Then up pops Tom Barnett, the MD of a technology company that specialises in digital publishing, to tell me that ‘Google has a file the size of an encyclopaedia on everyone in this room.’ Hmmm… I start to feel a vague sense of paranoia. Then I think… pull yourself together, Neil! Google really doesn’t care who you are. They just want to put things in your line of sight that are likely to get you to part with your wages!

These were the thoughts that occurred to me during an event called ‘Observing the Web’ organised by the Web Science Trust. The meeting included academics, industry players, technologists, funders, charities and a lawyer. It highlighted the fact that a global network of Web Observatories is emerging that will help drive new research into how people use the internet. The point of this ‘observing’ is not to take account of every little bit of information, but to understand how trends, fashions and changes of behaviour in relation to the internet might illuminate aspects of our society and culture.

This is of great interest to me and is highly relevant to some ongoing work that I am managing in my role as digital preservation programme manager at Jisc. Last year, working with the British Library and the Internet Archive, we created a large digital collection made up from snapshots of UK websites from 1996-2010. This includes all the UK websites that the Internet Archive managed to collect during that period and represents the world’s best (and in some cases the only) historic record of material that was once freely available online. This is, therefore, a valuable resource in its own right but also has a role to play in the global network of Web Observatories.

I am currently working with the British Library, the Oxford Internet Institute and the Institute of Historical Research to explore how this resource can be used for social science research. There is no shortage of ideas about what research might be carried out using the resource. One proposal suggests a study into the recent history of public health in local government, another on changes in the debate around Euro-scepticism. There are also new opportunities for using analytical methods across the archive: links between websites can reveal how online entities, such as governments, interact with other entities, such as the public. But there are also challenges: internet archives are necessarily only periodic snapshots of the web so significant gaps in the records could affect their usefulness for social science research.

It is early days for working out how we might most effectively use internet archives for research, but it certainly fits with the current trend for using big data to support decision-making and research and development. Even less clear is how we can effectively exploit academic analysis of both the historic and contemporary internet using the open, transparent and universally accessible tools and methods proposed by the Web Science Trust. Such methods contrast with the well-resourced, sophisticated and highly developed (but opaque) methods employed by the corporate observers, such as Facebook, Amazon, Google, Microsoft, Yahoo etc. All of whom have partially or entirely built global-scale businesses on the back of gathering intelligence (at gigantic scale) about how we all use the internet.

In my mind the development of an academic global network of Web Observatories begs the following questions:

• How do we enable different observatories to work together (interoperability)?
• How do we get access to data: apart from Twitter, which of the big corporate organisations will let us use their data?
• What about privacy – will people feel spied upon?
• How do we sustain web observatories for the long term?

This is a fascinating and big topic and I can’t wait to see what comes together. I would also be interested to hear other people concerns and viewpoints on this subject.

There will be more discussion at the ACM Web Science Meeting in Paris in early May 2013.

If you would like to find out more you may be interested in some previous work that Jisc funded – Researcher Engagement with Web Archives.

Follow Neil on Twitter: @neilgrindley

Colleges and universities are legally obliged to provide a safe learning environment for staff and learners.  Reasonable steps must be in place to prevent foreseeable harm.  What steps are ‘reasonable’ will, of course, depend on particular circumstances.  The age of learners, any characteristics that make a learner more vulnerable in the online world, and the availability and accessibility of the environment are all likely to need careful consideration.

In my role at Jisc Legal I work closely with colleges and universities to offer relevant and practical guidance on e-safety.  As part of Safer Internet Day, here are my top 5 tips to help ensure you meet your duty of care:

1.  Be pro-active, don’t wait for something to go wrong

• Always consider risks and where appropriate, take reasonable steps to minimise them
• Establish and share fair rules of acceptable use, procedures and sanctions
• Raise awareness of good e-safety practice.

The National Education Network’s e-safety audit tool can help you to assess current practice at your college or university.

2.  Make someone responsible for e-safety within your college or university

Arguably everyone is responsible for e-safety, but having a named person in place means advice will be readily available and activities and responses will be co-ordinated and consistent.  Ideally, your e-Safety Officer should be a senior member of staff with child protection training.

3.  Use Jisc Legal’s policy checklist and template to write your e-safety policy

Ensure your policy reflects current technologies and the use of social media. It’s important that it is clear, relevant and easy to understand for your learners and staff.

4. Respond immediately and fairly to any breach in policy

It is important that learners and staff understand the importance of internet safety. Any action taken in response to an incident, including an investigation or sanctions imposed, should be proportionate and documented in line with your procedures.  Any criminal activity must be reported to the police.

Have a look at the Janet website for some useful guidelines on dealing with computer crime.

5. Support all your staff and learners to be e-safe

Regular training will help staff deal with concerns and reinforce good practice.  Education on managing relevant issues, such as privacy, will help learners to safeguard their online presence.  Bear in mind though that specific guidance for more vulnerable learners may be appropriate.

Training resources and other useful links are available on the Kent e-Safety Officer’s blog. The Information Commissioner’s Office also provides advice on how young people can protect personal information.

You can also read about how Jisc is supporting colleges and schools with raising awareness of internet safety standards.

I hope you’ve found my tips helpful. For further help, why not have a look at Jisc Legal’s Supporting Safer Internet Day page on our website.

There is growing demand for appropriate film and sound resources within education. Where the typical education consumer would previously have been content with text-based learning, they are now seeking to learn from the gamut of rich multi-media all around them.

For all those involved in education either as funders, producers, or practitioners, the challenge is how to harness this new media literacy, and in particular to help ensure that rich media resources can be systematically embedded in teaching and learning, as well as providing new avenues for research. Teachers are increasingly aware of the need to offer compelling and interesting resources that engage students to facilitate the high quality experience that our universities need to be able to deliver in order to remain competitive. Likewise, researchers want to engage more fully with film, television and radio to exploit the potential of resources that have been hitherto inaccessible.

We are therefore excited about the possibilities that the development of a Research Education Space (RES) will offer to address these needs. During 2013, we will be working on the first phase of creating RES which aims to deliver a sustainable digital content collection for post August 1989 BBC broadcast media assets using the ERA licences and the BUFVC’s Box of Broadcasts (BoB) service. More specifically we aim to:

Provide unique, rich and valuable assets to research and educational users.

The audio-visual archives of the BBC contain a wealth of material gathered since it was founded in 1922 but much remains largely inaccessible, held on film or videotape. RES will start to ‘open up’ one of the most influential archives in the world for use within UK education and research.

Establish Principles for making assets and catalogues available to research and educational users

We are only at the beginning of the process of unlocking archives for academic use, but we see our collaboration with the BBC and the BUFVC as crucial to bringing together expertise in this area and enhancing joint understanding. The project will pay dividends for education and research in the longer term by providing more cost effective ways to provide access to high quality and highly demanded archival content.

Develop a Platform for digitised assets which allows easy access and reliable delivery

For us and our customers, RES will contribute to a balanced Jisc portfolio of investment as not only will it greatly enhance the availability of video/ audio resources (being the only dedicated source of BBC broadcasts for education potentially dating back to August 1989), but also begin to create a sustainable infrastructure through the existing BUFVC’s ‘Box of Broadcasts – BoB’ (an off-air recording and media archive service).

Create Propositions to demonstrate the use of these assets within a range of contexts

BoB’s popularity and user-baser is already impressive – in 2012 alone, it streamed some 320 programmes per hour from 50+ channels, with 35k-40k unique users per month at 45 institutions (8 colleges, 37 universities). However, RES will also help us to learn more about current and potential content usage in education and research through academic engagement and case study development. This will help us present the content better in order to gain maximum exposure and use.

RES has the potential to both enhance and energise the academy’s relationship with one of the dominant media of the 20^th century- film, television and radio- by creating new opportunities for research and teaching and encouraging use across many different disciplines. We have some way to go until the first results of our work to develop RES become available in the autumn of 2013 but we’re looking forward to the journey and keeping you posted.

