a huge opportunity to address some of the problems we have with data and information. Coding structures that can be used by all data collectors and that provide the information we all need are key elements of the future we are working towards. We just made that announcement yesterday. I think it was on the HEASER website yesterday and ours yesterday. Again, a big congratulations to the team and we've got some challenging work ahead over most of the part of this year in addressing some of those issues. We hope with some of you. Cetus Conference has said it's been going for 11 years now and we think it's a pretty unique opportunity for developers, learning technologists, lecturers and policy makers to come together to discuss innovation and innovations in the domain of education technology. This year's conference focuses on the digital institution and explores how technology innovation can support and develop every aspect of university and college life. For teachers, learners, researchers, developers, service directors, managers and most significantly for the benefit of our students. Look at your conference agenda for the sessions and times. I'm not going to dwell on them now. I think you've all registered. There are some exciting sessions there. There'll be a lot of heated debate and times are available on your agenda. Any problems again, see Bethan and the team down at the reception desk. We do value our networking time at the Cetus Conference as well. Many of our delegates say it's a good opportunity to meet with colleagues to share ideas. A lot of projects have been born at Cetus conferences over the last 10 years so we actively encourage you to mingle to take opportunity to meet new colleagues and to work on exciting new innovations collectively. As ever seems to be the case, the UK HE and FE sector is going through change. Institutions are in flux in many instances and we continue to face enormous challenges around funding and around our stakeholder expectations, be they students, be they policy makers at government levels. We've been bombarded from all sides. Now that students are, and I will add this caveat, contentiously regarded as customers or consumers of education. My own belief is there's something else, but we'll go with that for the purpose of this talk. Other expectations of higher and further education changing. In all our activities within the sector we encourage to involve students, the learner voice, in co-design of curriculum and on our governing bodies. I mean you may not be aware that the only legal requirement, prescribed legal requirement for members of a governing body of a further education institution is that there is a staff and a student representative. There are no other legal requirements. Theoretically you could have a governing body of three. But do our students know best? Do they have the capacity to make meaningful contributions? That's a question that's not really a statement and I also accept that my presentation this morning will be full of contradiction. On the one hand I'm saying that students do have the capacity and on the other I'm questioning that. Students as customers challenges. Now it isn't bit of self-plugging here though it might appear it is. In my other life my partner we live in quite a nice country house and we have a, and I use this term, a five star gold bed and breakfast. At the high end of the market we're number one on trip advisor all the region and we are defined by our quality from our competition. That's my argument. I think we describe ourselves as very much a Russell group bed and breakfast. Don't quote that. Our standards are defined externally and inspected by our own quality assurance agency. It's called Visit Britain and customers often make their choices based on that QA report. Does it kind of sound familiar? With the advent of social media our quality, our service and our experience is subject to the scrutiny of our customers through sites such as TripAdvisor. And yes this will inevitably assume more significance to our sector as we become increasingly customer focused. And we recently received the following review. I won't read all of it but on our return from a great evening we were startled to find that even though we had only left our room for about an hour due to the friendly welcome, our room had been entered. The curtains had been drawn with the cushions replaced neatly along the window and the chocolates being left on the pillows. I found this settling and would really prefer not to have anyone in our room once we had our keys. We shouldn't have to worry about what may be lying around. Now excuse the metaphor but now we're engaging on the peripheral end of student experience in my view. If we fluff up our cushions and place the chocolates on our pillows for our students, how are they going to respond? Do they know what good quality is? And I think that is going to present us with some real challenges. Jisk is doing some work from prospect to alumnus where customers will question their service. This year the sector has received over 22,000 complaints, the most ever recorded and the majority of which I think it was about 80% when I did a quick review relate to assessment grades. If I pay my £27,000 my expectation is I get a good degree and a good job at the end of it. You're a poor university if you don't give me that. Just look at graduate employment expectations which have increased significantly over the last 12 months. At the same time new forms of technology supported teaching and learning are emerging. MOOCs have been, well I'll go back to that in a second, were heralded in some quarters as a new alternative to traditional campus based courses with a unique ability to widen access and engagement. Others question their ability to revolutionise higher education and engage disenfranchised learners and focus instead on more diverse forms of open education policy and practice. I was discussing the impact of MOOCs with some colleagues last week and I heard a very telling statement, MOOCs, so 2011. I wouldn't quite go as far as that because I think they have certainly put open education on to the agenda and the institutions are responding. It will be interesting to see how practice emerges over the next few years. Other technical innovations to impact on the sector include the reemergence of affordable virtual reality devices with hardware such as Oculus Rift and Sony have just announced some interesting developments in virtual reality. Looking at the NMC horizon scan, I've put a couple of the statements there from it. The key issues that NMC highlighted