Nov 242016
 

This morning I’m at the Edinburgh Tourism Action Group‘s Digital Solutions for Tourism Conference 2016. Why am I along? Well EDINA has been doing some really interesting cultural heritage projects for years, particularly Curious Edinburgh – history of science tours app and our citizen science apps for COBWEBFieldTrip Open which are used by visitors to locations, not just residents. And of course services like Statistical Accounts of Scotland which have loads of interest from tourists and visitors to Scotand. We are also looking at new mobile, geospatial, and creative projects so this seems like a great chance to hear what else is going on around tourism and tech in Edinburgh.

Introduction James McVeigh, Head of Marketing and Innovation, Festivals Edinburgh

Welcome to our sixth Digital Solutions for Tourism Conference. In those last six years a huge amount has changed, and our programme reflects that, and will highlight much of the work in Edinburgh, but also picking up what is taking place in the wider world, and rolling out to the wider world.

So, we are in Edinburgh. The home of the world’s first commercially available mobile app – in 1999. And did you also know that Edinburgh is home to Europe’s largest tech incubator? Of course you do!

Welcome Robin Worsnop, Rabbie’s Travel, Chair, ETAG

We’ve been running these for six years, and it’s a headline event in the programme we run across the city. In the past six years we’ve seen technology move from business add on to fundamental to what we do – for efficiency, for reach, for increased revenue, and for disruption. Reflecting that change this event has grown in scope and popularity. In the last six years we’ve had about three and a half thousand people at these events. And we are always looking for new ideas for what you want to see here in future.

We are at the heart of the tech industry here too, with Codebase mentioned already, Sky Scanner, and the School of Informatics at the University of Edinburgh all of which attracts people to the city. As a city we have free wifi around key cultural venues, on the buses, etc. It is more and more ubiquitous for our tourists to have access to free wifi. And technology is becoming more and more about how those visitors enhance their visit and experience of the city.

So, we have lots of fantastic speakers today, and I hope that you enjoy them and you take back lots of ideas and inspiration to take back to your businesses.

What is new in digital and what are the opportunities for tourism Brian Corcoran, Director, Turing Festival

There’s some big news for the tech scene in Edinburgh today: SkyScanner have been brought by a Chinese company for 1.5bn. And FanDual just merged with its biggest rival last week. So huge things are happening.

So, I thought today technology trends and bigger trends – macro trends – might be useful today. So I’ll be looking at this through the lens of the companies shaping the world.

Before I do that, a bit about me, I have a background in marketing and especially digital marketing. And I am director of the Turing Festival – the biggest technology festival in Scotland which takes place every August.

So… There are really two drivers of technology… (1) tech companies and (2) users. I’m going to focus on the tech companies primarily.

The big tech companies right now include: Uber, disrupting the transport space; Netflix – for streaming and content commissioning; Tesla – dirupting transport and energy usage; Buzzfeed – influential with huge readership; Spotify – changing music and music payments; banking… No-one has yet dirupted banking but they will soon… Maybe just parts of banking… we shall see.

And no-one is influencing us more than the big five. Apple, mainly through the iPhone. I’ve been awaiting a new MacBook for five years… Apple are moving computing PCs for top end/power users, but also saying most users are not content producers, they are passive users – they want/expect us to move to iPads. It’s a mobile device (running iOS) and a real shift. iPhone 7 got coverage for headphones etc. but cameras didn’t get much discussion, but it is basically set up for augmented reality with two cameras. Air Pods – the cable-less headphones – is essentially a new wearable, like/after the iWatch. And we are also seeing Siri opening up.

Over at Google… Since Google’s inception the core has been search and the Google search index and ranking. And they are changing it for the first time ever really… And building a new one… They are building a Mobile-only search index. They aren’t just building that they are prioritising it. Mobile is really the big tech trend. And in line with that we have their Pixel phone – a phone they are manufacturing themselves… That’s getting them back into wearables after their Google Glass misstep. And Google Assistant is another part of the Pixel phone – a Siri competitor… Another part of us interacting with phones, devices, data, etc. in a new way.

Microsoft is one of the big five that some thing shouldn’t be there… They have made some missteps… They missed the internet. They missed – and have written off phones (and Nokia). But they have moved to Surface – another mobile device. They have abandoned Windows and moved to Microsoft 365. They brought LinkedIn for £26bn (in cash!). One way this could effect us… LinkedIn has all this amazing data… But it is terrible at monetising it. That will surely change. And then we have HoloLens – which means we may eventually have some mixed reality actually happening.

Next in the Big Five is Amazon. Some very interesting things there… We have Alexa – the digital assistant service here. They have, as a device, Echo – essentially a speaker and listening device for your home/hotel etc. Amazon will be in your home listening to you all the time… I’m not going to get there! And we have Amazon Prime… And also Prime Instant Video. Amazon moving into television. Netflix and Amazon compete with each other, but more with traditional TV. And moving from Ad income to subscriptions. Interesting to think where TV ad spend will go – it’s about half of all ad spend.

And Facebook. They are at ad saturation risk, and pushing towards video ads. With that in mind they may also become defacto TV platform. Do they have new editorial responsibility? With Fake News etc. are they a tech company? Are they a media company? At the same time they are caving completely to Chinese state surveillance requests. And Facebook are trying to diversify their ecosystem so they continue to outlast their competitors – with Instagram, WhatsApp, Oculus, etc.

So, that’s a quick look at tech companies and what they are pushing towards. For us, as users the big moves have been towards messaging – Line, Wiichat, Messaging, WhatsApp, etc. These are huge and there has been a big move towards messaging. And that’s important if we are trying to reach the fabled millennials as our audience.

And then we have Snapchat. It’s really impenetrable for those under 30. They have 150 Daily Active Users, they have 1 bn snaps daily, 10bn videos daily. They are the biggest competitor to Facebook, to ad revenue. They have also gone for wearables – in a cheeky cool upstart way.

So, we see 10 emergent patterns:

  1. Mobile is now *the* dominant consumer technology, eclipsing PCs. (Apple makes more from the iPhone than all their other products combined, it is the most successful single product in history).
  2. Voice is becoming in an increasingly important UI. (And interesting how answers there connect to advertising).
  3. Wearables bring tech into ever-closer physical and psychological proximity to us. It’s now on our wrist, or face… Maybe soon it will be inside you…
  4. IoT is getting closer, driven by the intersection of mobile, wearables, APIs and voice UI. Particularly seeing this in smart home tech – switching the heat on away from home is real (and important – it’s -3 today), but we may get to that promised fridge that re-orders…
  5. Bricks and mortar retail is under threat, and although we have some fulfillment challenges, they will be fixed.
  6. Messaging marks generational shift in communification preferences – asynchronous prferred
  7. AR and VR will soon be commonplace in entertainment – other use cases will follow… But things can take time. Apple watch went from unclear use case to clear health, sports, etc. use case.
  8. Visual cmmunications and replacing textural ones for millenials: Snapchat defines that.
  9. Media is increasingly in the hands of tech companies – TV ads will be disrupted (Netflix etc.)
  10. TV and ad revenue will move to Facebook, Snapchat etc.

What does this all mean?

Mobile is crucial:

  • Internet marketing in tourism now must be mobile-centric
  • Ignore Google mobile index at your peril
  • Local SEO is increasing in importance – that’s a big opportunity for small operators to get ahead.
  • Booking and payments must be designed for mobile – a hotel saying “please call us”, well Millennials will just say no.

It’s unclear where new opportunities will be, but they are coming. In Wearables we see things like twoee – wearable watches as key/bar tab etc. But we are moving to a more seamless place.

Augmented reality is enabling a whole new set of richer, previously unavailable interactive experiences. Pokemon Go has opened the door to location-based AR games. That means previously unexciting places can be made more engaging.

Connectivity though, that is also a threat. The more mobile and wearables become conduits to cloud services and IoT, the more the demand for free, flawless internet connectivity will grow.

Channels? Well we’ve always needed to go where the market it. It’s easier to identify where they are now… But we need to adapt to customers behaviours and habits, and their preferences.

Moore’s law: overall processing power for computers will double every two year (Gordon Moore, INTEL, 1965)… And I wonder if that may also be true for us too.

Shine the Light – Digital Sector

Each of these speakers have just five minutes…

Joshua Ryan-Saha, Skills Lead, The Data Lab – data for tourism

I am Skills Lead at The Data Lab, and I was previously looking at Smart Homes at Nesta. The Data Lab works to find ways that data can benefit business, can benefit Scotland, can benefit your work. So, what can data do for your organisation?

Well, personalised experiences… That means you could use shopping habits to predict, say, a hotel visitors preferences for snacks or cocktails etc. The best use I’ve seen of that is in a museum using heart rate monitors to track experience, and areas of high interest. And as an exhibitor you can use phone data to see how visitors move around, what do they see, etc.

You can also use data in successful marketing – Tripadvisor data being a big example here.

You can also use data in efficient operations – using data to ensure things are streamlined. Things like automatic ordering – my dentist did this.

What can data do for Tourism in Scotland? Well we did some work with Glasgow using SkyScanner data, footfall data, etc. to predict hotel occupancy rates and with machine learning and further data that has become quite accurate over time. And as you start to predict those patterns we can work towards seamless experience. At the moment our masters students are running a competition around business data and tourism – talk to me to be involved as I think a hack in that space would be excellent.

What can data lab do for you? Well we fund work – around £70k per project, also smaller funds. We do skills programmes, masters and Phd students. And we have expertise – data scientists who can come in and work with you to sort your organisation a bit. If you want to find out more, come and talk to me!

Brian Smillie, Beezer – app creation made affordable and easy

1 in 5 people own a smart phone, desktop is a secondary touchpoint. The time people spend using mobile app has increased 21% since last year. There are 1 bn websites, only 2 million apps. Why are business embracing mobile apps? Well speed and convenience are key – an app enables 1 click access. Users expect that. And they can also reduce staff time on transations, etc. It allows building connection, build loyalty… Wouldn’t it be great to be able to access that. But the cost can be £10k or more per single app. When I was running a digital agency in Australia I heard the same thing over and over again – that they had spent a small fortune then no-one downloaded it. Beezer enables you to build an app in a few hours, without an app store, and it works on any platforms. SMEs need a quick, cheap, accessible way to build apps and right now Beezer are the only ones who do this…

Ben Hutton, XDesign – is a mobile website enough?

I’m Ben from XDesign – we build those expensive apps Brian was just talking about… A few years ago I was working on analytics of purchasing and ads… I was working on that Crazy Frog ad… We found the way that people would download that ringtone was to batter people into submission, showing it again again again… And that approach has distorted mobile apps and their potential. But actually so has standardised paper… We are so used to A4 that it is the default digital size too… It was a good system for paper merchants in the C17th. It has corrupted the ideas we have about apps… We think that apps are extensions of those battering/paper skillsets.

A mobile phone is a piece of engineering, software that sits in your pocket. It requires software engineers, designers, that will ensure quality assurance, that is focused on that medium. We have this idea of the Gigabit Society… We have 4.5G, the rocket fuel for mobile… And it’s here in London, in Manchester, in Birmingham… It is coming… And to work with that we need to think about the app design. It isn’t meant to be easy. You have to know about how Google is changing, about in-app as well as app sales, you need to know deep linking. To build a successful app you need to understand that you don’t know what you are doing but you have to give it a try anyway… That’s how we got to the moon!

Chris Torres, Director, Senshi Digital – affordable video

We develop tourism brands online to get the most out of online, out of sales. And I’ve been asked today to talk specifically about video. Video has become one of the best tools you can use in tourism. One of the reasons is that on your website or social media if you use video your audience can learn about your offering 60k times faster than if they read your content.

The average user watches 32 videos per month; 79% of travellers search YouTube for travel ideas – and many of them don’t know where they are going. By 2018 video will be 84% of web traffic. And it can really engage people.

So what sort of video do we do? Well we do background video for homepages… That can get across the idea of a place, of what they will experience when they get to your tourism destination.

What else? Staff/tour guide videos is huge. We are doing this for Gray Line at the moment and that’s showing a big uptick in bookings. When people see a person in a video, then meet at your venue, that’s a huge connection, very exciting.

We also have itinerary videos, what a customer can experience on a tour (again my example is Gray Line).

A cute way to do this is to get customers to supply video – and give them a free tour, or a perk – but get them to share their experiences.

And destination videos – it’s about the destination, not neccassarily you, your brand, your work – just something that entices customers to your destination.

Video doesn’t need to be expensive. You can film on your iPhone. But also you can use stock supplies for video – you’ve no excuse not to use video!

Case Study – Global Treasure Apps and Historic Environment Scotland Lorraine Sommerville and Noelia Martinez, Global Treasure Apps

Noella: I am going to talk about the HES project with Edinburgh Castle, Edinburgh College, Young Scot. The project brought together young people and cultural heritage information. The process is a co-production process, collecting images, information, stories and histories of the space with the Global Treasure Apps, creating content. The students get an idea of how to create a real digital project for a real client. (Cue slick video on this project outlining how it worked).

Noella: So, the Global Treasure Apps are clue driven trails, guiding visitors around visitor attractions. For this Edinburgh Castle project we had 20 young people split into 5 groups. They researched at college and drafted trails around the space. Then they went to the castle and used their own mobile devices to gather those digital assets. And we ended up with 5 trails for the castle that can be used. Then, we went back to the college, uploaded content to our database, and then set the trails live. Then we go ESOL students to test the trails, give feedback and update it.

Lorraine: Historic Environment Scotland were delighted with the project, as were Edinburgh College. We are really keen to expand this to other destinations, especially as we enter The Year of Young People 2018, for your visitors and destinations.

Apps that improve your productivity and improve your service Gillian Jones, Qikserve

Before I start I’m going to talk a wee bit about SnapChat… SnapChat started as a sexting app… And I heard about it from my mum – but she was using it for sharing images of her house renovation! And if she can use that tech in new ways, we all can!

I am from Edinburgh and nothing makes me happier than seeing a really diverse array of visitors coming to this city, and I think that SkyScanner development will continue to see that boom.

A few months ago I was in Stockholm. I walked out of the airport and saw a fleet of Teslas as their taxis. It was a premium, innovative, thing to see. I’m not saying we should do that here, I’m saying the tourist experience starts from the moment they see the city, especially the moment that they arrive. And, in this day and age, if I was to guest coming to a restaurant, hotel, etc. what would I want? What would I see? It’s hard as a provider to put yourself in your customers shoes. How do we make tourists and guests feel welcome, feel able to find what they need. Where do we want to go and how to get there? There is a language barrier. There is unfamiliar cuisine – and big pictorial menus aren’t always the most appealing solution.

So, “Francesco” has just flown to Edinburgh from Rome. He speaks little English but has the QikServe app, he can see all the venues that uses that. He’s impatient as he has a show to get to. He is in a rush… So he looks at a menu, in his native language on his phone – and can actually find out what haggis or Cullen Skink is. And he is prompted there for wine, for other things he may want. He gets his food… And then he has trouble finding  a waiter to pay. He wants to pay by Amex – a good example of ways people want to pay, but operators don’t want to take – But in the app he can pay. And then he can share his experience too. So, you have that local level… If they have a good experience you can capitalise on it. If they have a bad experience, you can address it quickly.

What is the benefit of this sort of system? Well money for a start. Mobile is proven for driving up sales – I’ve ordered a steak, do I want a glass of red with that? Yeah, I probably do. So it can increase average transaction value. It can reduce pressure on staff during busy times, allowing them to concentrate on great service. That Starbucks app – the idea of ordering ahead and picking up – is normal now…  You can also drive footfall by providing information in tourists native language. And you can upsell, cross sell and use insights for more targeted campaigns – more sophisticated than freebies, and more enticing. It is about convenience tailored to me. And you can keen your branding at the centre of the conversation, across multiple channels.

There are benefits for tourists here through greater convenience with reduced wait-ties and queues; by identifying restaurant of choice and order in native language and currency; find and navigate to restaurant of choice with geo-location capabilities; order what you want, how you want it with modifiers, upsell and cross sell prompts in native language – we are doing projects in the US with a large burger chain who are doing brilliantly because of extra cheese ordered through the app!; and you can easily share and recommend experience through social media.

We work across the world but honestly nothing would make me happier than seeing us killing it in Edinburgh!

Virtual reality for tourism Alexander Cole, Peekabu Studios

Thank you for having me along, especially in light of recent US events (Alex is American).

