1. Educational Development – are there nuts in that? Head of the Development Team University of Greenwich Simon Walker

2. Q1 What is Enhancement (in your context)? For what? Of what? By whom?

3. The Student Lifecycle in Higher Education At what points?

4. Q2. Your strategic priorities? From the Student Perspective National Student Forum first annual report (October 2008) and the DIUS response (February 2009) Report to HEFCE on student engagement (CHERI February 2009) NUS Student Experience Report (November 2008) From the HE sector The Future Workforce for Higher Education (December 2008) (HEFCE commissioned) Sustainability of Learning and Teaching in English Higher Education (February 2009) (FSSG) The Future of Higher Education Teaching and the Student Experience (October 2008) (Contribution to Denham enquiry)

5. From the teaching and research technology perspective Review of the 2005 HEFCE Strategy for e-Learning (Glenaffric, 2008) …… Revised strategy for e-learning : Enhancing Learning and Teaching Through the Use of Technology (HEFCE, 2009) HE in a Web 2.0 World (HEA /JISC 2009) Information Behaviour of the Researcher of the Future (British Library and JISC, 2008)

6. Emerging themes #1 Continued diversification of the student profile Blurred boundaries between disciplines and academic and professional staff Shifting curricula Flexibility Need to increase students’ engagement Changing student needs and expectations Transformative potential of technology Academic and employability skills development Staff development

7. Emerging themes #2 Curriculum knowledge Curriculum 'business models' Student demographics Open content, participatory culture, personal technologies ‘ you learn it here - 'we know, we tell you, you listen' Shifts in:

8. TRENDS Baby BoomersMaturesGeneration XNet Generation Birth dates 1946-19641900-19461965-1982 (43 – 26) 1982-1991 (18-26:HE entry 2008/9) Description Me generationGreatest generation Latchkey generation Millennials Attributes Optimistic, workaholic Command & Control, self- sacrifice Independent, sceptical Hopeful, determined Likes Responsibility, work ethic, can- do attitude Respect for authority, family, community involvement Freedom, multitasking, work-life balance Public activism, latest technology, parents Dislikes Laziness, turning 50 Waste, technology Red tape, hypeAnything slow, negativity Educating the Net Generation, Oblinger & Oblinger 2005 New Millenials or Generation Z, or 9/11 Gen 1991 onwards Concerned about physical and economic security, much more environmentally aware than previous generations, deeply affected by consumerism, erosion of childhood, focused on achievement and outcome, networked as a given, globalised the internet mobile phones. games ? Q3.What do effective 21 st teachers look like?

9. Can students distinguish characterizations of excellent teachers independent of generation, learning style, course modality, and technological sophistication? Students believe that excellent teachers: Facilitate student learning Communicate ideas and information effectively Demonstrate genuine interest in student learning Organize their courses effectively Show respect and concern for their students Assess student progress fairly and effectively Oblinger & Oblinger (2005) ibid

10. Some students voices ”I joined a Facebook group, but that wasnt organised by the University - it was nice to talk to my future classmates” University of Greenwich induction survey 2008 “Universities embracing micro-blogging (e.g Twitter,) web 2.0 apps (e.g Youtube,) collaborative tools aside from VLE (e.g Google Calendar,) and social networking (e.g Facebook) is a must because these are popular among users (mainly students.)” University of Greenwich SEEL survey 2008

11. A Cautionary Tale! “I do feel that traditional approaches to learning should be taught first and e-learning merely a supplementary aid.” “e-Learning makes my course more enjoyable - it also promotes procrastination. I'm often watching music videos and trailers off youtube while doing research.” (computer scientist ) University of Greenwich SEEL survey 2008

12. Play — the capacity to experiment with your surroundings as a form of problem-solving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of real world processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.” Q4. What skills should learners possess? “Today's students learn through play the skills they will apply to more serious tasks later” (Jenkins, H (2007) Confronting the Challenges of Participatory Culture, )

13. Questions: If IKEA sold a car, would it look like this?

14. Q1. What does enhancement mean for you? Q2.What are the strategic contexts in your situation? Q.3 What constitutes effective teaching in ICS? Q4.What skills do your learners need for their future and how can we prepare them?

15. Simon Walker s.walker@gre.ac.uk Dík, Tack, Danke, Merci, Tak, Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, Hvala…… ………………………………………… Thanks for listening and participating.