Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
Slides for a workshop session on "Building an Accessible Digital Institution" facilitated by Brian Kelly, Innovation Advocate, Cetis at the Cetis conference held at the University of Bolton on 17-18 June 2014.
See http://www.slideshare.net/Thebriankelly/building-an-accessible-digital-institution
Making Sense of a Rapidly Changing Technical Environment
Slides for a talk on "Making Sense of a Rapidly Changing Technical Environment" given by Brian Kelly, UKOLN at a Library West Development Day held in Taunton on 5 December 2013.
See http://www.ukoln.ac.uk/web-focus/events/meetings/libraries-west-staff-development-2012/
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
See https://ukwebfocus.wordpress.com/events/eduwiki-2014/
Exploiting The Potential Of Blogs and Social Networks Introduction
Slides used in the Introduction talk at the UKOLN workshop on "Exploiting The Potential Of Blogs and Social Networks ".
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/talks/introduction/
Slides for talk on "Metrics for the Social Web" given by BriaN Kelly UKON at the DevCSI workshop on Open Data and the Institutional Web held at the University of Reading on 25 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/devcsi-201107/
Personal or Institutional Use of Social Web Services For Scholarly Communicat...
Brian Kelly will give a pre-recorded presentation of a talk on "Personal or Institutional Use of Social Web Services For Scholarly Communication?"at the Scholarly Communication Landscape: Opportunities and Challenges symposium to be held at The Manchester Conference Centre, Manchester on 30 November 2010.
See http://www.ukoln.ac.uk/web-focus/events/online/scl-2010/
Rehearsal of a talk on "From Web Accessibility to Web Adaptability" given at Techshare 2009 conference on 17 September 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2009/
Welcome: Metrics and Social Web Services: Quantitative Evidence for their Use...
Rehearsal (with audio) of the Welcome slides used by Brian Kelly, UKOLN in a workshop on "Metrics and Social Web Services: Quantitative Evidence for their Use & Impact" held at the Open University on 11 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/eim-2011-07/
Digital life-beyond-the-institution - Brian Kelly - MmIT 2015 Keynote
This document summarizes a presentation on supporting digital life beyond one's host institution. It discusses how staff and researchers may find themselves needing to continue their work after leaving an institution, but face barriers like inaccessible internal systems and digital content locked within the institution. The presentation explores tensions between institutional policies and needs after leaving, and frames digital literacy as including the ability to continue accessing resources after departing. It advocates open practices to avoid restrictions, and suggests libraries could help with education and support for digital preservation strategies to facilitate professional life beyond any single institution.
UKOLN Blogs and Social Networks workshop - all presentations
for ease of use on the day, this is a single presentation containing all the slides for UKOLN's blogs and social networking workshop on the 26th November 2007 in irmingham.
The document discusses the conflicting pressures facing universities and argues they may be caught in a double bind. It outlines pressures to publish research while also connecting through the web, and to adopt new models like MOOCs while maintaining traditional practices. Universities also face pressures to support students but balance budgets. Performance indicators are used to enforce contradictions and shape university identity around measured factors. This systemic double bind may lead universities to exploit the system, become incoherent, find creative solutions, or spur the creation of alternatives. The best question for universities is to redefine their purpose given changes, but the double bind may prohibit that questioning.
MOOCSs for Universities and Learners An analysis of motivating factors
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Beyond the virtual campus: Technologies for virtual learning communities
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
Making it rich and personal: meeting institutional challenges from next gener...
The understanding that personal learning environments provide a more realistic and workable perspective of learners’ interactions with and use of technology has gained widespread acceptance across many of the communities interested in learning and teaching technologies within higher education.
However in universities the service which normally purchases and deploys technology infrastructure is typically, and understandable, risk-averse, the more so, because the consequences of expensive decisions about infrastructure will stay with the organisations for many years. Furthermore across the broader academic community the awareness of and familiarity with technologies in support of learning may be varied. In this context work to innovate the learning environment will require considerable team effort and collective commitment.
This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century. The challenges encountered were consequential of our working definition of a learning environment which went beyond simple implementation – in our experience the requirements became summarised as ‘its more than a system, it’s a mindset’. As well as deploying technology ‘fit for purpose’ we were seeking to create an environment which could play an integral and catalytic part in the university’s role of enabling transformative education.
Our ambitions and aspirations derive from evidence in the literature, for example, van Harmelen on personal learning environments (2006), Downes on e-learning 2.0 (2005) and the recent report by Bradwell for Demos on the Edgeless University (2009).
We have also drawn on evidence of our recent and current performance; gauged by institutional benchmarking and an extensive student survey. The paper will present and analyse this qualitative and quantitative data. We will provide an account and analysis of our progress to achieve change, the methods we used, problems encountered and the decisions we made on the way.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. Su’s research interests include the impact of emerging technologies on Higher Education. Su is a part of the curriculum innovation project Southampton Learning Environment team and a member of the university’s TEL-SIG.
MOOCs for universities and learners: an analysis of motivating factors
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
Lisa Harris is interested in innovative applications of technology in education, business, and society. She is currently involved in projects investigating digital literacy, social activism, social CRM, and social learning. Some of her work includes exploring social shopping behaviors on social networks and the role of social media in online activism. She is also developing blended learning modules and working to embed digital literacy into university curriculums.
Brian Kelly gave a presentation on new digital technologies and their uses. He discussed concepts like Web 2.0, social media, mobile access, and cloud computing. He acknowledged challenges like sustainability, privacy, and organizational barriers, but argued against overly simplistic or fundamentalist approaches. A balanced, managed approach was needed to harness new technologies while mitigating risks.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
MOOCs for Professional Development: Transformative Learning Environments and ...