We’ve talked about mobile. But mobile isn’t one thing… There are phones, there have been robot sneakers, electronic photo frames, all sorts of things before that are now mixed up and part of our phones. And that’s what we are dealing with with VR. Screens, accelerometers, buttons have all been there for a while! But if I show you what VR looks like… Well… It’s not like an app or a film or something, it’s hard to show. You look like a dork using it…

VR is abou

Right now VR is a $90m industry (2014) but by 2018 we expect it to be at least $5.2bn, and 171m users – and those are really conservative estimates.

So, VR involves some sort of headset… Like an HTC Vive, or Oculus Rift, etc. They include an accelorometer to see where you are looking, tilting, turning. Some include additional sensors. A lot of these systems have additional controllers, that detect orientation, presses, etc. that means the VR knows where I am, where I’m looking, what I’m doing with my hands. It’s great, but this is top end. This is about £1000 set up AND you need a PC to render and support all of this.

But this isn’t the only game in town… Google have the “Daydream” – a fabric covered mobile phone headset with lens. They also have the Google Cardboard. In both cases you have a phone, strap in, and you have VR. But there are limitations… It doesn’t track your movement… But it gives you visuals, it tracks how you turn, and you can create content from your phones – like making photospheres – image and audio – when on holiday.

Capture is getting better, not just on devices. 360 degree cameras are now just a few hundred pounds, you can take it anywhere, it’s small and portable and that makes for pretty cool experiences. So, if you want to climb a tower (Alex is showing a vertigo-inducing Moscow Tower video), you can capture that, you can look down! You can look around. For tourism uses it’s like usual production – you bring a camera, and you go to a space, and you show what you would like, you just do it with a 360 degree camera. And you can share it on YouTube’s 360 video channel…

And with all of this tech together you can set up spaces where sensors are all around that properly track where you are and give much more immersive emotional experiences… Conveying emotion is what VR does better than anything when it is done well.

So, you can do this two ways… You can create content so that someone not in a particular physical space, can feel they are there. OR you can create a new space and experience that. It requires similar investment of time and effort. It’s much like video creation with a little more stitching together that is required.

So, for example this forthcoing space game with VR is beautiful. But that’s expensive. But for tourism the production can be more about filming – putting a camera in a particular place. And, increasingly, that’s live. But, note…

You still look like a ninny taking place! That’s a real challenge and consideration in terms of distribution, an dhow many people engage at the same time… But you can use that too – hence YouTube videos all usually including both what’s on screen, and what’s going on (the ninny view).  And now you have drones and drone races with VR used by the controller… That’s a vantage point you cannot get any other way. That is magical and the cost is not extortionate… You can take it further than this… You can put someone in a rig with wings, with fans, with scents, and with VR, so you can fly around and experience a full sensory experience… This is stupid expensive… But it is the most awesome fun! It conveys a sense of doing that thing VR was always meant to do. When we talk about where VR is going… We have rollercoasters with VR – so you can see Superman flying around you. There are some on big elastic bands – NASA just launched one for Mars landing.

So, tourism and VR is a really interesting marriage. You can convey a sense of place, without someone being there. Even through 360 degree video, YouTube 360 degree video… And you can distribute it in more professional way for Vive, for Oculus Rift… And when you have a space set up, when you have all those sensors in a box… That’s a destination, that’s a thing you can get people too. There is a theme park destination like experiences. You can service thousands+ people with one set up and one application.

So, the three E’s of VR: experience, exploration – you drive this; and emotion – nothing compares to VR for emotion. Watching poeple use VR for the first time is amazing… They have an amazing time!

But we can’t ignore the three A’s of VR: access – no one platform, and lots of access issues; affordability – the biggest most complex units are expensive, your customers won’t have one, but you can put it in your own space; applicability – when you have new tech you can end up treating everything as a nail for your shiny new hammer. Don’t have your honeymoon in VR. Make sure what you do works for the tech, for the space, for the audience’s interest.

Using Data and Digital for Market Intelligence for Destinations and Businesses Michael Kessler, VP Global Sales, Review Pro

I’m going to be talking about leveraging guest intelligence to deliver better experiences and drive revenue. And this isn’t about looking for “likes”, it’s about using data to improve revenue, to develop business.

So, for an example of this, we analysed 207k online reviews in 2016 year to date for 339 3*, 4* and 5* hotels in Glasgow and Edinburgh. We used the Global Review Index (GRI) – which we developed and is an industry-standard reputation score based on review data collected from 175+ OTAs and review sites in over 45 languages. To do that we normalise scores – everyone uses their own scale. From that data we see Edinburgh’s 5* hotels have 90.2% satisfaction in Edinburgh (86.4% in Glasgow), and we can see the variance by * rating (Glasgow does better for satisfaction at 3*).

You can explore satisfaction by traveler types – solo, couples, families, business. The needs are very different. For any destination or hotel this lets you optimise your business, to understand and improve what we do.

We run sentiment analysis, using machine learning, across reviews. We do this by review but also aggregate it so that you can highlight strengths and weaknesses in the data. We show you trends… You will understand many of these but those trends allow you to respond and react to those trends (e.g. Edinburgh gets great scores on Location, Staff, Reception; poorer scores on Internet; Bathroom; Technology. Glasgow gets great Location, Staff, Reception, poorer scores for Internet, Bathroom; Room). We do this across 16 languages and this is really helpful.

We also highlight management response rates. So if guests post on TripAdvisor, you have to respond to them. You can respond and use as a marketing channel too. Looking across Edinburgh and Glasgow we can see a major variation between (high) response rates to TripAdvisor versus (low) response to Booking.com or Expedia.

The old focus of marketing was Product/Promotion/Price/Place. But that has changed forever. It’s all about experience now. That’s what we want. I think we have 4 Es instead of 4 Ps. So, those 4E’s are: Experience; Evangelism; Exchange; Everyplace. In the past I shared experience with friends and families, but now I evangelise, I share much more widely. And everyplace reflects sending reviews too – 60-70% of all reviews and feedback to accommodation is done via mobile. You can’t make better marketing than authentic feedback from guests, from customers.

And this need to measure traveller experience isn’t just about hotels/hostels/services apartments, it is also about restaurants; transportation; outdoor attractions; theme parks; museums; shopping. And those reviews have a solid impact on revenue – 92% of travelers indicate that their decisions are highly influenced by reviews and ratings.

So, how do we use all this data? Well there is a well refined cycle: Online reviews; we can have post-stay/event surveys; and in-stay surveys. Online reviews and post-stay surveys are a really good combination to understand what can be improved, where change can be made. And using that cycle you can get to a place of increased guest satisfaction, growth in review volume, improved online rankings (TripAdvisor privileges more frequently reviewed places for instance), and increased revenue.

And once you have this data, sharing it across the organisation has a huge positive value, to ensure the whole organisation is guest-centric in their thinking and practice.

So, we provide analytics and insights for each of your departments. So, for housekeeping, what happened in the room space in reviews; we can do semantic data checking for cleanliness, clean, etc.

In-stay reviews also helps reduce negative reviews – highlighting issues immediately, make the experience great whilst your guest is still there. And we have talked about travellers being mobile, but our solution is also mobile so that we can use it in all spaces.

How else can we use this? We can use it to increase economic development by better understanding our visitors. How do we do this? Well for instance in Star Ratings Australia we have been benchmarking hotel performances across 5000+ hotels across a range of core KPIs. Greece (SETE) is a client of ours and we help them to understand how they as a country, as cities, as islands, compete with other places and cities across the world.

So our system works for anyone with attractions, guests, reviews, clients, where we can help. Operators can know guests – but that’s opinion. We try to enable decisions based on real information. That allows understanding of weaknesses and drive change. There is evidence that increasing your Global Review Index level will help you raise revenue. It also lets you refine your marketing message based on what you perform best at in your reviews, make a virtue of your strengths on your website, on TripAdvisor, etc.

And with reviews, do also share reviews on your own site – don’t just encourage them to go to Tripadvisor. Publishing reviews and ratings means your performance is shown without automatically requiring an indirect/fee-occuring link, you keep them on your site. And you do need to increase review volume on key channels to keep your offering visible and well ranked.

So, what do we offer?

We have our guest intelligence system, with reputation management, guest surveys, revenue optimiser and data. All of these create actionable insights for a range of tourism providers – hotels, hostels, restaurants, businesses etc. We have webinars, content, and information that we share back with the community for free.

Tech Trends and the Tourism Sector

Two talks here…

Jo Paulson, Events and Experiences Manager, Edinburgh Zoo and Jon-Paul Orsi, Digital Manager, Edinburgh Zoo – Pokemon Go

Jon-Paul: As I think everyone knows Pokemon Go appeared and whether you liked it or not it was really popular. So we wanted to work out what we could do. We are spread over a large site and that was great – loads of pokestops – but an issue too: one was in our blacksmith shop, another in our lion enclosure! So we quickly mapped the safe stops and made that available – and we only had a few issues there. By happy accident we also had some press coverage as one of the best places to find Pokemon – because a visitor happened to have found a poketung on our site.

With that attention we also decided to do some playful things with social media – making our panda a poke-cake; sharing shots of penguins and pokemon. And they were really well received.

Jo: Like many great ideas we borrowed from other places for some of our events. Bristol zoos had run some events and we borrowed ideas – with pokestops, pokedex charging points, and we had themed foods, temporary tattoos etc. We wanted to capitalise on the excitement so we had about a week and a half to do this. As usual we checked with keepers first, closing off areas where the animals could be negatively impacted.

Jon-Paul: In terms of marketing this we asked staff to tell their friends… And we were blown away by how well that went. On August 4th we had 10k hits as they virally shared the details. We kind of marketed it by not marketing it publicly. It being a viral, secret, exciting thing worked well. We sold out in 2 hours and that took us hugely be surprise. Attendees found the event through social primarily – 69% through facebook, 19% by word of mouth.

We didn’t have a great picture of demographics etc. Normally we struggle to get late teens, twenties, early thirties unless they are there as a couple or date. But actually here we saw loads of people in those age ranges.

Jo: We had two events, both of which we kept the zoo opened later than usual. Enclosures weren’t open – though you could see the animals. But it was a surreal event – very chatty, very engaged, and yet a lot of heads down without animal access. For the first event we gave away free tickets, but asked for donations (£5k) and sold out in 2 hours; for the second event we charged £5 in advance (£6500) and sold in around a week. We are really pleased with that though, that all goes into our conservation work. If popularity of Pokemon continues then we will likely run more of these as we reach the better weather/longer light again.

Rob Cawston, Interim Head of Digital Media, National Museum of Scotland – New Galleries and Interactive Exhibitions

One of the advantages of having a 7 year old son is that you can go to Pokemon Go events and I actually went to the second Zoo event which was amazing, if a little Black Mirror.

Here at the NMS we’ve just completed a major project opening 4 new fashion and design galleries, 6 new science and technology galleries, and a new piazza (or expanded pavement if you like). Those ten new galleries allow us to show (75% of 3000+) items for the first time in generations, but we also wanted to work out how to engage visitors in these attractions. So, in the new galleries we have 150+ interactive exhibits in the new galleries – some are big things like a kid sized hamster wheel, hot air balloon, etc. But we also now have digital labels… This isn’t just having touch screens for the sake of it, it needed to add something new that enhances the visitor experience. We wanted to reveal new perspectives, to add fun and activity – including games in the gallery, and providing new knowledge and learning.

We have done research on our audiences and they don’t just want more information – they have phones, they can google stuff, so they want more. And in fact the National Museum of Flight opened 2 new hangers and 30 new digital labels that let us trial some of our approaches with visitors first.

So, on those digital labels and interactives we have single stories, multiple chapters, bespoke interactives. These are on different sorts of screens, formats, etc. Now we are using pretty safe tech. We are based on the umbraco platform, as is our main website. We set up a CMS with colours, text, video, etc. And that content is stored on particular PCs that send data to specific screens in the museums. There is so much content going into the museum, so we were able to prep all this stuff ahead of gallery opening, and without having to be in the gallery space whilst they finished installing items.

We didn’t just put these in the gallery – we put them on the website too. Our games are there, and we know they are a major driver of traffic to the website. That multiple platform digital content includes 3D digital views of fashion; we have a game built with Aardman…

We have learned a lot from this. I don’t think we realised how much would be involved in creating this content, and I think we have created a new atmosphere of engagement. After this session do go and explore our new galleries, our new interactives, etc.

Wrap Up James McVeigh, Festivals Edinburgh

I’m just going to do a few round ups. You’ve heard a lot today. We’ve got exhibitors who are right on your doorstep. We are trying to show you that digital is all around you, it’s right on your doorstep. I got a lot from this myself… I like that the zoo borrowed the ideas – we don’t always need to reinvent the wheel! The success of the Japanese economy is about adopting, not inventing.

Everything we have heard today is about UX, how audiences, share, engage, how they respond afterwards.

And as we finish I’d like to thank ETAG, to Digital Tourism Scotland, to Scottish Enterprise, and to the wider tourism industry in Edinburgh.

And finally, the next events are:

  • 29th November – Listening to our Visitors
  • 6th December – Running Social Media Campaigns
  • 26th January – ETAG Annual Conference

And with that we just have lunch, networking and demos of Bubbal and Hydra Research. Thanks to all from me for a really interesting event – lots of interesting insights into how tech is being used in Edinburgh tourism and where some of the most interesting potential is at the moment. 

May 122016
 
Participants networking over lunch at eLearning@ed

Last week I was delighted to be part of the team organising the annual eLearning@ed Conference 2016. The event is one of multiple events and activities run by and for the eLearning@ed Forum, a community of learning technologists, academics, and those working with learning technologies across the University of Edinburgh. I have been Convener of the group since last summer so this was my first conference in this role – usually I’m along as a punter. So, this liveblog is a little later than usual as I was rather busy on the day…

Before going into my notes I do also want to say a huge thank you to all who spoke at the event, all who attended, and an extra special thank you to the eLearning@ed Committee and Vlad, our support at IAD. I was really pleased with how the event went – and feedback has been good – and that is a testament to the wonderful community I have the privilege of working with all year round here at Edinburgh.

Note: Although I have had a chance to edit these notes they were taken live so just let me know if you spot any errors and I will be very happy to make any corrections. 

The day opened with a brief introduction from me. Obviously I didn’t blog this but it was a mixture of practical information, enthusiasm for our programme, and an introduction to our first speaker, Melissa Highton:

Connecting ISG projects for learning and teaching – Melissa Highton (@honeybhighton), Director: Learning, Teaching and Web (LTW), Information Services.

Today is about making connections. And I wanted to make some connections on work that we have been doing.

I was here last year and the year before, and sharing updates on what we’ve been doing. It’s been a very good year for LTW. It has been a very busy year for open, inspired by some of the student work seen last year. We have open.ed launched, the new open educational resources policies, we have had the OER conference, we have open media, we have had some very bold moves by the library. And a move to make digital images from the library are open by default. That offers opportunities for others, and for us.

Extract from the Online Learning Consortium's 2016 Infographic

Extract from the Online Learning Consortium’s 2016 Infographic (image copyright OLC 2016)

There is evidence – from the US (referencing the EdTech: a Catalyst for Success section of the Online Learning Consortium 2016 Infographic). with students reporting increased engagement with course materials, with professors, with fellow students. And there is also a strong interest in digital video. MediaHopper goes fully launched very soon, and we are taking a case to Knowledge Strategy Committee and Learning and Teaching Committee to invest further in lecture capture, which is heavily used and demanded. And we need to look at how we can use that content, how it is being used. One of the things that I was struck by at LAK, was the amount of research being done on the use of audio visual material, looking at how students learn from video, how they are used, how they are viewed. Analytics around effective video for learning is quite interesting – and we’ll be able to do much more with that when we have these better systems in place. And I’ve included an image of Grace Hopper, who we named MediaHopper after.

Melissa Highton speaking at eLearning@ed 2016

Melissa Highton speaking at eLearning@ed 2016

Talking of Learning Analytics I’m a great fan of the idea that if a thing is worth doing, it’s worth doing a 2×2 matrix. So this is the Learning Analytics Map of Activities, Research and Roll-out (LAMARR – a great mix of Hollywood screen icon, and the inventor of wifi!), and there are a whole range of activities taking place around the university in this area at the moment, and a huge amount of work in the wider sector.

