Changing Landscapes – an overview of developments in TEL
in the UK HE Sector
Sheila MacNeill
Assistant DirectorJISC CETIS
eMadrid 30/6/2010
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
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.”
About CETIS cont Partnership between:
University of Bolton (10) University of Strathclyde (4) Heriot Watt University (1) Bangor/Bolton (3)
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)
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
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
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.
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.
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.
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.
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
CETIS - services*ReLoad*ReCourse*Transcoder*Archi
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
Programme support lifecycle
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Details about this topic Supporting information and examples
How it relates to your aAnnual Horizon Scanning
udience
Some emerging views of the current landscape
One CETIS view of the UK TEL landscape
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
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.
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?
http://rubaidh.com/hosting/architecture
http://www.openstreetmap.org/
http://www.guardian.co.uk/books/2010/jan/26/klencke-atlas-british-library-exhibition
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)
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/
Curriculum Design and Delivery
http://www.jisc.ac.uk/publications/programmerelated/2009/managingcurriculumchange.aspx
http://www.bbc.co.uk/bbcfour/beautyofmaps/historical_maps.shtml#/psalter/highlights/dragons-of-hell/
Hay dragones!
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
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
http://learning-maps.ncl.ac.uk/
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)
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
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
Model 2 – Example Moodle and cohere
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http://www.vimeo.com/12700689
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/
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
47http://wave.google.com/about.html
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/
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
Contact info
Contact info: Email: [email protected] Twitter: sheilmcn Blog: http://blogs.cetis.ac.uk/sheilamacneill/
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/
Preguntas
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