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The power of digital for change
WelcomeDr Paul Feldman
Professor David Maguire
The digital challenge
Professor David Maguire, Jisc chair and vice-chancellor, University of Greenwich
»Sectors-owned organisation for shared digital infrastructure, services, content and expertise
»Established 1993 to provide: national vision and leadership on networking and specialist information services
2/03/2016 The digital challenge
Jisc in numbers
»Work with 969 education organisations
»National network infrastructure £18m users
»50% of all UK library spend on e-resources
»Over 400 digital content agreements
»Sectors save £203m annually2/03/2016 The digital challenge
The digital challenge
Of the sector, for the sector: we do three main things for you
2/03/2016
Shared digital infrastructur
e and services
Current examples:
Janet network, shared data
centre, eduroam wireless,
geospatial services
Future examples:
Learner analytics,
research data management,
FE college in a box
Sector wide deals with IT vendors and commercial publishers
Current examples:
Microsoft 365 email, Amazon web services,
e-journals, FE e-books
Future examples: Prevent web
filtering, Tableau, new models for
digital publishing
Expert and trusted
advice and practical
assistance
Current examples:
Open Access, Financial x-ray, cloud advice, cyber security
Future examples:
FE area reviews, national monograph
strategy
1 2 3
The digital challenge
Janet network traffic
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Actuals
Jan 10 – Jan 16 sixfold increase
2/03/2016
University digital challenges
»Digital ‘Wild West’› BYOD, Wikipedia scholars, limited IP respect
»Students moving faster than university policies/ systems/ practices/ staff
»Keeping up with demand – building industrial strength solutions› MOOCs, VLE, student records system, learning
analytics, lecture capture, research data management
»Breadth v depth – digital champions v digital literacy2/03/2016 The digital challenge
The digital challenge
Information systems
2/03/2016
Data
Studentrecruitment
(CRM)
Student
records
Attendance
monitoring
Alumniand
development
Business intelligenc
eBuilding access controlVirtual
learning environme
ntLearning analytics
Major Jisc projects
»Janet mid-term upgrade»Learning analytics»Technology and content agreements»Open access»FE area reviews»Research data management»Technology-enhanced learning
2/03/2016 The digital challenge
Professor Andrew Harrison
Creating great digital spaces for learning
Andrew Harrison
Professor of PracticeUniversity of Wales Trinity Saint David
Director, Spaces That Work Ltd
Aalto University High Voltage Laboratory, Helsinki
The rules are changing…
• The internet has changed notions of place, time and space
• Emerging new methods of teaching and learning based on an improved understanding of cognition
• Effect of demographic changes on learning population
• Changing financial context for education: increased competition, pressure on resources
• Impact of changes in government policy: funding, participation, research strategy
• Blending of living, learning, working and leisure
• Life-long learning
“Thirty years from now the big university campuses will be relics. Universities won’t survive.….”
“…the cost of higher education has risen as fast as the cost of healthcare…. the system is rapidly becoming untenable. Higher education is in deep crisis.”
Peter Drucker,Forbes magazine,July 1997
Circulation as event space
More freely available space
group project work, solo work
Redefining ‘balance’ space
circulation as glue
Source: DEGW
New space models for universities
• Traditional categories of space are becoming less meaningful as space becomes less specialized, boundaries blur, and operating hours extend toward 24–7
• Space types designed primarily around patterns of human interaction rather than specific needs of particular departments, disciplines or technologies
• New space models focus on enhancing quality of life as much as on supporting the learning experience
SPECIALIZED LEARNING SPACESTailored to specific functions or teaching modalities
Limited setting types:Formal teaching, generally enclosed
Access:Embedded, departmental
GENERIC LEARNING SPACESRange of classroom types
Range of setting types:Formal teaching, open and enclosed
Access:In general circulation zones, access by schedule
INFORMALLEARNING SPACESBroad definition of learning space
Wide range of setting types:Informal and formal, social, open and enclosed
Access:Public, visible, distributed, inclusive
Tend to be: • Owned within departments, subject
specific• Involve specialized equipment• Require higher levels of
performance specification• Often higher security concerns
Tend to be: • Generic teaching settings• Often limited in flexibility
by furnishings• Used when scheduled
Tend to: • Encompass richer range of
settings• Allow choice• Be loose fit, unscheduled• Work as a network of spaces
rather than singular settings• Have food!
