Category Archives: Policy

Jisc Digital Leadership Workshop

Semi-live blogging from the Jisc Digital Leadership project Workshop (Twitter #JiscDigLead. in Bristol at the Hotel Mercure, 22-23 October 2015.

Day 1

Lawrie Phipps opened the day mentioning the “dynamic online offer” from the Jisc Digital Capability service appearing maybe January time: “Online service moving into beta in the new year,” says Lawrie. I wonder if Jisc’s digital capability model

Jisc 6-element Digital Capability Model

Jisc 6-element Digital Capability Model

might assist in evaluations. And, I became exercised over a conflation of competitive comparison with evaluation. Just because s/he does it…

Clearly we want to Improve outcomes for learners and are trying to get our heads around the idea of adding value. Asking ourselves, what is learning gain? It is suggested there is an HE skills gap and that this goes top down. We are asked: Are you capable enough for the role you are undertaking? Who knows! I get a sense that Richard Francis and I, for Brookes are doing as well as many might hope. I suggest that there needs to be IT proficiency in the environs. You, the individual also needs to have to have some. What you don’t have others need. It is not only an individual good, it is a shared social good: education as well as the institution-digital. that is: the epistemic project rolls on.

See digital capabilities blog.

Moving on: Dave White asks why engage with technology? Is technology axiomatic? Is the digital being prefixed to everything? Why do we have a VLE? Can we reframe the discourse? What is the actual value? Dave is working with Donna Lanclos, who works at UNC Charlotte, NC, USA. Anthropologist studying the practices of  “the academic” in order to inform “the library”.

People are invited to question “George style”. Fame at last? Modelling practice? Or just annoying?

Dave and Donna show different pictures drawn by school kids asked to draw the Internet and my home in it (the internet mapping project). Map 2 Dave will want us to map our place on the visitor-resident continuum/a. He suggests, in response to questions that there are more than one dimension. Will we get near Hilbert space? Some of life plays out online. Other people are there. Social media, discussions all leave traces. Dave and Donna want to reassure us that modes of being online do not overdetermine our behaviours or experiences of the phenomenon of being online. We are asked to Google each other.

Dave raises the weak anthropic principle and the strong self-selecting assumption but doesn’t notice. Higher education so readily does the subject-object split to which is added an environment and within that (even going back to Lucretius) the waveform or quanta: movement and change. If the reference class is all people who might be invited and supported to attend this meeting then (as Wikipedia reports Brandon Carter says): “Although our situation is not necessarily central, it is inevitably privileged to some extent.”

And we dive into a Boston Consulting matrix style 2D representation of digital leadership.

  • x axis= Visitor-Resident
  • and y axis is Personal-Institutional.

In some quarters we “decompartementalise”. Richard Francis asks whether

  • Visitor = Consumer
  • Resident = Producer.

This seems plausable equivalence. I wonder how many more axes are possible and if two-d is really useful. They acknowledge the incompleteness of any model.

We are asked to map an “observer moment” of our life in the digital.

Here is mine.

Tools as spaces as practises

Tools as spaces as practises

It is later presented by Dave and Lawrie among four or five others  and comment invited from each of the mappers. It is messy. In one construction, the embodied world envelopes a digital space. But this gives the impression of focusing on “the digital”. We might use two axes to make a small spider diagram: or a dream catcher for the internet maybe? In respect of my map, I noticed the four foci on public writing. I acknowledged visitor status in much other multimedia. I observed how my use of email, Twitter, Facebook and a VLE worked: how it was all generally squashed down to the right: institutional resident. How metaphorical is the location and name of that quadrant?

Next James Clay is took us onto personal effectiveness: our effectiveness at using digitech, and how we build our capacity with technologies. We are asked: “You on your own, define the term: digital university.” I suggest teaching is the core project of the digital university. It seems to me that the digital still has the power to force questioning.

I suggest:

the digital university is immersed in the capacities and contexts of its world using and misusing as well as rejecting “the digital”. In particular the digital university is not slave to an external “digitality” but shapes and enables the shaping of the wider institution-digital. The institution-digital is a “moment” in the emergence of tools, practices and places within which the epistemological project takes place, transforming and also resisting the transformation of society.