We also are the only University in the UK with a Wikimedian in Residence. It is a place entirely curated by those with interest in the world, and there is a real digital literacy skill for our students, for us, in understanding how information is created and contested online, how it becomes part of the internet, and that’s something that is worth thinking about for our students. I have a picture here of Sophie Jex-Blake, she was part of the inspiration for our first Wikipedia Edit-a-thon on women in science. Our Wikimedian is with us for just one year, so do make use of him. He’s already worked on lots of events and work, he’s very busy, but if you want to talk to him about a possible event, or just about the work being done, or that you want to do.

Here for longer than one year we have Lynda.com, an online collection of training videos which the University has signed up to for 3 years, and will be available through your University login. Do go and explore it now, and you will have Edinburgh University access from September. The stuff that is in there, can be curated into playlists, via learn, usage etc.

So, Wikipedia for a year, Lynda.com for three years, MediaHopper here now, and open increasingly here.

Highlights from recent conferences held in Edinburgh, chaired by Marshall Dozier

Marshall: Conferences are such an opportunity to make a connection between each other, with the wider community, and we hope to fold those three big conferences that have been taking place back into our own practice.

OER16 Open Culture Conference – Lorna Campbell (@lornamcampbell), Open Education Resources Liaison for Open Scotland, LTW.

This was the 7th OER conference, and the first one to take place in Edinburgh. It was chaired by myself and Melissa Highton. Themes included Strategic advantage of open, creating a culture of openness and the reputational challenges of “open-washing”; converging and competing cultures of open knowledge, open source, open content, open practice, open data and open access; hacking, making and sharing; openness and public engagement?; and innovative practices in cultural heritage contexts, which I was particularly to see us get good engagement from.

There was originally a sense that OER would die out, but actually it is just getting bigger and bigger. This years OER conference was the biggest yet, and that’s because of support and investment from those who, like the University of Edinburgh, who see real value in openness. We had participants from across the world – 29 countries – despite being essentially a UK based conference. And we had around a 50/50 gender split – no all male panel here. There is no external funding around open education right now, so we had to charge but we did ensure free and open online participation for all – keynotes live-streamed to the ALT channel, we had Radio #EDUtalk @ OER16, with live streaming of keynotes, and interviews with participants and speakers from the conference – those recordings are hugely recommended; and we also had a busy and active Twitter channel. We had a strong Wikimedia presence at OER16, with editing training, demonstrations, and an ask a Wikimedian drop-in clinic, and people found real value in that.

Lorna Campbell speaking about OER16 at eLearning@ed 2016

Lorna Campbell speaking about OER16 at eLearning@ed 2016

We also had a wide range of keynotes and I’m just going to give a flavour of these. Our first was Catherine Cronin, National University of Ireland, Galway, who explored different definitions of openness, looking at issues of context and who may be excluded. We all negotiate risk when we are sharing, but negotiating that is important for hope, equality, and justice.

In the year of the 400th anniversary of Shakespeare’s death we were delighted to have Shakespeare scholar Emma Smith, who had a fantastic title: Free Willy: Shakespeaker & OER. In her talk she suggested teaching is an open practice now, that “you have to get over yourself and let people see what you are doing”.

John Scally’s keynote talked about the National Library of Scotland’s bold open policy. The NLS’ road to openness has been tricky, with tensions around preservation and access. John argued that the library has to move towards equality, and that open was a big part of that.

Edupunk Jim Groom of Reclaim Hosting, has quite a reputation in the sector and he was giving his very first keynote in the UK. JIm turned our attention from open shared resources, and towards open tech infrastructure, working at individual scale, but making use of cloud, networked resources which he sees as central to sustainable OER practice.

The final keynote was from Melissa Highton, with her talk Open with Care. She outlined the vision and policy of UoE. One idea introduced by Melissa was “technical and copyright debt”, the costs of not doing licensing, etc. correctly in the first place. IT Directors and CIOs need to be persuaded of the need for investment in OER.

It is difficult to summarise such a diverse conference, but there is growing awareness that openness is a key aspect that underpins good practice. I wanted to quote Stuart Allen’s blog. Stuart is a student on the MSc in Digital Education. HE did a wonderful summary of the conference.

Next year’s conference has the theme of Open and Politics and will be co-chaired by Josie Frader and Alec Tartovsky, chair of CC in Poland (our first international co-chair).

Learning@Scale 2016 – Amy Woodgate, Project Manager – Distance Education Initiative (DEI) & MOOCs, LTW.

I am coming at this from a different perspective here, as participant rather than organiser. This conference is about the intersection between informatics approaches and education. And I was interested in the degree to which that was informed by informatics, and that really seems to flag a need to interrogate what we do in terms of learning analytics, educational approach. So my presentation is kind of a proposal…

We have understood pedagogy for hundreds of years, we have been doing a huge amount of work on digital pedagogy, and the MSc in Digital Education is leading in this area. We have environments for learning, and we have environments at scale, including MOOCs, which were very evident at L@S. At University of Edinburgh we have lots of digitally based learning environments: ODL; MOOCS; and the emergence of UG credit-bearing online courses. But there is much more opportunity to connect these things for research and application – bringing pedagogy and environments at scale.

The final keynote at L@S was from Ken Koedinger, at Carnegie Mellon University. He suggested that every learning space should be a learning lab. We shouldn’t just apply theory, but building, doing, providing evidence base, thinking as part of our practice. He talked about collecting data, testing that data, understanding how to use data for continuous improvement. We are a research led institution, we have amazing opportunities to blend those things. But perhaps we haven’t yet fully embraced that Design, Deploy, Data, Repeat model. And my hope is that we can do something together more. We’ve done MOOCs for four years now, and there are so many opportunities to use the data, to get messy in the space… We haven’t been doing that but no-one has been. What was hard about the conference for me was that lots of it was about descriptive stats – we can see that people have clicked a video, but not connecting that back to anything else. And what was interesting to me was the articulation into physical environments here – picking up your pen many times is not meaningful. And so many Learning Analytics data sources are what we can capture, not necessarily what is meaningful.

The keynote had us answer some questions, about knowing when students are learning. You can see when people view or like a video, but there is a very low correlation between liking and learning… And for me that was the most important point of the session. That was really the huge gap, more proactive research, engagement, for meaningful measures of learning – not just what we can measure.

Mike Sharples, OU was also a keynote at L@S, and he talked about learning at scale, and how we can bring pedagoguey into those spaces, and the intersection of diversity, opportunity and availability. One of the things FutureLearn is exploring is the notion of citizen inquiry – people bring own research initiatives (as students) and almost like kickstarter engage the community in those projects. Interesting to see what happens, but an interesting question of how we utilize the masses, the scale of these spaces. We need you as the community working with us to start questioning how we can get more out of these spaces. Mike’s idea was that we have to rethink our idea of effective pedagoguey, and of ensuring that that is sustainable as being a key idea.

Working backwards then, there were many many papers submitted, not all were accepted, but you can view the videos of keynotes on Media Hopper, and there were posters for those not able to present as well. The winner of the best paper was “1A Civic Mission of MOOCs” – which gave the idea that actually there was a true diversity of people engaged in political MOOCs, and they weren’t all trolly, there was a sense of “respectful disagreement”. There were a lot of papers that we can look at, but we can’t apply any of these findings that can be applied without critical reflection, but there is much that can be done there.

It was interesting Lorna’s comments about gender balance. At L@S there were great female speakers, but only 15% of the whole. That reflected the computer science angle and bias of the event, and there felt like there was a need for the humanities to be there – and I think that’s an aspiration for the next one, to submit more papers, and get those voices as part of the event.

Although perhaps a slightly messy summary of the event, I wanted to leave you with the idea that we should be using what we do here at Edinburgh, with what we have available here, to put out a really exciting diverse range of work for presenting at next year’s third L@S!

So, what do people think about that idea of hacking up our learning spaces more? Thinking more about integrating data analysis etc, and having more of a community of practice around online pedagogies for learning@scale.

Amy Woodgate speaking about Learning@Scale 2016

Amy Woodgate speaking about Learning@Scale at elearning@ed 2016

Q&A

Q1) I think that issue of measuring what we can measure is a real issue right now. My question here is about adapting approach for international students – they come in and play huge fees, and there are employers pushing for MOOCs instead… But then we still want that income… So how does that all work together.

A1) I don’t think learning at scale is the only way to do teaching and learning, but it is an important resource, and offers new and interesting ways of learning. I don’t feel that it would compromise that issue of international students. International students are our students, we are an international community on campus, embracing that diversity is important. It’s not about getting rid of the teacher… There is so much you can do with pedagogies online that are so exciting, so immersive… And there is more we can get out of this in the future. I find it quite awkward to address your point though… MOOCs are an experimentation space I think, for bringing back into core. That works for some things, and some types of content really work at scale – adaptive learning processes for instance – lots of work up front for students then to navigate through. But what do others think about using MOOCs on campus…

Comment, Tim) I think for me we can measure things, but that idea of how those actions actually relate to the things that are not measured… No matter how good your VLE, people will do things beyond it. And we have to figure out how we connect and understand how they connect.

Q2, Ruby) Thank you very much for that. I was just a little bit worried… I know we have to move away from simplistic description of this measure, means this thing. But on one slide there was an implication that measuring learning… can be measured through testing. And I don’t think that that that is neccassarily true or helpful. Liking CAN be learning. And there is a lot of complexity around test scores.

A2)  Yes, that chart was showing that viewing a particular video, hadn’t resulted in better learning uptake at the end of the course… But absolutely we do need to look at these things carefully…

Q3) At the recent BlackBoard conference there was the discussion of credit bearing MOOCs, is there any plan to do that now?

A3) This sometihng we can do of course, could take a MOOC into a credit bearing UG course, where the MOOC is about content. What becomes quite exciting is moving out and, say, the kind of thing MSc DE did with eLearning and Digital Cultures – making connections between the credit bearing module and the MOOC, in interesting and enriching ways. The future isn’t pushing students over to the MOOC, but taking learning from one space to another, and seeing how that can blend. Some interesting conversations around credit alliances, like a virtual Erasmus, around credit like summer school credit. But then we fall back of universities wanting to do exams, and we have a strong track record of online MScs not relying on written exams, but not all are as progressive right now.

Q4, Nigel) I’m in Informatics, and am involved in getting introductory machine learning course online, and one of the challenges I’m facing is understanding how students are engaging, how much. I can ask them what they liked… But it doesn’t tell me much. That’s one issue. But connecting up what’s known about digital learning and how you evaluate learning in the VLEs is good… The other thing is that there is a lot of data I’d like to get out of the VLE and which to my knowledge we can’t access that data… And we as data scientists don’t have access.

Comment, Anne-Marie Scott) We are still learning how to do that best but we do collect data and we are keen to see what we can do. Dragan will talk more about Learning Analytics but there is also a UoE group that you could get involved with.

Q5, Paul) That was fascinating, and I wish I’d been able to make it along… I was a bit puzzled about how we can use this stuff… It seems to me that we imagine almost a single student body out there… In any programme we have enthusiastic students desperate to learn, no matter what; in the middle we have the quite interested, may need more to stay engaged; and then there are people just there for the certificate who just want it easy. If we imagine we have to hit all of the audiences in one approach it won’t work. We are keen to have those super keen students. In medicine we have patient groups with no medical background or educational background, so motivated to learn about their own conditions… But then in other courses, we see students who want the certificate… I think that enormous spectrum give us enormous challenges.

A5) An interesting pilot in GeoSciences on Adaptive Learning, to try to address the interested and the struggling students. Maths and Physics do a lot with additional resources with external sites – e.g. MOOCs – in a curated list from academics, that augment core. Then students who just want the basics, for those that want to learn more… Interesting paper on cheating in MOOCs, did analysis on multiple accounts and IP addresses, and toggling between accounts… Got a harvester and master account, looked at clusters…. Master accounts with perfect learning… Harvesting were poorer, then the ones in the middle… The middle is the key part… That’s where energy should be in the MOOC.

Q6) I was intrigued by big data asset work, and getting more involved… What are tensions with making data openly available… Is it competition with other universities…

A6) That’s part of project with Dragan and Jeff Haywood have been leading on Learning Analytics data policy… MOOCs include personally identifiable data, can strip it, but requires work. University has desire to share data, but not there yet for easy to access framework to engage with data. To be part of that, it’s part of bigger Learning Analytics process.

LAK’16 Learning Analytics & Knowledge Conference – Professor Dragan Gasevic (@dgasevic), Chair in Learning Analytics and Informatics, Moray House School of Education & School of Informatics

The Learning Analytics and Knowledge Conference, LAK’16, took place in Edinburgh last week. It was in it’s sixth edition. It started in Canada as a response to several groups of people looking at data collected in different types of digital environments, and also the possibility to merge data from physical spaces, instruments, etc. It attracted a diverse range of people from educational research, machine learning, psychology, sociology, policy makers etc. In terms of organisation we had wonderful support from the wonderful Grace Lynch and two of my PhD students, who did a huge amount. I also had some wonderful support from Sian Bayne and Jeff Haywood in getting this set up! They helped connect us to others, within the University and throughout the conference. But there are many others I’d like to thank, including Amy and her team who streamed all four parallel sessions throughout the conference.

In terms of programme the conference has a research stream and a practitioner stream. Our chairs help ensure we have a great programme – and we have three chairs for each stream. They helped us ensure we had a good diversity of papers and audiences, and vendors. We have those streams to attract papers but we deliberately mix the practice and research sessions are combined and share sessions… And we did break all records this time. This was only the second conference outside North America, and most of our participants are based there, but we had almost double the submissions this year. These issues are increasingly important, and the conference is an opportunity to critically reflect on this issue. Many of our papers were very high in quality, and we had a great set of workshops proposed – selecting those was a big challenge and only 50% made it in… So, for non computer scientists the acceptance ratio maybe isn’t a big deal… But for computer scientists it is a crucial thing. So here’s we accepted about 30% of papers… Short papers were particularly competitive – this is because the field is maturing, and people want to see more mature work.

Dragan Gasevic speaking about LAK'16 at eLearning@ed 2016.

We had participants from 35 countries, across our 470 participants – 140 from the US, 120 from the UK, and then 40 from Australia. Per capita Australia was very well represented. But one thing that is a little disappointing is that other European countries only had 3 or 4 people along, that tells us something about institutional adoption of learning analytics, and research there. There are impressive learning analytics work taking place in China right now, but little from Africa. In South America there is one hub of activity that is very good.

Workshops wise the kinds of topics addressed included learning design and feedback at scale, learning analytics for workplace and professional learning – definitely a theme with lots of data being collected but often private and business confidential work but that’s a tension (EU sees analytics as public data), learning analytics across physical and digital spaces – using broader data and avoiding the “streetlight effect”, temporal learning analytics – trying to see how learning processes unfold… Students are not static black boxes… They change decisions, study strategies and approaches based on feedback etc; also had interesting workshop on IMS Caliper; we also had a huge theme and workshop on ethical and privacy issues; and another on learning analytics for learners; a focus on video, and on smart environments; also looking for opportunities for educational researchers to engage with data – through data mining skills sessions to open conversations with with informaticians. We also had a “Failathon” – to try ideas, talk about failed ideas.

We also had a hackathon with Jisc/Apero… They issues an Edinburgh Statement for learning analytics interoperability. Do take a look, add your name, to address the critical points…

I just want to highlight a few keynotes: Professor Mireilla Hildebrandt talked about the law and learning as a a machine, around privacy, data and bringing in issues including the right to be forgotten. The other keynote I wanted to talk about was Professor Paul A Kirshner on learning analytics and policy – a great talk. And final keynote was Robert Mislevy who talked about psychometric front of learning analytics.

Finally two more highlights, we picked two papers out as the best:

  • Privacy and analytics – it’s a DELICATE issue. A checklist for trusted learning analytics – Hendrik Drachsler and Wolfgang Greller.
  • When should we stop? Towards Universal approach – details of speakers TBC

More information on the website. And we have more meetings coming up – we had meetings around the conference… And have more coming up with a meeting with QAA on Monday, session with Blackboard on Tuesday, and public panel with George Siemens & Mark Milliron the same day.

Q&A

Q1) Higher Education is teaching, learning and research… This is all Learning Analytics… So do we have Teaching Analytics?

A1) Great point… Learning analytics is about learning, we shouldn’t be distracted by toys. We have to think about our methods, our teaching knowledge and research. learning analytics with pretty charts isn’t neccassarily helpful – sometimes event detrimental – t0 learners. We have to look at instructional designs, to support our instructors, to use learning analytics to understand the cues we get in physical environments. One size does not fit all!

