UALs DIAL project engagement and project capacity

In terms of ‘Managing expectations project scope met‘ in year one DIAL had differing success with engagement and managing engagement, given that DIAL is a project and not an institutional department or service and has limited resources and scope.

DIALs primary objective was to avoid the development of a digital literacy dependency framework but to support the development of a sustainable independent framework consisting of grass root mentors and communities, who develop, lead, manage and provide ongoing guidance to their digital literacy support networks. As the DIAL project becomes increasingly embedded and time dependent its relevance increases and communicating DIALs concept will be a key factor of its success.

Some key risks were identified at the very beginning of the DIAL project in our Risk Analysis – http://dial.myblog.arts.ac.uk/2012/02/16/risk-analysis/

Lack of engagement at course level from course leaders: Face to face support and engagement, senior management support may prove critical

Lack of stakeholder participation: Addressed by specifying requirements and paying for time spent on project.

Managing expectations project scope met: Define at early stage what is in and out of scope

How can DIAL continue to encourage engagement and participation but also manage expectation and maintain the capacity to support sustainable growth?

Throughout the first year DIAL have been running at full capacity; laying the foundations, supporting the pilot project groups, fielding interest and pushing the institutional agenda for digital literacies at a senior management and strategic level. From an early start DIAL have highlighted the need for a digital initiative like DIAL, maybe larger digital programme an official UAL digital programme to really succeed.

DIAL are really pleased to see the development of the new UAL digital Life programme which aims to bring together many of UALs digital initiatives under one umbrella in order to deliver an inspirational digital experience. With the DIAL project at its heart; without digital literacy who will use the tools and services that many of the projects in digital life will deliver? ­ Read more here.

Image 1 above: Outline Digital Life Scope (i.e. there are more projects and areas within Digital Life)

What DIAL found in terms of UALs 6 college wide engagement and how the new digital life programme can support DIAL.

Looking through DIALs dissemination list we can see DIAL has been actively engaged across all stakeholders senior management, college, staff, student, service/department HE sector and sector bodies although DIAL are lacking direct employer engagement. In terms of colleges CSM have had a majority of the engagement, followed by LCF. This could be down to a few factors, one is that the other colleges or specific key individuals have not heard of DIAL, therefore DIAL need to be more proactive in the other colleges. And/or that there are specific staff colleges who are more pro active than others for example: a new project at CSM includes a whole course/year aligned project which only happened because of only one single academic leader out of a room of 50 UAL academic leaders forum who were offered DIAL support, only one who self identified themselves as needing help, took up DIALs request for help and support from DIAL. The academic leader persisted and followed up DIALs request and subsequently involved his course team and we are together developing a significant DIAL project collaboration. No other academic leaders followed up in this way on DIALs offer of support?

 

UP TO DATE LIST of DIAL projects: Active, ongoing, new and emerging HERE

CSM & LCF have shown a very pro-active approach to addressing, leading and following up digital literacies engagement with DIAL. I have had meetings with key staff who seem to be are driving or who are heavily involved in college digital agendas, strategies and progressive digital practice, not just digital infrastructure but practice and culture. Key and actively engaged DIAL contacts include:

London College of Fashion (LCF)

College contacts: Gavin Jenkins (Digital competencies)

Central Saint Martins (CSM)

College contacts: Jo Morrison (Digital present)

  • Adam Thorpe: Project 2. Using process.arts (or similar) to facilitate peer mentoring and coaching linked to developing an eco-system for social enterprise at UAL. UAL DESIS Lab has been working with UAL Enterprise to access funding and support for staff and students seeking to establish social enterprises from the Unlimited HE Support Programme – see http://www.hefce.ac.uk/news/newsarchive/2012/name,75028,en.html . One of the initiatives that we would like to action is the creation of a peer to peer mentoring and coaching network to support UAL staff and students in development of their social enterprises. Having heard Chris Follows presenting the process.arts OER at the e-learning we would like to know if CLTAD could facilitate the inclusion of this functionality within the process.arts site.

The CSM and LCF models are great examples of good practice, how do we encourage other colleges to do the same? DIAL have yet to fully identify and engage with the other colleges to the same extent as CSM and LCF and would like to address this in year two. WE encourage members of these colleges to engage in the DIAL networks.

Currently DIAL is currently at capacity in terms of project support, but we are continuing to engage with colleges, individuals and projects and are inviting expressions of interest although we may need to seek more funding and support from UAL to meet further demand.

In year one we identified that DIAL requires extra support and in response are in the process of appointing two 6-month DIAL coordinator positions to support the project. DIAL have also revised its year 2 objectives by reducing and also including combined institutional objectives/goals, these can only be met in realistic terms in collaboration with UAL and the new UAL digital Life programme involvement.

Even with these changes and the new DIAL coordinators, DIAL will continue to be over stretched to meet growing demand and its hoped the new UAL digital Life programme will support DIAL in meeting its capacity.

DIAL also have an responsibility to other colleges specifically Chelsea CCAD, Camberwell CCA, Wimbledon WCA and LCC who I feel are all lacking DIAL engagement, but are also lacking connections with the in-house staff who are the digital drivers which both CSM and LCF seem to actively have.  DIAL have been involved in activities across these colleges but have had little take up or interest.

Chelsea College of Art and Design (CCAD):

College contacts: Not yet identified (Dave Barnett?)

A number of projects are emerging:

  • Delivery of technical resource information online: Chelsea and DIAL would like to address, develop case studies around how it deals with these issues at the ‘Technical Co-ordinators technician-related issues and strategy meetings’ and in an open conversation on the baseline blog.
  • Online PPD skills & specialisms with a practice based accreditation tool
  • iPads in workshops – workshop spaces, wood, metal and 3D are looking into use of ipads for supporting workshop activities.
  • Learning zone remote tutoring: Pilot exercise of providing video and audio editing support for Chelsea students using learning zones at CSM and LCC via Skype sessions.

Wimbledon WCA

  • Project specific DIAL contacts: Current contacts: Mariana Fantich, Kaye Pryce Grzesiek Sedek (WCA) and Paul Lowe (LCC).
  • Projects and IT: IT capacity to support projects problem including; IT access, over control and security problem and an IT capacity to deliver servers to projects in a timely way projects require. DIAL are writing a case study for the UAL baseline based on problem in an earlier NAM project report below: http://process.arts.ac.uk/content/nam-web-development-overview-and-update-30042012
  • The new digital hub: A possible collaboration and support in the development of a new digital hub at WCA?

LCC London College of Communication:

  • Enterprise week Event: Improving Your Prospects through Online Profiles – http://see.arts.ac.uk/events/eventdetails/?eid=1364
  • NAM server: project use case study

CCA Camberwell College of Art

New contact: Adamina Turek (recent contact keen to engage Oct 2012)

Work to be done here.

University wide, central services projects (ongoing)

See information about all below here: http://dial.myblog.arts.ac.uk/dial-groups/

  • Open education at UAL
  • Things unlimited (digital information literacy)
  • Online Reflective Practice
  • UAL drupal Community of Practice

 

Posted in Activity & progress, Communities of Practice, DIAL updates, Evaluation | 1 Comment

Online PPD skills & specialisms with a practice based accreditation tool

I’ve been part of the CCW (Chelsea) SICOM process and at one of the meetings, which brought together a wide cross section of staff we discussed issues and ideas I think DIAL could really support. I would really like to follow up
on some of the items and findings of these meetings and try and identify individuals and groups who are interested in driving these ideas forward with DIAL support.

I would really like to follow up the induction debate and the online PPD student skills & specialisms profiles ideas. I started to look at something like this early in the project and I think year two of DIAL would be a good time to pick this up again? Practice based accreditation tool also see: http://dial.myblog.arts.ac.uk/2012/05/02/web-literacy-skills/

DIAL will see if there are any existing projects at UAL which cover student and staff profiles.

One of the other key themes that seemed to come out of the CCW SICOM meetings were we ‘UAL’ really need to improve communication across the whole of UAL course and college level. UAL have never been very good at using digital tools for communication and collaboration and being in the age of ‘digital communication’ we really should be using or experimenting with this more (this could be a DIAL supported project for CCW…. try and bring academics, support staff, technical staff and administrators together through better use of digital tools for open collaboration and communication?).

 

 

 

Posted in Development and Learning training, Digital PAT, Profile & identity, Support tools | 1 Comment

Welcome to ‘Digital Life’

Welcome to the UAL digital Life programme. We have recently started to bring together many of out digital initiatives under one umbrella in order to deliver an inspirational digital experience.

This is much more than a technology initiative and at its heart is the DIAL project; without digital literacy who will use the tools and services that many of the projects in digital life will deliver?

Much of the work DIAL has already produced, including the digital baselines, proved invaluable as we started to shape the programme which now includes areas such as our web sites, virtual learning, portals, online libraries, showcases and ePortfolios and our use of social tools and services outside of UAL.  We will also focus on really outstanding student engagement and build on projects such as DIAL, commonplace and ‘My Digital Life’@DEL2012.

For more information please visit the Digital Life blog.

Steve Howells – Digital Life Programme Manager

Posted in Senior Management and Strategy, Uncategorized, University Strategy | Tagged | 4 Comments

DIAL Advisory Board 29 October 2012

Meeting minutes are being prepared……

DIAL Advisory Board meeting 29 Oct 2012

DIAL Advisory Board meeting 29 Oct 2012

AGENDA

Meeting of the DIAL Advisory Board to consider the following items of business.

The meeting will be held on Monday 29th October 2 -5pm in HH 704 (Small Training Room), 272 High Holborn, WC1V 7E.

Chris Follows – 07703 887845

PART A – DIAL BOARD, new members and ANNOUNCEMENTS

  1. Welcome and Apologies; Announcements, new members
  2. Notes 12 March 2012 including; UAL baseline blogs and ‘Your Digital World’ online survey.

PART B – PROJECT UPDATE year one

  1. How are DIAL engaging with key stakeholder groups? Students, senior management, academic leaders, tutors, technicians, library staff, HR, SEE, Learn IT, CCSkills etc.
  2. National and International project dissemination.
  3. Duna Sabri, DIAL year one evaluation findings.

PART C – INSTITUTIONAL APPROACHES

  1. DIAL and the new UAL Digital Life programme
  2. Cross college collaborative approach to policy and official terms:
    1. UAL to define terms associated with ‘Digital literacies, Media literacies,information literacies etc. with an aim of publishing an ‘official’ UAL glossary of these institutional terms.’
  1. Cross college collaborative approach to addressing staff & student key competencies required for integrating ‘digitally enhanced learning’ into everyday practice and to support CPD & PPD.

PART D – FOR CONSIDERATION AND ENDORSEMENT

  1. Revised DIAL aims and objectives See full objectives
    1. a.    Support participation and communication between DIAL project communities of practice.
    2. b.    Encourage ‘open’ communities of practice and explore key issues surrounding the development of digitally enhanced learning.
    3. c.     Carry out interventions and case studies that enquire and inform change and development in individual practice and student engagement and that have potential to initiate course level curriculum change.
    4. d.    Integrate DIAL initiatives and resources with and across departments and external partners.
    5. e.    Explore key area of career preparation student/alumni representation online skills to create and present professional self.

10. DIAL new projects for year two.

  1. Professional Online Identities
  2. Developing projects.

11. New DIAL coordinators.

12. CCskills commission Creative & Cultural Skills Research Proposal.

PART E – OTHER BUSINESS

13. Date of next meeting

Posted in Activity & progress, Dissemination, Project board | Leave a comment

Video resource for presentation skills in development

We’re making a video as one of the resources for the video presentation skills project.