over the next, well three different year periods were the flip cat classroom, learning analytics within a year, three dimensional printing within two to three years, games and gamification which seems to move back every year I look at this survey. The quantified self, which was a fairly new one on me, does anyone here know about the quantified self? I'm not going to ask Martin because you're a futurist so you should know about the quantified self. It's old hat. It's old hat, okay. Okay, quantified self so 2013. But looking at performance, looking at technology that can give us real-time data. Virtual assistance four to five years. Maybe they're so 2013 as well. So how do universities and colleges address the challenges they face? Cesis has always believed that technology and standards have a crucial welcome mark power. For those that don't know, Mark was with Cesis for 10 years and we're very pleased to see him back. I did give a thank you to Cesis and his past and present so welcome Mark. Cesis has always believed that technology and standards have a crucial role to play in enabling institutions to become more creative, flexible and efficient to meet increasingly diverse demands and to enhance experience. Now it's, in its 10th year, the Cesis conference will have an unashamedly technical focus. What it means to be truly digital in all aspects of education, from assessment to integration, from open education to learning analytics. But what about students? Are they changing and I'm not getting into a native immigrant resident visitor prisoner, which is the newest one I've heard, argument. But have they changed? We've talked about digital immigrants, we've done all of that kind of thing in natives. Oblige me for a few moments, but who are these digital students? And 2020 seems to be very much in the fore at the moment. Well how does a 12 year old think about being a digital student? Now you're going to have to indulge me with a little bit of paternal gloating here. But my son's 12 and he will be a student I think of, well certainly till he's 18 of one of our institutions post 2020. Yes my son's fortunate or unfortunate enough to come from what you would describe a fairly middle class background. He's had a life of benefit pretty much, so I'm not suggesting that he is a representation of this generation. But it is just interesting to get his views on some of what he considers the requirements of a digital institution. I was recently challenged, for those that may not know, I have three generations of a family in my house. We have my grandmother who's 86 and knows everything and myself, my partner and our children. It's great in some ways that we do have that mix and not so great in others. And one of the big issues as you can probably imagine as a grandparent she has is why is he always on that device? He's never off that device, get him outside. That progressed a little lately to something a little stronger. And she said, why doesn't he go and get a proper job like a paper round instead of sitting at that computer? And I thought it was quite significant that she said that. Jisk has looked at a number of years at what it takes to be a digital student. And so I thought, oh interesting comment. What about getting a job? Perhaps I should encourage him. Anyway, I didn't think much more about it until recently. I looked at my bank statements and we have a PayPal account and there were these rather strange amounts being deposited into my bank account. 30 pounds one month, 40 the next, 130 in a few weeks. A few weeks ago and I said to my partner, do you know anything about this money? Where's this money coming from? What's happening? No. I said, well you're not selling things on eBay or doing this. No, no, no, okay. Ask my daughter who's 21. No, no, I only spend you money. I don't create money which she's quite right in that. And I thought, ah, I'll have a word with Frankie who's a 12-year-old I was talking to you about. So I went down and said, I've got all these little pots of money that are coming into my account. Do you know anything about this money? Oh yeah. Oh right, he said, well I kind of hacked your PayPal account because I'm not 18 and I need to get some money in and that's why it's going there. Well what are you doing? He said, well Grandma was giving me grief about a paper round. So he said, I don't really want to do a paper round. So what I do is I develop tuition, courses, modules for Minecraft development online. Okay and he said I've got a lot of subscribers. Now I'm going to show you something in a few minutes and ever the entrepreneur, it's great digital entrepreneurship skills, they're all here in this video. He's trying to sell you and if you do wish to subscribe to his channel that's your choice. But he has any number of subscribers to his digital channel where he produces little modules to teach you how to craft in Minecraft. He's got a reputation. And it asks us a big question about, I know my colleague Mark Johnson is thinking about this at the moment, about education in its role in preparing us not just for physical networks and networks as we had established, but the virtual networks and he has a great deal of virtual currency. So he prepares these and of course those subscribers to his channel, he now gets an amount per video downstream of advertising on his site, which is giving him a tremendous little income. So Grandma's nagging, he adapted fairly quickly and developed something as an entrepreneur within the digital world. And this student received a very, very poor grading in his ICT class where he's been taught how to use Microsoft software applications, which says something, yes, the curriculum's changing, I know we're going to be focusing on coding in the future, but it does say something about the disjunct. So without further ado, I asked him and said after pondering for about an hour and a half what I would talk about for five or ten minutes, what's your problem dad? I said well I've got to talk about the digital institution. Oh I'll build you one of those and an hour and a half later he came back having constructed a digital institution. Now I'm not condoning some of the things in here, but they're interesting. It's interesting to see a 12 year old's observation of what a digital institution might be. And I'll just play you this film, which is about five minutes. Oh, we won't have his advert so he won't get his revenue. I'd like to welcome you to this video and this video. We're going to be showing of what I think a digital institution would look like. This is like a school sort of thing. So here it is, as