Marshall) I set a challenge for next year – apply learning analytics to the conference itself!

Student-centred learning session, chaired by Ruby Rennie

EUSA: Using eLearning Tools to Support and Engage Record Numbers of Reps – Tanya Lubicz-Nawrocka (@TanyaLubiczNaw), Academic Engagement Coordinator, EUSA; Rachel Pratt, Academic Representation Assistant, EUSA; Charline Foch (@Woody_sol), EUSA, and Sophie McCallum,Academic Representation Assistant, EUSA.

Tanya opened the presentation with an introduction to what EUSA: the Edinburgh University Students Association is and does, emphasizing the independence of EUSA and its role in supporting students, and supporting student representatives… 

Rachel: We support around 2000 (2238) students across campus per year, growing every year (actually 1592 individuals – some are responsible for several courses), so we have a lot of people to support.

Sophie: Online training is a big deal, so we developed an online training portal within Learn. That allows us to support students on any campus, and our online learners. Students weren’t always sure about what was involved in the role, and so this course is about helping them to understand what their role is, how to engage etc. And in order to capture what they’ve learned we’ve been using Open Badges, for which over to Tanya…

Tanya Lubicz-Nawrocka speaking about EUSA's use of Learn and Open Badges at elearning@ed 2016

Tanya Lubicz-Nawrocka speaking about EUSA’s use of Learn and Open Badges at elearning@ed 2016

Tanya: I actually heard about open badges at this very conference a couple of years ago. These are flexible, free, digital accreditation. Thay are full of information (metadata) and can be shared and used elsewhere in the online world. These badges represent skills in key areas, Student Development badges (purple), Research and communication badges (pink) and ? (yellow).

Tanya shows the EUSA Open Badges at elearning@ed 2016

Tanya shows the EUSA Open Badges at elearning@ed 2016

There have been huge benefits of the badges. There are benefits for students in understanding all aspects of the role, encouraging them to reflect on and document their work and success – and those helped us share their success, to understand school level roles, and to understand what skills they are developing. And we are always looking for new ways to accredit and recognise the work of our student reps, who are all volunteers. It was a great way to recognise work in a digital way that can be used on LinkedIn profiles.

There were several ways to gain badges – many earned an open badge for online training (over 1000 earned); badges were earned for intermediate training – in person (113 earned); and badges were also earned by blogging about their successes and development (168 earned).

And the badges had a qualitative impact around their role and change management, better understanding their skills and relationships with their colleagues.

Sophie McCallum speaking about EUSA's work on training and Open Badges at elearning@ed 2016

Sophie McCallum speaking about EUSA’s work on training and Open Badges at elearning@ed 2016

Rachel: Looking at the learning points from this. In terms of using (Blackboard) Learn for online functionality… For all our modules to work the best they can, 500 users is the most we could. We have two Learn pages – one for CSE (College of Science & Engineering), one for CHSS (College of Humanities and Social Sciences), they are working but we might have to split them further for best functionality. We also had challenges with uploading/bulk uploading UUNs (the University personal identifiers) – one wrong UUN in several hundred, loses all. Information services helped us with that early on! We also found that surveys in Learn are anonymous – helpful for ungraded reflection really.

In terms of Open Badges the tie to an email address is a challenge. If earned under a student email address, it’s hard to port over to a personal email address. Not sure how to resolve that but aware of it. And we also found loading of badges from “Backpack” to sites like LinkedIn was a bit tedious – we’ll support that more next year to make that easier. And there are still unknown issues to be resolved, part of the Mozilla Open Badges environment more broadly. There isn’t huge support online yet, but hopefully those issues will be addressed by the bigger community.

Using eLearning tools have helped us to upscale, train and support record numbers of Reps in their roles; they have helped us have a strong positive quantitative and qualitative impact in engaging reps; and importance of having essential material and training online and optional, in-person intermediate training and events. And it’s definitely a system we’ll continue to have and develop over the coming years.

Rachel Pratt talks about EUSA's training approach, working with student representatives across the University, at elearning@ed 2016

Rachel Pratt talks about EUSA’s training approach, working with student representatives across the University, at elearning@ed 2016

Q&A

Q1) Have you had any new feedback from students about this new rep system… I was wondering if you have an idea of whether student data – as discussed earlier – is on the agenda for students?

A1 – Tanya) Students are very well aware of their data being collected and used, we are part of data analytics working groups across the university. It’s about how it is stored, shared, presented – especially the issue of how you present information when they are not doing well… Interested in those conversations about how data is used, but we are also working with reps, and things like the Smart Data Hacks to use data for new things – timetabling things for instance…

Q2) ?

A2) It’s a big deal to volunteer 50 hours of their time per year. They are keen to show that work to future employers etc.

Q3) As usual students and EUSA seem to be way ahead. How do you find out more about the badges?

A3) They can be clicked for more metadata – that’s embedded in it. Feedback has been great, and the blogposts have really helped them reflect on their work and share that.

SLICCs: Student-Led Individually Created Courses – Simon Riley, Senior Lecturer, MRC Centre for Reproductive Health

I’m Simon Riley, from the School of Medicine. I’m on secondment with the IAD and that’s why I’m on this. I’m coming to it from having worked on the student led component in medicine. You would think that medicine would be hugely confined by GMC requirements, but there is space there. But in Edinburgh there is about a year of the five year programme that is student led – spread across that time but very important.

Now, before speaking further I must acknowledge my colleague Gavin McCabe, Employability Consultant who has been so helpful in this process.

SLICCs are essentially a reflective framework, to explore skill acquisition, using an e-portfolio. We give students generic Learning Outcomes (LOs), which allow the students to make choices. Although it’s not clear how much students understand or engage with learning outcomes… We only get four or five per module. But those generic LOs allow students to immediately define their own aims and anticipated learning in their “proposal”. Students can take ownership of their own learning by choosing the LOs to address.

Simon Riley talks about SLICCs at eLearning@ed 2016

Simon Riley talks about SLICCs at eLearning@ed 2016

The other place that this can raise tensions is the idea of “academic rigor”. We are comfortable at assessing knowledge, and assessments that are knowledge based. And we assume they get those other graduate attributes by osmosis… I think we have to think carefully about how we look at that. Because the SLICCs are reflection on learning, I think there is real rigor there. But there has to be academic content – but it’s how they gain that knowledge. Tanya mentioned the Edinburgh Award – a reflective process that has some similarities but it is different as it is not for credit.

Throughout their learning experience students can make big mistakes, and recover from them. But if you get students to reflect early, and reflect on any issue that is raised, then they have the opportunity to earn from mistakes, to consider resilience, and helping them to understand their own process for making and dealing with mistakes.

The other concern that I get is “oh, that’s a lot of work for our staff”… I was involved in Pilot 1 and I discovered that when giving feedback I was referring students back to the LOs they selected, their brief, the rubric, the key feedback was about solving the problem themselves… It’s relatively light touch and gives ownership.

So, here are three LOs… Around Analysis, Application, Evaluation. This set is Level 8. I think you could give those to any student, and ask them to do some learning, based on that, and reflect on it… And that’s across the University, across colleges… And building links between the colleges and schools, to these LOs.

So, where are we at? We had a pilot with a small number of students. It was for extra credit, totally optional. They could conduct their own learning, capture in a portfolio, reflect upon it. And there is really tight link between the portfolio evidence, and the reflective assignment. It was a fascinating set of different experiences… For instance one student went and counter river dolphins in the Amazon, but many were not as exotic… We didn’t want to potentially exclude anyone or limit relevance. Any activity can have an academic element to it if structured and reflected upon appropriately. Those who went through the process… Students have come back to us who did these at Level 8 in second year (highest level senate has approved)… They liked the process – the tutor, the discipline, the framework, more than the credit.

So we have just over 100 students signed up this summer. But I’m excited about doing this in existing programmes and courses… What we’ve done is created SCQF LOs at Level 7, 8, 10 and 11, with resources to reflect, marking rubric, and board of studies documents. I am a course organiser – developing is great but often there isn’t time to do it… So what I’m trying to do is create all that material and then just let others take and reuse that… Add a little context and run onto it. But I want to hold onto the common LOs, as long as you do that we can work between each other… And those LOs include the three already shown, plus LO4 on “Talent” and LO5 on “Mindset”, both of which specifically address graduate attributes. We’ve had graduate attributes for years but they aren’t usually in our LOs, just implicit. In these case LOs are the graduate attributes.

Simon Riley gets very animated talking about Learning Outcomes at eLearning@ed 2016

Simon Riley gets very animated talking about Learning Outcomes at eLearning@ed 2016

What might they look like? Embedded in the curriculum, online and on campus. Level 11 on-campus courses are very interested, seems to fit with what they are trying to do. Well suited to projects, to skill acquisition, and using a portfolio is key – evidencing learning is a really useful step in getting engagement. And there is such potential for interdisciplinary work – e.g. Living Lab, Edinburgh CityScope. Summer schools also very interested – a chance for a student to take a holistic view of their learning over that period. We spend a lot of money sending students out to things – study abroad, summer schools, bursaries… When they go we get little back on what they have done. I think we need to use something like this for that sort of experience, that captures what they have learnt and reflected on.

Q&A

Q1) That idea of students needing to be able to fail successfully really chimes for me… Failures can be very damaging… I thought that the idea of embracing failure, and that kind of start up culture too which values amazing failure… Should/could failure be one of your attributes… to be an amazing failure…

A1) I think that’s LO5 – turning it into a talent. But I think you have touched on an important aspect of our experience. Students are risk averse, they don’t want to fail… But as reflective learners we know that failure matters, that’s when we learn, and this framework can help us address this. I look to people like Paul McC… You have students learning in labs… You can set things up so they fail and have to solve problems… Then they have to work out how to get there, that helps…

Q1) In the sporting world you have the idea of being able to crash the kit, to be able to learn – learning how to crash safely is an early stage skills – in skateboarding, surfing etc.

Keynote, supported by the Centre for Research in Digital Education: In search of connected learning: Exploring the pedagogy of the open web – Dr Laura Gogia MD, PhD, (@GoogleGuacamole)Research Fellow for the Division of Learning Innovation and Student Success at Virginia Commonwealth University, USA, chaired by Jen Ross

Jen: I am really delighted to welcome Laura Gogia to eLearning@ed – I heard her speak a year or so ago and I just felt that great thing where ideas just gel. Laura has just successfully defended her PhD. She is also @GoogleGuacamole on Twitter and organises a Twitter reading club. And her previous roles have been diverse, most interestingly she worked as an obstetrician.

Laura: Thank you so much for inviting me today. I have been watching Edinburgh all year long, it’s just such an exciting place. To have such big conferences this year, there is so much exciting digital education and digital pedagogy work going on, you guys are at the forefront.

So I’m going to talk about connected learning – a simpler title than originally in your programme – because that’s my PhD title… I tried to get every keyword in my PhD title!

Laura Gogia begins her keynote with great enthusiasm at eLearning@ed 2016

Laura Gogia begins her keynote with great enthusiasm at eLearning@ed 2016

Let me show you an image of my daughter looking at a globe here, that look on her face is her being totally absorbed. I look for that look to understand when she is engaged and interested. In the academic context we know that students who are motivated, who see real relevance and benefit to their own work makes for more successful approaches. Drawing on Montesorri and other progressive approaches, Mimi Ito and colleagues have developed a framework for connected learning that shapes those approaches for an online digital world.

Henry Jenkins and colleagues describe Digital Participatory Culture that is interactive, creative, about sharing/contributing and informal mentoring. So a connected teacher might design learning to particularly use those connections out to the wider world. George Siemens and colleagues talk about digital workflow, where we filter/aggregate; critique; remix; amplify – pushing our work out into a noisy world where we need to catch attention. Therefore connected learners and teachers find ways to embed these skills into learning and teaching experiences…

Now this all sounds good, but much of the literature is on K-12, so what does connected learning mean for Higher Education. Now in 2014 my institution embarked on an openly networked connected learning project, on learning experiences that draw from web structure and culture to (potentially) support connected learning and student agency, engagement and success. This is only 2 years in, it’s not about guaranteed success but I’ll be talking about some work and opportunities.

So, a quick overview of VCU, we have an interesting dynamic institution, with the top rated arts college, we have diverse students, a satellite campus in Quatar and it’s an interesting place to be. And we also have VCU RamPages, an unlimited resource for creating webpages, that can be networked and extended within and beyond the University. There are about 16k websites in the last year and a half. Many are student websites, blogs, and eportfolios. RamPages enable a range of experiences and expression but I’ll focus on one, Connected Courses.

Connected Courses are openly networked digital spaces, there are networked participatory activities – some in person, all taught by different teaching staff. And they generate authentic learning products, most of which are visible to the public. Students maintain their own blog sites – usually on RamPages but they can use existing sites if they want. When they enroll on a new course they know they will be blogging and doing so publicly. They use a tag, that is then aggregated and combined with other students posts…

So, this is an example of a standard (WordPress) RamPages blog… Students select the blog template, the header images, etc. Then she uses the appropriate tag for her course, which takes it to the course “Bloggregate”… And this is where the magic happens – facilitating the sharing, the commenting, and from a tutors point of view, the assessment.

Laura Gogia shows the VCA/RamPages

Laura Gogia shows the VCA/RamPages “Bloggregate” at eLearning@ed 2016

The openly networked structure supports student agency and discovery. Students retain control of their learning products during and after the course. And work from LaGuadia found students were more richly engaged in such networked environments. And students can be exposed to work and experience which they would not otherwise be exposed to – from different sites, from different institutions, from different levels, and from different courses.

Connected learning also facilitate networked participation, including collaboration and crowdsourcing, including social media. These tools support student agency – being interdependent and self regulated. They may encourage digital fluency. And they support authentic learning products – making joint contributions that leads to enriched work.

A few years ago the UCI bike race was in Virginia and the University, in place of classes, offered a credited course that encouraged them to attend the bike race and collect evidence and share their reflections through the particular lens of their chosen course option. These jointly painted a rich picture, they were combined into authentic work products. Similarly VCU Field Botany collaboratively  generate a digital field guide (the only one) to the James Richer Park System. This contributes back to the community. Similarly arts students are generating the RVArts site, on events, with students attending, reflecting, but also benefiting our community who share interest in these traditionally decentralised events.

Now almost all connected courses involve blogging, which develops multimodal composition for digital fluency and multiple perspectives. Students include images and video, but some lecturers are embedding digital multimodal composition in their tasks. Inspireed by DS106, University of Mary Washington, our #CuriousCoLab Creative Makes course asks students to process abstract course concepts and enhance their digital fluency. They make a concrete representation of the abstract concept – they put it in their blog with some explanation of why they have chosen to do this in their way. The students loved this… They spent more time, they thought more on these abstract ideas and concepts… They can struggle with those ideas… This course was fully online, with members of the public engaged too – and we saw both students and these external participants did the creative make, whether or not they did the reflective blogging (optional for outside participants).

In terms of final projects students are often asked to create a website. These assignments allow the students to work on topics that really talk to their heart… So, one module can generate projects on multitasking and the brain, another might talk about the impact on the bombing of Hiroshima.

I’ve talked about connected learning but now I’d like to turn to my research on student blogging and tweeting, and my focus on the idea that if students are engaged in Connected Learning we require the recognition and creation of connections with people, and across concepts, contexts and time. I focused on Blogging and tweeting as these are commonly used in connected learning… I asked myself about whether there was something about these practices that was special here. So I looked at how we can capture connected learning through student digital annotation… Looking at hyperlinks, mentions, etc. The things that express digital connection… Are they indicative of pedagogical connections too? I also looking at images and videos, and how students just use images in their blog posts…

Because the Twitter API and WordPress allow capture of digital annotations… You can capture those connections in order to describe engagement. So, for the class I looked at there were weekly Twitter chats… And others beyond the course were open participants, very lightly auditing the course… I wanted to see how they interacted… What I saw was that open students were very well integrated with the enrolled students, and interacting… And this has instructional value too. Instructors used a similar social network analysis tool to ask students to reflect on their learning and engagement.

Laura Gogia speaking about linking and interaction patterns at VCU as part of her eLearning@ed 2016 keynote

Laura Gogia speaking about linking and interaction patterns at VCU as part of her eLearning@ed 2016 keynote

Similarly I looked at psychology students and how they shared hyperlinks… You can see also how sources are found directly, and when they access them exclusively through their Twitter timeline… That was useful for discussing student practice with them – because those are two different processes really – whether reading fully, or finding through others’ sharing. And in a course where there is controversy over legitimate sources, you could have a conversation on what sources you are using and why.