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
Managing New Technologies: The Challenge Of Web 2.0
Slides for a workshop session on \"Managing New Technologies: The Challenge Of Web 2.0\" given at the Umbrella 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/umbrella-2007/
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
Lisa Harris is a researcher interested in innovative applications of technology in education, business, and society. She has a PhD from Brunel University investigating technological change in banking and teaches at Brunel and Southampton universities. Her current projects include digital literacy, social activism, social customer relationship management, and social learning. She aspires to open scholarship by openly archiving and sharing her work. She discusses her use of blogs, social media, and collaborative projects like her work with Student Digital Champions and massive open online courses (MOOCs).
A presentation to CILIP Multimedia and Information Technology Scotland group in Edinburgh, April 30th 2009. Talked about Spoken Word and our model for supporting Scholarly Communication.
Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities...
This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice"
Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education.
The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI.
http://wp.me/p4EpjT-3RU
#thirdspacejim @smythkrs
Slide deck to support a keynote at Libraries Developing Digital Literacies in Cardiff, Wales, UK on 17 July 2015. The keynote offers some personal reflections as well as some pointers to current Jisc work in the area of digital capability and related themes. This pdf version includes speaker notes.
Watch out, it's behind you: publishers' tactics and the challenge they pose f...
This presentation to the libraries@cambridge conference held on the 7th January 2016 describes some of the more surprising activities academic publishers are engaged in and discusses the opportunities and threats these pose for the library community. Prepared and presented by Sally Rumsey Head of Scholarly Communications & RDM, Bodleian Libraries, Oxford University and Dr Danny Kingsley Head of Scholarly Communication, Cambridge University Libraries.
This document provides an overview of digital literacy and frameworks for understanding it. Digital literacy involves having the skills, knowledge, and mindset needed to engage safely and meaningfully in a digital society. It overlaps with information and academic literacies. The focus should be on cognitive abilities and contextual practices, not just functional skills. Effective digital literacy initiatives embed it in curricula, involve stakeholders collaboratively, and measure impact. Case studies from LSE and UEA showcase successful student-centered programs.
This document discusses online identity and employability. It summarizes Lisa Harris' background and areas of teaching expertise. The plan is outlined covering disruptive innovation, social media's role, and digital literacy including online safety and building a professional profile. Southampton projects are mentioned around curriculum innovation, student digital champions, and MOOCs. The rest of the document provides guidance on developing an online presence, digital literacy, evaluating one's online profile, and how employers are using social media in hiring.
SCUP 2016 Mid-Atlantic Symposium: Big Data: Academy Research, Facilities, and Infrastructure Implications and Opportunities. John Hopkins, May 13, 2016
Morning talks: teaching and learning excellence in a digital age
Rearticulating what we value: a new vision for learning technology professionals
Speakers:
Maren Deepwell, chief executive, Association for Learning Technology (ALT)
Susan Greig, learning technology adviser, University of Edinburgh
Sarah Davies, head of higher education and student experience, Jisc
This session will bring together new survey data, case studies and the CMALT professional development framework to explore how learning technology professionals develop. Join us in formulating a new vision for cpd and professional practice in edtech!
Learning to tutor online and digital transformations: supporting, awarding and accrediting colleagues' development in the digital age
Speakers:
Jonathan Rhodes, educational developer, University of Wolverhampton
Gemma Witton and Elora Marston, advisers/educational developers, University of Wolverhampton
In this session we will share our journey: designing, developing and delivering two courses that support, award and accredit colleagues' development, pursuing learning and teaching excellence in the digital age.
The document discusses the future of the information professional field. It notes that the field is facing challenges from changing technologies and user needs but that the future remains exciting with endless possibilities. Information professionals must embrace change, continue learning and adapting, and avoid being trapped by past successes or focusing only on today's needs. CILIP is evolving to support the profession by advocating for skills and ethics, developing the workforce, and securing recognition and support for the field in policymaking. Information professionals should keep developing skills, networking, and championing new ways of working to ensure they remain indispensable in the future.
The document discusses how libraries can engage users through Web 2.0 technologies. It outlines 21st century literacy skills needed and how an information literate society benefits countries, industries, and individuals. Examples of Web 2.0 applications that could be used in libraries are provided, as well as tips for implementing new technologies like establishing clear objectives and involving stakeholders. The importance of libraries adapting to remain relevant by making the most of tools like social networking, videos and knowledge sharing is emphasized.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
This document provides an introduction to cloud storage and summarizes a presentation on the topic. It discusses the history of storage systems and how cloud storage works. Popular cloud storage services like Google Drive, Dropbox, and iCloud are examined. The document outlines some risks of cloud storage like security and privacy issues. It also provides a framework for selecting cloud services and questions to consider regarding purposes, benefits, costs and risks.
This document provides the agenda and brief technical tips for Wyld Morris Zoom Meeting No. 7, which is a new members evening that will include welcoming new potential members, learning about morris dancing from the squire, understanding the basic moves, and perspectives from a new dancer on why they enjoy morris dancing. The technical tips explain how to switch between speaker and gallery view and how to pin a video to focus on one participant.
Developing My Online Professional Learning Networklisbk
This presentation on "Developing My Online Professional Learning Network" is the final submission by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a virtual symposium which is an assignment for the Hyperlinked Library MOOC.
The slides and audio track were initially created on 13 November 2013. An updated version was made in
BS 8878 and the Holistic Approaches to Web Accessibilitylisbk
Slides from talk on "BS 8878 and the Holistic Approaches to Web Accessibility" given by Brian Kelly, UKOLN at a CETIS Accessibility SIG meeting held at the BSI Headquarters, 389 Chiswick High Road, Chiswick, London on 28 February 2011
See http://www.ukoln.ac.uk/web-focus/events/meetings/cetis-accessibility-sig-2011-02/
Introduction To Facebook: Opportunities and Challenges For The Institutionlisbk
Slides used in a talk on "Introduction To Facebook: Opportunities and Challenges For The Institution" given by Brian Kelly, UKOLN at a meeting held at the University of Bath on 29 August 2007.