As we put the team together to create RES and our plans develop, I and colleagues look forward to keeping you up-to-date on our progress. If in the meantime you’d like to know more, please do email me at s.fahmy@jisc.ac.uk

An overview of the BBC’s Digital Public Space vision can be read in the Guardian here.

Find out more about BUFVC’s BoB National: http://bobnational.net

Here are a number of tips which I feel can help researchers make use of social media and related online activities to maximise the visibility of their research papers.

These are based on my personal experiences and I’ve learnt a lot through trying to make my own papers more visible:

1. Be pro-active:

For example, for the delivery of a recent paper, the co-authors agreed a plan on how to inform the members of our professional networks.  We uploaded the paper to the institutional repository and included the URL on our presentation slides, which were then uploaded to Slideshare (an online resource for sharing slides) shortly before the presentation.  This meant that could write blog posts with appropriate short URLs available in advance, which we could use whilst we responded to questions on social media channels such as Twitter during the presentation.  The key is to find the opportunities you have to promote your work and then make sure you maximise these by being prepared.

2. Monitor what works:

Monitor where people are getting your report from to find out the best channels for promoting it. A good way to do this is through usage statistics.  Look at Slideshare and YouTube views and Google Analytics (which can tell you how many visits you have had to a page and track where they are coming from).  Websites like Topsy provide statistics on URL usage and Twitter hashtags (these mark your work on a subject area and mean you can monitor twitter responses and activity).  Topsy can also provide comparisons with previous work and approaches taken by your peers.

3. Make it easy for readers:

Make it easy for those who are interested in your research to access your research by providing links to the papers.  Remember that they’ll want to read the paper and not the metadata about the paper, so provide direct links to the paper or key parts of it.  You may find that readers view your papers in mobile devices – perhaps even in bed!  So consider making your paper available in a mobile-friendly format such as HTML (this is the ‘language’ that web pages are written in).

4. Don’t forget the links:

Between 50-80% of traffic to institutional repositories come from Google.  A good way to ensure you come up near the top of a search is to use Search Engine Optimisation (SEO) techniques, making sure key words in the content are placed effectively to increase web traffic.  For papers hosted in open access repositories you will probably not be able to address ‘on-the-page SEO’ – tailoring the content or headings.  Therefore it will be important to provide ‘off-the-page SEO’ – links to the repository item.

5. Encourage feedback and discussion:

Unlike repositories, social media stories are often decided by support feedback and discussion.  We can exploit this feature by being involved with these discussions, use it as an opportunity to answer questions or correct mistakes and ask for feedback.

6. Develop your network:

Seek to grow your network and create new contacts. For example, conferences that you attend may have their own Twitter hashtag (which people can search by to find out information on the event).  This provides you with an ideal opportunity to develop your Twitter network.  You could follow other researchers who have similar interests to yourself, or tweet about the conference.

7. Understand your social media network:

Understanding who is getting to your information and how is key to successful promotion, and is the same with social media.  Twitter analytics tools such as SocialBro can provide insights into your network, by showing you who your followers are.

8. Know your limits in the social media environment:

‘Blogs, Twitter, LinkedIn, Academia.edu, YouTube… I haven’t got the time!’  Remember that you can’t expect to make use of every social web service which is available.  Prioritise channels based on relevance and the potential to reach your key audiences.  Analysing these channels will help you to prioritise.

9. Seek improvements:

Reflect on your use of social media and online services and identify improvements you can make.  If things aren’t working, change it!

10. And finally my top piece of advice… participate!

If you’re not there you can’t reap the benefits!

I hope these tips are helpful.  More information can be found in the slides I used for my presentation in Open Access week or on my blog.

Brian Kelly works for the Innovation Support Centre at UKOLN, based at the University of Bath.

I intend to give a view across the sector, pulling together changes in research and in teaching from our colleagues in the field, and showing how the ‘“Wikipedia” way’ supports those emerging trends in practice.  For example, JISC has already been involved in improving Wikipedia entries by getting academics and Wikipedians together – as you can see from this blog post by my colleague Sarah Fahmy.

easel.ly

Martin Poulter, who is organising the conference, told me: “This is the first Eduwiki conference and hopefully the first of many.  We see immense mutual benefits in working with educators and academics and really welcome the involvement of the Jisc community.”
I’m keen to widen the circle, too.  Some key questions that we’re looking at to help lead institutions through the changing scholarly process include:

How can students and researchers make best use of Wikipedia?  And importantly, how do they verify and cite their reading?
What’s different about the way people approach the scholarship on Wikipedia?
How can universities and colleges use that platform to raise the profile of their work?
How does the Wikipedia approach to openness impact on the way people are doing their research and reading online?

I’d welcome your thoughts.

In February we released JISC Elevator, a beta website designed to allocate JISC funding to ideas based on votes from those working and studying in higher and further education. People could submit an idea to the site via a video pitch and if enough people voted for it JISC would consider it for funding.

We think JISC Elevator is a useful approach for a number of reasons:

• It is driven by what the sector wants. JISC projects are funded after an established review process conducted by experts. Elevator projects still benefit from this review but they also have an initial screening where a much broader range of people get to decide whether an idea is relevant to them or not.
• It establishes demand for an idea. One of the most difficult things for people who are applying for JISC funding to demonstrate is that there is a real demand for the idea they are proposing. The Elevator establishes this right from the start, if you can’t get enough people to vote for your idea then you don’t get funding.
• It supports small, practical ideas. Previous work in JISC has shown that small projects can have a big impact. Small projects also offer a chance to try out new technologies and very innovative ideas that have a higher chance of failure in a way that minimises the risk.
• It promotes ideas that benefit many institutions. To reach voting targets on Elevator ideas have to get votes from a minimum number of institutions so ideas have to appeal to people working in other departments and institutions and not just meet local needs.

In the future we are likely to use Elevator in more specific and targeted areas where small projects can be used to realise elements of the JISC strategy. It is likely that Elevator will be most useful in early stage innovation because it will allow us to support experiments with emerging technologies and practice that could benefit the sector by developing new tools, services and practices. We see this as a specific tool we can use to improve the allocation of innovation funding in certain areas. We don’t expect it to replace existing approaches.

We were very happy with how the trial went. In the 6 weeks the beta was live, we had 26 ideas and there were 2300 votes from 234 different institutions. There are more numbers and detailed analysis in the evaluation report I prepared on the trial.

Naturally as this was a trial, there were lots of things we think we might be able to improve upon. The report goes into some detail on this. We are about to embark on further development on the site to address some of these issues.

Of the 26 ideas, 22 reached their voting target. We then submitted these ideas to an evaluation with expert markers. Based on this evaluation we have decided to fund 6 projects – you can click on the links to see their video pitches:

1. Mobile Reflections – University of Leeds - Using mobile devices to enable students to capture videos of them reflecting on their work while out in the field
2. Interactive Visualisations – Oxford University - Developing an open source and easy to use tool to help researchers produce interactive visualisations that they can use for teaching, for investigating data and for disseminating their research
3. Classy Apps – Kingston College - Developing a guide to using apps on the ipad and iphone for teachers to engage GCSE re-sitters
4. Health CARE – City University -Developing augmented reality apps to support the learning of health care students
5. Open Access Index – Edinburgh University - Investigating the development of a score to denote how engaged an academic is with distributing research outputs via open access routes
6. Mobile app for course data – University of Central Lancashire - Developing mobile apps to enable prospective students to discover information about courses they may be interested in

There is a nice spread of projects here, they come from a range of institutions, address a variety of institutional functions and serve the needs of a number of different user groups. You can expect to see the results from these projects around the end of August.

We are in the midst of planning the next iteration of the elevator site. We see its immediate future as a platform for enabling innovation in specific areas. However in the longer term there are some more intriguing possibilities. Would it be useful to provide a version of Elevator that could be installed and used at universities, colleges and other organisations?  Can we use the Elevator to involve more students in the innovation we fund? How can we involve innovators from outside the further and higher education sector? Lots of questions and we don’t have the answers yet but we hope that by iterating our approach to Elevator we can continue to find new ways to support innovation in the sector.