I found students using hyperlinks to point to additional resources, traditional citations, embedded definitions, to connect their own work, but also to contextualise their posts – indicating a presumption of an external audience and of shaping content to them… And we saw different styles of linking. We didn’t see too many “For more info see…” blog posts pointing to eg NYT, CNN. What we saw more of was text like “Smith (2010) states that verbal and nonverbal communication an impact” – a traditional citation… But “Smith 2010” and “nonverbal” were both linked. One goes where you expect (the paper), the other is a kind of “embedded description” – linking to more information but not cluttering their style or main narrative. You couldn’t see that in a paper based essay. You might also see “As part of this course, I have created a framework and design structure for..”… “this course” links to the course – thinking about audience perhaps (more research needed) by talking about context; framework pointed to personal structure etc.

I also saw varying roles of images in blog posts: some were aesthetic, some were illustration, some as extension. Students making self-generated images and videos incorporated their discussion of that making process in their blog posts… I particularly enjoyed when students made their own images and videos.

Laura Gogia talks about the Twitter patterns and hyperlinking practices of her research participants in her eLearning@ed 2016 keynote

Laura Gogia talks about the Twitter patterns and hyperlinking practices of her research participants in her eLearning@ed 2016 keynote

In terms of Twitter, students tweeted differently than they blog. Now we know different platforms support different types of behaviours. What I noticed here was that students tweeted hyperlinks to contribute to the group, or to highlight their own work. So, hyperlink as contribution could be as simple as a link with the hashtag. Whilst others might say “<hyperlink> just confirms what was said by the speaker last week”… which is different. Or it might be, e.g. “@student might find this on financial aid interesting <hyperlink>, now that inclusion of a person name significantly increases the chances of engagement – significantly linked to 3+ replies.

And then we’d see hyperlinks as promotion, although we didn’t see many loading tweets with hashtags to target lots of communities.

So, my conclusions on Digital Annotations, is that these are nuanced areas for research and discussion. I found that students seldom mentioned peer efforts – and that’s a problem, we need to encourage that. There is a lack of targeted contribution – that can be ok and trigger serendipity, but not always. We have to help students and ourselves to navigate to ensure we get information to the right people. Also almost no images I looked at had proper attribution, and that’s a problem. We tell them to cite sources in the text, have to do that in the images too. And finally course design and instructor behaviour matters, students perform better when the structure works for them… So we have to find that sweet spot and train and support instructors accordingly.

I want to end with a quote from a VCU Undergraduate student. This was a listening tour, not a formal part of research, and I asked them how she learned, how they want to learn… And this student talked about the need for learning to be flexible, connected, portable. Does everyone need an open connected space? No, but some do, and these spaces have great affordances… We need to play more here, to stay relevant and engaged with that wider world, to creatively play with the idea of learning!

Q&A

Q1) It was fantastic to see all that student engagement there, it seems that they really enjoy that. I was wondering about information overload and how students and staff deal with that with all those blogs and tweets!

A1) A fabulous question! I would say that students either love or hate connected courses… They feel strongly. One reason for that is the ability to cope with information overload. The first time we ran these we were all learning, the second time we put in information about how to cope with that early on… Part of the reason for this courses is to actually help students cope with that, understand how to manage that. It’s a big deal but part of the experience. Have to own up front, why its important to deal with it, and then deal with it. From a Twitter perspective I’m in the process of persuading faculty to grade Twitter… That hasn’t happened yet… Previously been uncredited, or has been a credit for participation. I have problems with both models… With the no credit voluntary version you get some students who are really into it… And they get frustrated with those that don’t contribute. The participation is more structured… But also frustrating, for the same reasons that can be in class… So we are looking at social network analysis that we can do and embed in grading etc.

Comment – Simon Riley) Just to comment on overload… That’s half of what being a professional or an academic is. I’m a medic and if you search PubMed you get that immediately… Another part of that is dealing with uncertainty… And I agree that we have to embrace this, to show students a way through it… Maybe the lack of structure is where we want to be…

A2) Ironically the people with the least comfort with uncertainty and unstructured are faculty members – those open participants. They feel that they are missing things… They feel they should know it all, that they should absorb it at. This is where we are at. But I was at a digital experience conference where there were 100s of people, loads of parallel strands… There seems to be a need to see it all, do it all… We have to make a conscious effort at ALT Lab to just help people let it go… This may be the first time in history where we have to be fine that we can’t know it all, and we know that and are comfortable…

Q3) Do you explicitly ask students not to contribute to that overload?

A3) I’m not sure we’re mature enough in practice… I think we need to explain what we are doing and why, to help them develop that meta level of learning. I’m not sure how often that’s happening just now but that’s important.

Q4) You talked a lot about talking in the open web in social media. Given that the largest social networks are engaging in commercial activities, in political activities (e.g. Mark Zuckerberg in China), is that something students need to be aware of?

A4) Absolutely, that needs to be there, alongside understanding privacy, understanding attribution and copyright. We don’t use Facebook. We use WordPress for RamPages – have had no problems with that so far. But we haven’t had problems with Twitter either… It’s a good point that should go on the list…

Q5) Could you imagine connected courses for say Informatics or Mathematics…? What do they look like?

A5) Most of the math courses we have dealt with are applied mathematics. That’s probably as far as I could get without sitting with a subject expert – so give me 15 mins with you and I could tell you.

Q6) So, what is the role of faculty here in carefully selecting things for students which we think are high quality?

A6) The role is as it has ever been, to mark those things out as high quality…

Q6) There is a lot of stuff out there… Linking randomly won’t always find high quality content.

A6) Sure, this is not about linking randomly though, it’s about enabling students to identify content, so they understand high quality content, not just the list given, and that supports them in the future. Typically academic staff do curate content, but (depending on the programme), students also go out there to find quality materials, discussing reasons for choosing, helping them model and understand quality. It’s about intentionality… We are trying to get students to make those decisions intentionally.

Digital Education & Technology Enhanced Learning Panel Session, chaired by Victoria Dishon

Victoria: I am delighted to be able to chair this panel. We have some brilliant academic minds and I am very pleased to be able to introduce some of them to you.

Prof. Sian Bayne (@sbayne), Professor of Digital Education in the School of Education, and Assistant Principal, Digital Education

I have a slight identity crisis today! I am Sian Bayne and I’m Professor of Digital Education but I am also newly Assistant Principal, Digital Education. It’s an incredibly exciting area of work to take forward so I thought I’d talk a bit about digital education at Edinburgh and where we are now… We have reputation and leadership, 2600 PG online students, 67 programmes, 2m MOOC learners, and real strategic support in the University. It’s a good time to be here.

Sian Bayne speaking about her exciting new role, at eLearning@ed 2016

Sian Bayne speaking about her exciting new role, at eLearning@ed 2016

We also have a growing culture of teaching innovation in Schools and a strong understanding of the challenges of academic development for and with DE. Velda McCune, Depute Director of IAD, currently on research leave, talks about complex, multilateral and ever shifting conglomerations of learning.

I want to talk a bit about where things are going… Technology trends seem to be taking us in some particular directions…We have a range of future gazing reports and updates, but I’m not as sure that we have a strong body of students, of academics, of support with a vision for what we want digital education to look like here. We did have 2 years ago the Ed2020 trying to look at this. The Stanford 2025 study is also really interesting, with four big ideas emerging around undergraduate education – of the open loop university – why 4 years at a set age, why not 6 years across your lifetime; paced education – 6 years of personalised learning with approaches for discipline we’re embedded in and put HE in the world; Axis flip; purpose learning – coming to uni with a mission not a major… So it would be interesting to think of those ideas in this university.

UAL/LSE did a digital online hack event, Digital is not the future, to explore the idea of hacking the institution from the inside. Looking at shifting to active work. Also a great new MIT Future of Digital Education report too. And if you have any ideas for processes or approaches to take things forward, please do email or Twitter me…

Melissa Highton, Assistant Principal, Online Learning (@honeybhighton)

I am also having quite an identity crisis. Sian and I have inherited quite a broad range of activities from Jeff Haywood, and I have inherited many of the activities that he had as head of IS, particularly thinking about online learning in the institution, number of courses, number of learners, what success would look like, targets – and where they came from – get thrown about… Some are assumptions, some KPI, some reach targets, some pure fantasy! So I’ll be looking at that, with the other Assistant Principals and the teams in ISG.

Melissa Highton talks about her forthcoming new role, at eLearning@ed 2016

Melissa Highton talks about her forthcoming new role, at eLearning@ed 2016

What would success look like? That Edinburgh should be THE place to work if you want to work on Digital Education, that it is innovative, fund, and our practice must be research informed, research linked, research connected. Every educator should be able to choose a range of tools to work with, and have support and understanding of risk around that… Edinburgh would be a place that excellent practitioners come t0 – and stay. Our online students would give us high satisfaction ratings. And our on campus learners would see themselves continuing studies online – preferably with us, but maybe with others.

To do that there are a set of more procedural things that must be in place around efficiency, structures, processes, platforms, to allow you to do the teaching and learning activity that we need you to do to maintain our position as a leader in this area. We have to move away from dependence on central funding, and towards sustainable activity in their departments and schools. I know it’s sexy to spin stuff up locally, it’s got us far, but when we work at scale we need common schools, taking ideas from one part of the institution to others. But hopefully creating a better environment for doing the innovative things you need to do.

Prof. David Reay (@keelincurve); Chair in Carbon Management & Education Assistant Principal, Global Environment & Society

Last year at eLearning@ed I talked about the Sustainability and Social Responsibility course, and today I’ll talk about that, another programme and some other exciting work we are doing all around Global Change and Technology Enhanced Learning.

So with the Online MSc in Carbon Management we have that fun criteria! We had an on campus programme, and it went online with students across the world. We tried lots of things, tried lots of tools, and made all sorts of mistakes that we learned from. And it was great fun! One of my favourite students was joining the first Google Hangout from a bunker in Syria, during the war, and when she had connectivity issues for the course we had to find a tactic to be able to post content via USB to students with those issues.

David Reay speaks about the new Online

David Reay speaks about the new Online “Sustainability & Social Responsibility” MSc at eLearning@ed 2016

So that online course in Sustainability and Social Responsibility is something we’ve put through the new CAIRO process that Fiona Hale is leading on, doing that workshop was hugely useful for trying those ideas, making the mistakes early so we could address them in our design. And this will be live in the autumn, please do all take a look and take it.

And the final thing, which I’m very excited about, is an online “Disaster Risk Reduction” course, which we’ve always wanted to do. This is for post earthquake, post flooding, post fire type situations. We have enormous expertise in this area and we want to look at delivery format – maybe CPD for rescue workers, MOOCs for community, maybe Masters for city planners etc. So this is the next year, this is what I’ll speak about next year.

Prof. Chris Sangwin (@c_sangwin), Chair in Technology Enhanced Science Education, School of Mathematics

I’m new to Edinburgh, joined in July last year, and my interest is in automatic assessment, and specifically online assessment. Assessment is the cornerstone of education, it drives what people do, that is the action they undertake. I’ve been influenced by Kluger and DeNiki 1996 who found that “one third of feedback interventions decreased performance”. This study found that specific feedback on the task was effective, feedback that could be seen as a personal attack was not. Which makes sense, but we aren’t always honest about our failures.

Chris Sangwin talks about automated approaches to assessing mathematics, at eLearning@ed 2016

Chris Sangwin talks about automated approaches to assessing mathematics, at eLearning@ed 2016

So, I’ve developed an automatic assessment system for mathematics – for some but not all things – which uses the computer algebra system (CAS) Maxima, which generates random structured questions, gives feedback, accommodates multiple approaches, and provides feedback on the parts of the answer which does not address the question. This is a pragmatic tool, there are bigger ideas around adaptive learning but those are huge to scope, to build, to plan out. The idea is that we have a cold hard truth – we need time, we need things marking all the time and reliably, and that contrasts with the much bigger vision of what we want for our students for our education.

You can try it yourself here: http://stack.maths.ed.ac.uk/demo/ and I am happy to add you as a question setter if you would like. We hope it will be in Learn soon too.

Prof. Judy Hardy (@judyhardy), Professor of Physics Education, School of Physics and Astronomy.

I want to follow up my talk last year about what we need to focus on “awareness” knowledge, “how to” knowledge, and we need “principles” knowledge. Fewer than a quarter of people don’t modify approaches in their teaching – sometimes that is fine, sometimes it is not. So I want to talk about a few things we’ve done, one that worked, one that did not.

Judy Hardy talks about modifying teaching approaches, at eLearning@ed 2016

Judy Hardy talks about implementing changes in teaching approaches, at eLearning@ed 2016

We have used Peerwise testing, and use of that correlates with exam performance, even when controlling for other factors. We understand from our evidence how to make it work. We have to move from formative (recommended) to summative (which drives behaviour). We have to drive students ownership of this work.

We have also used ACJ – Adaptive Comparative Judgement – to get students to understand what quality looks like, to understand it in comparison to others. They are not bad at doing that… It looks quite good at face value. But when we dug in we found students making judgments on surface features… neatness, length, presence of diagram… We are not at all confident about their physics knowledge, and how they evidence that decision… For us the evidence wasn’t enough, it wasn’t aligned with what we were trying to do. There was very high administrative overheads… A detail that is easily overlooked. For a pilot its fine, to work every day that’s an issue.

Implementing change, we have to align the change with the principles – which may also mean challenge underlying beliefs about their teaching. It needs to be compatible with local, often complex, classroom context, and it takes time, and time to embed.

Victoria: A lot of what we do here does involve taking risk so it’s great to hear that comparison of risks that have worked, and those that are less successful.

Dr Michael Seery, Reader, Chemistry Education. (@seerymk)

Like Chris I joined last July… My background has been in biology education. One of the first projects I worked on was on taking one third of chemistry undergraduate lab reports (about 1200 reports_ and to manage and correct those for about 35 postgraduate demonstrators. Why? Well because it can be hard to do these reports, often inconsistent in format, to assess online and I wanted to seek clarity and consistency of feedback. And the other reason to move online was to reduce administrative burden.

Michael Seery speaks about moving to online learning (image also shows the previous offline administrative tools), at eLearning@ed 2016

Michael Seery speaks about moving to online learning (image also shows the previous offline administrative tools), at eLearning@ed 2016

So Turnitin (Grademark) was what I started looking at. But it requires a Start Date, Due Date, and End date. But our students don’t have those. Instead we needed to retrofit it a bit. So, students submitted to experimental Dropbox, demonstrators filtered submissions and corrected their lab reports, and mark and feedback returned immediately to students… But we had problems… No deadline possible so can’t track turnaround time/impose penalties; “live” correction visible by student, and risk of simultaneous marking. And the Section rubrics (bands of 20%) too broad – that generated a great deal of feedback, as you can imagine. BUT demonstrators were being very diligent about feedback – but that also confused students as minor points were mixed with major points.

So going forward we are using groups, students will submit by week so that due dates ad turnaround times clearer, use TurnItIn assessment by groups with post date, and grading forms all direct mark entry. But our challenge has been retrofitting technologies to the assessment and feedback issue, but that bigger issue needs discussion.

The format for this session is that each of our panel will give a 3-5 minute introductory presentation and we will then turn to discussion, both amongst the panel and with questions and comments from the audience.

Panel discussion/Q&A

Q1) Thank you for a really interesting range of really diverse presentations. My question is for Melissa, and it’s about continuity of connection… UG, online, maybe pre-arrival, returning as a lifelong learning… Can we keep our matriculation number email forever? We use it at the start but then it all gets complex on graduation… Why can’t we keep that as that consistent point of contact.

A1, Melissa) That sounds like a good idea.

Q2) We’ve had that discussion at Informatics, as students lose a lot of materials etc. by loss of that address. We think an @ed.ac.uk alias is probably the way, especially for those who carry on beyond undergraduate. It was always designed as a mapping tool. But also let them have their own space that they can move work into and out of. Think that should be University policy.

A2, Melissa) Sounds like a good idea too!

Q3) I was really pleased to hear assessment and feedback raised in a lot of these presentations. In my role as Vice Principal Assessment and Feedback I’m keen to understand how we can continue those conversations, how do we join these conversations up? What is the space here? We have teaching networks but what could we be missing?