This is the provisional structure:

  • Open with a clip of LCF. Intro of people involved in project: Chitra, me, Pei-Chin, Chris
  • Clip of group activity, students in first workshop recording each other – voiceover introducing the project
  • 1 or 2 clips of students doing their one minute video pitches with no preparation
  • Clip of the students reflecting on the experience in the lecture theatre after the first workshop – voiceover describing more about the feelings that the students expressed
  • Clip of Pei-Chin explaining about her ‘How to do an elevator pitch’ presentation, and clips of the good SEED Fund video applications that Pei-Chin showed to the students
  • Voiceover – explain the benefits of the exercises and how it helped them prepare, practice and use peer feedback to improve their confidence and skills. Which clips to use here?
  • Clips of the students presenting one-minute video pitches before and after the training, compare them back to back
  • Clips of students giving feedback: they said how confidence improved overall, content improved, felt more comfortable with camera, and felt that practice helped (slides with quotes from the students?)
  • Summarise how we we’ve created a series of resources to help other staff use these exercises with their students?
Posted in presentations skills (group) | Tagged , , , , | Leave a comment

DIAL overview and update at Library Services Conference 2012

 

Chris Follows and Jess Crilly talk about University Projects DIAL and Process Arts and the Things Unlimited Information literacy project for Library Services part of the DIAL project at the Library Services Conference 2012

Just One Thing’ Activity

During the exhibition, complete a ‘just one thing’ sticker – with a partner identify and share one thing that each of you will do with what you have learned today, write it on a sticker and post it on the plenary board as you go to tea and coffee – keep a note for yourself of your ‘Just one thing’ on the post-it stickers provided or on the space provided on the programme.

See Things Unlimited presentation here – http://process.arts.ac.uk/content/things-unlimited-library-services-conference-2012

Posted in Dissemination, Information literacies (group) | Leave a comment

Improving Your Prospects through Online Profiles

Enterprise Week 12-16 November 2012

For more information about this event http://see.arts.ac.uk/events/entweek/ or see event below:

Improving Your Prospects through Online Profiles

Date: 15 November 2012
Time: 3pm – 5pm

Location:
Podium Lecture Theatre, LCC, SE1 6SB

Event details:
Presenting your professional profile online is becoming increasingly important. What is the best way to develop your online professional identity? Do we improve or hinder our career prospects by being online?

A panel of speakers will discuss and debate these questions and share their experiences of creating online identities, using social media and specialist networks, and being a digital citizen.

This event is led by DIAL  ( http://dial.myblog.arts.ac.uk ) – UAL’s Digital Integration into Arts Learning project, which aims to improve graduate employability and develop confidence and capability in the adoption and integration of digitally enhanced learning for staff and students.

The debate will focus on two aspects of being online as a professional ‘Presentational‘ (presenting & promoting work online) and ‘relational’ (being participatory professional presenting practice and specialism online).

The debate will explore the challenges, limitations and benefits of how, what and why we use being online to build and enhance our careers:
How the debate be structured?

Introduction and event context – 10 min

Debate 1: Chair: Clare Kennedy

Presentation of practice (What you’ve done), work and profile, UAL tools and social media

Number of 5 min presentations from our panel (20 min total)
Audience debate – 20 – 30.

Debate 2: Chair Chris Follows

Relational identity (what you do); communicating practice, knowledge, skills and specialism online, how do we interact, participate and build professional profiles/identities online?
Number of 5 min presentations from our panel (20 min total)
Audience debate – 20 – 30.

10 – 15 minutes of general debate and final thoughts.

Start and continue the debate by adding your comments to this debate forum and contribute to our resource cluster of videos, images and text.

Panel includes:

Clare Kennedy is a member of the UAL Digital Team which created Showtime [linking to http://showtime.arts.ac.uk/ ], the University’s free online platform where graduates can present their work and creative practice. Showtime has evolved over the past four years from an online representation of the UAL degree shows into a platform which is viewed as a directory of talent by gallerists, fashion houses and other creative industry insiders.

Chris Follows joined the University of the Arts London UAL in 2003 and since 2007 has been researching and developing open educational practice and open content communities.  Chris is the DIAL project manager ‘Digital Integration Into Arts Learning’ part of the JISC UK Developing digital literacies programme. Chris has recently completed a SCORE fellowship at the Open University and is the initiator of process.arts.ac.uk. http://process.arts.ac.uk/users/cfollows

Luke Whitehead joined London College of Communications in September 2012 as Publicity and Social Media Co-ordinator. Previously he has worked on Digital and Social Media strategies for major UK charities including the NSPCC and Macmillan Cancer Support. He is fascinated by the humanising potential of digital and the role social media has in creating digital identities for individuals and organisations.

Adam Watling Since joining LCF as Graduate Employment Officer, Adam has forged key relationships with influential fashion industry brands including ASOS, Arcadia, Kurt Geiger, Adidas, H&M and Jaeger, to name but a few. Through LCF’s online platform First Move, Adam has assisted graduates seeking work in many roles including Design, Buying, Merchandising, Fashion PR, Marketing and Journalism as well as other key roles within the industry.

Charlotte Webb is an artist and PhD student at Chelsea College of Art & Design. Her PhD title is ‘Working with other others: artistic production and agency in a post-user environment’. She will talk about her online artistic identity as ‘Otheragent’, and her interest in automated online entities such as Twitter bots. http://www.otheragents.net/ http://otheragents.tumblr.com/

John Jackson: John is an Educational Developer with a particular interest in digital platforms and practices, who has also worked as a business adviser (with a focus on eBusiness) in the earlier days of the internet. He is currently involved in a variety of projects and maintains a blog at http://elearning.myblog.arts.ac.uk/

Invited guest audience members

Creative & Cultural Skills representitive | http://ccskills.org.uk/

Anna McAndrew | UAL alumni | Visual artist and musician studying Education at Goldsmiths | My self directed education | http://process.arts.ac.uk/category/project-groups/my-self-directed-education.

For further details on DIAL’s new project that explores these issues, visit – http://process.arts.ac.uk/content/developing-professional-online-identities-project-details

Date: Thursday 15 November 2012
Time: 3pm – 5pm
Location: Podium Lecture Theatre, LCC, Elephant & Castle, SE1 6SB
Cost: Free, booking essential

Eligibility:
Student or graduate

Online booking of events are only available to members.
Please log in or register as a new member.

Online booking of events are only available to members who meet the eligibility criteria.

Posted in Dissemination | Tagged | Leave a comment

DIAL year 2 objectives

Lead and support wider collaborative ‘institutional’ objectives: (in collaboration with the new Digital Life programme and all involved projects)

  1. Define UALs digital projects and programmes use of the term ‘Digital literacies’.
  2. Debate and define UALs institutional understanding of terms associated with ‘Digital literacies’ within all aspects creative practice, including media literacies, information literacies, digital practice, digital citizenship, online identities, digital/social/cultural competencies, participatory culture, digital attributes, open practice, digital fluency etc. with an aim of publishing an ‘institutional’ evidence base of UAL glossary of terms based on an iterative process of practical, subject and interest specific case study evidence.
  3. Address staff key competencies required for integrating ‘digitally enhanced practice’ into everyday practice and to support CPD & PPD. See JISC programme material.
  4. Identify gaps and best practice in the integration of digitally enhanced learning at UAL, Address key areas and themes identified in the DIAL baseline report.

DIAL will continue with the following KEY objectives with an aim of informing the new Digital Life programme from the following ‘Digital literacies’ perspective:

  1. Engage and support maximum stakeholder participation and communication between DIAL project communities of practice, including open debate/forum (live & online), cross college/alumni/industry interaction, course/staff/student level case studies, events, workshops and online resources.
  2. Encourage ‘open’ communities of practice which explore key issues surrounding the development of digitally enhanced practice.
  3. DIAL will align this objective closely with the UAL Strategy 2010-15: Communities of Practice, people and communication priorities.
  4. Carry out interventions and case studies that inquire and inform change and development in individual practice and student engagement that have potential to initiate course level curriculum change.
  5. Integrate DIAL initiatives and resources with the Student Enterprise & Employability Service (SEE) and Staff development and training (Learn IT) to create new resources and paths of inquiry.
  6. Explore key area of career preparation student and alumni representation online skills to create and present professional self; including online presentation skills, personal website development and online professional identities.
  7. Embed DIAL networks and digital literacies developments into UAL web environment, policies and practices.
  8. Develop and encourage more flexible learning opportunities and experiences for staff.
  9. Explore UAL networked online communities within the university and the potential for national and international collaboration from courses, colleges, disciplines, industry and wider sectors.
Posted in Activity & progress, DIAL project plan | 2 Comments

Digital ‘present’ and futures new blog for CSM

Here’s a really great example of good practice in colleges taking ownership of their digital ‘present’ and futures – http://digitalpresent.myblog.arts.ac.uk/

My question would be who would set up and manage these kind of initiatives in all the other Colleges, this blog and the general digital landscape at CSM is managed by Jo Morrison.

To provide environments for learning that help to drive intellectual, social and economic advancement at a time of rapid and uncertain global change is the challenge of UK higher education.  Thankfully, this blog has a somewhat lesser goal, although that’s not to say that we lack ambition.

What is the purpose of Digital Present?

CSM staff and students are using digital tools and social media to enhance their learning and teaching in all sorts of new ways.  The Digital Present blog will capture and share some of these activities in order to provide an insight and to nourish the curiosity of colleagues who might be interested in exploring digital technologies themselves.

Posted in #UALbestpractice, Baselining, Communities of Practice, Support tools | 4 Comments

Benefits of DIAL:

Benefits of DIAL inline with DIAL year 2 objectives.

1.    Institutional digital literacies/leadership (Digitally literate organisation)

1.1. Digital Terms and definitions

Support a cross college collaborative approach to policy and official terms associated to being a ‘digital literate university’ through referencing practice and active case studies:

Debate and define UALs institutional understanding of terms associated with ‘Digital literacies’ within all aspects creative practice, including media literacies, information literacies, digital practice, digital citizenship, online identities, digital/social/cultural competencies, participatory culture,    digital scholarship, digital attributes, open practice, digital fluency etc. with an aim of publishing an ‘institutional’ evidence base of UAL glossary of terms based on an iterative process of practical, subject and interest specific case study evidence. With reference to JISC definitions.

1.2. Engage and support maximum stakeholder participation and communication through the development and support of DIAL project communities of practice, including open debate/forum, cross college/alumni/industry interaction, course/staff/student level case studies, events, workshops and online resources.

1.3. Integrate DIAL initiatives and resources with internal and external departments through project collaboration.

1.4. Support a new mode of delivery for the PGCert course Open Educational Practice unit.

2. Digital competencies, development and training

Testing current structures and frameworks: DIAL supports a cross college collaborative approach to addressing staff & student key competencies required for integrating ‘digitally enhanced learning’ into everyday practice and to support new practices and modes of recording and delivering CPD & PPD training and support.

2.1. Digital leadership.

2.2. Challenges facing leaders, identifying similarities.

2.3. Staff & student DIAL support groups & peer support.

2.4. Self-assessment/Self-development materials.

2.5. Planning and undertaking – responsibility back on the individual

3. College and Institutional digital baseline: http://dial.myblog.arts.ac.uk/digital-baseline-links/

3.1.Case studies, workshops, focus groups and surveys

  • Student perspectives.
  • Staff perspectives.
  • Best practice.
  • Identify Gaps.
  • Personal case studies/learning journeys.
  • Evidence base.
  • Curriculum case studies.
  • Teaching/curriculum digital integration.
  • Evidence and evaluation impact on curriculum development.

4. Employability; Encourage new perspectives and dialogue between universities and employers including, students, staff, employers, employer bodies and HE/FE institutions:

4.1. Stories from different perspectives through case studies.

4.2. What students, staff and employers want in terms of essential creative/digital attributes for employability.

4.3. Share/enhance digital expectations and awareness.

4.4. Raise aspirations, test the unknowns and influence change.

4.5. Develop bespoke course/subject/employer aligned key skill sets.

4.6. Digital practice evidence and examples of progressive practices.

4.7. Change process in and out, including curriculum.

4.8. Knowing and understanding expectations.

4.9. Promote entrepreneurism.

4.10. Identify digital change agents/Champions.

5.    Enhance institutional profile as a ’forward thinking institution’

5.1. Specialist in the field.

5.2. Open online presence

5.3. Sharing best practice

5.4. National and internationally recognised specialist mentors in digital practice.

5.5. Example of Sector feedback: http://dial.myblog.arts.ac.uk/about-dial/#comment-10476

Just wanted to comment on how useful the DIAL ethos and resources have been in considering the development of our digital strategy here at GSA. We are currently engaging in student-centred research regarding digital literacies in order to inform a number of ongoing and participatory initiatives aimed at providing inclusive and flexible opportunities for both tutors and students to engage with emerging technologies. DIAL’s participative, forward-looking and integrated approach has highlighted the important areas of staff/ student collaboration, harnessing the power of mutually supportive practice communities and the merits of embedding relevant technology in purpose/subject-specific contexts. Resources related to planning, collaboration and implementation accessible on this blog as well as discussion with colleagues involved in the project have been incredibly he,pful in the formative stages of planning our priorities and approach.