“So there I was, with a 100 page screenplay that seemed so close to being finished; but I just couldn’t seem to do it. Something just wasn’t working; or it hadn’t turned out how I’d envisaged it. But I couldn’t figure out what to do to fix it.

Then I came across the Screenwriting Unit by Jane Pugh at the OpenSpace Project, hosted by the University College Falmouth, UK…  I listened to the second unit (“The Principles of Screenwriting”) and it was a revelation! Suddenly knew what was wrong with my screenplay, and why it wasn’t working for me!”

Ed from Notes on Video: A blog about video equipment and video production

Quotes like the one above made University College Falmouth’s journey into open education a rewarding experience. Rewarding , however, doesn’t do the experience suitable justice. It’s something fundamentally intangible. We gave without expectation and what this institution gained is something quite profound. We hoped our pilot project would inspire. That it achieved this objective turned out to be as humbling as it was exciting…and transformative.

UCF’s geographical isolation presents challenges in building tangible networks nationally, much less internationally. Our non-STEM subject portfolio also presents challenges within Higher Education. “openSpace”, our HEFCE-funded and JISC managed creative subject open education repository, has proven to be an excellent bridge and an effective calling card. This bespoke repository allows UCF to share its expertise, knowledge and pedagogic approaches in an organic and transparent manner.

The success of openSpace has had a direct impact on UCF, resulting in:
· A new institutional Intellectual Property Rights policy
· An interest in open education from other UCF courses
· The widening of technology applications in teaching, learning and innovative approaches to teaching practice
· Discussions around a paid assessment model and certificate model – a sustainable UCF open education model
· A positive impact on applications to UCF’s MA Professional Writing course.

“But what’s so special about this [Screenwriting] course is it gives long distance learners an opportunity to learn and gain peer feedback on work. This is a pioneering new scheme and well worth a look.” – Helen Murphy, Step2InspireTV

The secret of success is straightforward. We took our open educational resources (OERs) to the people rather than trying to entice them to come to us. We uploaded our OERs on established, familiar and popular online platforms: Facebook, YouTube, Podomatic, Scribd and Twitter. People felt free to engage with the OERs, experiment with them, play with them….and then follow the links to the relevant courses on openSpace.

We also made our OERs, and our open education courses, easy to find online. The use of standard search engine optimisation best practice and meta tagging protocols ensured the OERs and courses appear at the top of search engine results against common search phrases.

The respected film makers’ website filmmakeriq.com and Celtx, the all-in-one open source media pre-production system, found the YouTube hosted Screenwriting OERs and featured them on their respective blogs. Their Tweets about the free screenwriting course resulted in a flurry of re-tweets and postings to Facebook, Digg and other leading social networking sites.

The result of these word of mouth online coverage was 1,000 people a day accessing the course in the two days following Celtx and Film Makers IQ’s first Tweets. That number rose to 1,700 people a day as social network users continued to spread the word. While they are no longer viral, these OERs remain widely accessed and commented upon. As late as November 2001, they were referenced in the Guardian Careers Blog post Live Q&A: Thinking about a career in screenwriting? by OER user Michelle Goode

The project used Podomatic to host a variety of screenwriting lectures, which have been popular internationally.

Our OERs were always geared towards and pitched to the general public. Comparatively speaking, there are few global institutions with similar degrees. Our OERs were always going to have an appeal to a specific and discrete audience within Higher Education. Understanding who our primary audience was informed our approach to online dissemination and promotion.

Other OER related activity at Falmouth includes the IPR for Educational Environments (IPR4EE) project supported within phase 3 of the UKOER programme, and the new Blogging for Educational Environments project,  funded solely by UCF.

Is open education a transformative process? Absolutely. Through means both predictable and unpredictable. Open education influences institutions, academics and the general public. Has the journey been an easy and straightforward one? No. Has it been rewarding? Most definitely. It continues to enlighten and inform us as UCF plans the release of further OER courses.

Further reading: You can read more about how other institutions have reaped the benefits of open practice in a series of case studies, and find out more about the work of our current crop of OER projects.

For a deeper analysis of Open Educational Practice, the UKOER Evaluation and Synthesis project have produced an online briefing paper.

Just weeks into the New Year and already there is a new ebooks revelation that colleges and universities need to digest. January saw the launch of Apple’s new iBooks2 software which grabbed headlines (see the BBC article here) and sparked heated debate across the academic community.

Quietly underpinning the technology of the iBooks software is ePub.  ePub is the ‘defacto’ ebook standard, with the latest version of ePub3 supporting complex layouts and rich media and interactivity for eTextbooks and professional and scientific publications.

Supporting institutions and academics in taking advantage of these new technologies saw JISC fund the creation of a thinktank to explore the potential of ePub for the academic community.  JISC, the members of the thinktank and Edina at the University of Edinburgh, undertook a study on ePub and the current ebook landscape.

Digital Monographs: Technical landscape exemplars and Recommendations peers beneath the eye-catching headlines and provides an important message for institutions and how they increasingly adapt their teaching and support services to an online, interactive and digital future.

Importantly, the report identifies areas where ePub3 can help institutions, students and researchers confront some of the problems they currently face. For example, students face a continued rise in the costs associated with buying print text books.  Researchers too find that they have to adjust to an increasingly open mandate from funders and institutions.

Listen to a podcast about this with JISC programme manager Ben Showers:

Podcast

EPub provides opportunities for institutions to answer critical problems such as those above and others:

• Academics and researchers can publish their work cheaply and easily, benefitting students as well as researchers who may be outside an academic institution;
• It is easily readable on multiple devices (from phones to tablets and desktop) and can be accessed from popular platforms;
• It provides a clean copy of text or data for quoting – essential for the scholarly process;
• ePub3 realises the potential for highly interactive and rich academic content,
• It has no legal restrictions or patents preventing its open use,

The report also provides a picture of the current ebook landscape and the impact that ebooks and mobile access are having on the support institutions provide to their students and academics. In particular there is a lot of talk about student expectations; but scholars’ expectations are changing rapidly.

As the report makes clear: The next generation of scholars will be educated in a context of increasingly-digital learning materials. Their expectations for ease of discovery, format-shifting, mobile access and multimedia exemplars will extend beyond e-textbooks used at the undergraduate level (P. 15).

Increasingly these expectations are focussing around mobile access and consumption: “…mobile devices are ubiquitous, personal and always at hand; even if they are not the locus of sustained content consumption, they are a critical adjunct” (p. 38).

JISC has been interested in the transformations taking place in scholarly publishing and communications for a number of years, most recently with its work on scholarly communications and the idea of campus-based publishing. Indeed, the availability of cheap and easy e-book publishing platforms combined with open licensing is the basis for a growth in open textbooks , often with significant public investment (for example in California).

While processes such as peer-review ensure the quality and value of scholarly outputs, ePub3 could see academia exploit a trend that’s already witnessing blockbuster authors such as JK Rowling withholding digital rights and publishing ebooks directly.

The once high barriers to such a future are being rapidly lowered with ePub and similar standards. Criticlaly, ePub reuses existing technologies wherever possible, for example, XML, XHTML, and has led to ePub being described as “a website in a box”:

Its technology stack is heavily borrowed from web technologies. This allowed a number of ebook readers to be developed quickly using web browsers as base platforms

It also means that the technologies and tools are ones familiar to many in the academic community; this is based on existing technologies, ensuring it is quickly adopted within the academy.

With open standards like ePub3 and the JISC Digital Monographs: Technical landscape exemplars and Recommendations report institutions are in a great position to start taking advantage of these technologies and providing students and their researchers with the tools enhance their learning and research and give UK institutions a cutting-edge in the competitive world of education.

Find out more about the report and its 10 recommendations for the future of ebooks in education.

