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2024 EDUCAUSE Top 10: Institutional Resilience

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2024 EDUCAUSE Top 10: Institutional Resilience

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The 2024 EDUCAUSE Top 10 describes the contributions that technology, data, and the workforce will make to advance three dimensions of institutional resilience: mission resilience, operational resilience, and financial resilience.

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2024 EDUCAUSE Top 10: Institutional Resilience

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Menti - Interactive presentations and audience response tool 

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Menti - Interactive presentations and audience response tool 

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Student digital experience insights survey

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Student digital experience insights survey

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UK Higher Education Findings

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We believe that education and research improve lives, and that technology improves education and research. Never have digital, data and technology been so important in meeting the multiple challenges and opportunities that UK universities face. We are focused on supporting UK universities, funders and UK governments to achieve their priorities.

In this document, we share our future priorities using four strategic themes, developed from your needs and priorities:

Empowering culture and leadership

Reimagining learning, teaching and assessment

Reframing the student experience

Transforming infrastructure

These themes also make it clear how our current advice and guidance, training, thought leadership, innovation projects and products and services support the sector.

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Higher education strategy 2021-2024: powering UK higher education - Jisc - Jisc

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We believe that education and research improve lives, and that technology improves education and research. Never have digital, data and technology been so important in meeting the multiple challenges and opportunities that UK universities face. We are focused on supporting UK universities, funders and UK governments to achieve their priorities.

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Working together on key sector challenges

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Working together on key sector challenges

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The new three-year plan covers topics such as cyber security and sustainability.

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27 September 2022 - Jisc and UCISA agree closer working on key sector challenges

The new three-year plan covers topics such as cyber security and sustainability.

Two of the tertiary education sector's expert bodies in digital technology have formally agreed to work more closely together on a range of strategically important themes.

Following the signing of a three-year memorandum of understanding, which runs until July 2025, Jisc and UCISA will initially deepen collaboration around the following subjects:

Licensing and procurement

Cyber security

Student record systems

Sustainability

International

This list may expand in future.

The alliance brings together two of the sector's trusted partners: Jisc, the UK's sector agency focused on digital, data and technology in tertiary education and research, and UCISA, which brings a unique ability to represent digital practitioners with insight, authority and authenticity.

Joint activities will include co-authoring publications, promoting good practice within and beyond the sector, and arranging expert speakers at each other's events. Most importantly, it will enable a greater level of knowledge-sharing across the sector, creating a stronger voice on key issues.

Benefits to the sector include:

Joint prioritisation of work

Agreement of sector-wide approaches

Investigation of shared challenges

Improved communications with joint members

Jisc's MD for higher education and research, Liam Earney, said:
"A formal framework for exchanging information, expertise and insight on a variety of key topics is a natural extension of the increasingly strong relationship that exists between Jisc and UCISA. It will help us identify common challenges and enable joint working to find solutions. "For Jisc, one of the most significant benefits is improved communications with and support for senior IT and information security officers represented by UCISA. That link, including the sharing of expertise, has become crucial over the past couple of years, for example in the cyber security space."
"We also anticipate that stronger mechanisms for feedback will help us respond to sector needs by informing decision-making, particularly around the product and service portfolio, and the need for advice and guidance."

UCISA CEO, Deborah Green, said:
"We are delighted to be embarking on this new chapter in our working relationship with Jisc. UCISA's vision is centred on harnessing the collective strength of our membership's voice for the benefit of the sector. This partnership cements the increasingly close collaboration between our two organisations and can only strengthen that collective voice." "The initial topics we have prioritised are important to our membership, and we are looking forward to working on them with Jisc over the next three years. " "Our members are leaders in digital transformation and IT development. With their help and insight into these projects, we will be able to progress with speed and an authoritative voice, enhancing the depth and breadth of engagement across the sector and beyond to enable the digital transformation we all seek."

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Two of the tertiary education sector's expert bodies in digital technology have formally agreed to work more closely together on a range of strategically important themes. Following the signing of a three-year memorandum of understanding, which runs until July 2025, Jisc and UCISA will initially deepen collaboration around the following subjects: Licensing and procurement Cyber security Student record systems Sustainability International This list may expand in future.

