JISC Digital Festival – Notes (Day 2)

I have spent most of the morning interacting with reps of the various exhibitors here.  Now to rest my legs I have settled down in Hall 1 for the keynote by  Sugata Mitra, Prof. Of Educational Technology at Newcastle University.

Notes from Keynote

Sugata was the originator of the ‘Hole in the Wall Experiment‘. He plans to review the last 15 years of work and review trends.

The hole in the wall experiment

ATM like computer  in a hole in the wall. They (the slum kids in New Dehli) did not know English and the interfaces were in English. Street children were browsing within 6 to 8 hours and teaching each other.  Conclusion groups of children left with a computer would reach the level of the average office secretary in the West in about 9 months. [Video shown of this work].

The children’s achievement of their proficiency happened because not despite of the absence of an adult teacher/supervisor.  After 4 to 5 months the teachers reported that their English was much improved. Discovered they were using a search engine to find quality content and copying it down on to paper. Question – why we’re they copying down the right things?  They seemed to know what they were writing.  Then gave them educational objects.  Working in groups they seemed to be able to locate the right information and select it.  Groups of children could reach educational objectives of their own if they wished to. People supposed that when got to in depth learning or skills acquisition they would need human intervention. However, could not find the limits of this learning.

In England turned the hole in the wall upside down. Created the chaotic environment of the hole in the wall inside the clasroom with just a few computers. Made up some rules: free discussion and free movement allowed. In period 2008-2010 this led to the descriptor of self- organising learning events. E.g. For 7 year-olds “why is a polar bears coat white”.  Given the the choice between a hard and easy question the children opted for the harder questions. They were able to do GCSE questions about 6 to 7 years ahead of time. Called these Self Organising Learning Environments (SOLE).

In other countries around the world similar results.  C.F emergent phenomena or self ordering or spontaneous order in the Natural Sciences.  Tested limit of this method in Southern India. Research Question: can 11 year-olds learn the process of DNA replication?  Experiment was a failure but the students self studied why DNA replication sometime went wrong causing disease.  Pre and post testing showed those working 10 years ahead of their time. Used a non scientist and the method of the grandmother.  Using an older adult to stand behind and encourage.

[Slides: Schools in the cloud]

Constructing 7 pilots trying to level the playing field in primary education comparing India with UK.

Q&A

Experience with older students?  – Used to think method applied to ages 6 to 14 but beginning to show that it is not restricted to this. Experiences reported with 16-18 year olds, in FE and he is using SOLE approaches in his university courses.

Notes from JISC Digital Festival (Day 1)

I attended the JISC Digital Festival in Birmingham, UK.  This blog post is a set of notes from Day 1 (11-March-2014).

Keynote – Diana Oblinger (CEO Educause)

“Why are we still talking about this digital stuff?”

It is about 25 years since we moved from the analogue world to the world of society, education and work being based on digital computing technologies. But we still use the term “digital” because either we see it as something special or we get concerned about “man vs machine”.  It is not just about digital – it is about demographics. In US only 17% of learners are traditional college students. Many are now studying as adults who may not have previously had a positive educational experience.  This changes what we need from education and “how” we deliver that education.

Engagement

When you are engaged you learn better – leading to the hypothesis that face-to-face is always the best solution. But face-to-face often just presents text on a screen (a board or projector screen). However, digital technologies allow greater interaction between students and between them and data about what they are  investigating. We want to promote deep learning and develop skills through practice.  In these online practice environments not only is there student activity but there is data coming back from the students’ interaction. When have massive amounts of data can begin to realise the long-held goal of personalised learning.  This can lead to adaptive learning systems.

Student Empowerment

There are different types of students.  Two example profiles:

  1. ROI Skeptics – not sure education will be worth the effort; external barriers; lack of vision; juggling work and family etc.
  2. Highly motivated students who always expected a college (university) education

Students need help with their complicated lives to be able them to give education the right priority. Case management – dealing with the student holistically; early alert programmes (for e.g.) have significant and lasting impact. Some students are blissfully unaware that they might be at risk of failing the course. Here lies a potential for learning analytics. However, beyond that teachers need support on how to deliver those messages to the student, e.g. mobile phone text message? (BTW 43 words seems to be about the right length of message.)

