Institutional Innovation

Support, Synthesis and Benefits realisation

24 October 2008

Outline

• Community, resources and assets for education– Asset-based development– Clusters and stakeholders

• Team• Plans & Activities

Creative Commons alert

Support Team• Direction and planning

– George Roberts– Isobel Falconer– Paul Bailey

• Technology platform– Joe Rosa

• Finance, admin and control– Lynn Farrell– OCSLD events team

• Oxford Brookes Publishing team– Stephen Ball, Helen Swain

• Analysis & discovery– Patsy Clarke– Mitul Shukla– Judy Lyons– Rhonda Riachi

• Synthesis & dissemination- Emma Anderson- Steven Warburton- Josie Fraser- Graham Attwell

• Governance

Working hypotheses

Developing projects in a context where there is awareness of the wider activity in a field and an understanding of the alignments and gaps in that field will lead to better projects being developed.

By using community development processes and social networking the general quality of educational (learning) technology development projects may be improved, bringing benefits not just to the JISC but more widely to all sectoral funding agencies and stakeholders..

Community resources & assets for education

• Asset-based community-development (ABCD) draws on– Support & synthesis team experience

• JISC programme & project management• eLearning support & synthesis• Users & Innovation support & synthesis

– Organisational and community development research (Mathie & Cunningham 2003, Cooperrider & others, 1987, 2001, 2003)

• Networks/groups/community/clusters - coherence– Essential to support, synthesis & benefits realisation– Bring projects & their experiences together with each other

& stakeholders

Asset-based development activityIdentify strengths & develop them

• Stage 1 discovery “Affective Recall”– Gunther Kress (2007) says “leverage the affective aspects of learning”– Or, remember what was good and do more of that

1. Identify a trusted network to which you belonged (and may still belong)– Could be professional, recreational, educational, cultural, etc

2. Characterise the trust you felt in, with and for that group– How did it feel

3. What were the “ingredients” (assets) that engendered the trust

ABCD feedback• Trusted networks, membership in groups, as sharing common paths

and aims, buy-in, ideals, friendship =>trust.• Networks to expand networks• Common purpose, leadership, shared culture, framework for

understanding, passion and commitment, distribution can be positive• Forced or free? Trust builds differently, met expectations, shared

respect, social/professional shared interest• Respect for the professionalism, had expertise that you wanted,

common enemies in a life-threatening situation• Shared adversity and common fear, recognising boundaries, not

universal, context dependent, role dependent• Commitment of time and regularity/periodicity, connection,

snowballing success, mutual benefit• Emotional and managerial trust and physical trust,

Initial (sub) clusters• IT infrastructures and architecture, consisting of

– Innovative enterprise architectures– Data infrastructures for knowledge management and

discovery

• The physical and virtual world, consisting of– Low-carbon green computing– 21st century estates and learning environments

• Learning & teaching, consisting of:– Learning, teaching and assessment– Learning management and admin

Link to C-map server

• IT infrastructures and architecture, consisting of– Innovative enterprise architectures

• Roehampton University, Westminster University , Cambridge (Social Networks) , Gloucestershire University

– Data infrastructures for KMD• Newcastle University, Thames Valley University , Oxford (BRII)

• The physical and virtual world, consisting of– Low-carbon green computing

• UEA , Bolton University , Hertfordshire University

– 21st century estates and learning environments• Sheffield University , Canterbury Christ Church, Oxford (Erewhon)

• Learning & teaching, consisting of:– Learning, teaching and assessment

• UCLAN, Coventry, Oxford (Steeple)

– Learning management and admin• Reading University, Open University, Southampton (EASiHE), Cambridge

(Modular e Admin), Southampton (Open Assignments)

Other dimensions?• Cross cutting themes?

– Syndication, RSS– Data security– Shared services (GoogleMail, iTunesU, etc)– User engagement

• Secondary themes?– Learning management and administration

• New emergent themes?

taggit: distributed cognitionBuild community knowledge

• inin1008, #inin1008• http://www.flickr.com/photos/tags/inin1008/• http://twemes.com/inin1008• http://www.slideshare.net/georgeroberts/jisc-

institutional-innovation-support-and-synthesis-presentation

• There will be more of this as the support platform is built out

Support structure

Analysis & discovery teams• Co-ordination

- Patsy Clarke

• IT infrastructures and architecture- Mitul Shukla

• The physical and virtual world– Rhonda Riachi/Josie Fraser

• Learning & teaching- Judy Lyons/Patsy Clarke

Support and synthesis activities• Biannual blended face-to-face conference

– 26 & 27 March 2009• Outputs and benefits realisation from institutional

exemplars• First findings from round 2 projects (you)• Launch eLearning InstitutionalBCE projects

• Oct ‘08- March ’09– 6 Project led, support team facilitated cluster

“things”• Supporting projects to form and grow satellite

communities of practice that bring in new & existing stakeholder audience

Project-led cluster “things”• Each project, over the course of the

programme will have to host a “thing” for their (evolving and expanding) cluster

• Things might be:– Thematic seminar– Shared technology plugfest– Cluster dissemination widening engagement– Capacity building, hands-on, new technology

workshop– Your ideas, here

Other Support & Synthesis Activities

• Web platform aggregation from your sites• Programme-wide and wider social network• Newsreel activities • Informal social gatherings using real and virtual

community spaces• Comms and publications in collaboration with JISC

Comms team

# Tell us what you want, what you really, really want #

Analysis & discovery ofInstitutional Exemplar projects

• Collation and analysis– Visits, interviews, seminars face to face and online

• Story gathering• Sense making

– Make data available through website

Benefits realisation• Foster institutional centres of innovation

– centres of expertise that can support the sector • Redefine boundaries

– of technology – of learning, teaching and admin practices– and our own institutional boundaries

• shared services• HE in FE• distributed learning centres & data centres• etc

Stakeholders• IT infrastructures and architecture

- CIOs, CIS managers, Data managers, Library systems managers, ISS managers, data users

- Others?• The physical and virtual world

– Estates and Facilities Managers, Environmental managers & officers, learners

– Others?• Learning & teaching

– Academic managers, Teachers, Researchers, Librarians & learning support staff, Learning techs, Ed Devs, Academic Computing Officers

– Others?

Social capital asset growth“cross departmental and cross domain”

• Bonding– Traditional practice exhibits strong bonding capital

– People identify with & support one another in established local contexts

– Boundary spanning is the preserve of a few & takes place in fairly rigid structures

• Bridging– Emergent, innovative practice encourages & builds on strong local bonding to

enable greater numbers of people to reach out across boundaries, expanding personal spans of control & extending experience to the wider sector.

– between institutions and/or projects

– between senior management & project teams within institutions

Thank you

George RobertsOxford Centre for Staff and Learning Development

Oxford Brookes Universitygroberts@brookes.ac.uk

07711 698465