Becoming digital report from 2010

This aim of this report is to outline a vision of a UAL that is digital by default[i].  It draws on 17 days of research and engagement in UAL, reviewing the wide range of interconnected activities and processes that are in some way affected by digital technologies. EB confirmed the crucial strategic importance of this area to the University but was unable to rate how UAL scores on a digital scale, on the basis that different areas within UAL are at different levels. I suggest that, in terms of its current position and taken as a whole, UAL is around the mid-point on a scale of 1-10. While there are many areas of good practice as well as much high quality innovation and development, change is constrained by business and management processes and structures which are out of step with current realities; by limited staff awareness of and engagement with the digital environment; by a technology base that is not geared to support innovation and change and above all by tensions between Colleges and Central Services over direction and ownership.

Download report hereDigital strategy Sept 2010 (2)


[i] From a paper approved by EB which that set a target for UAL that communication of all kinds and affecting all areas, including publications along with entry and recruitment processes, will be “Digital by default”.

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Digital vision & future

What would progress look like from start-up to end-point? Is it realistic to expect progress in some of these over just two years? DIAL perspectives are:

  • Senior Management support and buy in
  • UAL digital programme & strategy
  • Course leaders support and buy in
  • Improve professional identity, surface common interest.
  • Visible change and improvement in staff DL skills in flexible learning (Web 2.0 tools/communication)
  • Impact and change at course level, course changes
  • More flexible approaches to staff development CPD and PPD
  • More flexible approaches developed and integrated at course level
  • Improved communication, awareness and debate regarding UAL DLs
  • Improved support procedures and increased confidence of student individuals who wish to develop a professional online presence 
  • UAL clarification of issues regarding impacts and/or benefits of implementing or not DL standardisation procedures and policies for staff and students
  • Open online collaboration
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What are the challenges that mean practice needs to change?

What are the challenges that mean practice needs to change? e.g. new graduate outcomes, new student expectations…

    1. Technology trends for consideration – http://dial.myblog.arts.ac.uk/2012/01/31/technology-trends-for-consideration/
    2. Open Educational Resources at the UAL – http://dial.myblog.arts.ac.uk/category/open-education/

 

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Expertise (and maybe attitudes?)

How capable do staff and students feel with digital technologies? How relevant are their skills for their specific roles?

DIAL survey up to 100 students interviewed by students:

    1. “Most said students are usually of the younger generation, and so their skills not need to be evaluated. However staff should be in order to “keep up with the times”. A few said nobody’s skills need to be evaluated.” http://dial.myblog.arts.ac.uk/2012/01/27/575/
    2. “We take it for granted, all of us know how to use online services.” – http://dial.myblog.arts.ac.uk/2012/01/26/dial-survey/ (all below from same survey)
    3. Knowing where to search. Because there can be all this stuff out there but if you don’t know where to look… there should be resources to teach others how to narrow things down.
    4. Knowing where to look and how. We should be told more about resources available, more advertising done for them.
    5. Knowing how to search for information.
    6. I can pretty much find out what I want…
    7. We’ve grown up with digital skills…
    8. Would like to know how to use photo/video media more…
    9. Would like to use more programmes: such as Final Cut Pro and Adobe Photoshop… but there isn’t anyone here to teach us that.
    10. There’s an assumption of what students are capable of and what they know… there should be support for those who want it. There should be a search engine in Blackboard to make it easier to find things.
    11. Video-editing.
    12. Searching online for the right thing.
    13. Skills using photoshop/illustrator are important. These skills will help us get a job after university, and they should be taught to students here.
    14. Photography to document work.
    15. Video editing. But mostly we need more computers and staff available to help.