Benefits of DIAL

Posted in Activity & progress | Leave a comment

How to join UALs my.blog.arts and blog groups

View this video on YouTube – http://youtu.be/y9BM30WFDws

In this video we walk through the process of joining my.blog.arts and joining group blogs like the DIAL UAL baseline blogs – http://ualdigitalbaseline.myblog.arts.ac.uk/

YouTube Preview Image

Myblog.arts is UALs in house blogging service.

The digital baseline blogs are an ongoing agile project which rely on UAL staff and student contributions until November 2013; the blogs are open for all UAL staff and students to contribute. Please add your college, course or personal stories and perspectives of best practice or gaps you have identified in UAL’s current digital provision.

The ‘digital baseline’ blogs will record all aspects of digital life, including learning and teaching, college, department, course and individual perspectives.  It is a chance for us all to contribute, view and map how we at UAL are integrating the ‘digital’ into any aspects of our day-to day practice. The seven digital baseline blogs (6 college blogs and 1 institutional one) will give us an up-to-date snapshot of how we are integrating and supporting the digital in our practice.

UAL baseline

CCA baseline

CCAD baseline

CSM baseline

LCC baseline

LCF baseline

WCA baseline

Posted in Baseline report, Baselining | Leave a comment

CSM Digital Literacy Event – 20 September 2012

The event has been a great opportunity for members of staff across UAL to discuss learning and teaching strategies in the context of the latest advancement in digital age. The implementation of e-learning and its implication in HE were discussed through the sharing of examples of good practices that illustrated how digital platforms can make teaching easier and facilitate accessing resources. The conference was introduced by Amanda Bright, Associate Dean of HE Development: Digital technologies at CSM, Shan Wareing, Dean of Learning & Teaching:  UAL strategy on Learning and Teaching & Learning Technologies, Nancy Turner, Associate Dean, Learning & Teaching Development: Feedback on international trends from the DeL conference.

The program included presentations by:

Tony Quinn (BA Ceramic Design): Blogs to support student collaboration                              Cath Caldwell (BA Graphic Design): Exploring Workflow in BA Graphic Design                  Sian Evans (BA Jewellery Design): Facebook insights                                                           Hywel Davies (BA Fashion): What is ALTO?                                                                    Caroline Till (MA Textile Futures): Blog & Skype                                                                 Tyrone Messiah (4D):  Lynda.com revealed                                                                                 Ray Barker and Muz Mehmet (Technical staff): Workshop video guides                  Innovation Centre:  Making the most of Twitter                                                                       Geoff Makstusis (BAASO):  Make a Doodle date

 

 

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DIAL at Crowd and cloud: towards a collaborative future

Open Education in Practice. Hard and soft skills for creating open educational resources (OERs) and open content communities

Chris Follows, DIAL project manager (Digital Integration into Arts Learning) http://dial.myblog.arts.ac.uk/about-dial/  will draw from resources developed during the DIAL project from the many groups who have been engaged in the JISC funded digital literacies (DL) project at University of the arts London (UAL).  DIAL explores the pace of technological change and its impact on the day-to-day practices of its staff and students and aims to address improved graduate employability and cultural change by developing confidence and capability in the adoption and integration of digitally enhanced learning for staff and students. Read more: http://process.arts.ac.uk/content/open-education-practice-hard-and-soft-skills-creating-open-educational-resources-oers-and-op

Posted in Dissemination, Open education (group) | Leave a comment

DIAL at the Library Services Conference 2012

 Library Services Conference 2012 slides

library-dial-process-arts-120920080658-phpapp02

‘Green Shoots’

Chelsea College of Art and Design, 21st September 2012 (Download – LS CONFERENCE PROGRAMME 21.09.12)

9:30am to 10:00am  Registration and NetworkingTea, coffee, and pastries               Location: Canteen
10:00am to 10:10am WelcomeWelcome, housekeeping and information about the day               Location: Lecture Theatre
10:10am to 10:30am PresentationReview of the year, celebration of successes(Pat Christie)               Location: Lecture Theatre
10:30am to 11:15am University Projects DIAL, ALTO and Process Arts(Jess Crilly and Chris Follows)ISHE and Commonplace(Siobhan Clay)UALRO and KAPTUR(Stephanie Meece and John Murtagh)               Location: Lecture Theatre
11:15am to 12:30am Library Services Lynda and Bob(David Bracegirdle, Caitlin Verney, Sarah Turk)Ask a Librarian(Jess Crilly and Leila Kassir)Learning Zones(David Bracegirdle and Regina Everett )Academic Support Developments(Alex Lumley)               Location: Lecture Theatre
12:30pm to 12:45pm InteractivePlenary Q and A and announcements(Jan Conway)               Location: Lecture Theatre
12:45pm to 1:45pm Lunch 
1.45pm to 3:00pm Exhibition and Activity – sessions repeated every 15 minutes Virtual Learning Environment–Marc Griffith and John Jackson (CLTAD)New Library Website and LibGuides– Debi RolandLynda– David BracegirdlePatron Driven Acquisitions– Karen CardenScreencasts and Vimeo– Jess CrillyZotero–Darren Gray, Head of Learning at LCFOral History Project– Sarah MahurterArchives and Vietnam Project – Richard Daniels

SEE Services – Susie Walker (SEE)

Development and Learning Programme – Andrea Farrell (D&L)

Academic Practice – Ellen Sims (CLTAD)

Digital Life – Steve Howells, Digital Life Programme Manager

iPads for Teaching and Learning – Andrew Lee (LCF)

BoB Demonstration – Caitlin Verney and SarahTurk

Location: Library / Old Library

Just One Thing’ Activity

During the exhibition, complete a ‘just one thing’ sticker – with a partner identify and share one thing that each of you will do with what you have learned today, write it on a sticker and post it on the plenary board as you go to tea and coffee – keep a note for yourself of your ‘Just one thing’ on the post-it stickers provided or on the space provided on the programme.

3.00pm to 3.30pm Tea and Coffee: Chelsea Canteen
3.00pm to 3.50pm Learning and Growing – what next for Library Services?Introduction (Pat Christie)Functional Leaders – plans for 2012/13Regina Everett – Site Management & OperationsPeter Jennett and Jess Crilly – CollectionsDavid Bracegirdle and Karen Ellis Rees – Learning SupportSarah Mahurter – Research Support               Location: Lecture Theatre
3.50pm to 4.00pm PlenarySummary of ‘Just One Thing’ stickers(Jan Conway and Jess Crilly)               Location: Lecture Theatre
4.00pm to 4.15pm Conference CloseHousekeeping and thanks               Location: Lecture Theatre
4.15pm to 5.30pm Reception and NetworkingAfternoon tea & wine               Location: Green Room

Just One Thing’ – notes

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Digital Research & Development Fund for the Arts

The £7 million Digital R&D Fund for the Arts is a partnership between the Arts Council, the AHRC and Nesta. http://www.ahrc.ac.uk/Funding-Opportunities/Pages/Digital-Research-Development-Fund-for-the-Arts.aspx

It will support research and development projects that use digital technology to enhance audience reach and/or explore new business models for organisations with arts projects.

The fund is open for application 2012-15, organisations with arts projects, oechnology providers and researchers or research teams are invited to form collaborative relationships and make joint funding applications.

Themes of the fund

The Digital R&D Fund for the Arts has been designed to accommodate a range of innovation projects which will include key themes identified in collaboration with the arts sector:

  • User generated content and social media: harnessing the power of the internet and social media to reach audiences and to give them a platform for discussion, participation and creativity
  • Distribution and exhibition: using digital technologies to deliver artistic experiences and content in new ways in online and place based environments, including exploring international distribution and exhibition
  • Mobile, location and games: developing a new generation of mobile and location-based experiences and services, including games
  • Data and archives: making archives, collections and other data more widely available to other arts organisations and the general public
  • Resources: using digital technologies to improve the way in which arts organisations are run including business efficiency and income generation and the way in which they collaborate with each other
  • Education and learning: developing interactive education and learning resources for children, teachers, young people, adult learners and arts sector professionals
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UAL’s Strategy for Learning & Teaching and Digital Technologies

Slides for Professor Shân Wareing, Dean of Learning & Teaching Development presentation at CSM 20 September 2012 VIEW SLIDES HERE

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A sustainable future for DIAL and a new ‘Digital Life’

I met with Shan Wareing (DIAL director) and Steve Howells‎ (Digital Life programme manager) today and we discussed the new UAL ‘Digital Life Programme’ download brief , a new institutional led digital programme/strategy (more details follow soon). I first met with Steve in June 2012 when Steve was in the first weeks of his post as Digital Life project manager. You can read about this meeting here – IT UAL and DIAL collaborations.

What we agreed:

Steve agreed to write an overview introduction blog post of the DIAL blog which, introduces the Digital Life programme, says how DIAL has informed the DL programme, what DL would like from DIAL, list the 5/6 gaps to address. The Digital Life Programme will also look at taking forward the DIAL baseline work to date, using the blogs and format that already exist – http://dial.myblog.arts.ac.uk/digital-baseline-links/ .

I agreed to review the DIAL objectives and rewrite the DIAL year 2 project plan and workpackages inline with the Digital Life programme objectives and needs. 

  1. Priority will be placed on the following collaborative ‘institutional’ objectives: (in collaboration with the DL programme and all involved projects, as the below are too large for DIAL to deal with alone and require as much input as possible from many perspectives as possible)
  2. Define the DL programmes use of the term ‘Digital literacies’
  3. DIAL will explore and seek institutional clarification (in collaboration with the DL programme and all involved projects) terms such as: Multimedia literacy, Media literacy, Computer literacy, Information literacy, New literacies,  Digital identity with an aim of publishing an ‘official’ UAL glossary of these institutional terms.
  4. Address staff key competencies required for integrating ‘digitally enhanced learning’ into everyday practice and to support CPD & PPD.
  1. DIAL will continue with the following KEY objectives with an aim of informing the DL programme from the following ‘Digital literacies’ perspective:
  2. Engage and support maximum stakeholder participation and communication between DIAL project communities of practice, including open debate/forum (live & online), cross college/alumni/industry interaction, course/staff/student level case studies, events, workshops and online resources.
  3. The DIAL project will encourage ‘open’ communities of practice and explore key issues surrounding the development of digitally enhanced learning.  DIAL will align this objective closely with the UAL Strategy 2010-15: Communities of Practice, people and communication priorities.
  4. Carry out interventions and case studies that enquire and inform change and development in individual practice and student engagement and that have potential to initiate course level curriculum change.
  5. Integrate DIAL initiatives and resources with the new Student Enterprise & Employability Service (SEE), bringing together the work of Creative Careers, the Enterprise Centre for the Creative Arts (ECCA), Artquest, Own-it and ArtsTemps.
  6. Explore key area of career preparation student/alumni representation online skills to create and present professional self; including online presentation skills, personal website development and online professional identities.
Posted in Activity & progress, Baselining, DIAL updates, Project Plan, Senior Management and Strategy | Tagged | 1 Comment

DIAL at ALT-C 2012

See presentation information, slides and recordings of DIAL of ALT-C 2012 - http://process.arts.ac.uk/category/tags/alt-c-dial

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DIAL presenting at the Library Services Conference 2012

Library Services Conference 2012 ‘Green Shoots’ Chelsea College of Art and Design, 21st September 2012 (Download – LS CONFERENCE PROGRAMME 21.09.12)

See more details here – http://ccaddigitalbaseline.myblog.arts.ac.uk/2012/09/14/library-services-conference-2012/

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Open education at UAL group update

DIAL update – Open education at UAL

1.    What were/are you aiming to achieve?

Generating debate about the OER that addresses peoples’ fears, (mis)conceptions, and aspirations for what it might achieve

Reviewing the factors that have underpinned achievements in ALTO and process.arts and formulating some strategies accordingly.

Approach

Part 1 of the plan is to set up a live debate, preceded by an online debate on OER.  Two prominent speakers will be invited.  The first debate will focus on OER in Fine Art.