A3, Michael) We all have agreed LOs but if you ask 10 different lab demonstrators they will have 10 different ideas of what that looks like that. I think assessment on a grade, feedback, but also feed forward is crucial here. Those structures seems like a sensible place.

A3, Judy) I think part of the problem is that teaching staff are so busy that it is really difficult  to do the work needed. I think we should be moving more towards formative assessment, that is very much an ideal, far from where we are in practice, but it’s what I would like to see.

Q4) A lot of you talked about time, time being an issue… One of the issues that students raise all of the time is about timeliness of feedback… Do you think digital tools offer a way to do this?

A4, Judy) For me, the answer is probably no. Almost all student work is handwritten for us… What we’d like to do is sit with a student to talk to them, to understand what is going on in their heads, how their ideas are formed. But time with 300 students is against us. So digital tools don’t help me… Except maybe Chris’ online assessment for mathematics.

A4, Chris) The idea of implementing the system I showed is to free up staff time for that sort of richer feedback, by tackling the limited range of work we can mark automatically. That is a limited range though and it diminishes as the subject progresses.

A4, David) We implemented online submission as default and it really helped with timings, NSS, etc. that really helped us. For some assessment that is hard, but it has helped for some.

A4, Michael) Students do really value that direct feedback from academic staff… You can automate some chemistry marking, but we need that human interaction in there too, that’s important.

A4, Sian) I want to raise a humanities orientated way of raising the time issue… For me time isn’t just about the timeline for feedback, but also exploring different kinds of temporality that you can do online. For our MSc in Digital Education we have students blog and their tutors engage in a long form engaged rich way throughout the course, feedback and assessment is much richer than just grading.

Q5) In terms of incorporation of international students here, they are here for one year only and that’s very short. Sometimes Chinese students meet a real clash of expectations around language proficiency, a communication gap between what assessment and feedback is, and what we practice. In terms of technology is there a formative model for feedback for students less familiar with this different academic culture, rather than leaving them confused for one semester and then start to understand.

A5, David) It’s such an important point. For all of our students there is a real challenge of understanding what feedback actually is, what it is for. A lot of good feedback isn’t badged properly and doesn’t show up in NSS. I love the idea of less assessment, and of the timing being thought through. So we don’t focus on summative assessment early on, before they know how to play the game.. I agree really.

A5, Judy) One thing we don’t make much use, is of exemplars. They can be very valuable. When I think about how we get expertise as markers, is because of trying to do it. Students don’t get that opportunity, you only see your own work. Exemplars can help there…

The panel listening to questions from the floor at eLearning@ed 2016

The panel listening to questions from the floor at eLearning@ed 2016

Q6) Maybe for the panel, maybe for Fiona… One thing to build in dialogue, and the importance of formative assessment… Are you seeing that in the course design workshops, use of CAIReO (blog post on this coming soon btw), whether you see a difference in the ways people assess….

A6, Fiona) We have queues of people wanting the workshop right now, they have challenges and issues to address and for some of them its assessment, for others its delivery or pace. But assessment is always part of that. It comes naturally out of storyboarding of learner activities. BUt we are not looking at development of content, we are talking about learning activity – that’s where it is different. Plenty to think about though…

Comment, Ross) Metaphor of a blank piece of paper is good. With learning technologies you can start out with that sense of not knowing what you want to achieve… I think exemplars help here too, sharing of ideas and examples. Days like today can be really helpful for seeing what others are doing, but then we go back to desks and have blank sheets of paper.

Q7) As more policies and initiatives appear in the institution, does it matter if we believe that learning is what the student does – rather than the teacher? I think my believe is that learning occurs in the mind of the learning… So technologies such as distance and digital learning can be a bit strange… Distance and digital teaching maybe makes more sense…

A7) I think that replacing terminology of “teaching” with terminology of “learning” has been taking place. Hesper talks about the problems of the “learnification of education”, when we do that we instrumentalise education. That ignores power structures and issues in many ways. My colleagues and I wrote a Manifesto for Teaching Online and we had some flack about that terminology but we thought that that was important.

Q8) Aspirationally there would be one to one dialogue with students… I agree that that is a good aspiration… And there is that possibility of continuity… But my question was to what extent past, present, and future physical spaces… And to what extent does that enable or challenge good learning or good teaching?

A8, Judy) We use technology in classrooms. First year classes are flipped – and the spaces aren’t very conducive to that. There are issues with that physical space. For group working there are great frustrations that can limit what we can do… In any case this is somewhat inevitable. In terms of online education, I probably have to hand to colleagues…

A8, David) For our institution we have big plans and real estate pressures already. When we are designing teaching spaces, as we are at KB right now, there is a danger of locking ourselves into an estate that is not future proof. And in terms of impinging on innovation, in terms of changing demands of students, that’s a real risk for us… So I suppose my solution to that is that when we do large estate planning, that we as educators and experts in technology do that work, do that horizon scanning, like Sian talked about, and that that feeds into physical space as well as pedagogy.

A8, Sian) For me I want leakier spaces – bringing co-presences into being between on campus and online students. Whole area of digital pedagogical exploration we could be playing with.

A8, Melissa) There is is a very good classroom design service within the Learning and Teaching spaces team in IS. But there is a lag between the spaces we have today, and getting kit in place for current/future needs. It’s an ongoing discussion. Particularly for new build spaces there is really interesting possibility around being thoughtful. I think we also have to think about shifting time and space… Lecture Capture allows changes, maybe we need fewer big lecture rooms… Does the teaching define the space, or the space that designs the teaching. Please do engage with the teams that are there to help.

A8, Michael) One thing that is a danger, is that we chase the next best thing… But those needs change. We need to think about the teaching experience, what is good enough, what is future-proof enough… And where the need is for flexibility.

Victoria: Thanks to all our panel!

eMarking Roll Out at Abertay – Carol Maxwell, Technology Enhanced Learning Support team Leader, Abertay University, chaired by Michael Seery

I am Carol Maxwell from Abertay University and I am based in the Technology Enhanced Learning support team. So, a wee bit about Abertay… We are a very small city centre university, with 4025 students (on campus) and 2091 in partner institutions. We are up 9 places to 86 in Complete University Guide (2017), And our NSS score for feedback turnaround went up by 12%, which we think has a lot to do with our eMarking roll out.

We have had lots of change – a new Principal and new Vice Chancellor in summer 2012. We have many new appointments, a new director of teaching and learning enhancement, and we’ve moved towards central services rather than local admin. We get involved in the PGCert programme, and all new members of staff have to go through that process. We have monthly seminars where we get around 70 people coming along. We have lots of online resources, support for HEA accreditation and lots of things taking place, to give you a flavour of what our team does.

Carol Maxwell talks about the work of the Abertay Teaching and Learning Enhancement Team, at eLearning@ed 2016

Carol Maxwell talks about the work of the Abertay Teaching and Learning Enhancement Team, at eLearning@ed 2016

So the ATLEF project was looking at supporting assessment and feedback practice with technology, this was when our team was part of information services, and that was intended to improve the University’s understanding and awareness of the potential benefits, challenges and barriers associated with a more systematic and strategic approach to technology-enhanced assessment and feedback, we wanted to accelerate staff awareness of technological tools for assessment.

So we did a baseline report on practice – we didn’t have tools there, and instead had to interrogate Blackboard data course by course… We found only 50% of those courses using online assessment were using Grademark to do this. We saw some using audio files, some used feedback in Grade Centre, some did tracked changes in Word, and we also saw lots of use of feedback in comments on eportfolios.

We only had 2% online exams. Feedback on that was mixed, and some was to do with how the actual user experience worked – difficulties in scrolling through documents in Blackboard for instance. Some students were concerned that taking exams at home would be distracting. There was also a perception that online exams were for benefit of teaching staff, rather than students.

So we had an idea of what was needed, and we wanted to also review sector practices. We found Ferrell 2013, and also the Heads of eLearning Forum Electronic Management of Assessment Survey Report 2013 we saw that the most common practice was e-submission as well as hard copy printed by student… But we wanted to move away from paper. So, we were involved in the Jisc Electronic Marking and Assessment project and cycle… And we were part of a think tank where we discussed issues such as retention and archiving of coursework, and in particular the importance of it being a University wide approach.

So we adopted a new Abertay Assessment Strategy. So for instance we now have week 7 as a feedback week. It isn’t for teaching, it is not a reading week, it is specifically for assessment and feedback. The biggest change for our staff was the need for return of coursework and feedback in 10 working days before week 13, and within 15 weeks thereafter, That was a big change. We had been trialing things for year, so we were ready to just go for it. But we had some challenges, we have a literal grading policy, A+, A, B+ etc. which is harder in these tools.

We had senior management, registry, secretariat, teaching staff, teaching and learning staff discussing and agreeing the policy document. We had EMA champions demonstrating current process, we generated loads of supporting materials to. So one of our champions delivered video feedback – albeit with some student feedback to him that he was a little dry, he took it on the chin. One academic uses feedback on PebblePad, we have a lecturer who uses questions a great deal in mathematics courses, letting students attempt questions and then move on after completion only. We also have students based in France who were sharing reflections and video content, and feedback to it alongside their expected work. And we have Turnitin/Grademark, of which the personalised feedback is most valuable. Another champion has been using discussion forums, where students can develop their ideas, see each others work etc. We also hold lots of roadshow events, and feedback from these have raised the issue of needing two screens to actually manage marking in these spaces.

Carol Maxwell talks about the support for staff in rolling out eMarking at Abertay, at eLearning@ed 2016

Carol Maxwell talks about the support for staff in rolling out eMarking at Abertay, at eLearning@ed 2016

The areas we had difficulty with here was around integration, with workarounds required for Turnitin with Blackboard Grade Centre and literal grading; Staff resistance – with roadshows helping’ Moderation – used 3 columns not 2 for marking; Anonymity; returning feedback to students raised some complexities faced. There has been some challenging work here but overall the response has been positive. Our new templates include all the help and support information for our templates to.

So, where to now… Carry on refining procedures and support, need on going training – especially new staff, Blackboard SITS Integration. More online exams (some online and some off site); digital literacy etc. And, in conclusion you need Senior Management support and a partnership approach with academic staff, students and support services required to make a step change in practice.

Q&A

Q1) I’m looking at your array of initiatives, but seeing that we do these things in pockets. The striking thing is how you got the staff on board… I wonder if we have staff on board, but not sure we have students on board… So what did you do to get the students on board?

A1) There was a separate project on feedback with the students, raising student awareness on what feedback was. The student association were an important part of that. Feedback week is intended to make feedback to students very visible and help them understand their importance… And the students all seem to be able to find their feedback online.

Q2, Michael) You made this look quite seamless across spaces, how do you roll this out effectively?

A2) We’ve been working with staff a long time, so individual staff do lots of good things… The same with assessment and feedback… It was just that we had those people there who had great things there… So like the thinking module there is a model with self-enroll wikis… You end up with examples all around. With the roll out of EMA the Principal was keen that we just do this stuff, we have already tested it. But Abertay is a small place, we have monthly meet ups with good attendance as that’s pretty much needed for PGCAP. But it’s easier to spread an idea, because we are quite small.

Q3) For that 10-15 day turnaround how do you measure it, and how do you handle exemptions?

A3) You can have exemptions but you have to start that process early, teams all know that they have to pitch in. But some academic staff have scaled assessment back to the appropriate required level.

At this point we broke for an extended break and poster session, some images of which are included below. 

Amy Burge and Laine Ruus show their posters during the eLearning@ed 2016 Poster Session

Amy Burge and Laine Ruus show their posters during the eLearning@ed 2016 Poster Session

 

Participants explore posters including Simon Fokt's Diversity Reading List poster at eLearning@ed 2016

Participants explore posters including Simon Fokt’s Diversity Reading List poster at eLearning@ed 2016

 

Ross Ward provides an informal LTW drop in session as part of the eLearning@ed 2016 Poster Session

Ross Ward provides an informal LTW drop in session as part of the eLearning@ed 2016 Poster Session

Taking this forward – Nicola Osborne

Again, I was up and chairing so notes are more minimal from these sessions… 

The best of ILW 2016 – Silje Graffer (@SiljeGrr), ILW/IAD

ILW is in its fifth year… We had over 263 events through the event, we reached over 2 million people via social media…

How did we get to this year? It has been amazing in the last few years… We wanted to see how we could reach the students and the staff in a better way that was more empowering for them. We went back to basics, we hired a service design company in Glasgow to engage people who had been involved in ILW before… In an event we called Open ILW… We wanted to put people first. We had 2 full time staff, 3 student staff, 20 school coordinators – to handle local arrangements – and created a kind of cool club of a network!

Silje Graffer talks about the Innovative Learning Week team, at eLearning@ed 2016

Silje Graffer talks about the Innovative Learning Week team, at eLearning@ed 2016

So we went back to the start… We wanted to provide clarity on the concept… We wanted to highlight innovation already taking place, that innovation doesn’t just happen once a year. And to retain that space to experiment.

We wanted to create a structure to support ideas. We turned feedback into a handbook for organisers. We had meet ups every month for organisers, around ideas, development, event design, sharing ideas, developing process… We also told more stories through social media and the website. We curated the programme around ideas in play. We wanted to focus on people making the events, who go through a valuable process, and have scope to apply that.

Silje Graffer talks about some of the highlight events from ILW16, at eLearning@ed 201g

Silje Graffer talks about some of the highlight events from ILW16, at eLearning@ed 201g

So I just wanted to flag some work on openness, there was a Wikipedia Editathon on the history of medicine, we had collaboration – looking at meaningful connections between different parts of the university, particularly looking at learners with autism which was really valuable. Creativity… This wasn’t digital education in itself, but the Board Game Jam was about creating games, all were openly licensed, and you can access and use those games in teaching, available from OER. A great example for getting hands dirty and how that translates into the digital. And iGEM Sandpit and Bio Hackathon, are taking ideas forward to a worldwide event. Smart Data Hack continued again, with more real challenges to meet. Prof Ewan Klein gas taken work forward in the new Data, Design and Society Course… And in the Celebratory mode, we had an online game called Edinburgh is Everywhere, exploring Edinburgh beyond the physical campus! And this was from a student. You can browse all the digital education events that ran on the website, and I can put you in touch with organisers.

Next year its happening again, redeveloped and imagined again.

Q1) Is it running again

A1) Yes! But we will be using some of the redesigning approaches again.

 

CMALT – what’s coming up – Susan Greig (@SusieGreig),

Are you certified… I am based in LTW and I’m really pleased to announce new support for achieving CMALT within the University. And I can say that I am certified!

CMALT is the Certified Member of ALT, it’s recommended for documenting and reflecting on your work, a way to keep pace with technology, it is certified by peers, update certification every three years. So, why did I do CMALT? When back when I put my portfolio forward in 2008 I actually wrote down my reasons – I hoped to plan for my future careers more effectively, the career path isn’t well definied and I was keen to see where this would take me. And looking back I don’t think that career path has become more clear… So still very useful to do.

Susan Greig talking about support for CMALT, at eLearning@ed 2016

Susan Greig talking about support for CMALT, at eLearning@ed 2016

So, to do CMALT you need to submit a portfolio. That is around five areas, operational issues; teaching, learning and/or assessment processes; the wider context; communication; and a specialist area. I did this as an individual submission, but there is also an option to do this together. And that is what we will be doing in Information Services. We will provide ongoing support and general cheer-leading, events which will be open to all, and regular short productive cohort meetings. There will also be regular writing retreats with IAD. So, my challenge to you is can we make the University of Edinburgh the organisation with the most accredited CMALT members in the UK?