See http://www.ukoln.ac.uk/web-focus/events/meetings/bath-facebook-2007-08/
Slides for a workshop session on "Building an Accessible Digital Institution" facilitated by Brian Kelly, Innovation Advocate, Cetis at the Cetis conference held at the University of Bolton on 17-18 June 2014.
See http://www.slideshare.net/Thebriankelly/building-an-accessible-digital-institution
Making Sense of a Rapidly Changing Technical Environmentlisbk
Slides for a talk on "Making Sense of a Rapidly Changing Technical Environment" given by Brian Kelly, UKOLN at a Library West Development Day held in Taunton on 5 December 2013.
See http://www.ukoln.ac.uk/web-focus/events/meetings/libraries-west-staff-development-2012/
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
See https://ukwebfocus.wordpress.com/events/eduwiki-2014/
Exploiting The Potential Of Blogs and Social Networks Introduction lisbk
Slides used in the Introduction talk at the UKOLN workshop on "Exploiting The Potential Of Blogs and Social Networks ".
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/talks/introduction/
Slides for talk on "Metrics for the Social Web" given by BriaN Kelly UKON at the DevCSI workshop on Open Data and the Institutional Web held at the University of Reading on 25 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/devcsi-201107/
Personal or Institutional Use of Social Web Services For Scholarly Communicat...lisbk
Brian Kelly will give a pre-recorded presentation of a talk on "Personal or Institutional Use of Social Web Services For Scholarly Communication?"at the Scholarly Communication Landscape: Opportunities and Challenges symposium to be held at The Manchester Conference Centre, Manchester on 30 November 2010.
See http://www.ukoln.ac.uk/web-focus/events/online/scl-2010/
Rehearsal of a talk on "From Web Accessibility to Web Adaptability" given at Techshare 2009 conference on 17 September 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2009/
Welcome: Metrics and Social Web Services: Quantitative Evidence for their Use...lisbk
Rehearsal (with audio) of the Welcome slides used by Brian Kelly, UKOLN in a workshop on "Metrics and Social Web Services: Quantitative Evidence for their Use & Impact" held at the Open University on 11 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/eim-2011-07/
This document summarizes a presentation on supporting digital life beyond one's host institution. It discusses how staff and researchers may find themselves needing to continue their work after leaving an institution, but face barriers like inaccessible internal systems and digital content locked within the institution. The presentation explores tensions between institutional policies and needs after leaving, and frames digital literacy as including the ability to continue accessing resources after departing. It advocates open practices to avoid restrictions, and suggests libraries could help with education and support for digital preservation strategies to facilitate professional life beyond any single institution.
UKOLN Blogs and Social Networks workshop - all presentationsEduserv Foundation
for ease of use on the day, this is a single presentation containing all the slides for UKOLN's blogs and social networking workshop on the 26th November 2007 in irmingham.
The document discusses the conflicting pressures facing universities and argues they may be caught in a double bind. It outlines pressures to publish research while also connecting through the web, and to adopt new models like MOOCs while maintaining traditional practices. Universities also face pressures to support students but balance budgets. Performance indicators are used to enforce contradictions and shape university identity around measured factors. This systemic double bind may lead universities to exploit the system, become incoherent, find creative solutions, or spur the creation of alternatives. The best question for universities is to redefine their purpose given changes, but the double bind may prohibit that questioning.
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
Making it rich and personal: meeting institutional challenges from next gener...Su White
The understanding that personal learning environments provide a more realistic and workable perspective of learners’ interactions with and use of technology has gained widespread acceptance across many of the communities interested in learning and teaching technologies within higher education.
However in universities the service which normally purchases and deploys technology infrastructure is typically, and understandable, risk-averse, the more so, because the consequences of expensive decisions about infrastructure will stay with the organisations for many years. Furthermore across the broader academic community the awareness of and familiarity with technologies in support of learning may be varied. In this context work to innovate the learning environment will require considerable team effort and collective commitment.
This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century. The challenges encountered were consequential of our working definition of a learning environment which went beyond simple implementation – in our experience the requirements became summarised as ‘its more than a system, it’s a mindset’. As well as deploying technology ‘fit for purpose’ we were seeking to create an environment which could play an integral and catalytic part in the university’s role of enabling transformative education.
Our ambitions and aspirations derive from evidence in the literature, for example, van Harmelen on personal learning environments (2006), Downes on e-learning 2.0 (2005) and the recent report by Bradwell for Demos on the Edgeless University (2009).
We have also drawn on evidence of our recent and current performance; gauged by institutional benchmarking and an extensive student survey. The paper will present and analyse this qualitative and quantitative data. We will provide an account and analysis of our progress to achieve change, the methods we used, problems encountered and the decisions we made on the way.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. Su’s research interests include the impact of emerging technologies on Higher Education. Su is a part of the curriculum innovation project Southampton Learning Environment team and a member of the university’s TEL-SIG.
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
Lisa Harris is interested in innovative applications of technology in education, business, and society. She is currently involved in projects investigating digital literacy, social activism, social CRM, and social learning. Some of her work includes exploring social shopping behaviors on social networks and the role of social media in online activism. She is also developing blended learning modules and working to embed digital literacy into university curriculums.
Brian Kelly gave a presentation on new digital technologies and their uses. He discussed concepts like Web 2.0, social media, mobile access, and cloud computing. He acknowledged challenges like sustainability, privacy, and organizational barriers, but argued against overly simplistic or fundamentalist approaches. A balanced, managed approach was needed to harness new technologies while mitigating risks.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
Managing New Technologies: The Challenge Of Web 2.0lisbk
Slides for a workshop session on \"Managing New Technologies: The Challenge Of Web 2.0\" given at the Umbrella 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/umbrella-2007/
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
Lisa Harris is a researcher interested in innovative applications of technology in education, business, and society. She has a PhD from Brunel University investigating technological change in banking and teaches at Brunel and Southampton universities. Her current projects include digital literacy, social activism, social customer relationship management, and social learning. She aspires to open scholarship by openly archiving and sharing her work. She discusses her use of blogs, social media, and collaborative projects like her work with Student Digital Champions and massive open online courses (MOOCs).