Amber Thomas, programme manager at JISC, knows the issues well because she works on our open educational resources programme and gave a presentation earlier in the month (see her slides here) which outlined the benefits of content sharing and reuse.  Amber says, “Personally I welcome the provision of easy content creation tools, and the ability to create attractive usable content.”

However, she also raises concerns about the proprietary nature of Apple’s resources, adding, “What concerns me is that Apple control a ‘technology stack’ through devices, software apps, content collections and delivery platforms. I am not sure that the drivers on them to ensure interoperability will be strong enough to avoid their business model being a form of vendor lock-in.”

There are complex issues around intellectual property when it comes to sharing resources.  Amber says, “We all need to be savvy about the ownership of our content and data these days, so that we are at least aware of the trade-offs we are making, and the effect it has on our ability to share content with each other.”

If you’re concerned about these issues you might be interested to consult the advice in our infokit around the legal aspects of OER.

Doug Belshaw, of JISC Infonet, echoes Ambers concerns.  Doug is a practising teacher and  former Director of e-Learning and he welcomes Apple’s new software.

He says, “Yes, it involves significant vendor lock-in, but so long as you go into it with your eyes open there’s potential for really engaging, contextualised content to be produced by both teachers and learners.”

Doug points out as others have done, that “where Apple leads others tend to follow.”  His hope for the future?  “We’ll end up with equally shiny, but more open, versions of iBooks Author.”  That remains to be seen – but it wouldn’t be the first time that Apple’s announcements act as a catalyst.

Which leaves the final say to JISC programme manager and OER expert David Kernohan, who is a staunch supporter of the move.  He agrees with David Riley who blogs about it here that “the announcement is an outright win for advocates of affordability and open textbooks.”

David explains, “iBooks looks like an attempt to prove that the idea of a text book (the single, codified, unmodifiable, static source of information) is still pedagogically and technologically valid.”

However he does have concerns about using the web effectively for learning and is concerned whether we are simply replicating analogue artefacts.

He concludes, “The question should not be how cheap textbooks should be, or how shiny, but whether we need them at all.”

If you’re new to ebooks, you can learn more by joining in the JISC Advance webinar on ‘getting started with ebooks’ http://www.jiscdigitalmedia.ac.uk/surgery

What do you think about the Apple iBooks?  Have you used any in your classes?  We’d be interested to hear your thoughts in the comments below.

What strikes me about the post is that is latches on to some recent synthesis work on digital humanities, extracting some of its findings and treating them as an ideology to be critiqued.

This implies there is a coherent philosophy to the digital humanities. A set of founding ideas, an essential ideology, that will either determine its success or failure.

The trouble is that the Digital Humanities is not reducible to a manifesto. Rather it is the evolving set of humanistic traditions and practices about investigation, analysis, critique, communication and publication that are coming under pressure in the Internet age. The whole practice of scholarship is evolving / being revolutionised (delete to taste) because of the digital realm.

All scholars are affected by this. Are there really any scholars who don’t use emails, mailing lists, JSTOR, digitised resources, Google Search, electronic journals, Wikipedia? Are there really any scholars who’ve not worried about peer review, or taken advantage of open access?

No, of course not. Although they might pretend that this is all mere convenience and doesn’t help come them closer to the ‘explanation of aesthetic works’?

But the ‘convenience’ of the digital can drive their work in different directions; a radical reduction in the hours spent travelling to libraries and browsing through print archives changes the research process.

And as the tools created by digital humanities projects grow in their scope and functionality – projects in 3D scanning, data mining, textual analysis, crowdsourcing – these too will change research practices.

I don’t disagree with Fish that we need to measure the contribution of digital tools to scholarship, but this should be with the aim of refining these tools, not just throwing them all away.

Arguing against the Digital Humanities is a little like arguing the Internet itself. It’s there, and it surrounds you. It won’t go away.

This post originally appeared on the JISC digitisation blog here.

This was the question that JISC set out to answer by funding 9 experimental projects to analyse and exploit activity data to provide new services to researchers and students or to improve existing services. These projects covered recommendation services for library and repository content, access grid usage patterns, analysing data for student retention, virtual learning environment usage data, the link between student attainment and library usage and the possibility of taking a user centered approach to activity data.

The simple answer is yes, there are lots of ways that working with activity data could be useful. But there are many technical, legal, skills and policy issues that need to be addressed in order to do so. To enable others to learn from the experience of these projects and to copy the technical and legal solutions they developed we have produced a site that summarises all that was learned in the programme. The site is live now. It provides a high level overview of what activity data is, why it is useful and how it can be exploited and also contains detailed recipes for anyone who wants to start the process of exploiting activity data at their institution. You can also read more about the projects that made up the programme.

The site was produced by Sero Consulting working with Tom Franklin and Mark van Harmelen.

One interesting question about activity data is should it be made openly available? There are plenty of challenging issues here to do with anonymisation, compliance with data protection and ensuring that the users are appropriately informed and it is what they want. But there are also benefits to open data. A good illustration of what can happen with open activity data is the Book Galaxy app below that uses the library circulation data released as part of the JISC Mosaic project to provide an innovative interface for exploring the relationship between books. The activity data guide includes resources that address the question of open data and links to open data released by some of the projects.

Here’s the Book Galaxy – move your mouse around the galaxy to see the titles. Blue dots are books, yellow dots are courses. If nothing is appearing, you might not have Java installed. Download Java

It seems to me that there is likely to be appetite for further innovation with activity data as it offers the potential for more efficient institutional services and new functionality that can enrich the research and learning experience. Both of which are important drivers in the current climate. We will be funding further work on 4 of the 9 projects to explore whether they can develop further answers or produce useful services. There is also a programme of projects on Business Intelligence managed by my colleague Myles Danson, these projects are building solutions for storing and analysing data about the business critical operations within universities. You can read an overview of the projects on the JISC website and there is a useful JISC Infonet Infokit on the topic of business intelligence. Within JISC we are also starting to think about the bigger picture of business intelligence for universities and what we can do to help universities exploit emerging opportunities so look out for future work in this area.

Find out more about this work and that of the digital infrastructure team on their blog.

Image from The First World War Poetry Digital Archive, University of Oxford www.oucs.ox.ac.uk/ww1lit © The Imperial War Museum

The legacy of World War One in terms of social, economic and political global change cannot be overstated; it changed the individual’s view of society and their place within it with far-reaching effects into their future and our past. In the words of H.G. Wells: ‘This is the end and the beginning of an age’.

To mark this event in international history is therefore a key priority for custodians of heritage and educators alike.

We’ve already made considerable efforts to preserve online the memories and writings of those active during the First World War.  The popular Great War Poetry Archive was funded by JISC to digitise precious documents relating to the poetry of the Great War – including Wilfred Owen’s original notes for the well known poem Dulce et Decorum Est.

It also includes podcasts with eminent historians and veterans including the writer and broadcaster Ian Hislop talking about his grandfather’s experience in action and why he is so ‘obsessed’ with the First World War.  The Serving Soldier collection might also interest you as a way of finding out about the lives of soldiers from 1899 to 1918, a period which spans the Second Boer War, Younghusband Expedition and World War One.

But now it’s time to commemorate the 2014 anniversary.  Higher and further education has a  unique part to play in the WW1 commemoration because it can offer an academic appraisal and reappraisal of themes, events and perceptions.  To help people in education who are studying the period, we are promoting a joined-up approach across many different organisations that currently hold audiovisual, images, text based works and film relating to the First World War. JISC wants to explore how providing this in a more seamless way could help those working in education and research to access the resources. So as a result we’re planning two activities:

• JISC WW1 Discovery programme- to aggregate digital content such as films from a range of digital collections and find new and innovative ways of presenting this content for the benefit of education and research on WW1.