A university that constantly evolves to

#JiscDigLead consensus on the Digital University

#JiscDigLead consensus on the Digital University

… the consensus distilled by reps from each table:

We then do PESTLE analysis (badly-can it be done well? The categories are so broad) on our digital university.

  • Political
  • Economic
  • Social
  • Technological
  • Legal
  • Environmental

… sort of.

Our table asks “Why are we doing this?” several times. Someone suggests: “marketing”. Of what? By whom? For whom? I might conflate legal with social, otherwise we more or less agree that leadership is all about:

  1. the political/economic/technical and environmental (society and culture)
  2. the personal (individual experience of society and culture)

I return to the question of embodiment around the breakfast/coffee/lunch/tea breaks. The problem of embodiment is seldom mentioned in higher education gatherings. The presumption of an embodied self-aware narrator is strangely persistent.

Day 2

This morning I am anticipating sessions on social media, cybersecurity risk, persuasive narratives and more mapping before we conclude with building a digital vision and strategy. This will be an opportunity to sanity-check Brookes’ new TEL Framework.

I am in the stoirytelling workshop on creating persuasive narratives.

Keep it lean and focussed. Is the story always an elevator pitch?

Link to strategic policy working document

I wandered off into Medium and pen and book.

The narrative continues here.

 

 

Sharks and TELephants

 

Caribbean Reef Sharks

The challenge for technology enhanced learning (TEL) is that it not be used to impoverish people. Let me begin to explain.

I can help you teach. I may be deluded, of course, but it is none the less something I believe and something that I can act on with an established and evolving repertoire. I have led a teacher education programme for lecturers in higher education for the past seven years. I can design programmes to help you teach, I can put on courses, stand in front of a class, work one-to-one and strive to help teachers elicit their own inner teacher. So why am I giving up an established role teaching teachers in order to enter the waters of “technology enhanced learning” (TEL)?

I thought I wanted a challenge! For myself, for the team and the department I felt it was important that I move on from the job I have done since about 2008. And of course, I have been splashing in those waters for I long time. In 1983 I arrived at Oxford with an electric typewriter. In 1986 I left with an MPhil and a Apricot “portable” computer. Arguably one of the most important things I learned over those three years was how to use a word processor and a printer. But technology enhanced learning? What does that mean? Arguably everything and nothing. And this is my first challenge. Wikipedia conflates “Elearning” and “Educational Technology” with “Technology Enhanced Learning“. It is worth while reading the first 200 or so words of this article.

TEL is a term that stimulates the production of complexity. It also, as a consequence, stimulates in many people the opposite desire: forBlind_men_and_elephant2 simplicity. Like the blind men and the elephant,  there are many parts.
and many people, who want to declare TEL to be one or another of the many things it could be: from pencils to iPads, to QR codes and smart cards. New! New! Shiny! Shiny! Or so far out in front that the string and baling wire are hanging off. Or simply the human condition. But, what ever it is, it has to be better (enhanced) than something else. But, better than what?

Can we posit technology-free learning? What would that look like? Among the parts of the TELephant is that which threatens established practices and identities: that which makes some people feel they can no longer teach well, that which makes some people feel diminished not enhanced, that which makes some people feel they would rather be rid of all this “technology” (whatever it is). To enter into this debate in this way brands me as a Luddite. But this is a badge that I have to be proud, now, to wear. Remember, Luddites were not against technology. They were against technology being used to impoverish people. Which brings me back to sharks and the main challenge: money and power.

 

 

 

Education for all: a public good?

This is still the question to be addressed as the consequences of less and less certain funding are felt in actual institutions with payrolls and contracts and food service and students. While the recharged Labour Party debate suggests there is political risk, there will be at least four more years of opposition and for institutions maybe five or six years of more or less living within this regime.

We can’t pretend that there has never been a problem of allocation. The system has been expanding since its inception, maybe most rapidly in the past fifty years.