A presentation to CILIP Multimedia and Information Technology Scotland group in Edinburgh, April 30th 2009. Talked about Spoken Word and our model for supporting Scholarly Communication.
Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities...Alex Dunedin
This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice"
Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education.
The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI.
http://wp.me/p4EpjT-3RU
#thirdspacejim @smythkrs
Slide deck to support a keynote at Libraries Developing Digital Literacies in Cardiff, Wales, UK on 17 July 2015. The keynote offers some personal reflections as well as some pointers to current Jisc work in the area of digital capability and related themes. This pdf version includes speaker notes.
Watch out, it's behind you: publishers' tactics and the challenge they pose f...Danny Kingsley
This presentation to the libraries@cambridge conference held on the 7th January 2016 describes some of the more surprising activities academic publishers are engaged in and discusses the opportunities and threats these pose for the library community. Prepared and presented by Sally Rumsey Head of Scholarly Communications & RDM, Bodleian Libraries, Oxford University and Dr Danny Kingsley Head of Scholarly Communication, Cambridge University Libraries.
This document provides an overview of digital literacy and frameworks for understanding it. Digital literacy involves having the skills, knowledge, and mindset needed to engage safely and meaningfully in a digital society. It overlaps with information and academic literacies. The focus should be on cognitive abilities and contextual practices, not just functional skills. Effective digital literacy initiatives embed it in curricula, involve stakeholders collaboratively, and measure impact. Case studies from LSE and UEA showcase successful student-centered programs.
This document discusses online identity and employability. It summarizes Lisa Harris' background and areas of teaching expertise. The plan is outlined covering disruptive innovation, social media's role, and digital literacy including online safety and building a professional profile. Southampton projects are mentioned around curriculum innovation, student digital champions, and MOOCs. The rest of the document provides guidance on developing an online presence, digital literacy, evaluating one's online profile, and how employers are using social media in hiring.
SCUP 2016 Mid-Atlantic Symposium: Big Data: Academy Research, Facilities, and Infrastructure Implications and Opportunities. John Hopkins, May 13, 2016
Morning talks: teaching and learning excellence in a digital ageJisc
Rearticulating what we value: a new vision for learning technology professionals
Speakers:
Maren Deepwell, chief executive, Association for Learning Technology (ALT)
Susan Greig, learning technology adviser, University of Edinburgh
Sarah Davies, head of higher education and student experience, Jisc
This session will bring together new survey data, case studies and the CMALT professional development framework to explore how learning technology professionals develop. Join us in formulating a new vision for cpd and professional practice in edtech!
Learning to tutor online and digital transformations: supporting, awarding and accrediting colleagues' development in the digital age
Speakers:
Jonathan Rhodes, educational developer, University of Wolverhampton
Gemma Witton and Elora Marston, advisers/educational developers, University of Wolverhampton
In this session we will share our journey: designing, developing and delivering two courses that support, award and accredit colleagues' development, pursuing learning and teaching excellence in the digital age.
The document discusses the future of the information professional field. It notes that the field is facing challenges from changing technologies and user needs but that the future remains exciting with endless possibilities. Information professionals must embrace change, continue learning and adapting, and avoid being trapped by past successes or focusing only on today's needs. CILIP is evolving to support the profession by advocating for skills and ethics, developing the workforce, and securing recognition and support for the field in policymaking. Information professionals should keep developing skills, networking, and championing new ways of working to ensure they remain indispensable in the future.
The document discusses how libraries can engage users through Web 2.0 technologies. It outlines 21st century literacy skills needed and how an information literate society benefits countries, industries, and individuals. Examples of Web 2.0 applications that could be used in libraries are provided, as well as tips for implementing new technologies like establishing clear objectives and involving stakeholders. The importance of libraries adapting to remain relevant by making the most of tools like social networking, videos and knowledge sharing is emphasized.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Similar to Digital Life Beyond The Institution (20)
This document provides an introduction to cloud storage and summarizes a presentation on the topic. It discusses the history of storage systems and how cloud storage works. Popular cloud storage services like Google Drive, Dropbox, and iCloud are examined. The document outlines some risks of cloud storage like security and privacy issues. It also provides a framework for selecting cloud services and questions to consider regarding purposes, benefits, costs and risks.
This document provides the agenda and brief technical tips for Wyld Morris Zoom Meeting No. 7, which is a new members evening that will include welcoming new potential members, learning about morris dancing from the squire, understanding the basic moves, and perspectives from a new dancer on why they enjoy morris dancing. The technical tips explain how to switch between speaker and gallery view and how to pin a video to focus on one participant.
The document provides information about an online meeting of the Wyld Morris group who enjoy morris dancing and singing. It outlines that the group will continue enjoying their interests during lockdown, support each other, and be even better when they next meet in person. The meeting agenda includes introductions, warm-ups, demonstrations, group dancing and music, an open discussion, and tips for using Zoom including muting audio when not speaking and only having one musician unmuted at a time. Links to online dance instruction videos and resources are also provided.
Predicting and Preparing For Emerging Learning Technologieslisbk
The document summarizes Brian Kelly's presentation on predicting and preparing for emerging learning technologies. It discusses identifying technology trends, drivers, and challenges through the Delphi process used by the NMC Horizon Report. It also provides tools and methods for institutions to plan for future technologies, including scenario planning, acknowledging risks, and engaging with challenges. The presentation aims to help attendees understand limitations of future forecasting and apply similar methodologies to plan locally.
This document provides a summary and conclusions from a workshop on "Preparing for the Future: Technological Challenges and Beyond". It recaps the workshop which explored tools for thinking differently about the future, used a Delphi process to gather expert opinions, and developed an action brief planning template. It notes limitations in approaches and the importance of acknowledging risks while also learning from past examples. Contact details and additional resources are provided for those interested in further information.