• JISC WW1 OER project- to create innovative Open Educational Resources around WW1 relevant across disciplines for embedding in teaching and learning using a range of content pertaining to WW1 in the UK and internationally, ready for release in March 2012

JISC’s overriding goal for both activities is to work for researchers, teachers and students to produce digital content and resources that are comprehensive, open and sustainable, but that answer differing, specific needs within higher and further education.  The plans are underpinned by a common strategic ‘direction of travel’ which is outlined most clearly in the JISC Statement of Intent.

I look forward to updating you further as these projects progress.

To find out more about what’s planned visit the blog.

• Recommendation 1 – the need to take steps to enhance the transparency of costs of operational activities within higher education in order to help demonstrate where and how value for money is being delivered.

We’ve developed two tools that can help here. Firstly, the JISC IT Service Costing Toolkit that was funded under the JISC Flexible Service Delivery programme is designed to help universities calculate the cost of their current IT infrastructure and future investments. It can also help managers make the case for alternative service models by allowing you to weigh up investments in new infrastructure versus shared services or hosted services. The toolkit is now used by Oxford University Computing Service in order to provide a sound method for costing their legacy IT Service provision

Under the Digital Preservation programme the JISC Impact Calculator was funded and is available at JISC Infonet. This allows HEIs to baseline and forecast the quantitative impact (including costs) of investing in new ICT solutions. Although the impact calculator’s genesis is in information management it can be applied more widely.

• Recommendation 3 – The report also helps to articulate the sophisticated approach that needs to be taken to the adoption of shared services; that is that shared services are more effective if work is done on streamlining processes prior to implementing changes to shared services.

Within a number of shared services that JISC has worked with the sector on, we’ve examined processes to define where these can be better supported and streamlined. For example JISC has worked with SCONUL as a precursor to taking forward a shared electronic resource management support service on the examination of processes within university libraries. After significant prior work JISC Collections is now managing the establishment of a shared service to support the management of electronic library resources in colleges and universities.

If you’re looking for examples of how other universities and colleges have handled changes to their service delivery, JISC’s Flexible Service Delivery Programme supported the production of some “Process and Service Improvement” case studies. These case studies demonstrate how that with mapping and costing legacy service provision, HEIs can plan for change across a range of business and academic areas.

• Recommendation 10: Developing and implementing new ICT systems and facilities can play an important role in reducing energy costs and lowering carbon emissions, with energy savings from more efficient ICT solutions (including outsourcing)

Through our investments in greening ICT JISC has developed a wealth of knowledge in this area, and this agenda is being further explored with European infrastructure partners through the e-Infranet project.

It is pleasing to see the report note that JISC’s work adds value by developing shared practice, and of course in particular by providing shared services. On page 44 of the report the role of JISC Collections, innovation programmes and other services are noted in terms of offering value for money.

As is highlighted on page 55, JISC is working with HEFCE on the development of University Modernisation Fund (UMF) cloud services, for example the development of a shared cloud brokerage service for universities via Janet. Recommendation 11 mentions the need for procurement expertise and JISC Advance is already taking forward plans, also via UMF, to establish a service to help universities procure the best value administrative systems. The businesses cases for these activities clearly show that they will help drive efficiencies in universities.

JISC welcomes the report and UUK’s leadership in undertaking this work. We look forward to seeing UUK’s plans on implementation, and in particular working with UUK on recommendation number 6, where an ‘efficiency hub’ is proposed to promote relevant services to the sector and to share good practice and innovative developments.

Before I go I have to acknowledge that colleagues Craig Wentworth, Alex Hawker, John Chapman, Neil Grindley and others helped provide information to UUK to show examples of how the sector is working on achieving change and efficiency.

This is part two of a two-part series in response to the UUK report – you can read Rachel’s first blog post commenting on the overall direction of the report here.

I think the report gives a really useful overview of the terrain and sets out the evidence that shows how the university sector is already addressing the agenda but also states how the higher education sector might start to better address efficiency into the future. The report’s  findings are set out against a backdrop of the reduction in the amount of public funding directed at the learning and teaching grant in England alongside the drive across the UK for better value for money.

I was fortunate enough to be involved in the Sub Group that UUK established with representatives from relevant sector agencies and organisations. The Sub Group helped to identify issues and highlight relevant activities for the UK Efficiency and Modernisation Task Group, which was chaired by Professor Ian Diamond, and UUK, to take into account in their deliberations and research.  There’s an overview of the task group’s work here (PDF).  When the work began there was, as you’d expect, quite a focus on shared services, but quite quickly a richer picture emerged of activities that needed to be addressed in order for the sector to move further forward.

As the report states the UK university sector is already pretty effective in its contribution to the economy. As calculated a few years ago, it contributes £59 billion of output to the UK economy, and generates £5.3 billion of export earnings annually.  But UUK recognises the need to do more.  The report shone a light on a wealth of good work already underway, which is heartening.  It states that  perhaps the biggest hurdles to overcome in becoming more efficient lies in the fragmentation of good practice and that there is need for more coordination around solutions and sharing of good practice required.  In his foreword Professor Diamond says,“The sector has been remarkably good at hiding this progress… it will be important that [the many good examples of efficiency are] promoted more widely.”

So key issues that the report says need to be addressed include: further transparency around costs; sharing of good practice and solutions; streamlining internal processes prior to any shared service identification and implementation; further coordination of higher education procurement at a national level and improved frameworks for benchmarking so it can be used as way to drive efficiency.

The report places efficiency in a strategic context and a long-term view of a diverse sector. This takes us to that often mentioned tension around collaboration and competition; this is something that I think the sector already handles in a number of areas and I think the recommendations that UUK set out are a good basis for understanding where efficiencies and collaboration can take place in order to allow for difference and competition to flourish where it makes sense.

So in short this is a useful report, one that looks more broadly than JISC’s mission, but shows how JISC can be part of a more effective and efficient sector through partnership with other agencies, UUK and universities.  I look forward in anticipation to the follow up to the report.

On Monday I’ll share with you the specifics of how we believe JISC can help organisations respond to UUK’s recommendations.  We’d be interested to hear what people think of the recommendations and how JISC can respond. 

This is the first post in a two-part series responding to the UUK report on efficiency and effectiveness in higher education. 

Read Rachel’s second blog post commenting on specific recommendations on Monday.

Discuss the issues raised here on the Guardian Higher Education Network online today at 2pm where the topic of discussion is “Do universities need to become more efficient?”

In short, the University of Lincoln undertook a four month project for JISC called ‘Linking You’, which surveyed 40 different websites across the .ac.uk domain – ten from each university group – and compared the similarities between the URLs (location addresses) of those websites. The project found there was a lot of inconsistency in the representation of information for graduates and undergraduates. However, there were also good conventions that have emerged across the sector and out of all this, the ‘Linking You’ project proposed a common set of URL syntaxes that could be used in principle across multiple corporate institutional websites:

http://lncn.eu/toolkit/model

Before you get upset and think that we are suggesting you change your current URL structures, you should know that we are NOT suggesting anything of the sort! Rather we are suggesting that via a transparent mapping exercise (using 303 or 301 redirects) you can mint all the suggested URLs that the ‘Linking You’ project proposes and then link them to the actual URLs that have grown up as part of your organic system. For example,

If you use: http://foo.ac.uk/study/undergraduate/courses

You could follow the ‘linking you’ recommendations and mint a new URL that points to the above URL using HTTP code 303 or 301 to:

http://foo.ac.uk/courses/

In short, you’re just mapping what we hope will become a common URI structure (the compact sequence of characters that identifies an abstract or physical resource) to your current link architecture, which means you can continue to change and add more links to your architecture as the organisation changes and you would just continue to redirect the ‘common’ link as recommend by ‘linking you’ to the underlying link. This process need not affect the design or apparent structure of your website.

So why should you mint the suggested set of ‘linking you’ URLs for your institution? We recognise this work of minting and maintaining the redirects would be ‘yet another thing to deal with’ across your complex and growing .ac.uk websites, however we think there is potential value both in time savings and value add we could all communally benefit from in considering these URL conventions.