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technological pedagogical and content knowledge  tpack tpck

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Technological Pedagogical and Content Knowledge

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It’s Not About The Apps, It’s About The Pedagogy

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From Mandinach and Cline 2010

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Teacher confidence in using technology is often a problem for schools that are pushing for colleagues to use technology to enhance learning within their educational establishment. Ensuring that teachers are confident when coming to use technology is a big deal. There are lots of ways in which you can help support colleagues, one of my favourite tried and tested methods is through the use of Digital Leaders. Their non-confrontational, helpful and supportive training is, in my experience, the perfect recipe for helping educators. Forget online courses or mass CPD INSET. Digital Leaders all the way.

In finding out about staff confidence in relation to tech I came across a piece of writing by Mandinach & Cline where they talk about various stages of confidence related to technology. To help me understand it I turned their thoughts in to a flow chart which I share with you here:

I find it really helpful looking at this to try and think about differentiated CPD when working with colleagues. It's clear that there won't be a one size fits all approach.

This has helped me when thinking about some work I've been doing recently using iTunes U Course Manager. By being able to give training in using the App in itself, it can then give self paced support and guidance on learning topics that the user chooses. Great!

Anyway, the purpose of this blog wasn't to go in to iTunes U Course Manager. More on that from me here and from Tom Riley here. For the meantime, have a think about the diagram above and how it relates to training you receive or give. When it comes to tech the expansion explains it clearly. It makes me think however that actually, the flow chart could link to anything. It could be questioning technique, it could be classroom management techniques, it could use of differentiation, etc etc. Just a thought.

Would love to hear what you think in the comments as always.

Photo Credit: Cormac Phelan via Compfight cc

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Teacher confidence in using technology is often a problem for schools that are pushing for colleagues to use technology to enhance learning within their educational establishment. Ensuring that teachers are confident when coming to use technology is a big deal.

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A practical Guide...

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Digital teaching and learning models

Models can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation. One such model is SAMR and it has received a lot of attention in recent times.

What is SAMR?

SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

The diagram below explains the four categories.

Enhancement:

Substitution
Technology acts as a direct substitute, with no functional change

Augmentation
Technology acts and a direct substitute, with functional change

Transformation:

Modification
Technology allows for significant task redesign

Redefinition
Technology allows for the creation of new tasks, previously inconceivable

The first two categories, substitution and augmentation, describe a situation where the technology is either directly replacing an existing process or has replaced an older technology, but with little gain. Think about how interactive whiteboards replaced overhead projectors. Ok, the technology was more advanced, but the teaching mostly remained the same. Where digital use matches substitution or augmentation, the technology is said to be enhancing the existing teaching practice.

The next two categories, modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation.

Applying SAMR to digital practice

Talk to people and they'll tell you that their overriding desire for technology is to see it transform the student experience. So, how can you use SAMR to achieve this?

We could use SAMR to carry out a simple benchmarking exercises against the available technology for learning and teaching. However, there's a risk that this diverts our attention to the technology rather than the outcome of our effort to change the way we deliver learning and teaching.

A more useful exercise would be to use SAMR as an audit tool to assess how the use of technology is shaping teaching and learning practice. This would provide valuable insights for individual teachers, while assisting leaders to identify where the investment in digital practice is bringing about worthwhile benefits, for example, with better management of resources.

How can SAMR inform the next steps?

Once we know how technology is shaping our learning and teaching practice, it can be used to inform our plans for innovation.

Start by asking 'how can we use SAMR to extend our practice and improve the student experience?'

Teachers could audit a specific example where their use of technology is just substituting or augmenting practice. Alternatively, you might choose to use SAMR to improve the procurement of new technology by asking whether the investment in technology is likely to lead to worthwhile digital transformation.

As you become familiar with SAMR, it's helpful not to see SAMR as hierarchical - that redefinition is the goal for the application of all technology. There will be situations when it's appropriate for technology to substitute or modify an existing practice.

Alternative models

A few other models you may be familiar with are the TPACK (technological pedagogical and content knowledge) or the RAT (replacement, amplification and transformation) model.

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Applying the SAMR model to aid your digital transformation - Jisc

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SAMR can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation.

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https://www.polleverywhere.com/

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The fastest way to create stylish real-time experiences for events using mobile devices. www.polleverywhere.com