This document discusses making a case to senior management for funding to explore innovative technologies. It provides guidance on identifying implications, risks, and risk management strategies for new technologies. It also presents an action brief statement template to convince management of a technology's potential benefits. The document concludes with an exercise where attendees in groups prepare a short presentation making a case for funding to investigate one technology.
This document discusses scenario planning as a strategic planning method. It describes the scenario planning process, which involves defining assumptions and drivers of change, developing initial scenarios, and identifying issues. The document then provides examples of scenarios for the library sector, including the effects of UK withdrawal from the EU or greater power for the European Court. Small groups are asked to develop scenarios focusing on alternative discovery sources, changed librarian roles, or other topics. Finally, the document summarizes scenarios developed in a previous workshop on commercialization of libraries, devolved ownership of services, universal skills, and niche librarians.
Slides "D1: The NMC Methodology" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
For further information see
http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Slides "C1: Future Technology Detecting Tools & Techniques" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
See http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
This document discusses exploring emerging technologies. It provides information on discovering new technologies through peers, publications, experts, and online sources. The document outlines the ILI 2015 conference program and highlights some topics that may be relevant or surprising. It also describes the NMC Horizon Report, which is produced by an international community of experts and identifies important emerging technologies for libraries through a refined expert panel process. The conclusion emphasizes the importance of exploring emerging technologies through various approaches, but also understanding the wider context for implications and planning.
Preparing for the Future: Technological Challenges and Beyond A1 Introductionlisbk
Slides "A1 Introduction" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015.
For further information seehttp://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
This document provides information about the IWMW 2015 conference taking place from July 27-29 at Edge Hill University in Ormskirk. The conference theme is "Beyond Digital: Transforming the Institution" and will feature talks, workshops and master classes on digital transformation in higher education. Over the three days, participants can learn new skills, engage with peers, and identify new approaches for their institutions. Social events include a conference dinner and opportunities to explore Ormskirk and meet up in local bars and restaurants.
BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and ...lisbk
Slides for a workshop session on "BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and Practices" facilitated by Brian Kelly at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27 July 2015.
See http://iwmw.org/iwmw2015/talks/systematic-approaches-to-documenting-web-accessibility-policies-and-practices/
Why and how librarians should engage with Wikipedialisbk
Slides for a talk on "Why and How Librarians Should Engage With Wikipedia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the CILIPS Autumn Gathering 2014 event in Edinburgh on 30 October 2014.
See http://ukwebfocus.wordpress.com/events/why-and-how-librarians-should-engage-with-wikipedia/
Major Technology Trends that will Impact Library Services?lisbk
Slides for talk on "What are the Major Technology Trends that will Impact Library Services and their Users?" to be given by Brian Kelly, Innovation Advocate, Cetis at the ILI 2014 conference in London on 21-22 October 2014.
See http://ukwebfocus.wordpress.com/events/ili-2014/
Web accessibility is not primarily about conformance with standardslisbk
Slides for a talk on "Web accessibility is not primarily about conformance with standards" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the IDRAC 2014 conference held in Second Life on 3-4 October 2014.
See http://ukwebfocus.wordpress.com/events/web-accessibility-is-not-primarily-about-conformance-with-web-accessibility-standards/
Using social media to build your academic careerlisbk
Sides for talk on "Using social media to build your academic career" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton on 11 September 2014 at a symposium on “How to Build an Academic Career” in the Maria Baers Auditorium, Brussels, Belgium.
See http://ukwebfocus.wordpress.com/events/using-social-media-to-build-your-academic-career/
and
http://ukwebfocus.wordpress.com/2014/09/10/using-social-media-to-build-your-academic-career/
Allocating Work: Providing Tools for Academicslisbk
Slides for a talk on "Allocating Work: Providing Tools for Academics"given by Hiten Vaghmaria, University of Westminster at the IWMW 2-14 event held at Northumbria University of 16-18 July 2014.
See http://iwmw.org/iwmw2014/talks/allocating-work-providing-tools-for-academics/
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
1. Digital Life Beyond The Institution
1
Digital Life Beyond The Institution
Brian Kelly, UK Web Focus
2. Digital Life Beyond The Institution
Talk at the MmIT 2015 conference on “With Power Comes Great
Responsibility – How Librarians can Harness the Power of Social
Media for the Benefit of its Users”
Brian Kelly
Independent researcher/consultant at UK Web Focus Ltd.
Formerly at Cetis (Bolton University, 2013-2015), UKOLN (Bath University, 1996-
2013) and universities of Newcastle (1995-96), Leeds (1991-95), Liverpool
(1990-91) and Loughborough (1984-90)
Contact Details
Email: ukwebfocus@gmail.com
Twitter: @briankelly
Blog: http://ukwebfocus.com/
Slides and further information available at
http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
UK Web Focus
30+ years working in university sector!
3. 3 3
You are free to:
copy, share, adapt, or re-mix;
photograph, film, or broadcast;
blog, live-blog, or post video of
this presentation provided that:
You attribute the work to its author and respect the rights
and licences associated with its components.
Idea from Cameron Neylon
Slide Concept by Cameron Neylon, who has waived all copyright and related or neighbouring rights. This slide only CCZero.
Social Media Icons adapted with permission from originals by Christopher Ross. Original images are available under GPL at:
http://www.thisismyurl.com/free-downloads/15-free-speech-bubble-icons-for-popular-websites
4. About This Talk
Social media is widely acknowledged as having a valuable role to play across a range of
institutional activities, including marketing, learning and research.
However use of social media challenges certain beliefs and practices such as ‘software must be
open source’, ‘the institution must manage its IT infrastructure’ and ‘users’ privacy is paramount’.
It appears that there are inconsistencies across the institution in how social media can or should
be used, with, perhaps, IT service departments stating use of services such as Dropbox
contravene institutional policies whilst academics & researchers may encourage their use.