you've seen from the panoramic views from the intro a minute ago. So here it is and I'll just give you another quick look at it. So this is the surrounding city of it. So me and my friend built this together. That's a thing to note. We built it together on this world. And yeah, I even saw a waypoint for it, look at me. So yeah, we should put our shaders off. So this is the digital learning enhancement school, all the Dells. So this is the Dells. So we've got, he says he's a baker, this is Roger the baker. He's now employed here. But yeah, this is the school. So basically this is a lobby. It's very open space. It's not tense. It's not forceful. But you get the idea there is upstairs to main school. So you get the idea that this is a high rise school. And I believe that this is a way to go for this. So basically here's where you come in. This is the first floor of the hollow areas. So here is just some file storage. And here's some data bank things that teachers can basically register in. This is when the light is red, lessons are in progress. So people are taking the lessons to them. So this is the hollow hall. Now this is a hall of holographic projection. So when you step in a room, here we have Scott the miner. He is a student here and he is on this area, which basically puts a holographic image in their mind of them having a lesson that transfers all the data they need to have that's been set for that lesson. Say you wanted to learn fractions and maths or a particular part of fractions and maths. You would put that into the database, which I will, this is a server host room. So this would also be a little area, which is nice, to host a service on it. It's own server network. This is the head teacher. It doesn't mean that you've still got any files. You still have files on a hard copy as well, but you also have them stored on the database. So yeah, that's that. And you see you've got different subjects here with each person in. And yeah, these are what they do. So each go in, it only shows the last person who went in, but they all go in and they learn about that. So yeah, it's pretty cool. And there are, as I said, all the lesson plans are stored in databases. So it's quite cool. Now this is also, this school has maximum security, so you're not going to have anyone break in. Which is very cool. So here's the upper classrooms. So here is the bit where we go up. So here is the restaurant and the canteen area. So this is where you have all your lovely foods. And if you notice it's not like some of those horrible school ones, because no one really likes them. They're all horrible. So I've implemented a very nice view from the restaurant to like here. And you've got some more little cosy bits here. So this is the kitchen as well. Story of good food. This is the actual bar sort of serving area. Also if you go up here, this is the robot area. Where the robots and I think staff, yeah, staff can go here too. And this is where they used to have their food and stuff. So yeah, we're going to go up here. This is also one of the ways to access this part. Just to make it easier for the elevator shaft. But up here is some maintenance area. So you can hear some electricity everywhere. So yeah, it's pretty dangerous. So I won't do stuff. But yeah, it's quite cool. We've got some radars here. We've got some transmitters. Now all of this here, like you see, is powered by solar panels on the top of the roof. There is more built into the actual infrastructure of the building. But this is what powers everything in that. So this is what it looks like from far. But yeah, I'd really like to thank you for watching this video. If you have not already subscribed to this YouTube account, feel free to do so. It really, really helps me out a load. I hope you liked what you see, really. This is what I have to build. So yeah, goodbye everybody. And yes, if you want to watch the next few videos, or you want to watch a few more videos behind me, as I said, subscribe to my YouTube channel. We'll just really check them out. You will like it, really helps. And yeah, goodbye. Well, that's his digital school. Not tense or forceful. It's green and it's powered by renewable energies. His data-driven is secure. Has no desks. Or I didn't notice any physical teachers either. But it is interesting. I think that I did read yesterday some policy statement that has many of the words that we've got in there. But that's his interpretation. I think that all that's left for me to do is give you a little bit of an introduction to our keynote speakers today. We will have, I think, five minutes at the end. I'm looking. I don't know how much time I've used or not used. I've got 10 minutes left. So I was asked to do half an hour, so I'm dead on time. We've got five minutes for questions at the end or anything you might want to say. But our two keynote speakers, Phil Richards will give the opening keynote at the CETIS conference. Phil has an honours degree in physics and a doctorate in nuclear structure physics from St. Edmund Hall University of Oxford. The research involved intensive computation on what was big data back in the day and with experiments performed at CERN Geneva between 89 and 93, just when the web was being developed there and elsewhere. Phil's early career was in e-learning development, support and strategy at Cardiff University at the University of Hull and King's College London. More recently has held some senior management roles in information services at Aberystwyth, Plymouth and Loughborough universities. Our second keynote is by Audrey Waters. Audrey is a writer who's worked in the education field for 15 years as a graduate student, college instructor and program manager for an educational nonprofit, technology nonprofit. Although two chapters into her comparative literature dissertation, Audrey decided to abandon academia and she now happily fulfills the one job recommended by a junior high aptitude test, freelance writer. Her work has appeared in the Atlantic, Edutopia, MindShift, Fast Company, Inside Higher Ed, the school library journal, O'Reilly Radar, Read Write Reb, Campus Technology in the Huffington Post. In addition to her own blog, Hack Education, she's the editor and lead writer for the Educating Modern Learners and she's also currently working on a book called Teaching Machines due out in 2014. The one thing I haven't done is giving you the three bits of advice that I said I would at the end of it, all opening introductions. You need to leave with three pieces of advice. Those are, ruffle up your pillows, eat the chocolate and don't take the paper round.