Part 2 is to start reviewing ALTO, we will work compile demographic information about the authors who have contributed thus far.  E.g. which colleges they come from, the number of items contributed, discipline areas, staff group, types of resource.

See related posts:

Notes from meeting on DIAL Open Educational at UAL project

Updated notes Open Educational project

2.    What you’ve managed to achieve to date and who with?

The DIAL ‘open educational practice at UAL ‘project is being led by John Casey and Chris Follows. Both John and Chris have been simultaneously working on related OER and open practice projects including ALTO UK and a SCORE fellowship.

Both John and Chris integrated the DIAL open practice at UAL work with there own related projects. Both agree it was difficult or unproductive to try and separate work being carried out in the many areas being explored and they all naturally crossed over and DIAL is a good platform to join up general ongoing progress.

The DIAL project has provided an opportunity for both John and Chris to step outside their ‘day job’ and reflect together on how all the different and dynamic approaches are related and being addressed, this also presented an opportunity to reflect on the bigger picture quickly developing at UAL.

The DIAL open practice project carried out small focus groups with a collaborative ALTOUK, SCORE and DIAL perspectives.

The following focus groups were carried out: (who and how many participants, students, staff, sector) etc.

A round up of blog notes can be seen here – Open practice focus group meetings

What does open educational practice mean to you? – http://process.arts.ac.uk/content/what-does-open-educational-practice-mean-you

An impromptu focus group was carried out during this staff training day: Introduction project management, DIAL & open education at UAL a case study

Learning studio events: http://process.arts.ac.uk/category/project-groups/learning-studio

A focus group was organized for Chelsea College, unfortunately there was only one attendee.

Open practice stories –  http://process.arts.ac.uk/content/open-practice-stories

3.    Resources developed:

The DIAL, ALTOUK and SCORE collaborative approach supported Chris in the development and approach of the following resources and processes:

OEP PG Cert unit

Chris and John also both contributed to the bid and development of the open practice PG Cert unit due to be integrated next term. This provided a useful and timely focus for John and Chris to identify synergies and ideas with each other and the CLTAD team and a course perspective. CPDF Open Academic Practice Unit, to the Open Educational Resources Programme, Phase 3, PG Cert Development Strand. Supporting UAL in this development.

OEP unit group development notes on Google docs – https://docs.google.com/document/d/1llO7yFnLS7f7ftifHFoyoraHM7wqcwQhswmp3zJNd6s/edit

Chris Follows notes for the PG Cert Open Educational practice Unit including learning outcomes – http://process.arts.ac.uk/content/unit-title-open-educational-practice

SCORE on process.arts

Chris developed a bespoke subject specific SCORE area on process.arts to support open education in general, whilst also specializing in art and design practice based subjects, http://process.arts.ac.uk/category/project-groups/score.

Additional resources were developed and clustered in specific areas across the site and the SCORE section also includes specific areas of practice such as OER, OER arts resources, SCORE dissemination, Open practice, Copyright issues, OER reuse, Useful websites and Learning video research.

Over 100 OER SCORE resources were developed and made available under creative commons licenses on process.arts.

OER over 90 resources about Open Educational Resources, majority produced through the SCORE fellowship

OER arts resources OER related content specifically within the art & design practice based subjects

SCORE dissemination 20 plus conference recording, lecture notes and papers of my SCORE dissemination

Open practice Focus her is on open practice and communities and less on OERs

Reuse 100 resources including web tools, websites, reuse stories and experiments

Copyright issues A really interesting & developing batch of resources exploring, IPR, appropriation & CC licenses

Learning video research a new area currently being developed and populated by new individuals and projects

The SCORE area on process.arts will continue to be used and developed as part of the DIAL open practice project.

Surveys 

Can be viewed on the UAL baseline blogs – http://dial.myblog.arts.ac.uk/digital-baseline-links/

Drupal community of practice

Process.arts was initially developed by UAL in-house developers in 2008 and development continued or was taken over by teaching staff and student developers who practiced as in-house drupal developers. Seeing the benefits of using in-house student developer on process.arts Chris bid for funding to develop a ‘drupal UAL’ in-house community of practice for student and staff webmakers to explore and gain skills in drupal development http://process.arts.ac.uk/category/project-groups/drupal-ual.

Process.arts moving to a service 

In 2012 UAL began the process of rebuilding its VLE framework, and process.arts was identified as a valuable resource that could fit into the University’s new portfolio of tools; consequently, process.arts is due to be officially introduced as a supported ‘service’ in September 2012.

Group and mentor development

There is some difficulty encouraging participation and interaction, the recent drawing out group (conference group) were all asked by their group facilitators to uploaded their own work to process.arts, they all did this without any problems http://process.arts.ac.uk/category/project-groups/drawing-out-2012.  There was no visible presence on the group space and I feel like other groups, the lack of visible online presence or group mentor means little or no debate. In contrast this forum http://process.arts.ac.uk/content/2-or-3-things-start is starting to get comments/ interaction on its subject, because Jess and David the group/project ‘owners’ are actively online and engaged, pushing the debate forward. 

The important thing is that groups have a few experts or active interested members posting on the group and who are a regularly actively presence in this space encouraging, setting up debates and adding support etc. This is a core skill of being doing ‘open online practice’, its not something you can necessarily learn its something you do and keep on doing. See OPEN ONLINE PRACTICE

John Casey’s notes: ADD HERE

4.    What you would like to do next/aim to do next. Develop resources etc, support networks etc.

  • Develop and support the integration of the OEP PGCert unit
  • Develop the SCORE area on process.arts
  • Help support process.arts transition into a institutional service
  • Group and mentor development
  • OER open course books (John ADD NOTES?)
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DIAL at Cambridge 2012 OER12

Embed, don’t Bolt-on: promoting OER use in UK universities (full recording of panel session)

Summary: Academic staff needs support in using OER. Five panelists share their institutional approaches.

Panel:

Joanna Wild, University of Oxford, UK
Terese Bird University of Leicester UK
Melissa Highton University of Oxford UK
Andy Lane, The Open University, UK
Chris Follows, University of Arts London, UK
Richard Windle, University of Nottingham, UK
Moderator: Joanna Wild, University of Oxford, UK

UK Conference Theme: Innovation

See full video here - http://presentations.ocwconsortium.org/uk2012_328_promoting_oer/

Abstract: Findings from the recently published report on the JISC-commissioned OER impact study highlighted the need to support academic staff in use and reuse of openly licensed resources (Masterman&Wild, 2011). One of the recommendations for improving services to staff and students encourages institutions to “capitalise on existing professional development activities in order to foster a voluntary culture of sharing and reuse.” Numerous practices have emerged in this area, all sharing the same aim – to increase engagement with and use of OER within institutions – but differing in the approach to achieve this goal. These practices, however, are still isolated cases rather than mainstream practice in UK HE institutions. This panel brings together SCORE fellows coming from five UK Higher Education Institutions that took different approaches to address the challenge of promoting academics’ engagement with sharing and use of OER. The panel will contribute towards building an understanding of:

Which main approaches do institutions take to promote the use of OER? What motivates their choices? What are the main challenges to overcome? What accounts for a successful practice to promote engagement with OER in different institutional contexts? The statements of the panel experts will be structured around the following questions:

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DIAL Project Outputs: digital information literacy group

Digital information literacy: from 23 things to unlimited things?

 Project aims:

The aim of the project is to build confidence and capability in digital information literacy, focussing on Library Services staff, building on emerging good practice. We expect that this will be transformative in many ways; some as yet unrealised, and will be clearer as the project progresses. However it will be a lever for us to extend our information literacy offer, engage more with students and work more closely with other staff in the University.

Things?

We examined 23things programmes as a starting point. These are online courses, using a blog structure to take participants through various practical exercises, for example setting up a blog and blogging, setting up a twitter account and using it. These tools are the “things”.  The participants maintain a blog, reflecting on their progress, and sharing ideas, and are supported during the course.  These programmes have been well adopted in the sector, initially designed for library staff, and adapted for researchers and other groups.

Examples:
23 things for professional development
cpd23.blogspot.co.uk

25researchthings2011.wordpress.com (University of Huddersfield and Research Information Network)

23 things for the digital professional: an online learning programme for researcher at the (University of Warwick) blogs.warwick.ac.uk/rex23phd11/

The programmes typically last several weeks, can be done flexibly, and the things are presented thematically,

e.g. Filesharing and collaboration (things: Google docs, wikis, Drop box)
Organising references ( things: Zotero, Mendeley,  CiteULike)

 

What are the current practices and barriers?  

We have spent some time trying to ascertain where library staff are with digital literacy skills and knowledge, and what would be a useful way of developing these.

After discussion with Chris we set up a group and group forum on process.arts, so that our debate was open, and captured within an existing community.

We are in the process of analysing the feedback more closely, but can speculate that staff are at different places in terms of digital skills. Some are experienced users of social media, but don’t yet have a role in which they can use these skills professionally, but are unsure about for example, the open access agenda, or creative commons. Others want a bit of support getting started with the practical basics, or want a bit of time and space to explore tools like Prezi.  Lack of time frequently occurs as a barrier.

Next steps

We need a better understanding of the needs and practices of our staff, and the barriers in this area. We will be following up the discussion on process.arts with some phone interviewing.

We are developing the idea of “unlimited things”, and a menu approach, rather than a linear one so that people could take their own path through it and it could be expanded to meet our growing interests, and developments in the field. We have also spent time wrestling with the literature on digital information literacy, in terms of definitions, and its relationship other digital literacies for example academic literacies, ICT skills.

There are structures that could provide a useful model in terms of the overall content, for example SCONUL Seven pillars of information literacy through a digital literacy lens 2012, which will be useful as a reference point.  (This model has the broad headings: Identify, Scope, Plan, Gather, Evaluate, Manage, Present)   It may also be useful for defining or evaluating our current offer to users, but ultimately “the things” will reflect what our staff feel they need or want to know. We also envisage, for each thing, a practical “how to”, plus examples of good practice, more information, and discussion in an open forum.

We are focussing now on “the first thing”, and in drawing up a starting list of things. In terms of software – we know it has to look good and be easy to use, and an open and shareable resource, embedded with in, and incorporating University and other resources. We don’t want to re-invent the wheel. This process of realising the idea is an area where we need help.

 

The first thing?

Though we had some interesting comments on process.arts, it was a numerically low discussion, though a high number of views, and one thing that became clear was that not many Library Staff knew about process.arts, and therefore, and quite understandably,  might not have felt comfortable engaging in discussion there.  We want our first thing therefore to be on the University digital landscape, taking some of the resources on intranet “Quick links” as a starting point. So –in response to “what is it, how might we use it” we will ask owners or users of these services to provide a quick “lift pitch” explanation. E.g. process.arts, ALTO, UALRO, myblog.arts, workflow.arts (probably talking head videos)

This is the priority, to rebrand from 23things to unlimited things, set up the first thing, evaluate with library staff, and move on to other things…

We need to reconsider our evaluation methods, as we have shifted ground, and will be meeting shortly with Duna to discuss.

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DIAL Project Outputs: Online Reflective Practice case studies

Here are two mini case studies of participants on this year’s PG Cert programme who have made good progress already in incorporating online reflective practice into their own courses:

1. Monika Parrinder, a Visual Culture and Theory tutor at LCC, introduced the use of blogs for open drafting of written work. This was intended to reduce the stress associated with writing and submitting formal drafts and to foster a culture where writing is seen as an intrinsic aspect of design practice – a useful way of exploring ideas – rather than a ‘necessary evil’ for assessment purposes. Students reported a range of benefits, such as the sharing of references and the broadening of perspective that came from viewing and commenting on others’ work, and an ability to make better judgements about their own work. A range of technical challenges were experienced; some students found strategies to overcome these and some didn’t. A desire for a greater level of tutor engagement has led Monika to consider what she needs to do differently in order to better support the technical aspects of blogging. http://goo.gl/MUutn

2. James Montgomery, a Photography Technician at LCF, set up a tutor blog to share learning resources with his students as an accompaniment to a series of technical workshops. This was intended to encourage students to take more responsibility for their own research and to free up workshop time for practical activities that led up to a final shoot. The final shoot provided the motivation for deeper approaches to learning in the absence of formal assessment. In addition to this, James set up group blogs for the students to document their progress in the workshops. James noted that this constructivist approach improved student learning and confidence, and student feedback (captured using a video ‘pod’) was very positive. Engagement with group blogs was lower than James hoped for and he is considering ways of better integrating this activity; for example through enabling and encouraging students to record processes and outcomes on the blog during the workshops. http://goo.gl/qhQyi

Posted in Activity & progress, Online Reflective Practice (group) | Leave a comment

adventures in appearances

Hi,

I think I have finally managed to get to write a first post.