However the importance of Cloud services should become self-evident when we consider the
continued use of online services when members of an institution leave their host institution and
wish to continue using services they are familiar with and continue to engage with their peers.
Ironically it appears that many in-house services will act as an ‘institutional silo’, with staff and
students having little time to migrate content and communities when they leave their institution.
The importance of making effective use of an IT environment after leaving one’s host institution
should be regarded as an aspect of an institution’s digital literacy policy, since digital literacy
covers the ability to be able to evaluate and use digital resources as part of life-long learning. Yet
the institution’s VLE, VRE, etc. are likely to be inaccessible once the user has left their institution.
This talk explores such tensions, describe a risks and opportunities framework for assessing and
addressing the risks in using Cloud services and explore the role of librarians in supporting a
digital life beyond the host institution.
The session will be informed by the presenter’s personal experiences in leaving two institutions
recently and facing the challenges in continuing to be able to exploit his areas of expertise,
content and professional networks in order to continue to be a productive member of society! 4
5. About This Talk
Social media is widely acknowledged as having a valuable role to play across a range of
institutional activities, including marketing, learning and research.
However social media challenges certain beliefs and practices such as ‘software must be open
source’, ‘the institution must manage its IT infrastructure’ and ‘users’ privacy is paramount’.
It appears that there are inconsistencies across the institution in how social media can or
should be used, with, perhaps, IT service departments stating use of services such as Dropbox
contravene institutional policies whilst academics & researchers may encourage their use.
However the importance of Cloud services should become self-evident when we consider the
continued use of online services when members of an institution leave their host institution
and wish to continue using services they are familiar with and continue to engage with their peers.
Ironically it appears that many in-house services will act as an ‘institutional silo’, with staff and
students having little time to migrate content and communities when they leave their institution.
The importance of making effective use of an IT environment after leaving one’s host institution
should be regarded as an aspect of an institution’s digital literacy policy, since digital literacy
covers the ability to be able to evaluate and use digital resources as part of life-long learning. Yet
the institution’s VLE, VRE, etc. are likely to be inaccessible once the user has left their institution.
This talk explores such tensions, describe a risks and opportunities framework for assessing
and addressing the risks in using Cloud services and explore the role of librarians in supporting a
digital life beyond the host institution.
The session will be informed by the presenter’s personal experiences in leaving two institutions
recently and facing the challenges in continuing to be able to exploit his areas of expertise, content
and professional networks in order to continue to be a productive member of society!
5
6. About Me
Brian Kelly
Formerly:
• Innovation Advocate at Cetis, Bolton University from Oct 2013 –
May 2015
• UK Web Focus at UKOLN, University of Bath from 1996-2013
Now an independent consultant and researcher
Interests in
• Encouraging use of innovative technologies and practices to
support institutional activities
• Areas of work have included:
Web standards ■ Web accessibility
Social web ■ Digital preservation
A change of direction
• Redundancy in July 2013 / May 2015 for most UKOLN/Cetis staff
• Desire to continue professional work
Introduction
6
7. The Challenge – for Many of Us!
What happens when:
• “The axeman cometh” and staff are made redundant or
take early retirement?
• They wish to continue to exploit their professional
interests as:
In a new organisation
A consultant
An itinerant researcher
A means of developing their CV
• The researcher’s contract expires and they wish to
further their research elsewhere?
7
Who has responsibilities for ensuring staff and researchers
are able to respond appropriately to such ‘life events’?
8. Changing Work Environment
“By 2015, there will be more Britons over 65 than under
15. We cannot afford to discard their expertise.”
“Studies show that on average each of us will have
seven careers, two of which are yet to exist.”
Stella Creasy, Labour MP for Walthamstow
In New Statesman, 20th Sept 2013
8
9. VIEW OF A RETIRED
ACADEMIC
“Last night, I wrote reference for an ex-colleague, and
noticed that the form expected me to belong to an
institution. I guess that identity formation is ongoing
work. Am I retired just because I have a pension?
Retired is a deadly label I think.”
Recently retired academic from a northern university
9
10. About You
What is the role of librarians in
supporting users who may find
themselves in this predicament?
Can you identify:
• Concrete institutional
strategies
• Training and support
services
which prepare staff and
researchers for digital life after
they leave the institution?
10
11. Information Literacy
• Defined as “the ability to find, use, evaluate and
communicate information”
• Felt to be “an essential skill in this digital age and era
of life-long learning”
LILAC Conference home page
11
Should we say:
• “the ability to find, use and reuse, evaluate and
communicate information”
where reuse includes future use in a different work
context
12. Assumptions
The University environment typically assumes:
• You can trust the institution
• We will provide the appropriate IT infrastructure
• We are here to help you
But:
• When you leave we don’t care (unless you donate
money!)
• Our auditors tell us we must delete accounts when
people leave
• We run courses for new staff & students (our assets)
but not when they are about to leave (our liabilities)
12
Will the institution’s IT environment be regarded as a
silo (a ‘walled garden’) afer you leave the institution?
13. Policy at Bath University
13
See http://www.bath.ac.uk/bucs/news/news_0013.html ×
14. University gives very brief details when:
Policy at Bath University
14
Detailed policies• Detailed policies
• Staff leave
• Staff have a new job in the Uni
• Staff are dismissed
• Staff die
But is leaving the institution really an unusual event?
15. The Open Agenda
We are seeing how moves to openness can provide
benefits for life-long learners:
• Open source software: avoids licence costs which
enable software to be used outside the institution
• Open content: avoids licensing restrictions so
content can be used and modified
• Open access: avoids licensing restrictions so
research papers can continue to be accessed
• Open educational practices: working in an open
and transparent way
15
Education and user support and – the missing
component? An opportunity for librarians?!