Elitist and egalitarian forces have vied for entry and driven expansion and regrouping. The change in universities has reflected the great social changes of human history. In our tradition, Renaissance, Enlightenment and Socialist Revolution have all been mirrored in the institutions that have more, on balance, sustained dominant orders than challenged them.

Many feel the “end of history” an intrusion, a usurpation by a particular style of business that appears to find little wrong with making money out of the misery of others.

Are there any institutions that would stand up for Corbyn? Should they? Or not? I do not know. What would be the circumstances and conditions of a greatly revised “contract” with the nation? Should someone be planning for that change? Or helping to shape it?

The opposition need to sound credible as an opposition not cut and paste replacements. Their job is to oppose. Corbyn might be very good at leading an opposition. There are three years to get good at opposition. Then ask who might lead into government. That is the next game.

Is there a VC anywhere who would say: “… nay! We indeed need and deserve to drink deeply of public resources because we do far more good than ill”? Where in universities are those who might help provide alternative policies for universities. Acknowledge the conflict in interest up front, but hey, conflict of interest doesn’t bother the powers that be. Let them go on about it while focusing on being good providers of learning.

Usurpation: the condition of the university?

Usurpation might better be seen as the condition of the university than as a problem for any particular aspect of that complex phenomenon: higher education today.

Taking Subramaniam, Perrucci, & Whitlock’s (2014) theoretical framework of social and intellectual closure we might see usurpation as – in parts and in places – an ameliorating response to both micro and macro-political movements that lead to closure. I suggest that we might take this further into a space which can only be opened and kept open (rejecting closure) by the usurper who by choice lays him/her self open to being ursurped and indeed facilitates the process of ongoing transformation, which is the driving energy of the academy.

In making this argument I draw on Popper’s (1996) positivism, Kuhn’s (1962) understanding of development in disciplines and Bhabha’s (2004) third space theory.

The pattern of usurpation described by Subramaniam, Perrucci, & Whitlock’s (2014) applies to any attempt to enter a power structure –  a university is a power structure – by agents desiring that power, whether to address wrongs done to them by that power structure and its relatives, or simply to seize more of whatever is going. When the usurpation is successful the usurper assumes the mantle of the power structure and then defends it against subsequent usurpation.

So we see entryism into disciplines of minoritarian or post-colonial themes: Women’s Studies, for example. We see traditional promotion routes to professorship usurped by teaching pathways (an interesting one Subramian et al spotted, which casts me as usurper!). We see the student experience usurping scholarship.

But as Kuhn should remind us: this is the way it works! The English curriculum which is so exercised by usurpation by Media Studies, itself was an entryist program usurping the Classics. And as Popper should remind us, this is to be celebrated. The problem is not usurpation but closure, which might be seen as resistance to being usurped.

References

  • Bhabha, H. (2004). The Location of Culture. Abingdon: Routledge.
  • Kuhn, T. (1962). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
  • Popper, K. (1996). The Myth of the Framework: In defence of Science and Rationality. London: Routledge.
  • Subramaniam, M., Perrucci, R., & Whitlock, D. (2014). Intellectual Closure: A Theoretical Framework Linking Knowledge, Power, and the Corporate University. Critical Sociology (Sage Publications, Ltd.), 40(3), 411–430.

The role of the PVC International (PVCI)

Alastair Fitt, Vice Chancellor, on the role of the PVC International (PVCI), Thursday 23 April 2015

These comments and reflections are mine and do not necessarily represent the views of the Vice Chancellor, Oxford Brookes University or any other member of the audience.

The Vice Chancellor’s talk, which opened the Internationalisation Steering Group’s Away Day, was a personal reflection on his time as PVCI at Southampton. A business and marketing-driven corporate mission and an individual researcher-driven research mission were the mainstays of the reflection.

Although framed within “Partnerships”, the PVCI role is highly market-driven and recruitment focused. Many of the observations made were how to be effective at recruiting and marketing while also promoting partnership. Continue reading

Richard Waller: Cultural Capital – getting in, getting on, getting out

Academic Enhancement and Standards Committee (AESC) – Away Day, Oxford Brookes University, Tuesday, 17 March 2015, 1400 – 1500. Views and interpretations are my own. Post updated through the day.