My Project comes with two other projects attached!  I have some funding from a few years ago that remains unspent as I went on maternity leave.  This Clip Cetl funding “reframing your practice” sparked an inquiry into the Boundary Objects that we use in practice to communicate from one to another, in fact this blog is becoming a boundary object too.

CLTAD have joined me to look at how we can set up and use Workflow in the curriculum, particularly in the new Centre For Performance at CSM, and on the shopfloor for the Performance Design and Practice students.  Here we have identified a need to have platforms that staff and students are familiar with and are user friendly.

So as I build an online identity, for myself and for the Centre for Performance and Performance Design and Practice, and possibly for MA PDP and the new Collaborative Performance MA  I will be reflecting through the DIAL projects blog, setting up groups and learning opportunities and finding out first hand what it would be like to be interfacing with Workflow, Process Arts and myblog for the first time.

The first thing I did was to try to post my avatar and see if I could make a link to a website.

www.fredmeller.co.uk

Now I’m going to think about how process arts can combine with the other projects

[show_avatar email=fmeller@csm.arts.ac.uk align=center avatar_size=200]

Ok, I hit Preview.  So the link worked and I got Grey man for my picture (?) and then I got lost…..where do you go from there?  After a circuit of back and forth buttoms I see my blog saved as  draft…so I am back and now I will hit Publish to see what happens.

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DIAL Project Outputs: Online Reflective Practice group

Aims:

The aim of the Online Reflective Practice group was to focus on increasing capacity for learning openly and in collaboration with others. Specific objectives identified were the development of:

  1. familiarity with tools that enable online reflection and the documentation of process
  2. an appreciation of the benefits and challenges of open (online) reflection
  3. experience in online collaborative reflection
  4. skills and knowledge for the building of personal reflective learning networks

Achievements to date:

  • Around 70 PG Cert participants – primarily UAL staff, plus others from RCA and other institutions have engaged in compulsory online reflective tasks to a satisfactory extent from October 2011 to April 2012, certainly achieving outcomes 1-3 and with some beginning to work towards outcome 4.
  • A small but significant proportion of those who have completed both units are continuing to use their blogs.
  • A modest number of participants incorporated online reflective practice into the curricula of the courses they teach during this academic year.
  • A significant number of participants have expressed an intention to introduce online reflective practice into their courses into the future.
  • The monthly activities for the two core units, with examples of participants’ posts, have been published under a CC 3.0 license (links below):

Learning & Teaching for Art & Design in HE unit: Monthly activities & examples
Teaching Development Project unit: Monthly activities & examples

And as PDF here: TDPResearchJournalActivities

Data on participation and participant experience were gathered through self and peer assessment, a number of feedback surveys (anonymous and open), a face-to-face workshop and a short focus group that was audio recorded.

Future actions:

  • Capitalise on the driving force of summative assessment and use this to ensure the regularity of reflective activities is maintained throughout the two core units
  • Use good examples of collaborative reflective practice in the induction stage
  • Experiment with introducing an e-portfolio tool rather than a blog tool for early activities, as a stepping-stone to completely open practice

Resources & Support Networks:

The intention behind focusing on the Postgraduate Certificate is that it offers an intensive and immersive experience for a significant number of staff who are actively developing their teaching practice. The current cohort therefore naturally forms the hub of the ’support network’ around this group, with participants’ colleagues and students also forming connections to a variable degree (dependent on the extent to which the group’s activities directly impact on an individual’s teaching practice). Despite this expanding nature of the network and the openness of the group’s reflective outputs, there is still more that can be done to make the collective learning of the Online Reflective Practice group more accessible to a wider pool of staff and students; for example, the production of multimedia resources presenting the benefits of and strategies for ORP as a learner, and as a teacher. These could include text, video, audio and images, and could be hosted on Process Arts and publicised for use in a range of contexts; in particular the new common Year 1 unit Introduction to Study in Higher Education unit, and more widely across the Academic Practice Provision. This could link up with previous work on the creation of multimedia resources for Personal and Professional Development (http://www.arts.ac.uk/ppd/) , which includes several resources to support reflective practice.

Posted in Activity & progress, Online Reflective Practice (group) | 2 Comments

Call for expressions of interest for DIAL small projects, support & case studies

UAL’s Digital Integration into Arts Learning (DIAL) project aims to carry out a small number of staff and student led projects and case studies, which will explore the pace of technological change and its impact on the day-to-day practices. As education merges in the rapidly expanding field of social and cultural technological change, maintaining progressive practice in these new digitally enhanced learning spaces can presents new expectations, anxieties and challenges for all.

DIALs key aims and objectives are to improve graduate employability and develop confidence and capability in the adoption and integration of digitally enhanced learning for staff and students. Individuals and project groups are invited to propose projects they would like to explore within DIALs overall objectives see here: http://dial.myblog.arts.ac.uk/2012/02/10/objectives/

The project method is to identify mutually supportive communities of staff and students within the larger university community (based on courses, disciplines or other naturally occurring communities) who identify goals for improving their collective digital literacies over a six month period, initially with significant support from the project team.  Over the project life-time, processes, resources and toolkits are being developed so the communities can be increasingly autonomous in their development programmes.  Within the community, individual and collective aims and anxieties will be identified, along with current skills and experience.  Community members will collaborate to increase the overall digital literacy of the whole community.

Please post your expression of interest to the DIAL blog, (please see how to post to the DIAL blog – http://process.arts.ac.uk/content/how-join-dial-blog )

Your expression of interest (Max 1000 words) should include:

  • A brief overview of what you’d like to do.
  • Which stakeholders are involved or you’d like to engage? (Specific staff, student cohorts etc.)
  • What resources you’d develop (Resources can be a handbook, a community of practice, open education resources videos, image text handouts, a case study or a online unit)
  • What you aim to achieve at the end of the project/intervention (How will this benefit others in the future)?
  • Time frame and basic work plan (how this will fit into current work pattern)
  • Where you will be reporting, updates and adding resources produced during the development, DIAL would like to encourage use of the in-house tools including myblog.arts, workflow and process.arts.
  • What resources and support you will need, general guidance and support in developing digital practice, technical, community building, institutional support, support networks, funding (piloting digital equipment integration methods and practices, extra paid time support to develop a project, extra support from students paid through arts temps to support you project). Please note DIAL has limited funds and will only be able to offer small funding support to a limited number of projects.

Please email Chris Follows c.follows@arts.ac.uk for more details http://dial.myblog.arts.ac.uk/

Download this as attachment here Call for interest DIAL projects

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Open Practice Workshop at SEDA Summer School, Tuesday 10 July

I was invited to run a session for the SEDA Summer School last week on Open Practice, the aim of which was to get participants thinking about the benefits and challenges of open practice, to develop the knowledge and attitudes needed in order to be more open, and to spread the word about open practice in their own institutions.

Image of post-it notes

Participants' next steps as identified at the end of the workshop

There were 24 participants and I took them through three activities where they thought about what constituted ‘open’ and ‘closed’ practice, why they share things and why they don’t, and then a worked example where they picked something they don’t currently share and found strategies to address the challenges to sharing. All three tasks (and all the resources, worksheets etc.) are available here: goo.gl/YZ1a3. The most powerful thing was, as the end of the workshop, I told them that I thought they might like to run something similar for staff in their own institutions so I’d shared all the resources under a public domain (Creative Commons Zero) license and they wouldn’t even have to attribute the stuff to me. Despite this being an example of everything we’d discussed over the past hour, most participants looked a little surprised at this. One said:

“I know this is what we’ve all just been learning about but… why would you do that?”
I replied: “because you all now think I’m wonderful”.

They laughed.

He said “but – honestly – is that enough?”

I asked him if he’d ever stood in front of 24 people who thought he was wonderful, and told him it felt amazing.

From chatting to the participants afterwards I got the sense that it was this moment that ‘flicked the switch’ for them.

The image shows participants’ ‘next steps’ from the workshop. Look past the couple of people who have resolved to start using Prezi and you’ll see the high proportion who have resolved to run similar workshops in their own institution and to practice in a more open way themselves… very heartwarming after only one hour!

Posted in Activity & progress, Dissemination, Open education (group) | Tagged | 3 Comments

Staff and student engagement in digital literacies, with UAL academic leaders, academics and students

(Post last updated 18/07/12) I was recently invited to present at the academic leaders forum 29 June 2012 in Chesnut (by invitation of the deputy Rector via a staff development forum meeting), this was an extremely timely opportunity to catch all the UAL academic leaders in one shot, UALs Rector, deputy Rector and students union President were also present. Before my presentation, I had the great pleasure of hearing the keynote presentation of Ronald Barnett on student engagement and the issues and challenges we all face now and in the future, Ron did a great Job of provoking thought and reflection and his ‘thinking aloud’ style presentation provided an interesting overview of a student’s perspective although not addressing the digital perspective as such.  As Ron talked I noted down key words/themes relating to student engagement which I thought could be flipped and easily identified as also being related to ‘staff & student engagement’ in terms of the DL challenges DIAL has identified to date:

In the break before my presentation I went to grab a quick cup of tea. I joined the queue for the tea/coffee machine and was eventually presented with a machine with several options, tea, coffee buttons to choose from. I had people waiting behind me and was feeling the pressure, after a few too many seconds of flapping my arms around and with a little help from the people in the queue I eventually came out with a green tea, which is a rarity given I normally end up with a ‘green tea cappuccino combo’.  This was my second digital challenge of that morning the first was using my iPhone map to find the venue and deciding if the distance shown was a walk or a taxi journey from the station or not, it looked like a walk to me on the map so I started, luckily I asked a local and he told me not to walk as it’s a longer walk than it looks and there’s lots of dangerous dual carriageways to cross on route, so I jumped a taxi.

I started my presentation with an early acknowledgement that we are all learning in this new digital space and are facing daily challenges. The presentation (an introduction to DIAL) slides and details can be seen here http://process.arts.ac.uk/content/academic-leaders-forum-29th-june

Feedback at the end of this presentation included:

You make me feel physically sick when I hear you talk … about using ‘digital’

One academic spoke out and said ‘he really is fearful of all things digital and declared himself as ‘digitally illiterate’ he went as far to say he felt physically sick when he has to engage with digital technology’.

This was exactly the group/individuals DIAL wanted to try and engage with, although it’s difficult to identify in individuals, as many people (especially academics) find it difficult to admit that digital is a problem for them. I had been hoping more of the forum participants would self identify, unfortunately no one else did. I asked anyone who would like support from DIAL to contact me, the academic who spoke out contacted DIAL and we have since met with his academic team. From this meeting, one of the course team has agreed to lead a project to explore with the course staff and students how they can make best use of UALs portfolio of new and developing VLE and online learning tools. At the request of course students the course leader would like to explore how best the course director and staff could better use online video course updates, to replace the conventional text updates.  DIAL will continue to support and engage with this course team throughout the project.

Other follow up meetings include:

Met up with Tim Williams to discuss new VLE and support tools also looked at all Tim’s learning videos and discussed ways we could share best practice in creating video support. Tim would like to support DIAL and is considering proposing a DIAL project. We looked at UAL use of video capture software and Camtasia – http://www.techsmith.com/camtasia.html

Other comments (DIAL would like to follow up on):

Staff would like to know more about the new VLE development and have the option to contribute.

DIAL have contacted CLTAD and the Moodle team and suggested a link to the new vle blog (info) is added to the front page of the current VLE blackboard. http://dial.myblog.arts.ac.uk/2012/01/29/moving-towards-moodle/

NEW VLE blog LINK – http://cltad-web.arts.ac.uk/lifeafterblackboard/

Tutor would like to explore what web platforms he could use to build a student community network and show work etc.