      Meeting notes: Open Education at the UAL – http://dial.myblog.arts.ac.uk/2012/01/20/meeting-notes-open-education-at-the-ual/

      For the DIAL project, we are focusing on digital literacy and presentation skills. This could be how you use online tools to help create presentations (eg Prezi), using video conferencing software (Wimba, Skype) or putting your slides online (Slideshare). We are kicking off with video… Out of 16 scenarios, ‘being filmed while speaking’ rated as the fourth most nervewracking, only marginally behind ‘speaking without preparing’, ‘formal presentations (examined)’ and ‘presenting in front of a large audience’ – and more nervewracking than ‘formal presentations’, ‘speaking without notes’ and ‘pitching your work to a potential client’.
      http://dial.myblog.arts.ac.uk/2012/01/15/presentations-video/

      Tony Pritchard interviews participants of the 2011 Design for Visual Communication courses for their advice to the new 2012 students. http://dial.myblog.arts.ac.uk/2012/01/13/my-advice/

      Students would like more information and guidance in developing their own personal unique web environments, they like to use institutional and social tools but they would also like to be able to develop their own websites personal websites, they would like this integrated into the study as preparation for professional practice. http://dial.myblog.arts.ac.uk/2011/11/18/feedback-notes-from-enterprise-week-session-%E2%80%98sharing-knowledge-improve-and-develop-professional-identities%E2%80%99/

      It’s about getting  Library Services staff more aligned with where students are.  Students tend to be good at social media but not necessarily at evaluating materials.  They are aware of the limitations of Wikipedia, for example, but not much beyond that.  We also want to see a greater democracy of access with staff getting students to develop those evaluating skills but not necessarily (or not only) in the context of a ‘session’. http://dial.myblog.arts.ac.uk/2012/01/23/information-literacies-some-help-with-evaluation/

      Online Reflective Practice http://dial.myblog.arts.ac.uk/category/online-reflective-practice/

An all staff/student online survey is currently being developed/used to collect this data – https://docs.google.com/spreadsheet/viewform?formkey=dC1vbXk1MGtvamtmVksyd3pSNzNIWWc6MQ

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What co-curricular experiences build real-world digital capability and fluency?

What co-curricular experiences build real-world digital capability and fluency? e.g. non-compulsory modules, graduate awards, portflolio/CV building etc

    1. UAL Teaching Awards 2012 – http://www.arts.ac.uk/cltad/ualteachingawards2012/
    2. creative enterprise awards 2011 – http://see.arts.ac.uk/events/entweek/enterpriseweek2011/creativeenterpriseawards2011/
    3. See section 4d (Innovation, new ideas and approaches is this area have tended to emerge from grass roots activity (primarily technical staff), and by working collaboratively and in cross disciplinary contexts. Some example below ‘Un-funded grass roots activity web 2.0’:)
    1. Workflow (http://workflow.arts.ac.uk) is a highly flexible e-portfolio system which allows users to store their media files in the cloud, and design and publish web pages with full control over sharing options. It was introduced at UAL to support personal development and learner-centric learning and teaching. To date it has been used for the presentation of graphic design work for assessment, as a vehicle for personal development for painting students, and as a tool for tutors to aggregate web-based content (blog feeds, videos, photo galleries, etc.) on custom designed pages for course work. CLTAD are actively developing the tool, adding new features to allow greater personalisation of content, and supporting its use through workshops and one-to-one training.
    2. http://process.arts.ac.uk/ – process.arts.ac.uk, an open online resource sharing day-to-day arts practice and research of arts staff, students, alumni and practitioners.

Of course the picture will inevitably be very different in different departments and courses, so the challenge will be saying anything useful. The temptation will be to describe ‘best practice’ but we need some indication of the scope and extent of that best practice, and what ‘standard practice’ really looks like.

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Practice in the curriculum

Practice in the curriculum i.e. how far is digital capability considered in practice as a learning/graduate outcome in curriculum design?

Key streams for Technology Board:

    1. London College of Fashion has recently carried out an in-depth survey in Teaching and Learning, Skills Development Staff and Students, Support and administration, Marketing and promotion and communication. (Waiting for more information)

Academic planning sub committee:

    1. Please see ‘Flexible Learning at UAL – initial thoughts’ new document (waiting for link to file)

What kinds of learning experience are offered and assessed?

No data at present.

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What do we do with the technologies we use?

What do staff, students (etc) actually do with the technologies they use, and within the policy and support frameworks provided?

