Notes from HeLF Meeting: How can technology enable a sense of identify and personalisation of experience? at Southampton Solent University, 12th June, 2013.

The following note focus on the required actions for me or the Elevate Team. The intended audience include the staff at UCS. These are a slimmed down version of the notes I took.

Keynote 1: David White, University of Oxford: Direct to market: disintermediation and professional identity

David referred to a number of key articles which need to be read:

Key messages from these include

    1. Securing the future of higher education in England … Ipr June 2013 – idea of mooc, with the idea of open university should accredit MOOCs via futurelearn.
    2. Effective course design needs to design in eventedness. This was evident from benefits from face to face. Evidence students need to feel connected, or eventedness. So an advantage of the lecture (even if it is not great) you get a sense of belonging. This is what we need to try to bring online. The question is, for the student experience, how do you do this?
    3. Referred to his Visitor and resident analogy. These are modes of engagement. The visitor tends to use it as a tool book, ie., google searching, online banking, find holiday. The rodent mode, the web becomes a place or space where people are, so go online as a place to connect with people. There is a sliding scale in between. The resident lives online. So can be applied in a very simplistic way to MOOCs. For instance, a xMOOC >>> visitor, cMooc >>> resident. Both need a set of skills. Also both important, one is not better than other. However, the required skills and competencies, as well as the learning designs are different. It could be argued a barrier to effective participation within a cMOOC is they have to be a digital resident.
    4. Back to learning design and the difficulties of broadcasting information and developing conversations (the third way) when these are on a large scale. Used the example of Pi Day Live (http://oxfordconnect.conted.ox.ac.uk/) How as engaging as a classroom with a good teaching but online, and thousands of people. Pi day live with Professor Marcus. The idea was to try to close the loop. So overviewed it, gave them activities, they gave data and we responded. Designed to be best to participate live (eventedness) based on evidence from twitter where people . So perhaps, use one or two of these events within a course.

Lightning strike 3: Amber Thomas, University of Warwick: Bring your own identify

Questioning around the individual research identify and impact. Including how this is captured for the REF process. The context was we currently re-key the information into an institutional web site.

Orcid.org – this has an impact story which will start to identify the impact people are having (thinking about the REF). It looks worth trying to create an account and seeing what it offers. Perhaps something for Penny and Mike. Also very interesting as a means of identifying impact of the team. For instance, what impact has the Elevate Team disseminate events, blog posts and publications have on UCS?

There was a UK development called Figleave. Interestingly, you can use your Orcid Account

Keynote 2) Tashi Thornley, VP Education, Leeds Met: Tablet pilot at Leeds Met.

Outlined a pilot study of 50 students who used Nexus 7’s in their learning. Was generally very positive, and over time they included more use in the classroom. The lectures also started to design specific classroom activities around these technology.

An area of interest was this pilot kick started some staff development innovations around TEL course designs. So, a question would be, might we use this approach with all staff in one or two divisions? Could this be used as a change agent.

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