Richard Waller Associate Professor of the Sociology of Education, University of the West of England (UWE). draws on research from the Paired Peers project. Mobilising capitals through internships.

  • Bathmaker, A.-M., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilisation of capitals: recognising and playing the game. British Journal of Sociology of Education, 34(5/6), 723–743.

Seeks to know:

  • What factors determine the type of career our graduates enter?
  • What they can do?
  • What we can do?

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Gwen van der Velden: Student Engagement in Learning and Teaching Quality Management

Academic Enhancement and Standards Committee (AESC) – Away Day, Oxford Brookes University, Tuesday, 17 March 2015, 1130 – 1300. Views and interpretations are my own. Post updated through the day.

Gwen van der Velden is Director of Learning and Teaching at Bath University. Heads, QA/QE, eLearning, Educational Development and English Language Teaching.

Gwen and her team conducted research on how embedded “Student Engagement” is in UK Higher Education. Method: desk research, survey, interviews on what is embedded and what isn’t. 75 of 220 institutions responded (including 28 Students Unions).

Issues highlighted:

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Resilience: a theme for learning in higher education?

Preamble: Reading “Resilience”

This post is written for the Principal Lecturers Thematic Event at Oxford Brookes University on Thursday 12 March. The post will be updated through the day [semi-live blogging]. I should say that this piece is my perspective and does not necessarily represent the views of others or the institution.

I did a quick literature search before the event on Academic Search Complete for: Resilience, Learning, Higher, Education. I read two that seemed most immediately relevant. References Below.

It appears that resilience is often conceived as a capacity of individuals, individually, to respond “positively” to challenges by deploying their individual amalgam of identity factors and “transforming” or “rising above” them. However, resilience also appears to be culturally nuanced. “Western” resilience is caught up in “western” narratives of continual change. Resilience may be exhibited differently in different spheres. Many people appear to be resilient in one domain, and not others. Social resilience, for example, may not be correlated with academic resilience (Walker et al 2006, 254). Western notions of resilience:

[transfer] any potential academic or pastoral difficultly directly to the student
since, within this model, being at risk can be defined by the extent to which the
academic and affective qualities of a learner fit with prescribed learning styles and
experiences. Any maladaptive behaviour can then be attributed directly to individual
learners on the basis of their pathology being problematic.

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Widening Participation Working Group Away Day (Oxford Brookes University)

Semi-live notes from very interesting and data filled Oxford Brookes University Widening Participation Working Group Away Day at Marston Road. (Of 30 people in the room only one obviously black man and two Asian women. Matches our BME student profile? c. 10%)

The day was framed by demographics about where Brookes sits, and politics in light of the forthcoming election, which enabled a critical frame for the day: whose WP are we talking about? Is the “lifecourse” educational – or institutional – for everyone?

Should OCSLD have had a pitch here? Because support for staff development IS support for WP. Though we are not seen as a service for students, institutionally, the significant change that has to be made is “Academic”: academic literacy, academic content, academic writing, academic culture.  Critical analysis is HUGE. Planning and structuring assignments is HUGE. When you have many inquiries from the same course at the same time, you ask: Can we move up the river and see “who is ‘pushing the bodies into the stream'”? Is this is where OCSLD has a role working with course teams?

This post will be updated through the day (Tuesday 10 March 0930-1430)

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Teaching conference #fslt15

Reflecting mid-week in the fifth and last week of First Steps into Learning and Teaching in Higher Education (FSLT). In four one-hour webinars, two on Monday and two on Tuesday, I have seen and participated in 12 Virtual Conference presentations by participants in week 5 of this open online course. And, for the first time I can remember, I let out rock-and-roll whoops. Not something often said about teaching conferences. In part this was because I can take credit for some of this course design and it didn’t totally break down; in part it was because the platform has just about stood up; in part because the level of digital capability of the participants has for many broken through the novelty barrier. But mostly because these were among the 12 best presentations I have seen and participated in. Well argued, evidenced, structured, illustrated and in scope for time (not over the “wordcount”).

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