Below we list ten reasons that we think will result if we can get multiple institutions to start adopting this syntax and vocabulary:

1. Better search engine optimisation: As a sector we can go to Google and say, “Hi we are the University sector and we think you should give priority to these URLs when people are searching for things like courses.”

2. robot.txt: If a group of Universities started adopting these URL syntaxes, we could save time and money by generating a common robot.txt for all of us so to use so we don’t have to each write a robot.tx file, this would also make doing analytics across the sector enhanced as we could understand patters of clicking across all .ac.uk websites.

3. A simple mapping tool: An apache mod_rewrite (or IIS, nginx, etc. equivalent) tool that will do most of this work for you that could be written once and support many!

4. Improve discovery: Clear human-readable URLs are now integral to browser search and lookup technology and becoming essential if you want to enable ease by a student experiencing your website.

5. Predictable, consistent, aggregations: It will be easier to build tools on behalf of the entire sector because people will know where to go for the data. See the below reasons (no. 6, 7, 8 ) for immediate experimentation JISC is already undertaking and just think what else could be leveraged if we could bring our data together:

6. A course catalogue: As many of you know JISC is actively encouraging universities to create XCRI feeds for their courses. If everyone producing an XCRI feed put it at the following URL foo.ac.uk/courses/xcri we’d lay the groundwork for persistent, structured course data that developers (many of them students) could use to build new and engaging apps and websites that we could all benefit from.

7. A news feed: If we all knew where all the corporate news feeds were e.g. http://foo.ac.uk/news/rss we could create a University News App where the sector could have their news published on demand, let alone text mining goodness and other filters for highlight key news developments across all higher and further education institutions.

8. A sector wide directory: Common information such as institutional policies, contact information, news, about, events, etc. could be aggregated into a searchable directory; useful to both the public and higher education institution data geeks.

9. Know your assets: Your .ac.uk addresses can be understood as your ‘virtual real estate’. Adopting a well-formed, widely understood and persistent ‘portfolio’ of core web addresses will help web managers manage these increasingly valuable assets.

10. Cool URLs: Simple, stable, manageable URLs make sense. They are recommended by the worldwide web consortium or W3C, to make web managers’ lives easier and keep users happy, too.

Those are some of the reasons we can think of and we think there are many more if even a little imagination is implied. We’re convinced that if we all worked together as university web managers we could achieve more than the sum of our parts by producing this URL structure for each institution.

What kind of idea do you think you could achieve by adopting the ‘Linking You’ toolkit? We’re thinking of funding a several short projects to review and standardise the toolkit, put it into practice and then write up your case study for the sector on how it worked for you and what value you see in doing this work. Are you interested? What are your thoughts on all of this?

Prompted by a recent JISC mobile infrastructure for libraries funding call, I wanted to outline some of the challenges for institutions, and in particular academic libraries, in coming to terms with ‘mobile’:

Re-conceptualisation of services

Hardly a day passes where we’re not confronted by yet another paradigm breaking technology or event.  Yet, mobile offers organisations, and academic libraries in particular, an opportunity to re-conceptualise services,. Not just taking existing services and relationships to make them accessible on mobile devices but how new services can be built specifically with the mobile device in mind.

Mobile helps to refocus the potential inherent in the physical space, services, systems and collections of the library, and to transform relationships away from purely service delivery to a more social context.  The librarian and library become facilitator and enabler: providing personalised information at the right time and in the right place.

Changing our relationship to space

Mobile services and devices force a reconsideration of concepts like ‘library’ and more interestingly ‘digital library’.  There is an obvious impact on the physical nature of the library, but one that has yet to be fully thought through: the re-prioritisation of space, with a move away from the physical and static (books, desktops, desks) to the mobile, interactive and social.  A library in your pocket.

For a long time the ‘library’ has transgressed beyond the physical boundaries of the buildings within an institution.  But the digital library hasn’t, in general, had a fundamental impact on the design, focus or existence of those buildings.  Mobile, it might be argued, will necessitate the re-examination of physical space.

Similarly, the digital space of the library will need re-examining.  There is no longer a separation between the physical and the digital; rather the two bleed into each other and the boundaries between the two are constantly exceeded.  What does the inherent functionality of the device bring to the discoverability and accessibility of content and services? Augmented reality (where a view of the physical environment is modified by a computer) and near field communication (transactions at a touch: such as barcodes and QR codes) are just two examples of how mobile is challenging the user’s relationship to information and services.

Changing institutional support strategy
The implications for institutions supporting hardware and software that is not owned or managed by the university or its library has huge implications.  Mobile devices are owned by and managed by the user.  How do institutions manage the support expectations of users who have a problem with their personal device?  What role will libraries or departments play in the loaning of devices to ensure equality of access?

This change requires a radically different support policy; the intensely personal and one-to-one nature of most mobile devices has significant ramifications.

Legal implications
The implications of confidentiality and privacy lurk in the background of any discussion around the institutional management of mobile hardware and software.  A major challenge for institutions is the confidentiality and privacy of the user.  The implications of data breaches and privacy make institutionally owned and managed devices less attractive; it is difficult to loan such hyper-personalised hardware and software.

Recent policy briefings from organisations such as Educause in the US on Data Privacy Legislation and the EU’s exploration of data breach rules highlight the significance of these challenges.

Not waving, but drowning
In a field as rapidly evolving as mobile, not having a clear focus and direction is likely to result in mobile provision being caught in a maelstrom of new developments and competing devices.  To realise the potential and ensure sustainability it is essential that institutional investment is ‘built upon a commonly-understood foundation and within the scope of a wider digital strategy’ (Mobile and Wireless Technologies Review).

The implementation of mobile services currently suffer from a fractured and ad hoc roll-out  within many academic institutions.  While there will undoubtedly be pockets of excellence across universities and within departments, there is rarely a coherent institutional strategy when it comes to mobile.

New opportunities…
The potential of mobile devices to transform and enhance the student experience has been demonstrated by innovative projects such as Bristol’s Mobile Campus Assistant and Edinburgh’s Walking through Time.

But I think it is now time to fully realise the opportunities that mobile offers to institutions, and ensure that these innovations are embedded in institutional strategies and services.  The mobile infrastructure for libraries funding call is an occasion to realise those opportunities and to put ideas into action.

It is becoming evident that the conflicts and indeed the events of the 20th century can be fully investigated only when today’s historians have the equivalent relationship to the moving image as they have to the recorded text.

This short video by the JISC Film & Sound Think Tank highlights the issues involved in opening up access to film archives.

Film and television archives, delivered over the web, are as essential for learning today as libraries of books. Students already expect to use the full gamut of rich media in their education, and by 2014 video will account for 91% of global consumer traffic on the internet.

However, a recent report from the JISC Film & Sound Think Tank identifies what it refers to as the “AV gap” (the Audio Visual gap) between the expectations of learners and the reality of education today.

The report says, “The engines of our screen culture – film, television, and radio – were the dominant media of the 20th century, and many of the most important and most memorable messages of the 20th and 21st centuries have been expressed in moving images and sound. Yet education has far to go still to incorporate them systematically in teaching and learning.”

The Film & Sound Think Tank was convened with the aim of advising  JISC on all issues relating to the creation, discovery, use, delivery and preservation of film and sound resources in education and to input into relevant strategic and policy areas.

Contributors came from a broad set of organisations within broadcast, production, archives, research and education.  Those who contributed to the work clearly recognised that there was an opportunity to work in partnership to enhance film and sound archive provision – and all were interested in the challenges and opportunities around enhancing usage for education, research and beyond.

The report marks the culmination of the group’s work and proposes a series of strategic recommendations aimed at promoting current audiovisual collections and making them easily findable and usable for educational purposes.

The recommendations include, among others, strategies for improving resource discovery, clarifying licensing information, allowing more sophisticated manipulation and citation of moving images, and partnership work between Higher Education institutions and producers and broadcasters.

These high level approaches echo the more practical, every day, barriers to embed sound and moving images in education also identified in this blog post.

