2010-06-30 (UC3M) Sheila MacNeill, CETIS, I jornadas eMadrid

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Changing Landscapes – an overview of developments in TEL in the UK HE Sector Sheila MacNeill Assistant Director JISC CETIS eMadrid 30/6/2010

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2010-06-30 I Jornadas eMadrid (UC3M) Sheila MacNeill CETIS Changing Landscapes – an overview of developments in TEL in the UK HE Sector

Transcript of 2010-06-30 (UC3M) Sheila MacNeill, CETIS, I jornadas eMadrid

Page 1: 2010-06-30 (UC3M) Sheila MacNeill, CETIS, I jornadas eMadrid

Changing Landscapes – an overview of developments in TEL

in the UK HE Sector

Sheila MacNeill

Assistant DirectorJISC CETIS

eMadrid 30/6/2010

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Overview of presentation

Context - Background information on CETIS and our work

Some emerging views of the UK TEL landscape emerging from JISC programmes

Q&A

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What is CETIS?

Centre for Educational

Technology and

Interoperability

Standards

“JISC Innovation Support Centre providing advice to the UK Higher and Post-16 Education sectors on educational technology and standards.”

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About CETIS cont Partnership between:

University of Bolton (10) University of Strathclyde (4) Heriot Watt University (1) Bangor/Bolton (3)

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What is JISC? Joint Information Systems Committee “JISC inspires UK colleges and universities in the

innovative use of digital technologies, helping to maintain the UK position as a global leader in education.”

JISC provides: A world-class network - JANETAccess to electronic resources New environments for learning, teaching and research Guidance on institutional change Advisory and consultancy services

(http://www.jisc.ac.uk)

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JISC - Six Strategic Aims

Innovative and sustainable ICT infrastructure, services and practice that support institutions in meeting their mission

promoting the development, uptake and effective use of ICT to support learning and teaching

promoting the development, uptake and effective use of ICT to support research

promoting the development, uptake and effective use of ICT within institutions and in support of their management

developing and implementing a programme to support institutions' engagement with the wider community

continuing to improve its own working practices

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CETIS mission statement

Through active engagement with the JISC Community, develop, and facilitate effective implementations and use of, the open standards needed to: implement flexible and adaptive learning environments, learning services and learning resources; increase the choice of available systems and software by helping to maintain a healthy open market; and support the development of the capabilities and good practices within our community

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CETIS: Key Aim 1

To establish interoperability specifications, standards and application profiles that meet the needs of the JISC community.

Identify the interoperability needs of the F/HE sectors and any other sectors that may join the JISC community.

Work with international standards bodies to ensure as far as possible that the Specifications and Standards they produce will meet those needs.

Work with the community, and with implementers of systems for the community, to agree Application Profiles that tailor existing specifications to meet community specific needs.

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CETIS: Key Aim 2 To promote and support the understanding, implementation, effective use

and adoption of open learning technology specifications and standards. Disseminate information about specifications, standards and application

profiles to the community and its suppliers, supported by information about the tasks and changes involved and the costs of adopting and using them, with comparisons, where possible, of the costs of not using them.

Develop a consensus among stakeholders on what should be adopted. Work with implementers, including commercial vendors, open source

developers and those engaged in JISC programmes, through advice, plugfests and conformance testing (when available), to ensure implementations are consistent and achieve working interoperability.

Support, the UK FE and HE community in building the knowledge and capacity, and in developing good practice.

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CETIS: Key Aim 3 Cooperate with others nationally and internationally to ensure that the above

aims are, as far as possible, realised in a common way, and to contribute to the tasks involved in establishing interoperability and general adoption by working in partnership with others.

Negotiate with others to identify common needs and to then work to produce specifications and standards to meet those needs in a common way, possibly working across several specification and standards bodies.

Where the specifications and standards produced do not meet the community needs, work with others to produce common application profiles to reduce, as far as possible, unnecessary variations of specifications and standards for similar purposes.

Identify bodies, both in the UK and internationally, whose needs & tasks overlap with those of JISC- CETIS, the JISC and the wider community and develop co-operation, either through sharing the effort or through funding one body to carry out a task on behalf of others.

Participate in government advisory and other groups as appropriate.

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CETIS: Key Aim 4

Work closely with the JISC, providing input to and supporting the successful realisation of its strategies, programmes and activities with respect to all aspects of standards-based learning technology, and ensure that JISC and JISC-CETIS strategies and activities are aligned for maximum effectiveness.

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CETIS: Key Aim 5

Develop and maintain effective and efficient working practices

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CETIS: website, publications and resources

http://jisc.cetis.ac.uk

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CETIS: website, publications and resources Cloud Computing Business Case for Standards Distributed Learning

Environments Semantic Technologies

Annual horizon scan

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CETIS - services*ReLoad*ReCourse*Transcoder*Archi

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CETIS & community engagement

Old model - SIGs Accessibility Assessment Educational Content (EC) Enterprise Metdata & Digital

Repositories (MDR) Porfolio

Pedagogy Forum LLL group

Now - Working Groups Short life-span, specific

outputs, smaller scale than SIGs

More agile response to needs of community

E.g. QTI profiling Semantic technologies in

teaching and learning Widgets

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Programme support lifecycle

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Details about this topic Supporting information and examples

How it relates to your aAnnual Horizon Scanning

udience

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Some emerging views of the current landscape

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One CETIS view of the UK TEL landscape

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Programmes CETIS support Curriculum Design and Curriculum Delivery Customer Relationship Management and Student

Lifecycle Relationship Flexible Service Delivery Lifelong Learning for Workforce Development Open Educational Resources (OER) Portfolio Interoperability (PIOP) XCRI (eXchanging Course Related Information) Distributed Learning Environments

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Understanding our landscape

Understanding increasingly important in currrent economic climate

Shared services, potential sector savings – but only if systems in place that can utilise them.