16. My Move to The Cloud:
A Case Study
Following announcement of cessation of funding for
UKOLN I identified that need to ensure:
• Minimal loss of digital content
• Minimal loss of professional networks
• Continued access to use and modify social
media services
• Identify and implement strategies for ongoing
digital presence
16
Note that since I didn’t intent to die in my job,
such plans should have been in place in any
case!
17. The Institutional Repository
Opus, the University
of Bath institutional
repository, provides
a secure, reliable &
maintained
repository for my
research papers,
project reports, etc. 17
My Opus entry, which provides a record of my
publications from 1997-2013. See
http://opus.bath.ac.uk/view/person_id/588.html
18. Persistency of Records
Opus policy seeks to ensure
long-term persistency of content.
18
When people leave will they still
have their contributions listed?
Opus repository continues to provide content,
ownership details (in part) and usage statistics
Or their usage statistics?
19. Persistency of Records
Informal feedback:
• "Records disappear when someone leaves
because that's entirely appropriate."
• "Staff leaving the university have a different
relationship to the organisation. By rights we should
shut off ALL accounts the day the relationship with
the organisation ends."
Institutional context:
• “this is obviously down to institutional management
of people records”
Where does your policy fit in the spectrum?
• We’re focussing on the REF and our CRIS
(Current Research Information System)
• We are loyal to former employees
19
20. The Institutional Silo
Opus, the University
of Bath institutional
repository, provides
a secure, reliable &
maintained
repository for my
research papers,
project reports, etc. 20
An out-of-date view of research
activities (and typically only PDFs
available, not the original master copy).
21. Manage Your Own Records
Ensure that:
• A record of your work
(e.g. your
publications) is
available beyond the
institution (e.g. on
LinkedIn)
• You maintain the
information
(publications; current
position; etc.)
21
22. Manage Your Own Content
Ensure that your (open
access) publications are
hosted in an environment
you can maintain when
you leave the institution.
For example:
• ResearchGate
22
Papers hosted initially in local open
access repository
23. Manage Your Own Content
Ensure that your (open
access) publications are
hosted in an environment
you can maintain when
you leave the institution.
For example:
• ResearchGate
• Academia.edu
• …
23
No permission to upload book
chapter, so metadata-only records
Full-text of open access paper available
24. Manage Your Own Ideas
Ensure that if you
have a blog it isn’t
trapped in the
institution (and
potentially deleted
when you leave).
Some options:
• Create a blog in
the Cloud initially
• Migrate your blog
to the Cloud
24
Blog at ukwebfocus.wordpress.com continued with
no need to migrate content (now at ukwebfocus.com)
25. Use Cloud Sharing Services
Have you got your OneDrive,
Google Drive or Dropbox
accounts?
25
Case study
Since 2012 I’ve used OneDrive for collaborative
peer-reviewed papers:
• Can use MS Word in the Cloud
• File in one place (avoids multiple master
copies problem).
• Can be viewed (and updated) on mobile
devices
• Not part of an ‘institutional silo’
26. Manage Your Research Identifier
Take control of your
research identity!
ORCID:
• Open Researcher and
Contributor ID
• Non-proprietary
alphanumeric code to
uniquely identify
scientific / academic
authors
• Managed by ORCID
Inc. an open &
independent registry
26
My ORCID: 0000-0001-5875-8744
Not coupled to
institutional ID
27. Know How To Migrate Your Email
After 17 years of email
use I had:
• Large number of
messages
• Large number of
contacts
• Personal &
professional uses
27
Need to know how to:
• Set up new email accounts (Gmail) & re-subscribe to lists of interest
• Migrate old email messages, sender details, etc.
• Associate social media services with new email accounts
• Rationalise use of email
• Understand risks of loss of email account
28. Email For Authentication
Change your email address to
ensure you aren’t locked out
of Cloud services!
28
Claim your papers in Google
Scholar while your
institutional email is valid –
otherwise you might not be
able to claim them!
29. Manage Your Own Domain
A spectrum of ownership:
• Your CV and list of
publications
• Your publications
themselves
• Your blog content
• Your digital identity
• Your email (content,
connections,
authentication)
• Your domain name
• Your own server
29
30. Risks & Opportunities Framework
Intended use: Rather than talking about social web services in an
abstract context (“shall we have a Facebook page” for example) specific
details of intended use should be provided.
Perceived benefits: A summary of the perceived benefits which use of
the social web service are expected to provide should be documented.
Perceived risks: A summary of the perceived risks which use of the
social web service may entail should be documented.
Missed opportunities: A summary of the missed opportunities and
benefits which a failure to make use of the social web service should be
documented.
Costs: A summary of the costs and other resource implications of use of
the service should be documented.
Risk minimisation: Once risks have been identified the approaches to
risk minimisation should be documented.
Evidence base: Evidence which back up the assertions made in use of
the framework.
30
“Empowering users and their institutions : A risks and opportunities framework
for exploiting the potential of the social web” Kelly, B & Oppenheim, C
31. The Role of Librarians
What is the role of librarians in ensuring staff and
researchers and other members of staff can exploit their
potential when they leave their host institution?
31
Traditionally:
• Many IT services provided by the institution
• Librarians (and IT staff) provided advice &
support on use of such services
• External services banned (access to Second
Life) or deprecated (“the content isn’t secure”,
“the service isn’t reliable”, “they’ll claim
ownership of your content”, “it’s a ‘creepy
treehouse’ - students won’t want us in their
space”, … )
32. A New Role for Librarians
In the past:
• The IT infrastructure was
mainly hosted in the
institution
• The IT support infrastructure
focussed primarily on
institutional services, with
some appreciation of (and
warnings about) Cloud
services
32
My
University
Slideshare
Google
33. A New Role for Librarians
In the future:
• The IT infrastructure no
longer revolves around the
institution
• The IT infrastructure will
focus on the services
chosen by the individual
(with warning about the
transient nature of
institutional services)
33
My
PLE/PRE
My current place of work
My first university
34. Stimulating The Economy
New approaches can help librarians to ensure that the
departure of researchers can stimulate the economy:
• Support the migration of intellectual assets so that they
can continue to be used
• Ensure that training to do so is embedded in institution34
37. JISC Co-design group
JISC Co-design
group
Focus on:
• Authenticating
access to
library
resources
• Institutional
perspective
Relevance to
former staff
deemed out-of-
scope
37
38. 38
The Research
Concordat:
“an agreement between
funders and employers of
research staff to improve
the employment and
support for researchers
and research careers in
UK higher education.”