Blogs:

 Online Reflective Practice group: Baselining notes #1http://dial.myblog.arts.ac.uk/2012/01/25/online-reflective-practice-group-baselining-notes-1/

Online Reflective Practice group: Baselining notes #2 – http://dial.myblog.arts.ac.uk/2012/01/25/online-reflective-practice-group-baselining-notes-2/ 

Case study/action research: Striking a balance between practice and open practice? What are the challenges, limitations and benefits of introducing blogs to better support ongoing evaluation and timely feedback for students working in video and animation? – http://process.arts.ac.uk/content/striking-balance-between-practice-and-open-practice

An all staff/student online survey is currently being developed/used to collect this data – https://docs.google.com/spreadsheet/viewform?formkey=dC1vbXk1MGtvamtmVksyd3pSNzNIWWc6MQ

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What Software do staff, students etc actually use?

Software:

Each College has a wide variety of software and equipment to meet the specialist needs of each course, form video to laser cutting. There are certain key technologies, which came through a pilot survey (http://dial.myblog.arts.ac.uk/category/survey/) that students would like and view as priority. “Most students claimed they prefer to access information at Uni and at home from PCs and laptops …… According to the majority of the people interviewed the use of the Internet, Word, Excel, Power Point and Photoshop” – ‘Illustrator, indesign’ (http://dial.myblog.arts.ac.uk/2012/01/31/dial-survey-central-st-martins-college-of-arts-and-design/)

An all staff/student online survey is currently being developed/used to collect this data – https://docs.google.com/spreadsheet/viewform?formkey=dC1vbXk1MGtvamtmVksyd3pSNzNIWWc6MQ  

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What technologies do staff, students etc actually use?

Online:

Blogs:

    1. Piloting a blog service for University of the Arts London – including user feedback slides – http://prezi.com/1cu8dudhdta_/piloting-a-blog-service-for-university-of-the-arts-london-including-user-feedback-slides/

VLE:

    1. Moving towards Moodle – http://dial.myblog.arts.ac.uk/2012/01/29/moving-towards-moodle/

Websites/web 2.0:

    1. See section 4d (Innovation, new ideas and approaches is this area have tended to emerge from grass roots activity (primarily technical staff), and by working collaboratively and in cross disciplinary contexts. Some example below ‘Un-funded grass roots activity web 2.0’:)

“Students and graduates would like a space to communicate together a social space similar to Facebook but not like LinkedIn, somewhere in-between. Graduates have a lot of information and sound advice they could easily and willingly communicate to current students given the right forum/platform…..Students would like more information and guidance in developing their own personal unique web environments, they like to use institutional and social tools but they would also like to be able to develop their own websites personal websites, they would like this integrated into the study as preparation for professional practice.” Feedback notes from Enterprise week workshop – http://dial.myblog.arts.ac.uk/2011/11/18/feedback-notes-from-enterprise-week-session-%E2%80%98sharing-knowledge-improve-and-develop-professional-identities%E2%80%99/

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Grassroots development

What opportunities do services have to develop their own digital literacies (could include admin and estates staff as well as the obviously student-facing services).

  1. Innovation, new ideas and approaches is this area have tended to emerge from grass roots activity (primarily technical staff), and by working collaboratively and in cross disciplinary contexts. Some example below ‘Un-funded grass roots activity web 2.0’:

Un-funded grass roots activity web 2.0

http://process.arts.ac.uk/
process.arts

an open online resource sharing day-to-day arts practice and research of arts staff, students, alumni and practitioners.

Process.arts, a grass roots web2.0 open educational environment for sharing day-to-day arts practice and research of staff and students, currently provides a new ‘open learning’ space to the University of the Arts London (UAL) that straddles the institution/educational (formal learning) environment and the social (informal learning) environment.  It creates an ‘experimental’ space for open educational practitioners to develop and define a new language for open edu-social practice without conforming or being influenced by pre-existing academic structures and processes.   The transition of process.arts into an official UAL service will test this model and raise questions as to how institutions successfully support and develop autonomous and independent grassroots innovation without homogenising innovation.

http://learningtechnologysupport.com/
Learning Technology Support is an integral part of the London College of Fashion in that it offers support and solutions to staff and students for the following services:Computer Open Access rooms for staff and students using computers and reprographicsWorkshops for staff and students on all the software used within the LondonCollege of Fashion.Advice and expertise in graphics, office and video softwareTechnology support for teaching rooms, lecture theatres, RHS