(Could do with exploring this and seeing what tools UAL has already)

Dial are currently starting some on the ground research and pilot exercises of how the tools UAL have and are developing can be used in all aspects of practice. We could run a similar DIAL exploration of these tools with the CCW tec teams?  The tools can be found on the staff myarts page via quick links:  These include -  http://myblog.arts.ac.uk/  http://workflow.arts.ac.uk/  http://process.arts.ac.uk/  And the new Moodle VLE  We could try and evaluate all these tools and then decide how best they can be used and if there are tools missing from this portfolio UAL need to consider.

Tutor would like to use a wiki for his course, he used to be able to use one before but UAL has stopped supporting wiki platforms.

- http://process.arts.ac.uk/ may be able to support this and a wiki function is being developed for posts – http://process.arts.ac.uk/forum/1894

Tutor would like to use streaming video in his course, how can UAL support this?

We could look at the work being done at LCC and LCF in this area – http://learningvideoguidelines.myblog.arts.ac.uk/2012/06/20/using-opencast-matterhorn-for-streaming-live-lectures/

 

Posted in DIAL pilot Groups, Dissemination, Meeting notes, Senior Management and Strategy | Tagged | 6 Comments

Meeting with CCSkills, SEE and DIAL

Katie Mills from SEE UAL Student Enterprise and employability and I had a very productive meeting with the CC Skills team on 27 June 2012.

Research proposal – bespoke research project on digital skills needs

The CC Skills team are really interested in the approach and areas DIAL are exploring in terms of defining todays graduates digital attributes, what hard and soft digital ‘skills’ do graduates need to know and practice in the 21st creative industries sector.

We would like to fund a collaborative commission between SEE, DIAL and CLTAD. The rough area or research approach we’d like to take is as follows:

Research what are the key digital attributes, hard and soft digital ‘skills’ a student needs and employer’s want.

1. We would like to commission research with: UAL students, staff and Alumni with an aim of compiling a clear overview and also draw out some key questions the stakeholders would like to ask employers.

Hard Skills: software applications, digital equipment, webmaking/development, digital tools etc.

Soft Skills: Relational skills (being/communicating online), building online communities, rich media use, experimental media, digital identities, digital citizenship, digital profiles, digital fluency, digital stewarding/support, managing digital life, marketing, social media strategies etc.

2. We would like to commission research with: CC Skills with their industry contacts and UAL industry contacts. Questions for this will be based on the research findings of the UAL consultations with UAL students, staff and Alumni.

Other notes:

Content sharing/cost-sharing between SEE, DIAL and Creative Choices

DIAL will link together with Ccskills amnd SEE to explore content sharing.

HE Skills Academy membership

Contact Head of Education Partnerships, Andy Levene, who leads on HE membership of our Skills Academy if we (UAL) are interested in discussing this further. Andy also led on our recent work looking at online learning resources (in this case for apprentices) so our paths may overlap on this front in the future!

JISC call for OER bids

CC Skills may interested in discussing the potential of joining forces

Posted in Dissemination, Funding, Meeting notes | Leave a comment

Communications and Dissemination Activities

DIAL: Communications and Dissemination Activities

DIAL dissemination

Report on any communication or dissemination activities with project stakeholders or the wider community which have taken place during the reporting period. What strategies have you found useful for engaging stakeholders at this stage of the project? In what ways have you integrated evaluation into stakeholder activities?  Attach or provide URLs for any relevant dissemination or presentation materials, and please ensure these are linked to from the Design Studio. Include details of any publicity the project received during the reporting period.

Timing

Dissemination Activity

Audience

Purpose

Key Message

November 2011
11/11/11 Kick off meeting JISC team and UAL staff, student rep senior management 15 in attendance Start project  Meeting notes: http://process.arts.ac.uk/sites/default/files/notes-project-visit-_0.doc
15/11/11 Learning Studio UAL Staff at LCC Staff development in community of practice An overview of JISC funded projects at UAL including ALTO and the new DIAL project – http://process.arts.ac.uk/content/learning-studio-alto-dial
14/11/11 Enterprise week UAL Students, alumni and industry members 30 plus in attendance Enterprise week session: ‘Sharing knowledge improve and develop professional identities’
21/11/11 Meeting web environment – Information services  Web environment team Key staff Collaboration and alignment
22/11/11 Meeting NUS president NUS president x 1 NUS and DIAL Collaboration and alignment
22/11/11 DIAL project operational team meeting Kick off meeting x 5 Kick off meeting See team here – http://dial.myblog.arts.ac.uk/dial-project-team/
30/11/11 Team meeting 14 WCA staff Meeting with WCA technical team http://dial.myblog.arts.ac.uk/2011/12/01/meeting-wimbledon-technical-staff/
December 2011
01/12/11 E-Learning Strategy Group Meeting ELSG 01/12/11 Key elearning staff at UAL 10 attendance Intro Collaboration and alignment Collaboration and alignment – http://dial.myblog.arts.ac.uk/2012/04/29/e-learning-strategy-group-meeting-elsg-011211/ 

http://dial.myblog.arts.ac.uk/2011/12/01/meeting-wimbledon-technical-staff/

06/12/11-13/12/11 Introduce DIAL project to key staff at colleges.  Key staff contacts in each college at UAL Alex Lumley CSM, Mark Constable (CCW), Jason Copley (LCC), Alison James (LCF) Intro Collaboration and alignment Collaboration and alignment
12/12/11 Learning Studio Key staff drop-in at LCC DIAL Update http://process.arts.ac.uk/category/project-groups/learning-studio
19/12/11 LCF staff meeting Key staff (technical team x 4) Community and support
January 2012
18/01/12 Learning and Teaching day 2012 UAL Staff and students 35+ in attendance at LCF Learning and teaching day Open discussion around issues being addressed by the DIAL project, see full transcript here – http://process.arts.ac.uk/content/dial-project-defining-digital-identity-practice
23/01/12 Learning Studio Staff drop-in at LCF 10 in attendance Support and update for staff at UAL  Learning Studio
Twice monthly In situ All DIAL project groups (Individually) DIAL project tem meeting individual Update and support projects
Jan In situ As above with Duna project evaluator As above Starting Evaluation
February 2012
07/02/12 Learning Studio UAL Staff at LCF, 15 in attendance. Staff development in community of practice An overview of JISC funded projects at UAL – DIAL project
21/02/12 Developing your online professional identities Staff from Learn IT and SEE x 5 at HH Key projects UAL First meeting of group collaboration project – http://process.arts.ac.uk/content/developing-your-online-professional-identities
22/02/2012 Dial invited to present at the STAFF & CAREER DEVELOPMENT FORUM The deputy Rector and key UAL staff x 12 at HH Discussion item – DIAL update lead by Chris Follows See – http://dial.myblog.arts.ac.uk/2012/04/24/staff-career-development-forum-22022012/Was recommended by the deputy Rector DIAL present to the Academics (See July 2012)
Twice monthly In situ All DIAL project groups (Individually) DIAL project tem meeting individual Update and support projects
March 2012
08/03/12 Open education at UAL – Global open education week http://www.openeducationweek.org/ UAL Staff and students 8 in attendance at CSM Why and how could we make our course more flexible? See – What kind of digital skills or literacies do we need to participate in and navigate across the growing ‘open commons’ of educational content? http://dial.myblog.arts.ac.uk/2012/04/13/open-education-week-at-the-ual/
09/03/12 Student enterprise and employability presentation and intro  The SEE team meeting 9 staff in attendance at HH Key SEE team staff Collaboration opportunities
12/03/12 DIAL project board meeting agenda Key UAL staff DIAL project set up, update and overview. Please see – http://dial.myblog.arts.ac.uk/2012/03/22/dial-project-board-meeting-agenda-120312/
19/03/12 Learning Studio CSM and wider UAL staff 20 in attendance Staff development in community of practice The DIAL projects drop-in – http://dial.myblog.arts.ac.uk/2012/03/19/learning-studio-workshop-on-digital-and-social-media-for-teaching-and-learning/
19/03/12 Presentation to all staff meeting – Student enterprise and employability  SEE all staff meeting Key SEE staff Collaboration and alignment – http://process.arts.ac.uk/content/developing-your-online-professional-identities
21/03/12 LCF-Ology UAL and LCF Staff 30 in attendance Drop in session talk about DIAL Please see – http://dial.myblog.arts.ac.uk/2012/03/20/what-is-lcf-ology/
26/03/12 2nd meeting Developing your online professional identities Learn IT and SEE staff x4 in attendance Key SEE staff Collaboration and alignment – http://process.arts.ac.uk/content/developing-your-online-professional-identities
Twice monthly In situ All DIAL project groups (Individually) DIAL project tem meeting individual Update and support projects
April 2012
16/18/04 2012 Cambridge 2012 will combine OER12 and the OCW Consortium’s Global Conference. International audience 50 + in attendance Sector dissemination and collaboration.Presentations were DIAL, SCORE and ALTO related. Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education – http://process.arts.ac.uk/content/audio-recording-cambridge-2012-processarts-case-studyEmbed, don’t bolt-on: promoting OER use in UK universities – http://process.arts.ac.uk/content/embed-dont-bolt-promoting-oer-use-uk-universities
254\12 Wimbledon college of Art WCA DIAL & ALTO focus group for open education at UAL Open education – http://dial.myblog.arts.ac.uk/2012/04/11/open-education-at-the-ual-focus-and-discussion-group-meetings/
Monthly Team Meeting All DIAL project groups (Individually) DIAL project team meeting individual Update and support projects
May 2012
16/05/12 Drawing on All Resources: University of Brighton National conference presentation Developing open educational practice in art, design and media. http://process.arts.ac.uk/content/case-study-pt1-oep-processarts-ual
22/05/12 Strategic Development SMT Deputy Rector for strategic development and senior managers Strategic Development SMT DIAL presentation http://dial.myblog.arts.ac.uk/2012/05/24/dial-project-update-strategic-development-smt-22-may-12/ 
Monthly Team Meeting All DIAL project groups (Individually) DIAL project team meeting individual Update and support projects
28/05/12 Rector meeting Rector and Shan Wareing Institutional support for DIAL Rector writes on his blog – see http://dial.myblog.arts.ac.uk/2012/06/13/digital-technologies-for-learning-and-teaching/
June 2012
07/06/12 Learning Studios at LCC UAL staff Presentation of DIAL groups http://dial.myblog.arts.ac.uk/2012/05/24/learning-studio-workshop-in-using-digital-social-media-for-teaching-and-learning-17-00-19-00-thursday-june-7th/ 
26/06/12 IT meeting with director of IT DIAL and IT team IT UAL and DIAL collaborations – http://dial.myblog.arts.ac.uk/2012/06/26/it-ual-and-dial-collaborations/
27/06/12 Meeting with CCSkills, SEE and DIAL CCSkills team, SEE and DIAL Meeting to explore collaboration and support See – http://dial.myblog.arts.ac.uk/2012/07/10/meeting-with-ccskills-see-and-dial/
29/06/12 Academic Leaders forum Rector and deputy Rector and UAL Academic Leaders x 35 Academic Leaders forum DIAL presentation See: http://process.arts.ac.uk/content/academic-leaders-forum
30/06/12 Conference ARLIS conference international Introduction to DIAL ARLIS – http://dial.myblog.arts.ac.uk/2012/06/27/arlis-annual-conference-dial-slides/
Monthly Team Meeting All DIAL project groups (Individually) DIAL project team meeting individual Update and support projects
July 2012
02/07/12 LCF learning studio UAL Staff 25 participants DIAL updates http://process.arts.ac.uk/content/learning-studio-workshop-digital-tools-and-social-media 
04/07/12 HEA annual conference National conference Presentation DIAL, SCORE and CLTAD related HEAhttp://process.arts.ac.uk/content/hea-conference-2012-oer-social-media-content-communities-within-arts-design-media
Monthly Team Meeting All DIAL project groups (Individually) DIAL project team meeting individual Update and support projects
10/07/12 Academic team meeting LCF 4 teaching staff in meeting DIAL support for Academic team Collaboration and support

 

Posted in DIAL updates, Dissemination, Interim Report | Leave a comment

DIAL at HEA

I talked about DIAL and UALs baseline at the HEA 2012 conference: Two SCORE fellows discuss OER use of social media content communities and highlight best practice in rich media reuse within the arts, design & media sector.