If you are interested get in touch. Likely cohort start is August 2016… More presentations from alt 3rd june, showcase event there in july

Making Connections all year long: eLearning@ed Monthly meet ups – Ross Ward (@RossWoss), Educational Design

Today has been a lovely chance to  get to meet and network with peers… Over the last year in LTW  (Learning, Teaching and Web Services) we’ve looked at how we can raise awareness of how we can help people in different schools and colleges achieve what they are trying to do, and how we can support that… And as we’ve gone around we’ve tried to work with them to provide what is needed for their work, we’ve been running roadshows and workshops. Rather than focus on the technologies, we wanted to come from more of a learning and teaching perspective…Around themes of Interactive learning and teaching, assessment and feedback, open educational resources, shakers, makers and co-creators, and exploring spaces… From those conversations we’ve realised there is loads of amazing stuff coming on… And we wanted to share these more widely…

Ross Ward talks about recent elearning@ed/LTW Monthly MeetUps, at eLearning@ed 2016

Ross Ward talks about recent elearning@ed/LTW Monthly MeetUps, at eLearning@ed 2016

Luckily we have a great community already… And we have been working collaboratively between elearning@ed and learning, teaching and web services, and having once a month meetings on one of the themes, sharing experiences and good practices… A way to strengthen networks, a group to share with in physical and digital shared spaces… The aim is that they are open to anyone – academics, learning technologists, support teams… Multiple short presentations, including what is available right now, but not ignoring horizon scanning. It’s a space for discussion – long coffee break, and the pub afterwards. We have a 100% record of going to the pub… And try to encourage discussion afterwards…

So far we’ve looked at Using media in teaching (January); Open Education – including our Wikimedian in residence (February); Things we have/do – well received catch up (March); Learning Design – excellent session from Fiona (April). We put as much as we can on the wiki – notes and materials – and you’ll find upcoming events there too. Which includes: Assessment and Feedback – which will be lively if the sessions here are anything to go by (27th June); CMALT (27th July); Maker Space (August) – do share your ideas and thoughts here.

In the future we are trying to listen to community needs, to use online spaces for some, to stream, to move things around, to raise awareness of the event. All ideas and needs welcomed… Interesting to use new channels… These tend to be on themes so case by case possibilities…

The final part of our day was our wrap up by Prof. Charlie Jeffrey, who came to us fresh from Glasgow where he’d been commenting on the Scottish Parliamentary election results for the BBC… 

Wrap Up – Professor Charlie Jeffrey, Senior Vice Principal.

I’m conscious of being a bit of an imposter here as I’m wrapping up a conference that I have not been able to attend most of. And also of being a bit of an obstacle between you and the end of the day… But I want to join together a few things that colleagues and I have been working on… The unambiguous priority of teaching and learning at Edinburgh, and the work that you do. So, what is the unambiguous priority about? It’s about sharpening the focus of teaching and learning in this university. My hope is that we reach a point in the future that we prize our excellent reputation for learning and teaching as highly as we do our excellent reputation in research. And I’ve been working with a platoon of assistant principals looking at how best to structure these things. One thing to come out of this is the Teaching Matters website which Amy (Burge) so wonderfully edits. And I hope that that is part of that collegiate approach. And Ross, I think if we had blogs and shorter contributions for the website coming out of those meetings, that would be great…

Charlie Jeffrey gives the wrap up at eLearning@ed 2016

Charlie Jeffrey gives the wrap up at eLearning@ed 2016

I’m also conscious of talking of what we do now… And that what we do in the future will be different. And what we have to do is make sure we are fit for the future… Traditional teaching and learning is being transformed by Teaching and Learning… And I wouldn’t want us to be left behind. That’s a competitive advantage thing… But it is is also a pedagogical issues, to do the best we can with the available tools and technologies. I’m confident that we can do that… We have such a strong track record of DEIs, MOOCs, and what Lesley Yellowlees calls he “TESEy chairs”, the Centre of research in Digital Education, an ISG gripped in organisational priorities, and a strong community that helps us to be at the forefront of digital education. Over the last few weeks we’ve had three of the worlds best conferences in digital education, and that’s a brilliant place to be! And an awful lot of that is due to the animation and leadership of Jeff Haywood, who has now retired, and so we’ve asked Sian and Melissa to help ensure that we stay in that absolutely powerful leading position, no pressure whatsoever, but I am very confident that they will be well supported. It’s pretty rare within an organisation to get 90 people to make time to come together and share experience like you have today.

And with that the day was finished! A huge thank you again to all who were part of the event. If you were there – whether presenting or to participate in the poster session or just to listen, I would ask that you complete our feedback survey if you haven’t already. If you weren’t there but are interested in next year’s event or the eLearning@ed community in general, you’ll find lots of useful links below. Video of the event will also be online soon (via MediaHopper – I’ll add the link once it is all live) so anyone reading this should be able to re-watch sessions soon. 

Related Resources

More about eLearning@ed

If you are interested in learning more about the eLearning@ed Forum the best place to start is our wiki: http://elearningforum.ed.ac.uk/.

If you are based at Edinburgh University – whether staff or student – you can also sign up to the Forum’s mailing list where we share updates, news, events, etc.

You can also join us for our monthly meet ups, co-organised with the Learning, Teaching and Web Services team at Edinburgh University. More information on these and other forthcoming events can be found on our Events page. We are also happy to add others’ events to our calendar, and I send out a regular newsletter to the community which we are happy to publicise relevant events, reports, etc. to. If you have something you’d like to share with the eLearning@ed community do just get in touch.

You can also read about some of our previous and more recent eLearning@ed events here on my blog:

 

Mar 132016
 

This afternoon I’m at the EdinburghApps Final Pitch event, being held at the University of Edinburgh Informatics Forum. As usual for my liveblogs, all comments and edits are very much welcomed. 

EdinburghApps, is a programme of events organised by Edinburgh City Council (with various partners) to generate ideas and technology projects addressing key social challenges. This year’s Edinburgh Apps event has been themed around health and social care (which have recently been brought together in Scotland under the Public Bodies Joint Working Bill for Health and Social Care Integration).

The event has run across several weeks, starting with an Inception weekend (on 6th & 7th Feb, which I blogged some of here), then a midway catch up/progress day (held on 27th Feb – you may have seen me tweet from this), and culminating in today’s final pitch event, at which we’ll hear from previous winners, as well as this year’s teams. The challenges they have been addressing around health and social care challenges fall under five headings (click to see a poster outlining the challenge):

Sally Kerr, Edinburgh City Council

Welcome to our final pitch event!

EdinburghApps is designed by the Council to explore how new approaches and new ideas can inform what we do. So, to start with, we are going to hear from some of our previous winners.

ARC-Edinburgh – Anne Marie Mann & Ella Robbins

Anne-Marie: We started this app to address Addiction recovery back at Edinburgh Apps in October 2014 – which we won!

So our app – a smartphone app just called ARC  (http://www.arcapp.co.uk) – is  an App to support those in Addition recovery, helping them to track progress, boost motivation, and connect to the Recovery Network in Edinburgh.

Key features of our app are a guide to local meetings, AA, NA, etc. We also have a motivation and reflection section which includes motivational quotes, mindfulness resources, and we also have a “Need Help?” section which connects the individual to our Emergency section. In this section we connect the user to their key contacts, they select these at set up and can send a pre-populated text asking for support.

But there is more here. We had an idea, now we have an app, a company, a community… And Robin is going to talk more about that.

Ella: I don’t think when we first had our idea we knew what would happen next. We worked with Jana at the City Council to create a proposal for a developer – we aren’t developers we just had an idea. We hired a developer – through Anne Marie – and he’s been the third part of this project the whole way through, and that’s Dave Morrison, University of St Andrews.

When we had the team we researched the market. We had access to a close friend with addiction issues who was able to give us an insight into needs and requirements. But we looked at what else was out there. We connected to Dave Williams at the council who connected us to Serenity Cafe, which helps addicts in recovery.

We then set up our company, which we run outside our full time work and care responsibilities. We then went into an intenside user requirements and design process – drawing out every screen of our app before anything was built. We created a project plan, we worked out a marketing plan, and we set about launching our app.

The Council’s role was funding – which was great – but also project management. We had regular meetings to check in and check progress. The council were also essential to that relationship to Serenity Cafe, and that local and specific expertise of Dave Williams. Those contacts, access to market research, and knowledge and experience helped us hugely, particularly to overcome challenges as we went along. The Council provided guidance. On a practical level the Council also undertook printing and distribution of marketing materials and crucial advocacy.

In terms of our reflections on this process… It has been hard work and took longer than we thought. I work in marketing in my day job so this was a huge change and learning opportunity for use. We’ve had to manage a whole range of stakeholders who we wouldn’t normally have worked with, managing expectations, undertaking user requirements, etc. was a huge opportunity. It was a real chance to help people of Edinburgh and has been enormously rewarding.

So, the app is out now and we’ll be giving it a big proper launch very soon!

Q&A

Q1) Can you see yourself doing another app now that you’ve done this?

A1 – Anne Marie) Ella just had a promotion at work, I’m just finishing my PhD, so not right now but I can see us doing more in the future.

A1 – Ella) Absolutely, sometime in the future, but not right now.

Run the City – Jenny Tough

This came out of Edinburgh Apps 2015, our team was Kate, Jenny and Hilde (aka Small, Medium and Tall). We all lived in different cities and had travelled to other places a lot so had lots of ideas about what we might do – probably 8 ideas, a bunch we pitched, but the one we settled on was Run the City…

So the idea was that running can be a brilliant way to explore a new city and get to know it, and as a traveller it would be great to have some guidance on the best routes etc. So, we proposed a mobile app that would be engaging, and have a minimum of 5 routes through the city, and would interoperate with other running apps – so you can capture all your running stats as you normally would. It was going to need to work on iOS and Android, and be easy to add these routes to.

So, myself and Jamie Sutherland (@Wedgybo) eventually took things forward – both of us are seasoned international runners.

We did some scoping on what runners would want and they really wanted a mixture of green routes and city routes, to not just be the key tourist areas. And that there needed to be different distances and difficulties, as well as th ebest local spots to run. I started out dropping key pins on the map based on Council data. But we also tried lots of routes out – running those routes, testing them out, making sure that worked.

The kind of data we were using was data on monuments in Parks and greenspaces. There were also trees with stories, parks in the city (with opening hours etc) and we came up with five routes…

The first of these routes is the City Centre Highlights and History, which starts on Calton Hill but also takes in Grassmarket etc. The second route is Edinburgh Green Route – for those wanting to enjoy great places to run but not neccassarily interested in the history. The third is around Hermiston Gait, which is actually beautiful. The fourth is the Water of Leith – and we had audio we could draw on here which was brilliant. And finally we had the Seven Hills of Edinburgh – a really difficult route but essential as an unofficial race does this route every year.

Jamie used Ionic framework which is based on AngularJS and ues Cordova for hybrid app. And we used FireBase to create the routes – and that looks really simple for me editing routes in the app.

We rang weekly test runs – in place of meetings! Edinburgh Apps gets you fit!

We sent the app to beta testers as it was, without instructions for accurate results. And there was mixed feedback on the runs and on the technical side of the app too.

In terms of what we found were difficult, and what we learned. We found audio placement difficult to define for different paces (i.e. walkers vs very fast runners) – and that only worked by testing it at those paces. The catchment area of audio points was also extremely hard to fine tune (e.g. which side of the road). But there was also the issue of the seasonability of Edinburgh – daylight time being an aspect, but also things like differences in route for festivals etc since footfall changes a lot. We also found that app simulator really didn’t give us a good idea of what worked and what didn’t – th eonly way to do that was test it with running.

The future for run the city. The MVP was recently launched and is available in the App Store right now. We have route development in siz new international cities currently underway. But doing more here is really a challenge when fitting this around other day jobs and responsibilities. So we are also testing monetisation strategies – events, in-app purchases, advertising to make that development work possible.

So, do try the app, give us your feedback.

Q&A

Q1) What is the audio?

A1) It’s the directions – turn left, turn right, etc. But also the things you are seeing and experiencing.

Q2) And how easily could that be changed? Is the audio geocoded? Have you considered iBeacons if they become more popular/available?

A2) The audio is tied to pins on the map added in FireBase. We have been considering iBeacons certainly.

Q3) Could you crowdsource the routes?

A3) Sure, but it can take a lot of work to develop the routes. But the running community online is big and active so I definitely think that that’s the way forward.

Sally: And now we have the really exciting part of the day, the pitches from our teams! So, lets start with Game of Walks…

A Game of Walks (#agameofwalks) – Gary

The team for this project was Elena (@atribeofneli), Katie (@hiccuo42), Lorna (@LornaJa23511553), Mischa, Gary (@garycmartin), Mohammed.

The project we were walking on with Sustrans was to encourage children to walk more. The idea is that with a school groups we gamify the walk to school. And to also include some level of STEM, as well as art as they get to design some parts of the system. The second weekend was rather fun as we prototyped the system.

The idea is that children are in different team groups, collecting a particular animal shape. Then they get to choose the animal shape for the next week’s challenge. The idea is that you place these devices across the walk to school you encourage walking to school, use of safe walking routes, and some gameplay.

So we are using Arduino with sensors… And walking part triggers the light. The units wait a set period, then select randomly but equally a shape to show (of three). And then triggering will show another shape. Each animal shows around 10 minutes – and you need to collect it. If it’s someone else’s shape then you don’t collect it. So other walkers, cats, dogs etc. may trigger the system but it should be random and unbiased. And when they capture that shape maybe they share it on their blog, league tables within the school etc. And the units use little gobo selectors so you can theme and change those as you want (e.g. easter, christmas, halloween), etc.

So the units are all 3D pieces (18-20 hours per unit and all the pieces). They aren’t quite ready for outdoors yet, but the battery life isn’t bad – 35-45 hours right now but could easily be set up to do a week. And you could also set up the units to only capture/be active during school run hours.

So, where we are now is that we want to do some school events – fairs or festivals or similar – to test them in a contained environment. But I’d be keen for feedback from teachers, teaching assistants, etc. who would be keen to use these with kids in a real environment.

Q&A

Q1) You said they aren’t waterproof at the moment?

A1) Not at the moment… You could take these and insulate the electronics on the inside so that they don’t corrode. If you wanted them more long term you could do more. The idea is to make these cheap and accessible – it’s about £12 in 3D printing material, and about £10 electronics, so relatively cheap and therefore not a big deal if they go missing. But actually you could fit most of the electronics in a poster boards – on a single image on the paper with a wireframe in that poster – which would be lovely. So, the form factor (units) isn’t essential.

Lots you could do here, like installing units that capture footfall data when game isn’t in place so that you have a baseline of data to give you some idea of how busy it is on a given route, and if the Game of Walks is making a difference.

Sally: We did test these units with colleagues at the council… And discovered just how competitive our adult colleagues were!

Meet & Eat: A recipe for Friendship – Beata and Annabella

Beata: The idea is basically dinner for strangers! Our mission statement was to help prevent loneliness amongst Edinburgh’s student population. The challenge owner was the NHS who highlighted the issue of loneliness, and that that is often about transitions in life of all sorts, including moving away from home/becoming a student. And this is a big problem. 68% of adults say that they feel alone, either often, sometimes or always. And 18-34 age group is most affected. Lack of personal contact can be as harmful to health as smoking 15 cigarettes a day. So we really wanted to find a way to help.

Annabella: We thought that a great way to address this would be through food – as we all need to eat. So, our example Meet and Eat user is Jin. Jin is a 20 year old engineering student at Heriot Watt. Studies are fine, but he misses his family and friends from home. He sometimes finds it hard to make friends outside of class – initially language was an issue but it isn’t now… But he doesn’t have that network of friends and support. But Jin walks through university and sees a poster on the wall for Meet and Eat. He signs up and decides to join a dinner at his student union. He feels safe going to an event there and decides, being Japanese, he’s going to take sushi as his dish for the dinner. He meets new friends with things in common, and they can take it from there.

So, that’s the idea basically. Students are often early adopters of tech but we wanted to have a location for events that was safe and neutral – and accommodating of students who don’t have room for, say 5 people.

So, we tried to run two test events. The first was to be at Glasgow School of Art but that was in reading week. We ran another in Fountainbridge. We only had one student along but he gave us great feedback. He said first years are much much more open to this. Freshers week is when people are open to meeting people, starting events there would make people more likely to come. And we need better advertising.

Moving forward we would like to popularise the concept using existing social media, university intranet and forum platforms. We’d like to create a welcome pack for partnering with universities and include that in freshers week. And maybe that could lead to student Meet & Eat societies. If we get that buy in we think we could go forward with the app idea, but we need more market research and marketing support.

What we need is marketing assistance, links to universities – we have links with GSA and Napier. But we also need business advice, and we’d like more people for our team. We have work, university… a cat… But not sure how best to fit this in – although we’ve been inspired by the presentations that we’ve already seen.

Q&A

Q1) At least some students in first year of Edinburgh have catered food, not as likely to be able to participate.

A1 – Annabella) That’s a good point, which we hadn’t considered.

Q2) The office for social responsibility and sustainability in Edinburgh sponsored Global Sustainability Jam which led to an app called Fridge Friend – aimed at reducing waste by sharing with others.