Creating an effective learning landscape
Source: DEGW
dSchool, Stanford University, USA
Space to support learning & teaching
• Collaborative, active learning with hands-on experiences
• Integrated, multidisciplinary
• Distributed, learning takes place anywhere/ anytime, mobile technology with social activity
• Immersive with simulated or real-world experiences
• Blended activities, online with face-to-face, mixed reality
Creating spaces to support the pedagogy
• Thinking spaces- spaces for conceiving ideas,deliberating, brainstorming
• Designing spaces - spaces for putting structure, order, and context to free-ranging ideas
• Collaborating spaces - spaces for enabling team activities
• Presenting spaces - spaces for showing things to a group
• Debating or negotiating spaces- spaces for facilitating negotiations
• Documenting spaces - spaces for describing and informing specific activities, objects, or other actions
• Making spaces - spaces for creating objects and artefacts using diverse materials and processes
• Practicing spaces - spaces for pervasively monitoring a location
• Operating spaces - spaces for controlling systems, tools, and complex environments
Shift from physical to hybrid environments• Physical environments are
increasingly equipped by, and formed through, new technological features supporting mobile ways of working
• Physical environments find their extension in the non-physical environments of the digital world
• In combination, the physical and the non-physical work environments lead to new hybrid learning and work spaces and environments
“We will gravitate to settings that offer particular cultural, scenic and climatic attractions… Sometimes we will network to avoid going places. But sometimes, we will go places to network”
VIRTUAL SPACE convenientefficient
PHYSICAL SPACE meaningful symbolic…one type
of space does not
replace the other
Bill Mitchell, e-topia
Virtual & physical space are complementary
WHAT EVER THE INTERFACE WE ARE ALWAYS PHYSICALLY LOCATED SOMEWHERE
InQbate, University of Sussex, UK
Active Learning Classroom, University of Minnesota, USA
Spaces to support blended learning
• Flat floor learning spaces with ability to reconfigure furniture easily to support multiple pedagogies
• Increased space per student to allow easy reconfiguration & group working
• Increased use of technology
• Improved quality of environment:
• A rich visual environment,
• High quality, flexible furniture
• Access to natural light
• Connection to the outside
• Spatial innovation combined with timetable and technology innovation and faculty skills development
Impact of flexible learning on space requirements
Source: DEGW
University of Melbourne Learning LabMelbourne, Australia
IED blended learning classroomKarachi, Pakistan
SA1 Waterfront Innovation Quarter
University of Wales Trinity Saint David, Swansea
Informal learning spaces
UWTSD Virtual Learning Environment
UWTSD Library Management Systems
Learning Commons
‘On-campus’ ‘Off-campus’Physical/
Digital Resources
Expertise
StudySettings
UWTSD LIBRARIES
UWTSD Library ‘offer’
“The library of the future is a little bit like an airport for books or a convention centre for the meeting of minds ….so a place like an old fashioned Italian piazza where one can sit and sip your coffee and stroll leisurely or act as a marketplace, exchanging and trading information and knowledge.
This is happening at the same time in a physical space as well as in a virtual space and the interface between the physical and the virtual space is going to be crucial for our envisioning of the library of the future.”Massimo Riva, 2012, Professor of Italian Studies Director of the Virtual Humanities Lab at Brown University
© Harrison and Hutton 2014
Creation of learning-centred communities
Schools Higher Education
Culture/Leisure/Living
WorkplaceEarly Childhood Centres
Primary Schools
SecondarySchools
Public Libraries
6th Form Colleges
Joint use libraries Corporate
Training Centres
Innovation Centres
Executive Education
Universities
R&D facilities
Professional Education Institutions
Library Business & IP Centres
Art Galleries Museums Libraries
Colleges
Teaching Hospitals
Performance spaces
Workplace based learning
The virtual learning environment
Academic RetirementCommunities
Life long learning
The future learning experience
• Layered experience
• Creation of flexible activity zones to support learning, living and working
• Users choosing appropriate settings and technology for the tasks they want to achieve
• Space and experience changing over the course of the day: changing to reflect different types of users at different times of the day
• Blending of physical and virtual learning and research spaces
• Blurring of learning with working, living and leisure
• Creation of learning-centred communities
Successful digital learning spaces
Space Efficient, appropriate size, technology infrastructure
+Place Well-designed, meaningful space+Process Learning and teaching approach including technology use+ Experience Total student experience before, during and after the learning event
Donna Lanclos
Donna Lanclos
The power of digital for changeDr Paul FeldmanProfessor David MaguireProfessor Andrew HarrisonDonna Lanclos