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Mapping our institutional environments What do they look like? What sorts of representations do we really need? Where do we need to use them?

Classroom, Course approval boards, IT Services . . .

How do we create them? Who looks after them? How do we share and evolve them?

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http://rubaidh.com/hosting/architecture

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http://www.openstreetmap.org/

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http://www.guardian.co.uk/books/2010/jan/26/klencke-atlas-british-library-exhibition

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Where (and how) are we building our maps?

Wider technological landscape Current funded programmes (including)

Curriculum Design and Delivery Distributed Virtual Learning Environments OER (open educational resources) FSD (flexible service delivery)

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Curriculum Design and Delivery programmes

Institutional approaches to curriculum design

12 projects 3 years 9 months High level processes

involved in curriculum design

Where we are Where we want to be

Transforming curriculum delivery through technology

15 projects 2 years Enabling learners to best

achieve curriculum outcomes

Netvibes : http://www.netvibes.com/circlejisc#CIRCLE_FeedsThe Design Studio: https://jiscdesignstudio.pbworks.com/

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Curriculum Design and Delivery

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http://www.jisc.ac.uk/publications/programmerelated/2009/managingcurriculumchange.aspx

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http://www.bbc.co.uk/bbcfour/beautyofmaps/historical_maps.shtml#/psalter/highlights/dragons-of-hell/

Hay dragones!

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Emerging view – Curriculum Design

Need for course approval processes to be more aligned with actual course delivery

Complex workflows Lack of interoperability and integration within

systems and documents Need for development of standards such as XCRI Many institutions review course and technology

learning provision

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Curriculum delivery

Innovation with existing technologies VLE now central to teaching and learning provision Changing perceptions towards assessment and

feedback Mobile delivery is on the increase Mixture of staff/student experience of using social

and personal technologies Sustainability

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http://learning-maps.ncl.ac.uk/

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Distributed (virtual) learning environments Building on existing technologies Natural progression of mash-ups/widget

developments New ways to use/build/extend/integrate learning

environments Lightweight, user centred, utilising web services,

standards and the cloud JISC programme starting July 2010

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Model 1: One system in the cloud, many outlets

Services gathered in one place (the cloud), - broadcast out to variety of delivery platforms (VLE, blog, mobile device)

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Model 1 – Example – Icodeon blog

http://ccplatform.blogspot.com/2009/11/organic-chemistry.html

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http://ccplatform.blogspot.com/2009/11/organic-chemistry.html

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Model 1: One system in the cloud, many outlets

Strengths Secure integration with

current systems Growing developer

community Easy deployment on

multiple platforms

Weaknesses No standard way to feed

user interaction back to other applications

Some competing standards Implementation in early

stages.

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Model 2 – Plug-ins to existing VLEs

Extending functionality of exiting VLE using plug-ins

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Model 2 – Example Moodle and cohere

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http://www.vimeo.com/12700689

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Model 2 : Plug-ins to existing VLEs

Strengths Data interaction

between plugin and VLE

Growing developer community within HE sector

Potential to share many tools/plug-ins across the sector

Weaknesses Dependency on host VLEs Full IMS LTI spec

underdevelopment Not so great for integrating

social media tools from web

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Model 3 – many widgets from the web into one Widget container

Mash-up of number of web based sources /resources

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Model 3 – many widgets from the web into one Widget container - example

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http://www.netvibes.com/employability#Welcomehttp://sheensharing.wordpress.com/

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Model 3 – many widgets from the web into one Widget container

Strengths Easy to set up Low cost – mainly

freely available tools/services

Demonstrates aggregation of resources into a collective space

Weaknesses Need some technical

confidence Lack of durability –

might not always be free

Lack of integration with institutional systems

Limited scope for integration of any service requiring authentication

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Model 4 – many providers and many clients

Google wave Federation of

clients and servers creating collaborative spaces

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Model 4 – many providers and many clients - example

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Model 4 – many providers and many clients

Strengths Highly interactive Highly collaborative Flexible

Weaknesses Relatively new

technology Usability issues

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Model 5 – both provider and a client

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Model 5 – both a provider and a client - example

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https://camtools.cam.ac.uk/

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Model 5 – both a provider and a client

Strengths Flexibility Lets every system play

to its strengths Truly distributed

architecture Many options for

sharing functionality

Weaknesses Not many (UK)

implementations Heavy load on

provider and client Potential single point

of failure

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And finally . . .

Landscape is changing Key integration points between administration and

pedagogy are emerging Effective ways of sharing data are evolving (XCRI,linked

data) Need support for cultural and technological changes

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Contact info

Contact info: Email: [email protected] Twitter: sheilmcn Blog: http://blogs.cetis.ac.uk/sheilamacneill/

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Links and references

CETIS website: http://jisc.cetis.ac.uk JISC website: http://www.jisc.ac.uk PROD (project databas): http://prod.cetis.ac.uk XCRI wiki: XCRI: http://www.xcri.org/wiki/index.php/XCRI_Wiki Dynamic Learning Maps: http://learning-maps.ncl.ac.uk/

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Preguntas