See presentation here: http://process.arts.ac.uk/content/open-education-practice-hard-and-soft-skills-creating-open-educational-resources-oers-and-op

Posted in Dissemination, Open education (group) | Leave a comment

Using iPads in Art and Design

We would like to compile thoughts and ideas of how we can come together and explore the use and integration of iPads at UAL. We hope to collaborate and research in the broad area of ‘Networked Learning Technologies in Art and Design’ and examine the use of iPads in Art and Design.

Here are some posts about iPad use at UAL specifically to get us started:

Forum for Drawing, Touch Screen and Question Time- http://process.arts.ac.uk/content/forum-drawing-touch-screen-and-question-time – I participated in this workshop by Derrick Welsh, it may be good to contact Derrick ?

My digital revolution (some early questions to explore here ) – http://dial.myblog.arts.ac.uk/2012/06/19/my-digital-revolution/

Posted in Communities of Practice, Development and Learning training, Equipment, Technology trends | 2 Comments

ARLIS annual conference DIAL slides

Slide presentation, the DIAL project Digital Integration into Arts Learning University of the Arts London. DIAL Project manager Chris Follows ARLIS Annual Conference 2012  29 June. Download powerpoint slide presentation also attached.

Digital technology can enable us to capture, preserve, share, collaborate on, and publish our activities. It can simplify, speed up and streamline processes, and in a wide variety of ways, we can expect it to shape many of our social and professional activities in years to come.

For these reasons, ensuring full participation in digital life for university staff and students is necessary, but also challenging.  With so many different areas of digital activity, and so much variety in levels of confidence and existing skills, how can a university ensure staff and students have the appropriate skills for digital engagement?

UAL’s Digital Integration into Arts Learning (DIAL) project, partially funded by JISC, is a two year project of which 8 months have been completed.  It aims to improve graduate employability and develop confidence and capability in the adoption and integration of digitally enhanced learning for staff and students.

The project method is to identify mutually supportive communities of staff and students within the larger university community (based on courses, disciplines or other naturally occurring communities) who identify goals for improving their collective digital literacies over a six month period, initially with significant support from the project team.  Over the project life-time, processes, resources and toolkits are being developed so the communities can be increasingly autonomous in their development programmes.  Within the community, individual and collective aims and anxieties will be identified, along with current skills and experience.  Community members will collaborate to increase the overall digital literacy of the whole community.

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IT UAL and DIAL collaborations

Following my meeting with the Strategic Development SMT 22 May 12 Stephen Reid, Deputy Rector put me in contact with John Brown UALs director of IT. We had a very productive and long conversation about the digital at UAL. John then introduced me to Justin Banbury‎ and Steve Howells‎ who are key IT contacts and potential DIAL collaborators to work with in the areas of digital capacity and demand, they are also involved in a UAL wide digital capacity project called ‘digital life’. John, Justin and Steve were all very interested in the UAL digital baseline project and I’ve invited them to join and contribute to this UAL wide network.

As IT are looking for evidence/understanding of current and future demands regarding digital capacity in order to design UAL digital IT future we thought this could be a good opportunity for DIAL to support this process. Therefore in DIAL projects we will include some generic key data sets/evaluations:

IT infrastructure and storage – What are the needs of the UAL digital stakeholders

Service demand – What do courses, students colleges need, what are they considering in the future and need support with developing ?

Requirements – stream media, cloud services, web hosting, video server, course showcase websites, server space, project websites.

Past experience – Evidence and stories of where we’ve been and are currently at.

Future gazing – What do we want to see or are emerging trends (edu-social, open educational practice and open educational resources etc)

All the above categories can be found in the UAL digital baseline project and its open for anyone at UAL to contribute.

Posted in Activity & progress, Baseline report, Baselining, Communities of Practice, Senior Management and Strategy, University Strategy | Tagged | 5 Comments

Developing Digital Literacies PDF

Developing Digital Literacies

The JISC Developing Digital Literacies Programme promotes the development of coherent, inclusive and holistic institutional strategies for developing digital literacies for all staff and students in UK further and higher education. This paper explores some of the themes that have emerged from the programme.

Download Developing Digital Literacies (pdf)
Universities and colleges have an increasing responsibility to develop digitally literate graduates in order to meet student expectations and the demands of employers, in addition to addressing wider concerns regarding the competitiveness of the UK workforce in global markets. There is also a recognised need for further and higher education institutions to develop a digitally literate workforce, ensuring that all staff acquire the digital professional expertise needed in an environment in which research, teaching, administration and academic practices are increasingly mediated by digital technologies.

The JISC Developing Digital Literacies Programme is funding twelve projects in UK colleges and universities and collaborating with ten sector bodies and professional associations to support the development of digital literacies. This briefing paper provides a snapshot of early programme outcomes and explores the following emergent themes: graduate employability, digital literacies in the academic disciplines, emerging practices with digital technologies and the engagement of students in strategies for developing digital literacies.

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My digital revolution

So it arrives, my new bit of kit. A bit of a school yard status symbol, I feel like the last kid at Academic Standards & Development Committee to get an iPad.  Will I make enough use of it to justify the iPad sized hole it made in our budget? Or will it gather dust like a juicer in the kitchen, a reminder of how unrealistic our self-image and aspirations are. The big potential use for me would be committee meetings. I have probably about three inches of papers to read a week, all of which have to be printed off and collated. I lug them around to read on my daily train journeys, cart them into meetings and then stash in a pile till I recycle them a year later. Colleagues at meetings whizz between papers on laptops & iPads, and Nancy appears to have been physically welded to her iPad like a bionic extra limb; she says she’s stopped using paper altogether.  But I have tried and failed to read on screen, and I feel secure with a large pile of paper: I use the size of the stack to estimate the workload (I had to assess an electronic portfolio a few months ago and was right up against the deadline because I couldn’t judge its scale accurately, and therefore didn’t set aside enough time).  I can fish out a particular paper to reuse in other conversations, and most of all, I believe I need a pen in my hand to think. Annotating my papers with scribbles is how I engage with the content.

 

The iPad sits there, shiny, inanimate, a reminder of my hubris, thinking I can change my life via technology. I don’t feel any particular bond with it.  I can use it to open papers sent as email attachments but can’t see anywhere to save them.

 

I ask Nancy what annotation tools she uses and she gives me a list. I can’t download anything.  It turns out I already have an iTunes account so my daughter can download ‘design a princess wardrobe’ and ‘cut the rope’ apps to my work iPhone when I’m cooking tea. She has the password.  The PAs and committee clerks are circling. They have a great investment in this working out. Who likes photocopying committee minutes for other people?

 

So what’s my iTunes password? This could be a deal breaker.  Amazingly my 9 year old remembers it and it works. I find the Annotation Apps; iTunes finds my credit card. I seem to have previously bought a lot of 69p apps of princess and Barbie games.  I leave the annotation apps downloading and put a wash on, put socks away, read stories, wash up, and go to bed.

 

At 2am I come downstairs. Vivien woke 3 times with a tummy bug and I’ve changed three nappies since going to bed a few hours before. Then Rob our 4 year old came into our bed, and then the cat got onto the bed and asked for its breakfast. So I give up trying to sleep and come down for a cup of tea. Have my apps loaded up? Yes they have. I spend 2 hours downloading papers & setting up folders. It’s AMAZING! Look at my folders – so neat, so efficient. Look, I can highlight PDFs and write myself notes on them!  I look for more papers to download, read and annotate, because it’s so much fun.  I think it’s going to be OK. I think the iPad & I have bonded.

 

Sent from my iPad

 

Posted in Baselining, Communities of Practice, Equipment, Uncategorized | Tagged , , , , | 3 Comments

Case study: UAL OEP, process.arts and DIAL

DIAL and DIAL projects were discussed at this 60 minute presentation by Chris Follows (see part 2) who leads a presentation followed by discussion on UALs (University of the arts London) perspectives of developing open participatory education and social media content groups and networks through  “http://process.arts.ac.uk/

See presentation here – http://process.arts.ac.uk/content/case-study-pt1-oep-processarts-ual

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UCU wary of lecture capture

Interesting perspectives on UCU being wary of lecture capture by stephen downes OLdaily. In some way UAL are way ahead of all this, in other ways we’re not, but I think we’re already thinking about the pros and cons and there’s some interesting research under way at UAL that explores this area.

“The University and College Union (UCU), which represents many academics in HE, passed a motion (HE43) at their recent HE sector conference that expresses some of the anxieties that surround lecture capture. These include questions about the pedagogical value of recorded lectures and a fear that the technology will support the marketisation of education by enabling lectures to be franchised or sold.” ( http://telic.wordpress.com/2012/06/11/ucu-wary-of-lecture-capture/ )

The resolutions are actually quite useful, and I hope that the UCU co-opts people with real expertise and understanding to help carry them through. The resolutions are: Continue reading

Posted in National debate, Open education (group) | 2 Comments

Developing digital literacy: trial and error?

A JISC study has found that learners develop a variety of digital literacies often through a social trial-and-error process, without the direct support or advice of their educational institutions.

Ben Showers, JISC programme manager, said, “By understanding and recognising students’ hidden behaviours and motivations, JISC is in a position to help universities and colleges develop better digital services and resources, with the student experience significantly improved.” Continue reading

Posted in JISC events, National debate | 1 Comment

Digital technologies for learning and teaching

From the Rectors page http://blogs.arts.ac.uk/rector/2012/06/12/digital-technologies-for-learning-and-teaching/

One of UAL’s areas of strength is the fantastic uses students and staff are making of digital technologies to support learning and teaching and professional practice. You can see some of our best examples can be viewed on the Process Arts website, at http://process.arts.ac.uk and http://myblog.arts.ac.uk.

Digital technology can enable us to capture, preserve, share, collaborate, and publish our activities. It can simplify, speed up and streamline processes, and in a wide variety of ways, we can expect it to shape many of our social and professional activities in years to come.

UAL’s Digital Integration into Arts Learning (DIAL) project, partially funded by JISC, aims to improve graduate employability and develop confidence and capability in the adoption and integration of digitally enhanced learning for staff and students. See more on the project blog at http://dial.myblog.arts.ac.uk.

As part of the project, ‘digital baseline’ blogs will record all aspects of digital life, including learning and teaching, College, department, course and individual perspectives. It is a chance for us all to contribute, view and map how we at UAL are integrating the ‘digital’ into any aspects of our day-to day practice. The seven digital baseline blogs (six College blogs and one institutional one) will give us an up-to-date snapshot of how we are integrating and supporting the digital in our practice.

The digital baseline blogs will be an ongoing agile project relying on UAL staff and student contributions until November 2013; the blogs are open for all UAL staff and students to contribute. Please add your College, course or personal stories and perspectives of best practice or gaps you have identified in UAL’s current digital provision.

UAL baseline
CCA baseline
CCAD baseline
CSM baseline
LCC baseline
LCF baseline
WCA baseline

Please share any comments or questions here or contact Chris Follows (c.follows@arts.ac.uk),  DIAL project manager.

Posted in #UALbestpractice, #UALgaps, Baseline report, Baselining, DIAL updates, Senior Management and Strategy | Tagged | Leave a comment

Should students be given the power to decide how universities are run?

Institutions want feedback from undergraduates about their courses, but sharing big decisions about running the university is more controversial – http://www.guardian.co.uk/education/2012/jun/11/universities-giving-students-more-power?newsfeed=true

Also see: Digital technologies for learning and teaching – http://blogs.arts.ac.uk/rector/2012/06/12/digital-technologies-for-learning-and-teaching/

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Webinar: Emerging Themes on Developing Digital Literacies

By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society.

Webinar: Emerging Themes on Developing Digital Literacies

Webinar presented by Paul Bailey who is a Programme Manager in the Joint Information Systems Committee (JISC). Paul will be joined by Andrew Comrie who acts as a critical friend for a number of JISC funded digital literacy projects. See slides here – http://www.slideshare.net/jisc-elearning/digital-litertacies-rscscotlandi3

Continue reading

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Workshop 3 – Peer feedback on the before and after videos

For the last workshop of the video presentation skills training, following on from the second workshop, the students returned to watch the videos that they had produced – before and after the workshops – and provide peer feedback.

Each participant had a form with criteria for feedback which were:

- Body Language
- Content
- Confidence
- Voice/delivery

The participants then reviewed each others’ videos – comparing the first and the second.

The clearest trend was that the content and structure of the video pitches had improved.