Too much choice can be the enemy of student success if they choose courses they are not prepared for or at too high a level for where they are in their studies.  (C.F. consumer choice problems).  Software tools are emerging to address.  Example shown of a tool for students and their advisers as they seek to support them and their choices.

Alternative Models

IT in education can spawn over complexity and disorientation.  Interconnected elements:

  • Mission
  • Market
  • Margin

Part of this is coming from outside our institution – e..g. MOOCs; large-scale commercial educational providers.  Many customers (students) feel they are over-served by the traditional university system. Now a big puss on competency based education – prove you have particular skills irrespective of where you acquired them.  However, current IT systems just focus internally to the educational establishment.

Time is an opportunity cost.  Example “Direct to Degree” from University of Kentucky, enabling students to rapidly acquire a degree and reach their employment goals. If students never go to campus where do you provide their support? Another example from College for America that provides the support in the workplace. Can be low-cost models – e.g. 1 student completed degree in 3 month at cost of $1,350.

There is lots yet to do in the digital environment.  Need to design from the digital and with man & machine not man vs machine in mind.  A great frontier for all of us.

Three questions:

  1. What does it take to exceed expectations in this digital world?
  2. What capabilities (personnel, budget, skill) are required to deliver the value from IT?
  3. How do we optimise for a digital future??? – Answer yet to be told!
Steps and clap board Image credit: http://www.livebinders.com/play/play/759398

Response and Reflections on keynote

Prof. Paul Curren VC at City University

Was in a situation of ailing IT and with many mismatch between demand and supply issues.  (Here the focus is on education not research or admin. but had to address all three). How to develop a personalised experience for the students and enable academic staff to give the support they want to provide?  Further, how do we enhance the educational experience? How can we do this in the context engendering a community experience. City has multiple campuses now.

Trying to achieve a clear vision (2016) of where wanted the university to be.   Investing in academic staff, IT and estate.  Focused on having sector leading IT areas in education.  In 2010/11 large IT service, 142 IT staff, £ 14.6 million budget.  But, very devolved, often software developed in-house and not fully documented and big problems occurred when staff move on.

Formulated a strategic plan with projects each under a PVC.

  • Engaging IT services around the student (e.g. brought in Moodle, Office 365) and organised around the concept of “The One City”.
  • Sourced commodity from external suppliers
  • Now spending less on IT, less staff but more junior staff at the coal-face and less IT managers
  • Standard high quality equipment in the student spaces
  • Listened to what students, staff and professional services members wanted
  • Moved core services to a central base in London

Where are we now?:

  • The student registration system now stabilised
  • Monitor student access to Moodle to check on student engagement (reduced drop out rates)
  • Early initiation to ensure things were scalable and multi-platform (including mobile to enable work while travel)
  • Provided easy access to student records
  • Using the big providers (e.g. SAP) linked to increasing in-house skills
  • IT staff now viewed differently – previously seen around their skill base (e.g. UNIX) – now seen around their relationship management and knowledge of integrating systems

Challenges for staff:

  • Academic staff need to move seamlessly between a “digital” and “real” world – provided a lot of training
  • IT staff – understanding their new role around the user/systems integration – again investment in training
  • Outsourcing and agreeing the boundaries

Conclusions

  • On a journey
  • Downtime reduced
  • Student Satisfaction Scores with IT increased

Martyn’s reflections

The key points that stood out for me from these two linked presentations were:

  1. We need to accept digital as being here and now and move to a “Man & Machine” mindset and not a “Man vs Machine” one
  2. Systems integration is key and outsourced systems are often the cost-effective way to go
  3. IT support staff need to see their role as focussed on the users (students, academics, admin staff, management) not on a particular area of technology that forms the core of their skill set
  4. It’s a ‘win-win’ situation of better services at lower cost that is achievable this way

A personal reflection from me:

The IT systems should be the servants of the educational, support and management processes not the other way round!

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