Learning environment design and development

Management of desktop printers and PC technology

Reprographics, including photocopying, printing, binding

Production of video and on-line content

Loan of laptops and AV equipment for staff

The Kit Room Video Cast on iTunes http://itunes.apple.com/gb/podcast/the-kit-room-video-cast/id341210071

London College of Communication tutorials and updates on film making software and equipment. Videos feature FCP editing, shooting tips and equipment run throughs.
MA Visual Arts: Digital Art; 2011-12
This space is for any interesting exhibitions, events, lectures, workshops, news – anything that you think all the other students would like to know about.You can edit this page and add text, images, maps etc.
http://thepracticeexchange.blogspot.com/
The Practice Exchange is a year long series of seminars exploring practice-led art and design research across UAL and beyond. It was set up in 2010 by Marsha Bradfield, Ana Laura Lopez de la Torre and Scott Schwager. http://thepracticeexchange.blogspot.com/
Work based & work related learning within Higher Education – FdA Graphic Design. Camberwell – Two years shaped by regular consultation with key industry figures. Practitioner led workshops, internships, live projects, studio visits and collaborative primary research ensure our students graduate with up to the minute knowledge of the communication design industry now.
PGDip DVC blog – http://pgdipdvc.myblog.arts.ac.uk/
Foundation 3D wiki– This information was designed for CCW Foundation students and others who may not have any experiece working in 3D- (although you will all know more than you think).Some of the information may seem obvious, but the site will try to give you advice and hints on various topics; gathering a basic toolkit, working with a range of materials for the first time, and negotiating a complex job with technical staff.
Other sites will be listed here: http://process.arts.ac.uk/category/discipline/research-practice/ual-blogs-websites

What other sources of support do staff and students have for their digital literacy development e.g. online diagnoses/resources, peer support, mentors, personal tutors…?

  1. My CPD http://my.arts.ac.uk/mycpd/ launched last year or more as a pilot, it is unknown how this site is being used or if the pilot is ongoing (data requested)  – My CPD (Continuing Professional Development) is an online tool which you can use to access and record development activities, share knowledge and expertise, and interact with colleagues.
  2. Lean IT offer 1 to 1 surgeries (no information or evidence of this could be found)
  3. The QAA Institutional Audithttp://intranet.arts.ac.uk/quality/aa/qaaaudit.php

Theatre and Screen Metalwork – Steve Wood – WCA

http://theatremetalwork.myblog.arts.ac.uk/

Making a Difference:

The ‘Making a Difference’ funding scheme enabled staff to undertake small scale projects (up to £3000) to enhance teaching and learning.

http://www.arts.ac.uk/librarylearningandteaching/clipcetl/projects/makingadifference/

Think 3D – Advance Digital Technology (Renaissance) in ISD Design Education Emergence technology in Spatial Design Report (pdf) – http://www.arts.ac.uk/media/oldreddotassets/docs/Cyril_Shing_Booklet.pdf

Pedagogic Research Funding –

Blogs, reflective practice and autonomous learning in Graphic Design Communication (Short Paper) (pdf)- http://www.arts.ac.uk/media/oldreddotassets/docs/Peter_Maloney_Short_Paper_ALT_C_2007.pdf

by Pete Maloney. Paper presented at ‘Designs on E-learning 2007’ ALT -C2007: Learning Technology for the social networking generations – http://www.alt.ac.uk/altc2007/programme.html

I’ve been looking through and enjoying the the Visual Directions: Sketchbooks & Reflective Writing videos on iTunes ( http://itunes.apple.com/podcast/visual-directions-sketchbooks/id259667484 ) Theresa Finnigan; Diana Aronstam

PPD This is a personal and professional development tool developed by Alison James 2009-10 and available at http://www.arts.ac.uk/ppd/

Tony Quinn: at CSM – Group blogs to support student collaboration on BA Ceramic Design

Muz Mehmet and Ray Barker: Video guides for workshops

 

What are the ToR of other services with a remit to support digital infrastructure (IT, estates)? How well are these coordinated?

Unknown at present

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