Some feedback on content:

  • Video 1: Lack of structure Video 2: Better content well structured
  • 1: More personal – more about herself not really structured 2: Much better structure – better content – more about business pitch
  • 1: Not structured 2: Better structured – good to mention future opportunity
  • 1: Good structure but a little sticky 2: Better structure

Feedback around body language in a couple of cases showed that in the first videos perhaps captured a bit of spontaneous energy and personality that perhaps became more controlled with a lot of practice, so there are pros and cons of practicing.

Some feedback on body language:

  • 1: OK 2: Improved hands good
  • 1: Move hands 2: less use of hands but still expressive
  • Was freer in the first video – more of a pitch
  • 1: Too over confident 2: Better

Confidence was interesting. In verbal feedback, the students suggested that they felt more confident with doing video presentations mainly due to the fact they had now done it and were more familiar with it, as well as having practiced. On the feedback sheets, for the most part the feedback indicated that they felt participants looked and sounded confident on the first and second videos.

Some feedback on confidence:

  • 1: Good, ends good 2: Ends good
  • 1: Good Confident 2: Good Confident
  • 1: Very calm and confident – a bit more uncertain 2: Looking good – sitting was more relaxed
  • 1: Good confidence 2: Good confidence – knows what is talking about.
Feedback on voice and delivery were not, for some reason, routinely divided into first and second video categories, so it is difficult to interpret any change in any meaningful way. However, I am including some of the comments just for interest.
 Some feedback on voice/delivery (not clear whether relating to first or second videos):
  • Very clear articulation, very clear voice
  • Calm, wasn’t clear, felt like she was eating the words
  • Clear voice, didn’t rush, articulated well
  • Good delivery and pace
  • Volume – should be louder

Go back to Video presentation skills workshops – an overview.

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Defining UAL’s strengths

I’ve been thinking  about UAL’s strengths as a provider of Arts Higher and Further education, and apart from the obvious (our size, the range of specialisms in one university, being in London, and the amazing students and staff we attract from all over the globe because of those factors), I came up with three things: industry links, collaboration, and digital developments.

I’ve been thinking a lot about those three factors, since student enterprise and employability came into my portfolio of responsibilities, since successfully bidding for the DIAL project and obviously working closely for the last six years with UAL’s elearning team, and since undertaking a survey of practices relating to assessing team work.

I’d say UAL has a claim to be emerging as a sector leader in all three fields – we did pretty well in the Times Higher student experience survey in April 2012 for ‘good industry connections’, 11th after the likes of Imperial, Oxford and Surrey.  Our students say they really value being taught by practitioners, and placements and industry sponsored projects and awards are prominent in our provision.  We have many courses which are structured around collaborative working: I’m chairing the final stage of the validation of the MA in Collaborative Performance tomorrow, which focuses on collaboration as a key way of working, and we have excellent examples of group assessment all over the university.  Finally, our focus on the visual component in our learning technologies makes us distinctive, and of interest in a context where text has often prevailed to the detriment of all learning, not just that relating to visual disciplines.  Our work on Open Educational Practice is also starting to be recognised as sector leading and of international interest.

Continuing to explore and develop these three areas will be good for UAL students who will benefit from excellent practice and leading edge developments, and exciting for the staff involved, as well as good for their careers in the long term.  The three combined arguably give UAL a distinctive profile which cannot easily be replicated – and help us answer the question, ‘are we famous for something other than being the largest provider of art and design education’ with conviction and a sense of eagerness and hope for what the future brings.

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Learning Videos

Online Video/ Teaching and learning fellowship

On 24th May 2012 the first of a series of studies took part at London College of Fashion for a fellowship project studying the impact of online learning videos. These are notes taken from technical staff and academic staff who would potentially use online videos in their teaching. They were shown a series of 5 different online videos that relates to their subject areas: Fashion Design, and Fashion Design Technology;

1.       Opportunities to reuse the shown videos: after induction, to refresh memories, to help students with strong visual memory and foreign students, students using smart phones to view videos are already noticed in workshops, students are also using smart phone to record some demos
2.       Critical aspects of reusability related to the format: length –short; each video needs to be set in context e.g. shows briefly the whole machine, mentions the process within which the machine fits; features that capture the attention are to be considered e.g. pause, graphics which point/identify an area to look at; further consideration of the lighting, positioning of the narrator, colours of the used demo fabrics etc
3.       Long presentations (e.g. master classes) should be used in different context – to inspire, to show what is possible
4.       Whilst there is an acceptance of the videos, their  initialisation in learning and teaching practices is left to the students’ initiative to access

The next part of the research for this fellowship will interview staff who have been involved in the process of making learning videos, then we will interview 1st and 3rd year students to gage how useful videos made for them actually are.

Posted in #UALbestpractice, Activity & progress, Communities of Practice, Development and Learning training, DIAL pilot Groups, Learning Studio, Open education (group) | Tagged , , , , | Leave a comment

Project Plan for a new Open Educational Practice Unit at UAL

The ultimate aim of this project is to develop a new 10 credit Open Academic Practice unit in UAL’s Continuing Professional Development Framework (CPDF).  The CPDF is a modular programme which includes PGCert (HEA accredited PSF D2), PGDip and MA exit qualifications, as well as supporting the professional development and recognition of postgraduate students with teaching responsibilities, research supervisors, part time teaching staff, technicians and others who support students’ learning.  UAL is currently pursuing HEA accreditation for parts of the CPDF at D3, in addition to the existing D2 accreditation.  The programme also attracts a number of external participants annually.

Read more see ‘Project Plan for OEP Unit’ – http://oepractice.myblog.arts.ac.uk/2012/05/24/project-plan-for-oep-unit/

See a working draft of the unit here (3 versions latest is is the bottom of the document) https://docs.google.com/document/d/1llO7yFnLS7f7ftifHFoyoraHM7wqcwQhswmp3zJNd6s/edit

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Workshop 2, part 1 – training on how to do a video elevator pitch

The second workshop in the video presentation skills training follows on from the first workshop, Workshop 1, part 1 – filming one minute video pitches without training.

For this element of the video presentation skills training, we collaborated with Student Enterprise and Employability (SEE).

Pei-Chin Tay, Student Development Officer, gave a talk about elevator pitches. She showed some examples of video elevator pitches, and introduced SEED Fund, where you can get up to £5,000 for your business idea – the submission process includes a 1 minute video pitch.

Here are the slides from the presentation. It covered topics such as:

  • What is an elevator pitch?
  • When to use it
  • Why is it important?
  • Insights from the SEED Fund – showing a few videos and talking about the things that work and don’t work
  • What sort of content should you put in there?
  • How to improve
  • Video with 5 tips for elevator pitches from Shell Live Wire

Pei-Chin provided this template as an example of how to create an elevator pitch:

[name of company] is a [type of company] specialising in [industry/discipline], particularly in areas of [industry/discipline].

Our primary aim is to provide [unique products/services] to [profile of customers] through [unique approaches] because

We are [professionals] with expertise in [specific skills/experience]. We are passionate about…

Here’s an example of a SEED Fund video pitch that Pei-Chin discussed.

And her five steps to a successful elevator pitch were:

1. Keep it short – 1-2 mins long, people lose focus if you overburden them, use clear succinct information
2. Make people listen to you – hook them in with relevant info
3. Your idea is important but so are, you are a sound investment too
4. Use props such as a sample of your product – let people see the idea for themselves
5. Practice – you’ll get better with practice

The next blog post, Workshop 2, part 2 – exercises to practice video presentations, describes the exercises that the participants did to put these tips into practice.

Go back to Video presentation skills workshops – an overview.

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Workshop 2, part 2 – exercises to practice video presentations

After the elevator pitch training from SEE outlined in the blog post Workshop 2, part 1 – training on how to do a video elevator pitch, we did some exercises to put these skills into practice.

Participants got into pairs and spent 10 minutes discussing content of pitch based on preparation and tips from the elevator pitch training. They then put these tips into practice, presenting their pitch to their partner without video. The pairs then gave feedback to each other on their pitch, using the criticism sandwich of one positive comment, one area for improvement, concluding with another positive comment.

They then took a one minute video of each other presenting the pitch.

We then watched some of these pitches on the screen.

In our third, and final, workshop we held a peer evaluation session where we looked at the videos that had been produced before and after the training, and compared them. See Workshop 3 – Peer feedback on the before and after videos.

Go back to Video presentation skills workshops – an overview.

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Q.7 Should UAL evaluate digital skill levels of staff and students?

Summary of feed back from students who interviewed students Q.7 part of Six students in Six colleges

Result of this survey (please see more details below)

Yes = 34

No = 36

Wimbledon College of art (7 participants)

Yes: 5

Yes good idea to support those who need extra help, through an informal assessment

Yes and then support for those who need it

Yes informal evaluation and help those who need it

Yes and help those who need support

No: 2

No, its a free option

Camberwell  (12  participants) No answer 6

Yes 1

Yes, Think this might be a good idea, although not sure if skill sets are that important in sculpture.

No 5

Absolutely not. Less bureaucracy. It is already more about evaluation than creativity.

Feels that it is a an alright level. Most people know what they are doing.

No, not much use to it.

Chelsea College of Art and design (20 participants)

Yes 7

Could be quite a good idea.

Staff specific to technology yes, but otherwise no. But support should be there for people wanting to use things digitally.

YES- specifically the STAFF. some the of the key staff for digital equipment are incredibly unhelpful and don’t know what they are doing. It’s terrible.

Yes, it would give people more motivation to broaden their skills if they are aware of what they are missing on.

No 11

No, we should learn it ourselves.

Maybe 1

There’s an assumption of what students are capable of and what they know… there should be support for those who want it.

Don’t know 1

Possibly for Staff… and for students that are struggling, they should provide help.

LCF (15 participants)

Yes 8

The staff only

Most said students are usually of the younger generation, and so their skills not need to be evaluated. However staff should be in order to “keep up with the times”. A few said nobody’s skills need to be evaluated.

No 1

No answer 6

Yes because some staff don’t update things

Staff need to be evaluated, students don’t “because we are the new generation”

LCC (13 participants)

Yes 13

Not for students, but yes for staff!

If relevant to course content e.g. Photoshop

Good idea, especially staff

Yes – necessary for the industry

Central St Martins College of Arts and Design (16 Students/1 staff member )

No = 17

According to all students and staff members UAL shouldn’t evaluate any digital skill levels

 

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Learning Studio Workshop in using Digital & Social Media for Teaching and Learning -17.00-19.00 Thursday June 7th

What: Learning Studio Workshop in using Digital and Social Media for Teaching and Learning

Where: Room M401, on the 4th floor of  the Media Block, London College of Communication

When: 17.00-19.00 Thursday June 7th

If you plan to attend or would like more information about the workshop or the Learning Studio please e-mail Paul Lowe at p.lowe@lcc.arts.ac.uk

The Learning Studio is a community of practice (CoP) around learning technology use in Art, Design and Media within UAL. It is open to anyone to join and participate, whatever your role or current use or experience of learning technology.

The Learning Studio is holding an informal Bar Camp (http://en.wikipedia.org/wiki/BarCamp) style workshop on using digital and social media for teaching and learning from 17.00-19.00 on Thursday June 7th in M401 in the Media Block at LCC. There will be hands on activities and demos on things like blogs, social networks, the DIAL project, and a presentation of the new drupal based collaborative research portal on the Vietnam War, NAM. All are aimed at non-expert users. If you want to contribute to the workshop and talk about something that you are using in your own practice, please do so. You can just turn up and talk about something that you have worked on, or email us in advance and we can facilitate a space for you. There will be a range of activities, and the approach is very informal – there are no formal presentations, instead colleagues will be talking about how they are using a variety of approaches in their teaching and learning. There is also no formal schedule, so you can turn up when you like – colleagues will be demonstrating their activities in different parts of the room.

We will wrap up with a group discussion led by Paul Lowe on how Open Educational Resources can be used in courses.

If you want to participate as a presenter please feel free to do so, if you want to just turn up on the day and talk about something relevant that is also fine. If you need any extra kit – like a laptop, sound, plasma screen etc – then let us know in advance.

In the spirit of Bar Camp, there will be cake and pop.

Look forward to seeing you there, Paul

Paul Lowe

Course Director

MA Photojournalism and Documentary Photography London College of Communication Elephant and Castle London SE1 6SB email p.lowe@lcc.arts.ac.uk

 

 

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