Research
Concordat
40. Survey Across The
Community
Survey of institutional
approaches to information
literacy & Cloud services
carried out in March 2014:
• 89 responses received
• Only 15% of IL policies
cover Cloud services
• Only 2 institutions
addressed needs of
staff leaving institution
• “It’s not our
responsibility!”
40
Poster presented at LILAC 2014
41. Using Google
Surrey:
Leavers Procedures states:
• “it might be possible to get a small
extension to the [email] account, if
there are University-related work issues
that will need finalising”
• “any files or documents saved under
‘my documents’ will be deleted when
the email account is closed”
Email Policy states:
• “Entitlement to access e-mail systems
will normally automatically cease on the
date on which employment relationship
[ceases]”
Edinburgh
Policy on email addresses for ex-staff:
• “Many academics who have used their
Edinburgh email address on papers …
believe that they personally should be
able to be communicated with through
this address into the future, whether
they work at this institution or not. …
There is also a desire to be friendly to
all staff by retaining their e-mail
address for a while until they re-
establish themselves.” 41
Not accessible
42. What Happens To Your Cloud Account
When You Die?
Apple:
“You agree that your Account is non-transferable and that any rights to
your Apple ID or Content within your Account terminate upon your
death. Upon receipt of a copy of a death certificate your Account may
be terminated and all Content within your Account deleted.”
Google:
“today [Apr 2013], we’re launching a new feature that makes it easy to
tell Google what you want done with your digital assets when you die
or can no longer use your account.”
Facebook:
“Facebook has an FAQ section dedicated to the three options people
have with a deceased individual’s account: memorializing the account,
requesting to delete the account, or downloading the contents of the
account, and then having it deleted.”
Microsoft:
“Microsoft Next of Kin process allows for the release of Outlook.com
contents, including all emails and their attachments, address book, and
Messenger contact list, to the next of kin of a deceased or
incapacitated account holder and/or closure of the Microsoft account,
following a short authentication process.”
42
Which is , or
43. Reflections
Digital life is now primarily in the Cloud, so why are we ignoring this?
We seek to prepare our students with life-long learning skills for working in a digital
environment after they graduate.
But members of staff and researchers are only given training in institutionally-
approved & support technologies. We fail to provide training and support for staff
for their digital life beyond the institution.
And yet everyone will leave the institution (unless they die in the job!)
Professional practices and institutions are in conflict here: on the one hand, we
have a duty to our employer to support the needs of the institution; on the other
hand, our profession, and the higher education sector, believes in the value of life-
long learning.
How can this be resolved? The digital literacies summary espoused SCONUL and
promoted by Jisc, seem insufficient, as it focusses on teaching of digital literacies.
Do we need a new, more agile approach that can deal with contemporary need for
digital life beyond the institution? And if so, can we find this within existing
professional frameworks or do we need to do this for ourselves?
43
45. … To “Beyond Institution Benchmarking
Tool”
http://repository.jisc.ac.uk/6140/1/Jisc_NUS_student_ex
perience_benchmarking_tool.pdf
45
PDF
Prepare
staff to use
services
hosted
beyond the
institution
Support
and
progress
staff digital
capabilities
throughout
their career
After they start work they
are made aware of the
importance of services
beyond the institution.
From the start staff know
they have to take
responsibilities for
migrating their content
and access to
communities and
services.
Staff are confident in
managing their own IT
infrastructure, migrating
content between services
and ensuring best
practices for digital
preservation are carried
out.
… … … … …
University commitment
to supporting staff
throughout their career
recognised as an
‘exemplar’ and used as
model by others.
46. Will This Work?
Proposed policy:
The University seeks to ensure that staff and students
are able to be productive and effective in their work
and study at the university and are able to continue to
exploit their skills, knowledge and content when they
leave provide this does not conflict with licence
conditions, etc.
How?
During induction staff and students are advised on how
to maximise long-term access to content and services.
Prior to leaving staff and students will be able to
access support on how to migrate their content,
communities and access from institutional services.
46
47. Who’ll Run This Course?
Title: Preparation for Digital Life When You Leave
Audience: Staff and researchers who are making plans to
leave the university and wish to continue to exploit their digital
resources, networks and services.
Abstract:
In this course you will:
• Learn about the limitations of in-house IT services
• Hear about relevant Cloud service which you can use
when you leave
• Have an opportunity to migrate your content to Cloud
services.
This course is provided to support our “Preparing for life outside
the institution” policy as part of our institutional commitment to
life-long learning
47
Note slides on “Managing Your Digital Profile” used for UKOLN staff prior
to redundancy may provide starting point (available with CC-BY licence)
50. Conclusions
To conclude:
• There will be an increase in the numbers of staff and
researchers who will need to manage digital content
and services when they leave their host institution.
• Current institutional and national plans do not seem
to address such needs.
• An opportunity to take a lead in developing an
institutional (national) strategy?
50
52. This presentation, “Digital Life Beyond The Institution” by Brian Kelly,
UK Web Focus is licensed under the Creative Commons Attribution 4.0
Licence
Note the licence covers most of the text in this presentation. Quotations
may have other licence conditions.
Images may have other licence conditions. Where possible links are
provided to the source of images so that licence conditions can be found.
52
Slides and further information available at
https://ukwebfocus.wordpress.com/events/digital-life-beyond-the-institution/
Licence and Additional Resources