A2 – Annabella) When we did some market research we also looked at supermarkets who recycle or discount food. We thought offers etc. might be encouraging and motivating.

Q2) There is also a thing called Food Share in Edinburgh who you might want to look at.

A2 – Beata) We looked at that but we think we need people engaged before we can do some of those partnership. In our research we came across Freedom who also use food waste in their cooking.

Q3) How do people get in touch if interested?

A3 – Annabella) We have meetandeatscotland@gmail.com

A3 – Beata) And a Facebook group as well.

Chattercare – Archie and his Dad 

This was initially designed to address people with cognitive issues… We are all social hubs, connecting with friends and families and neighbours… But when people have cognitive disadvantages they lose connections, those bonds are broken… People lose touch..

So, our idea is to enable communication between different people. So, the person with cognitive disadvantages can connect, but those people can also connect and exchange information between each other. We were really thinking about informal communication. From my perspective, when my great aunt had a stroke, you find yourself looking after someone with no idea of where to start… How do you wash a person in a wheelchair? What’s the new medication and possible side effects – how do I share that with others involved in care? For my great aunt she kept saying “miss miss” and had no idea what that meant – but actually she was wishing people a “Merry Christmas”.

So, how do you share that information? There are interest groups across similar carers; there are people caring for an individual – often many people involved; and messaging for one to one engagement; and we wanted some adaptive technology enabling the individual with cognitive difficulties to take part to. And so, that’s our idea.

And now… A live demo…

We are using a platform called Rocket Chat (Note: this looks like/may be a close relative to Slack) which is available for PCs, Macs, Web browsers, Tablets, Mobiles (iOS and Android). But we require lots of modifications… We will just show some examples here…

Lets call our home help “Jane Austen”. So Jane subscribed to a general #wheelchairusers channel, but she also is part of a homehelps private chat group for more specific questions.

“Mary Shelley” is our supervisor for home helps… And she subscribes to #wheelchairusers as well as #strokerecovery. But she is also part of direct message conversations with “Barbara Cartland” – the daughter of a patient who is interested in pensions. And also a private group for “Jack Faust” – an individual who needs care and help, this would be private to those caring for him. So Barbara Cartland asks for an update and his grandson “Billy Boy” sends an update and image from his visit.

So, what is ChatterCare since there is an application already there? Well it would be about customisation, and the idea would be that all communications are in one place; there is an opportunity for some oversight – so for instance the Stroke Recovery group could be monitored by the Council, to share authoritative information, expel myths, share resources known to be good. And eventually we’d really want some adaptive tech. It would be great to have the individual with cognitive difficulties directly involved, but they will all have very different needs and requirements, which is why that would be a later thing requiring further development.

Note: no questions here, so onto our final team… 

Open Doors – Laura & Team Open Doors

Loneliness is a huge issue in the UK and it needs to be dealt with soon. Over 1.7 million people over 65 can go a week without having contact with someone they know, of these 1.1 million can go a month without that sort of contact. So, our idea is an app called OpenDoors which will be simple and intuitive and is designed for older people.

Elderly people are quite keen to use new technology, but modern technology can have too many confusing functions and applications that they will never need. So, for this app we plan to use very large icons, make it visual and intuitive, add only the necessary functions and features. And we want it to be very consistent so the users always know what they are doing.

We talked to people who tried to do this before and we think the biggest challenge would be getting people to join this sort of social network. There are now 11 million people in the UK over 65 (AgeUK 2016) but only 28% using social media. So, we want to start with Elderly people in Edinburgh, working with family members as elderley people are more likely to use technology if a family member uses it and introduces it. We also plan to promote our service and network at offline events, including those run by the council. And we plan to have a listing of local events to encourage meeting and engagement. We will also look at TV ads, as TV is used by older people to manage loneliness.

We think this idea also has the potential to save the NHS money, since loneliness can have such detrimental mental and physical health effects.

Our initial idea was that we would create a simple button-like device to access Open Doors but, for safety reasons, we decided a standard tablet or mobile app would be more productive. The users of our app will be both the elderly individuals and anyone who is familiar with the mainstream mobile devices.

We haven’t tested the app yet but we have interviewed elderly people, researchers, and UX experts to get their input. We also have an event coming up at the end of the month. And we have designed the prototype app, to include clear easy to use functions, chat, etc. But to make our idea a reality we would need to develop our OpenDoors app to also work offline, so that it is more flexible.

Rahma: The app is very simple, big clear icons, and you can look at family members, view our friends very easily, make a call, or view chat. And, for the keyboard we have bigger icons/keyboard so it’s easier to type. Personal profiles let you add information. But this is a prototype…. We want to make it a real app that could be sold or available for free. So, for now we will develop the app and

Q&A

Q1) I would imagine that for your audience typing could be a challenge so autocomplete could be useful. Have you thought about customising that autocomplete/autocorrect for your users? My phone has autocorrect and autocomplete options… But those are biased to the model of what they think the user will say – so Californian tech comes up high in the options list. For your target population could you create a more appropriate model?

A1 – Laura) That would be possible. We were thinking of having voice commands for those with visual impairments. We haven’t considered what you were saying exactly, but it’s a really good piece of advice.

Q1) There is a team at Cambridge who helped Steven Hawking with this.

Q2) Most of us use a whole variety of tools right now… There is quite a wide list of tools in use in our family circle. If we all had to use one tool, we probably wouldn’t do that, but if that could stitch together existing tools that might work…

A2 – Laura) That’s what we want to do, to connect up some key tools but make it easier to engage with and use, making it more simple to use.

Q3) Great presentation. I have a comment about your user base… How will you develop your user base here? You need to think about how you get those early adopters first, to build up that interest to get to first 100 or 1000 users. Relying on Facebook or Twitter to find those family members won’t work.

A3 – Laura) Our marketing strategy is, for early adopters, to engage with the city, with the Council, and find users there. For app development and testing, and hopefully then expand out from there. Perhaps starting with computing clubs etc.

Sally: We have sadly reached the end of Edinburgh Apps and all the pitches will be on YouTube, and with the Council and Challenge Setters. My next step is to connect you to the right service owners, to help with next steps etc.

I want to thank all of the teams who took part. I know how much work it takes to get to this stage. I want to thank you personally for that work. And I also want to thank everyone who came along to support, to listen, etc. And, what we have for all the teams are some goodie bags. And I’d like all of the teams to come up here for huge round of applause!

Thank you again to you all! And do keep an eye online for all the videos!

And with that (and much rustling of goodie bags) we are done… ! 

Feb 072016
 

This afternoon I’ve popped in to see the presentations from this weekend’s EdinburghApps event, being held at the University of Edinburgh Informatics Forum. As usual for my liveblogs, all comments and edits are very much welcomed. 

EdinburghApps, which also ran in 2014, is a programme of events organised by Edinburgh City Council (with various partners) and generating ideas and technology projects to address key social challenges. This year’s events are themed around health and social care (which have recently been brought together in Scotland under the Public Bodies Joint Working Bill for Health and Social Care Integration).

Unfortunately I wasn’t able to be part of the full weekend but this presentation session will involve participants presenting the projects they have been coming up with, addressing health and social care challenges around five themes (click to see a poster outlining the challenge):

And so, over to the various teams (whose names I don’t have but who I’m quite sure the EdinburghApps team will be highlighting on their blog in the coming weeks!)…

Meet Up and Eat Up

This is Ella, an International Student at UoE. Meets people at events but wants to grow her network. She sees a poster for a “Meet Up and Eat Up” event, advertising food and drinks events for students to get together. She creates a profile, including allergies/preferences. She chooses whether to attend or host a meal. She picks a meal to attend, selects a course to bring, and shares what she will bring. She hits select and books a place at the meal…

So on the night of the meal everyone brings a course… (cue some adorable demonstration). And there is discussion, sharing of recipes (facilitated by the app), sharing of images, hashtags etc… Ratings within the app (also adorably demonstrated).

So, Ella shares her meal, she shares the recipe in the app…

The Meet Up and Eat Up team demonstrate their app idea.

The Meet Up and Eat Up team demonstrate their app idea.

Q&A

Q) Just marketed to students or other lonely people?

A) Mainly at students, and international students in particular as we think they are particularly looking for those connections, especially around holidays. But we’d want more mixing there, might put it into freshers week packs, introductory stuff…We might need to also arrange some initial meals to make this less intimidating… maybe even a Freshers week(s) event – there are five universities in town so opportunity to have mixing across those groups of students.

Game of Walks

Our challenge was to encourage walking to school so our audience was children, parents but also schools. We have turned our challenge into Game of Walks…

So, we’d find some maps of good walks to schools, routes that are longer but also safe… And along the route there would be sensors and, as you walk past, an image – appropriate to a theme in the curriculum – would appear on the pavement… So the kid will be a team and looks for an image appropriate for their team (e.g. sharks vs jellyfish).

Now, when we tested this out we discovered that kids cheat! And may try to rescan/gather the same thing. So it will randomly change to avoid that. And each week the theme will change…

So, there is also a tech angle here… We would have a wide field sensor – to trigger the device – and a narrow field sensor would enable the capturing of the thing on the walk… So that’s arduino operated. And you’d have 3D printed templates for the shape you need – which kids could print at school – so you’d just need a wee garden ornament type thing to trigger it. And once a week the kids would gather that data and see who won…

 

The Game of Walks team demo their idea for gamified school walks.

The Game of Walks team demo their idea for gamified school walks.

 

Q&A

Q1) How expensive will these be?

A1) Tried to pick sensors and devices that are cheap and cheerful. Arduino nanos are very inexpensive. LEDs probably more expensive… But keep it cheap, so if vandalised or stolen you can either repair or deal with loss.

Q2) How would you select the locations for the sensors… ?

A2) We thought we’d get parents and schools to select those… Encourage longer routes… The device will have that badge until collected… If lots of kids in the same place there’ll be a constant procession which could be tricky… Want, in a zone around the school, where you’d have smaller groups this would trigger.

Q3) Who programmes the Arduino

A3) Lots of schools teach Arduino, so could get the kids involved in this too, also the shapes, the data collection and users. And you will have footfall data as part of that capture which would also be interesting… Maybe get kids involved in potentially moving the sensors to new places because of lots/not enough footfall…

Comment) I think that’s exciting, getting the kids involved in that way…

Team Big Data

Note: this is almost certainly not their name, but they didn’t share their team name in their presentation.

So, I’m a user for our system… My mum has just recovered from cancer and I’m quite concerned about my own risk… So my friend suggested a new app to find out more… So I enter my data… And, based on a bigger data set my risks are calculated. And as a user I’m presented with an option for more information and tips on how to change… The database/system offers a suggestion of how to improve his practice… And maybe you reject some suggestions, so receive alternative ideas… And the app reminds you… In case you forget to cut back on your sausages… And based on those triggers and reminders you might update your personal data and risk… And the user is asked for feedback – and hopefully improves what they do…

Team Big Data demo their idea for an app nudging good health and personal care through an app and big data risk/suggestion database.

Team Big Data demo their idea for an app nudging good health and personal care through an app and big data risk/suggestion database.

Q&A

Q1) What stuff is going to be worked on… What would be held?

A1) We did a demonstration with a computer sharing all of your data in one place… It’s currently in lots of different places… We did a few simple designs that holds all the data of the users… Not trying to be the big brothers… We presented the user experience… But not so much the behind the scenes stuff…

Q2) How does the app know about the beer count? (part of the demo)

A2) We demonstrated this as an app but it could be a website, or something else… You can perhaps get that data based on purchase history etc. The user doesn’t have to do anything extra here, its using existing data in different places. Also people often share this stuff on Facebook.

Comment) You have tackled a really difficult problem… You’ve made a good start on this… It’s such a massive behavioural change to do…

Comment) Many people are happy to volunteer data already…

Q3) How do you convince Tesco to share data with this app?

A3) I think you’d need to have an agreement between NHS and Tesco… For a new form of membership where you opt into that sharing of data.

Comment) Might be a way to encourage people to sign up for a ClubCard, if there was a benefit for accuracy and advice in the app.

A3) Maybe also there are discounts that

Comment) Maybe bank cards is a better way to do that. So there may be a way to join up with those organisations looking at being able to link up with some of these…

A3) This idea isn’t any kind of competition… Might give you ideas about data access…

Comment) I was just wanting to raise the issue that if you were working with, e.g. Tesco, you’d need to also get data from other large and small companies and working with one company may put others off working for you – incentivising users to, e.g. get a ClubCard, isn’t going to incentivise, say, Sainsbury’s to work with you with the data they hold. There are also data protection issues here that are too complex/big to get into.

Simply SMS

Note: this is a charming father/son team including our youngest participant, a boy named Archie who seems to be around 9 or 10 years old (and is clearly a bit of a star).

So this is an app to help people with cognitive impairments to engage and communicate with the younger generation. Maybe a teen, Billy Boy, wants to help out his Grandad, who has had a stroke… So Grandad has an app, and Billy Boy has a reciprocal App. They have slightly different versions.. And they can exchange pictograms… Billy Boy can prompt Grandad to brush their teeth, or do other things to keep in touch and check in… Grandad can ask Billy Boy how he’s doing…

The Simply SMS team demo their idea for an app connecting lonely people across generations through pictogram messages.

The Simply SMS team demo their idea for an app connecting lonely people across generations through pictogram messages.

Q&A

Q1) How do you get this working over SMS?

A1) Would actually be messaging system, which could use words as well as pictures… Perhaps as time goes on you could change it so different people with different cognitive impairments could use it – e.g. number of stars so you could indicate how well you were eating. Also there would be some messaging between, say, carer, homehelp, relatives etc. So that all of those engaged in care can share updates, e.g. that Grandad has been taken to hospital…

Q2) What do you want to do next?

A2) We were looking at Meteor that lets you chain server, iPhone and Android apps together and they have a really nice chat room style system, for public or private chat rooms. So we would look to create plugins for that for pictograms and the right sort of mix of public and private messages. And bring together people involved based on the care package that person has.

Q3) Can this be done so that Billy Boyd can use his existing messaging apps could tie into that?

A3) It may be that there are ways to do that. Often there are things to integrate things together… Tools to post to multiple sites at once, so could maybe use that…

Q4) Could you compare our big data approach to yours?

A4) This isn’t really big data. The intelligence isn’t really in the application, it’s in the people who are involved in the care and using the apps who have the intelligence.

Q5) Do you think people would be able to learn these sorts of pictograms?

A5) We’d have to see… But there are some simple things you can do – like the stars. But people retiring now include those used to working with technology… So pensioners are getting more adept at these things. People will adopt new technology.

Q5) Have you heard of a thing called Talking Mats. It’s a communication tool for people with dementia using pictures. Would be good to look into that, and how that could fit together.

A5) There are lots of things out there… Doing parts of this. And part of this idea is about getting teenagers involved too.

Q6) How about animated gifs?

A6) Lots of the development would be about what people actually need to know… Have a friend who calls to check her ageing relative has had a shave, or what they did today.

Comment) One nice next step might be to test out that pictogram language, see if they find that works, including teenagers and older people…

A) Debating what a bank or a school or shop might look like, for instance…

Closing Comments – Keira (We Are Snook) and Sally Kerr (Edinburgh City Council)

Keira: We have so many new ideas, and we started yesterday with our challenges but nothing else. Obviously a two day hack has its limitations… It’s not the way to get things perfect. But we have the opportunity now to come together again in a few weeks time (27th Feb)

Sally: So our next event is here (University of Edinburgh Informatics Forum) as well, on Saturday 27th February. Then after that midway event there will be pitch session on Sunday 13th March. We’ll contact you all, share information on the blog, get challenge owners on the blog… And get you to the next stage.

Keira (We Are Snook): So I’m going to hand out a wee plan for the next few weeks so that you can get your ideas ready, the milestones for your journey, who the key actors are, who will do what. You should have left team outlines to me, and forms that will help us share your ideas with others too. And we’d welcome your feedback on the event as well. And finally I have one of our Snook plywood phones for Archie (our very youngest participant at around 10) for prototyping lots of app ideas!

And with that, the day was done – although conversations continued over coffee and KitKats. A really interesting set of ideas though, and I’m told there is another team who will be along at the next sessions but weren’t able to make the show and tell today. I would recommend keeping an eye on the EdinburghApps website or @EdinburghApps on Twitter for more updates. I’ll certainly be eager to find out if we (my colleagues at EDINA and I) can offer any technical help as some of these ideas progress further. 

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