We are currently exploring how the recommendations made by the group can be taken forward in collaboration with JISC Services and other organizations working in this area. For example through enhancements to relevant JISC Services such as BUFVC, JISC Digital Media and MediaHub as well as through forthcoming projects to commemorate the anniversary of the First World War and activities around the BBC-led Digital Public Space.

The report was written by Paul Gerhardt and Peter B. Kaufman and can be found here together with a range of video resources and podcasts.

A summary downloadable pdf version of the report is available here.

In an example from the University of Edinburgh’s School of Divinity, a virtual learning environment-based blogging tool has been used to enhance the dynamics of tutorials and seminars and to improve the consistency of students’ engagement with more challenging elements of the curriculum. Following successful trials commencing in 2005, the School of Divinity has used blogging as part of a wider blended learning strategy to develop student skills of critical thinking and reflection.

The detailed case study is a word doc you can download: Engaging learners in critical reflection – University of Edinburgh

What are the advantages?  In my experience, group blogging helps to unite a diverse body of students and makes it easier to identify individuals’ difficulties. The quality of discussion on the blogs is often high, with more competent students raising the performance of weaker students, and contributions made as part of these discussions can later become aids for revision. The time involved in monitoring blogs has not proved excessive – in fact the blogging activity may have reduced the time spent supporting students experiencing difficulties.

What’s your experience of using blogs with students? I would welcome your comments.

Find out more about JISC’s work in online learning

As Eric pointed out, being innovative can help show prospective students that the university means business when it comes to staying at the top, thereby helping to drive revenue from course fees.  It can also support widening participation by reaching out to students in non-traditional areas – as at the University of the Highlands and Islands, where technology is conquering geography and allowing students to tap into the network of over 80 different learning centres from their own homes and workplaces.  There’s no doubt that smart technology use can enhance students’ experience of university, whether that be keeping in touch with a tutor out of hours or logging on to an online learning environment -  like the University of Bristol’s online laboratory ChemLabs, which better prepares undergraduates for their real-life practical work.

Technology can drive income from business, too. I’m aware that the vast majority of the work that goes on between universities and their business and community partners is heavily dependent on virtual collaboration through email, telephone or web tools and resources.  Last year a JISC project at the University of Glamorgan developed a ‘listening zone’ for feedback, ideas and partner-making, and acted as a marketplace for business referrals and contacts.  Building an online community takes time but can be a valuable way to add value to what’s happening every day between local entrepreneurs and academics.

Now that higher education is entering an unregulated market, we’re bound to see increased competition between universities.  But shared services can achieve cost savings by providing economies of scale. The recent upgrade of JANET, the UK’s education and research network, will save £63.2 million over its five years of operation.  We’ve also seen the success of the Bloomsbury Colleges group in London which was set up in 2004 to collaborate together in academic administrative matters to avoid unnecessary duplication of effort while maintaining the colleges’ independence.

In addition to sharing these strategic approaches, we need to get better at learning from one another about which technology works, and where.  Risks taken by individual institutions need not be repeated.  For instance, JISC has investigated the possibilities for an academic cloud specifically for researchers – and decided that at the moment, the arguments are not persuasive.  You can read the report from 2010. There are countless examples of good technology use available across the sector and it’s encouraging to see groups like the enterprise architecture practice group for strategists coming together on a regular basis to ask how we can discover from each other.

I sometimes feel that the word ‘technology’ sounds expensive.  You can estimate how much your ICT equipment is costing your university and the environment using the JISC carbon footprinting tool. But the simplest technology can have a really big impact.  We’re all aware, for example, of the potential for energy saving light bulbs to help us cut our bills at home, and the same principle can be applied to green ICT on an institution-wide scale. JISC funded a project at Cardiff University to make better use of storage solutions for files that aren’t being accessed every day.  It’s simple technology but when put into full production at Cardiff, it is anticipated that this will save 10kW of energy (approx 51 tonnes of CO2) per year, which at current prices is around £10,000 per annum.  A green agenda can also help you make better use of space on campus by strategically outsourcing ICT functions using cloud computing, resulting in lower cooling costs and new space that used to be taken up with servers.

Having said that, there’s no doubt that investing in new ICT facilities can be costly.  As universities try to prioritise, what should they do if buying a new system becomes unavoidable? JISC ProcureWeb is a shared service which enables institutions to save money through efficient procurement and was estimated to have saved the sector £1,350,000 in 2008/09. You can read JISC’s advice on getting the best price for any new equipment you’re consider on the JISC Infonet contract negotiation infokit I’d also encourage universities to ensure that they’re not paying more than they have to for their existing services.  For example, there’s a searchable list of all the free and discounted licensed digital resources available through JISC at the content website.  In 2009/10 alone, JISC Collections saved UK colleges and universities over £50m on subscription costs.

You can find out more about how JISC can help you in the reducing costs area of our website – which focuses on how we can help support your institution with strategic thinking, background documents, practical advice and downloadable resources on all the topics I’ve mentioned in this post.   By wisely investing in technology, I believe a university can save costs, generate revenue and share the burden of spending – but I also don’t want us to lose the innovative spark that keeps UK plc at the forefront of research globally.  We must continue to take calculated risks with technology if we want to support our students and researchers with their bright ideas and ensure that our universities attract people who are themselves forward looking and innovative.

This blog post first appeared on the Guardian Higher Education Network on 18 April 2011.  Visit the Guardian site

For someone choosing to follow a conference remotely, it is rarely now a one-way communication channel. With the benefit of more sophisticated technology and social media, taking part in many conferences online can now be an immensely beneficial and interactive experience.

To help you get the most out of following JISC11 online, I have put together a list of suggestions. We realise we won’t be able to have your full attention for the whole day, with your workload and emails undoubtedly being a major cause of distraction! Nonetheless, I hope this list will help you ensure the time you do spend online with us next week is time well spent.

1. If you are tweeting, blogging or sharing photos/videos/slides/other materials related to this event, make sure that you use the event hash tag: #jisc11. Following the conference hashtag is a good way of finding and connecting with other people that are either attending in Liverpool or following online.

2. Sign up on to the JISC11 Lanyrd group – you can see who else is actually attending or tracking the conference. Another good way of finding new like-minded people to follow on Twitter.

3. Join the JISC11 LinkedIn group. It is an open group so anyone can join. This is a good way to find people that are also intending on going to the conference, make new professional connections and take part or start discussions. Try introducing yourself, your work and what you are hoping to get out of JISC11.

4. Follow the @JISCEvents Twitter account for updates and announcements live from the conference.

5. You can get to know other participants in advance of the event by following @JISCEvents/delegates, @JISCEvents/remote and @JISCEvents/speakers. Please send a tweet to @JISCEvents to tell us if you are planning to attend in person or follow the event remotely so we can add you to the relevant list.

6. Follow the @JISC Twitter account to make sure you don’t miss any official conference announcements in the run up to the conference.

7. Familiarise yourself with the live streaming interface provided by Mediasite. See how to submit questions and take part in live polls.

8. Don’t suffer in silence – we actively encourage you to let us know directly if there is something we can do to help such as turning the volume up on the live stream or retweeting a useful link.

9. There will be an Online Engagement Team (@JISCEvents) who amongst other responsibilities, will be acting as your voice at the physical conference. We want you to take part in audience Q&A too, so use your voice!

10. Tell us about your experience of following the conference online so that we can continue to make it better in the future.  Sign up to take part in post-conference feedback interviews.

If you are using different platforms to those described above to discuss this event, please let us know so that we can share links where appropriate and ensure that your views are represented.  If you have other tips or suggestions we would love to hear from hear from you. The JISC11 conference is your conference so get involved!

For a full amplification guide for JISC11 participants go to: Amplification Guidance for Participants

Those of you unable to come and see us at the JISC11 conference in Liverpool next week will no doubt be keeping one eye on what is happening throughout the day with the help of your laptop, phone or tablet. As an event organiser I love experimenting with new and interesting ways to amplify events as well as enhance the physical delegate experience.  Sometimes we get it right and sometimes we get it wrong. But this is all part of the learning curve and helps us make the ‘online’ experience of the conference better each year.

