Technology Enhanced Learning Guide

Technology is changing how students learn and how we research. Perhaps you want to use technology to enhance communication or improve student support. You may want create a distance learning activity, a flexibly delivered module or indeed a whole course. You may simply want to find out where to find authoritative information, or to see what support exists for this type of work. The University is committed to delivering high quality learning and teaching, using technology where appropriate, in order to offer a distinctive Southampton educational experience. Technology Enhanced Learning (TEL), also known as e‑learning, is becoming increasingly important to students, teaching staff and the institution. This guide highlights some of the most important matters to consider. It is intended to help you to tackle the key issues that determine the success of TEL projects and to work on those projects in a considered way. Written with the input of colleagues from around the University, it prompts you to ask important questions and points you to sources of up-to-date knowledge and advice. Technology changes rapidly. This guide is about managing the work in a practical way. The University supports the use of a variety of TEL approaches for teaching and learning and colleagues are ready to offer their experience and advice. Each person has distinctive skills and specific experiences. No single person will have all the answers you are looking for. Be ready to investigate alternative approaches that suit you and your students’ needs in different ways. - Madeline Paterson, University of Southampto

Creating the Virtual Library

Workshop presentation paper by Jules Winterton (Associate Director and Librarian, Institute of Advanced Legal Studies) providing an understanding of the key issues to be considered in creating and managing collections of electronic resources in libraries and some background to project design, funding and management

Invest to Save: Report and Recommendations of the NSF-DELOS Working Group on Digital Archiving and Preservation

Digital archiving and preservation are important areas for research and development, but there is no agreed upon set of priorities or coherent plan for research in this area. Research projects in this area tend to be small and driven by particular institutional problems or concerns. As a consequence, proposed solutions from experimental projects and prototypes tend not to scale to millions of digital objects, nor do the results from disparate projects readily build on each other. It is also unclear whether it is worthwhile to seek general solutions or whether different strategies are needed for different types of digital objects and collections. The lack of coordination in both research and development means that there are some areas where researchers are reinventing the wheel while other areas are neglected. Digital archiving and preservation is an area that will benefit from an exercise in analysis, priority setting, and planning for future research. The WG aims to survey current research activities, identify gaps, and develop a white paper proposing future research directions in the area of digital preservation. Some of the potential areas for research include repository architectures and inter-operability among digital archives; automated tools for capture, ingest, and normalization of digital objects; and harmonization of preservation formats and metadata. There can also be opportunities for development of commercial products in the areas of mass storage systems, repositories and repository management systems, and data management software and tools.

Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

A unified view of data-intensive flows in business intelligence systems : a survey

Data-intensive flows are central processes in today’s business intelligence (BI) systems, deploying different technologies to deliver data, from a multitude of data sources, in user-preferred and analysis-ready formats. To meet complex requirements of next generation BI systems, we often need an effective combination of the traditionally batched extract-transform-load (ETL) processes that populate a data warehouse (DW) from integrated data sources, and more real-time and operational data flows that integrate source data at runtime. Both academia and industry thus must have a clear understanding of the foundations of data-intensive flows and the challenges of moving towards next generation BI environments. In this paper we present a survey of today’s research on data-intensive flows and the related fundamental fields of database theory. The study is based on a proposed set of dimensions describing the important challenges of data-intensive flows in the next generation BI setting. As a result of this survey, we envision an architecture of a system for managing the lifecycle of data-intensive flows. The results further provide a comprehensive understanding of data-intensive flows, recognizing challenges that still are to be addressed, and how the current solutions can be applied for addressing these challenges.Peer ReviewedPostprint (author's final draft

Digital inclusion - the vision, the challenges and the way forward

This paper considers the vision and aspiration of digital inclusion, and then examines the current reality. It looks beyond the rhetoric to provide an analysis of the status quo, a consideration of some facilitators and challenges to progress and some suggestions for moving forward with renewed energy and commitment. The far-reaching benefits of digital inclusion and the crucial role it plays in enabling full participation in our digital society are considered. At the heart of the vision of universal digital inclusion is the deceptively simple goal to ensure that everyone is able to access and experience the wide-ranging benefits and transformational opportunities and impacts it offers. The reality is a long way from the vision: inequality of access still exists despite many national campaigns and initiatives to reduce it. The benefits and beneficiaries of a digital society are not just the individual but all stakeholders in the wider society. Research evidence has shown that the critical success factors for successful digital participation are (i) appropriate design and (ii) readily available and on-going ICT (Information and Communication Technology) support in the community. Challenges and proven solutions are presented. The proposition of community hubs in local venues to provide user-centred ICT support and learning for older and disabled people is presented. While the challenges to achieve digital inclusion are very considerable, the knowledge of how to achieve it and the technologies which enable it already exist. Harnessing of political will is necessary to make digital inclusion a reality rather than a vision. With the cooperation and commitment of all stakeholders actualisation of the vision of a digitally inclusive society, while challenging, can be achieved and will yield opportunities and rewards that eclipse the cost of implementation

INSPIRAL: investigating portals for information resources and learning. Final project report

INSPIRAL's aims were to identify and analyse, from the perspective of the UK HE learner, the nontechnical, institutional and end-user issues with regard to linking VLEs and digital libraries, and to make recommendations for JISC strategic planning and investment. INSPIRAL's objectives -To identify key stakeholders with regard to the linkage of VLEs, MLEs and digital libraries -To identify key stakeholder forum points and dissemination routes -To identify the relevant issues, according to the stakeholders and to previous research, pertaining to the interaction (both possible and potential) between VLEs/MLEs and digital libraries -To critically analyse identified issues, based on stakeholder experience and practice; output of previous and current projects; and prior and current research -To report back to JISC and to the stakeholder communities, with results situated firmly within the context of JISC's strategic aims and objectives

nD modelling: Industry uptake considerations

Purpose – The purpose of this paper is to identify the key enablers and obstacles to the effective adoption and use of nD modelling technology. Design/methodology/approach – This paper explores the feasibility of industry absorbing and diffusing nD modelling technology by considering key technology transfer issues; namely, organisational direction, inter-organisational networks and the knowledge characteristics of technology. Findings from semi-structured interviews around a diagnostic technology transfer framework are used to offer implications for theory and practice. Findings – The results from 15 survey interviews indicate that construction professionals appreciate the potential significant benefits of nD modelling technology, but at present, nD modelling technology is seen as too embryonic; too far removed from construction firms' “comfort zones”; requiring too much investment; and, containing too many risks. Originality/value – The paper stresses that the challenge for nD modelling technology, along with any new technology, is to shift from its “technology push” emphasis, to a more balanced “market orientated” stance, which allows the technology to be shaped by both strategic design concerns, and day-to-day operational needs. If this trajectory is pursued, nD modelling technology could have a positive future