For those just dipping their toe in the event amplification waters it can be daunting. Here at JISC we have been experimenting for a few years with different ways to ‘amplify’ an event using digital technologies. I’ve come up with a top ten list of things to think about when planning the digital amplification of your event.

1.    Technology should be a means not an end.  Make sure your conference starts with what you want people to get out of it, and with your organisation’s strategy, not with the tools you want to use.

2.    Before you do anything check the broadband and wi-fi capabilities at the venue. There is nothing worse, than putting in all that hard work to amplify the conference and the wifi letting you down on the day and none of your delegates being able to get online or worse still your live streaming cuts out.

3.    Have a plan. Creating a proper plan for why, to who, what, how and when you are amplifying is essential. Ensuring that everyone involved in implementing the plan has seen it and signed it off is also important.

4.    Find your audience, and go to them.  If you are targeting students, use Facebook; if it’s staff you want to attract, try setting up a Linked In profile.  It’s easier and more effective than trying to attract them to a new online community.

5.    Live streaming plenary sessions is an excellent way of allowing online followers to participate in the conference highlights and an easy way to build the online element.

6.    Use social media to help start conversations. For example: set up and use a memorable Twitter hashtag early on (e.g. #jisc11). Use Lanyrd to promote the event to Twitter users. Creating a LinkedIn or Facebook group audience can help delegates and online followers alike network, make new connections and start their own conversations.

7.    Consider having a dedicated microblogger to tweet live as the event unfolds.  This will also ensure that you have succinct notes of the event as a record and the microblogger can act as the physical voice of people following online at the actual event eg. during Q&A sessions.

8.    Inform your speakers.  Make sure you tell all your speakers/presenters/facilitators about any amplification plans so they are prepared and more crucially get their permission – some of them might have sensitive information in their presentations that they may not want broadcast.

9.    Consider accessibility.  Deaf and disabled people should not have to fight for their access needs to be met.  Check out JISC Techdis’ accessibility guide.

10.  Find a home for the conference outputs.  After the event, collect the materials and online conversations together for people to access after the event and put them in a logical place on  your website – then add to them and ask people to comment on what would be useful next time.  Let the life of the conference extend beyond the day itself.

There’s still time to sign up for this year’s conference – booking deadline is Friday 4 March 2011.

I would like to consider one area affected by the financial challenges: digital content collections development. I would like to share with you some ways in which the JISC-led Strategic Content Alliance can help you evaluate the financial standing of those important resources. As early as 2008, the Alliance commissioned Ithaka to address different aspects of the sustainability issue. Sustainability and Revenue Models for Online Academic Resources presented a framework for thinking about the mindsets and cultural factors needed to create sustainable resources and included a high-level survey of different revenue models that support digital content. In 2009 we commissioned the Ithaka  Sustaining Digital Resources: An On-the-Ground View of Projects Today. It took this approach a step further, examining in detail 12 digital content collections to understand how their leaders define and work towards sustainability, and drawing out the lessons other project leaders might apply to their own work. This included real figures giving the costs and income streams. Additional and supportive international research was also published in the Blue Ribbon on Sustaining Digital Preservation and Access in 2010.

As colleges and universities face increasingly tough choices on what to stop, start and continue in terms of provision of a range of activities to support their core missions, we have revisited and updated the twelve case studies. This will  show how their costs and income streams have been affected by the economic downturn and present the lessons learnt to help colleges and universities considering their options. It will contain real world examples of what is and isn’t working in terms of new emergent business models for digital content and collections. The preliminary findings will be showcased at JISC meeting rooms at Brettenham House in London on 17 March. Further information, including the registration details will be made available via the JISC website and Strategic Content Alliance blog shortly.

Just as we have considered how a college or university might weather the economic storm, we have thought about how funders might adopt good practice in developing their policies and practices in the future to help sustain their investments over the long term. So in 2010 we commissioned Ithaka to undertake research on how funders in Europe and North American are approaching the issues surrounding sustainability and taking the “best in class” practices develop a “tool-kit”. This will be published in April 2011. We hope that this research will support UK universities by allowing funders to identify good investments to help sustain not just digital content collections agencies such as JISC enhance its tactical and strategic approaches to help develop and sustain not just digital content collections, but other mission critical activities that are vital to UK college and university competitiveness globally.

Lord Browne’s recommendations this week remind us that the majority of students (or their parents) will be stumping up an increasing amount for a place at university. It is no surprise then that they want to be 100% sure that their education will be worth the money.

Those of us in the business of delivering and supporting higher education want to enrol students who are well prepared – if students know what they are letting themselves in for they’re more likely to flourish and stay the course.

This is easier said than done. Typically, course publicity, application, selection and enrolment generate an overwhelming amount of information. The trick is making sense of it all.

In the first of a new series of online ‘radio’ programmes – JISC on Air – we explore how digital technologies are helping universities to share reliable and consistent course information and support new students throughout the recruitment process.

Listen now
Episode 1: Successful Student Recruitment (Duration: 18:22)

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More information on this programme: http://jisconair.jiscinvolve.org

Photo by Tom Wills: http://www.flickr.com/photos/tomwills/5036718688/in/set-72157625060586946/

So it is no surprise that there is by now a significant amount of good ‘stuff’ sitting on academic blogs in and around UK colleges and universities created by students, researchers, lecturers and others. But much of this material sits outside of institutional records, archives and information management systems.

If this information is not to be lost, copies of blogs need to be captured as records of business, institutional history and the deliberations of individuals. The UK Web Archive follows a practice of preserving blogs along with other websites, by harvesting their web versions in the form of HTML pages.

JISC is currently working on a low cost way to collect blog posts from across a college or university.  A JISC funded project at the University of London is looking at how to archive blogs by creating plug-ins for WordPress that will enable it to work as a blog archiving tool, allowing people to search and reuse the content from this central system. The project has also built a useful blog archiving bibliography

Despite the plethora of JISC blogs elsewhere we have now introduced a blog into our web presence for the first time. We hope that this will be the start of a new conversation, somewhere you will return to and hear from the people behind our work, that it will be a way to hear more informal voices and opinions talking about what we think, what we are working on, why we are doing what we are doing.

Come back and talk to us, comment on what we say, challenge us and use the comment facility here on the blog.

The exponential rise of social media has created a new landscape of interaction and collaboration where the boundaries between professional practice, citizen journalism, the subject and the audience are blurring.

So with the erasing of boundaries comes a new geographically spread industry which can’t always find places to communicate.  And for those citizen photographers outside the profession who contribute to the news, it can be hard to find space to contribute.  So OPEN-i, one of the JISC projects run by the University of the Arts, London, is creating a ‘virtual community’ of photojournalists. This community space links photographers, agencies, publications and educational institutions in a virtual network. Its aim is to provide somewhere members can discuss the issues facing the industry as well as debating and discussing the future of news in the crazy world of web 2.0. To take an example, a recent discussion focused on how the earthquake in Haiti was reported and the ethics surrounding this.

With feedback from some of its 850+ members like – “[it’s] changing the face of photojournalism and photojournalism education” (Professor of Photojournalism at a US University), and “it has introduced me to new people with different perspectives…to expand my thinking. Problems, solutions, people, ideas and processes are all opened up for wide discussion – OPEN-i is a terrific resource” (Director of a commercial photo agency) – it’s clear this initiative is having a positive impact on a wide range of people from all walks of life.

Of course, photojournalism is just one example of a profession whose work is inside and outside academia, professional and amateur, UK and international. As the cult of the knowledgeable amateur grows, we need to find new ways to bring expertise together, and digital technology can help us do that in a way that physical spaces can’t.  Pictures are no less remarkable for being caught by ordinary people, so our educational and professional resources on photography and other subjects need to be open to hobbyists and interested parties as well as experts.  Only then will we be truly embracing a world of lifelong learning.