This presentation contains the materials used by Livework to facilitate discussions at the Jisc Digital Student data collection and analysis workshop on 29 April 2015.

1. London Oslo Rotterdam São Paulowww.liveworkstudio.com
& Analysis Project
Digital Student Data
JISC
WORKSHOP
Students’ expectations & experiences of technology
30 april 2015Livework © 2015

2. 10:30 Welcome & Warm-up exercise
11:00 Framing & Problem setting
11:40 Short pause
12:05 What-if’s
12:25 Present What if’s
12:50 Lunch
13:20 Concept development
14:20 Short pause
14:30 Present concepts
14:50 Vote over concepts
15:00 Summary & discussion
Agenda of the day

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Who we’ve spoken to
13 Representatives from educational institutions in e-learning, IT,
library, customer services, and those involved in: FELTAG research, HE
Digital student, and UCISA Digital Capabilities
Of these 4 representatives from FE and 9 from HE
7 students ranging from first year, end of BA, MA, Ph.D. and a mature
student returning to learning.

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What we’ve heard &
learned

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“Universities spend years
not responding to stuff
they already know.”

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Expectations
INSIGHTS
Most students have low expectations of
what will be provided. As long as they have
the basics they seem happy.
This is because younger more inexperienced
students don't know what to expect, and
older more experienced students are more
independent.

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Experience
INSIGHTS
Experience is relative –personal digital
skillset may not transfer into the academic.
They don’t know what they don’t know - only
by undertaking a course do they understand
what they’re lacking or may need.

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Benchmarking I
INSIGHTS
Institutions are all worried they are not
tackling this as well as others. But actually
everyone is pretty much in the same boat.
Having said that, everyone would like to
know where they stand, and everyone would
like some benchmarking.
The desire for effective benchmarking
comes in two flavours: how the institution
fares against other comparable institutions
nationally, but also how faculties and schools
within an institution compare with one
another.

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Benchmarking II
INSIGHTS
Institutions would also benefit from being
able to benchmark students’ capabilities at
the start of a course - and longitudinally
throughout their study.
There is also not much intelligence or
evidence about how students’ digital
capabilities equip them for the world of work
once they leave. Institutions would like to
know more about this area of experience.
So there is a desire for longitudinal study to
better understand students’ digital
experience.

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Survey fatigue
INSIGHTS
Everyone is suffering from survey fatigue.
The students get too many emails (including
surveys and questionnaires). Institutions are
getting diminishing returns when they send
out remote surveys.
There’s a question mark over how much
appetite and resource there is to digest and
analyse the results of surveys anyway. And
there’s no consistency between different
faculties, let alone institutions around such
surveys.

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Data
INSIGHTS
No institutions are doing anything much with
big data yet. Whether this is capturing and
analysing the data footprints of students’
through their learning journeys or whether
it’s a wider big data catchment.
The issue here is not just the resources
needed to undertake this, but the policy
debate about integrating data and learning
technologies together.

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Participation and platforms
INSIGHTS
For all the talk about survey fatigue, students
are willing to participate in research if the
timing is right, and especially if it makes a
difference to the learning experience for their
successors at the institution.
Interestingly (though perhaps unsurprisingly)
the best responses got by institutions are
where information is gathered in person,
either face to face or by longitudinal self-
capture methods.

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Output
INSIGHTS
Institutions want output from any data
gathering to be immediate and/or automated
because most people don’t have the time or
resources to read through lengthy reports let
alone undertake analysis of data.
However, immediate doesn’t necessarily
mean quick, it can just as much mean
accessible and consumable. In addition,
institutions want outputs that help them
make strategic decisions and spending
decisions related to technology and how it
can beneficially impact the students’
learning.

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Engagement
INSIGHTS
Notwithstanding all of the above, all
institutions are keen to foster better use of
and engagement with technology in the
learning environment. Many want to
encourage better imagination about digital
engagement, openness, and innovation.
Currently this ambition seems hampered by
different kinds of issues around permissions
& policy, resources & commitment, and
vision & ambition.

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Level playing fields?
INSIGHTS
Different institutions are in different places
when it comes to the digital technology
agenda in learning. FE & HE have very
different resources to call upon. Even within
similar institution types there seem to be
different attitudes, capabilities, and
resources to address this agenda.
Lastly different people (staff and students)
have very different attitudes and capabilities
not necessarily related to their level of
experience. For example ‘digital dyslexia’ or
level of ‘digital confidence’ can be a
condition that affects people irrespective of
age or stage.

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Hierarchies
INSIGHTS
All surveying received by students is in the
same channels and therefore treated as
equal by them.
More thought about the prioritisation and
hierarchy of the surveying effort, could help
participants to understand the importance of
a survey. This would encourage students to
participate more, through a variety of
channels, platforms and participation
typologies.

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So What?

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Our conclusions
INSIGHTS
Jisc has an abundance of research and
knowledge in this area.
There seem to be large overlaps in various
initiatives reaching similar conclusions.
Institutions already have a wealth of
materials around this knowledge domain and
they don’t need more of the same
- especially if it just stays on the shelf.

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Our recommendation
INSIGHTS
It's not the ‘What’ but the ‘How’ that we
need to investigate in this project.
Everyone knows what needs to be done but
there seems to be less of a view on how to
implement it.
That’s what we want to investigate today…
What NeedHOW

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What does this mean for this project?
INSIGHTS
1. Fatigue
2. Timing
3. Appetite
4. Immediacy
5. Channels
6. Hierarchies
7. Understanding Why
8. Contextualisation & comparison
9. Enabling & Actionable
10. Post course
We believe the following themes are relevant to the HOW rather than the WHAT

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Warm up

23. Where is this?

24. UZBEKISTAN

25. Is the population of
Uzbekistan
more or less than 8m?

26. Without discussing it just think about it,
then write your answer on a post it…

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Framing &
problem setting

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STUDENT’S USER JOURNEY
Before During After
In all instances today we want to be thinking about the:

29. How can we help?
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EXERCISE
¿ 15 min

30. How can we help?
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EXERCISE
First Year Student Mike
Being able to know what’s going on with his course schedule
He’s using a temporary phone as he lost his own one with all
his course apps
¿ 15 min

31. How can we help?
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EXERCISE
Geoff – Senior Lecturer
Knowing what he can and can’t set his students in
terms of their capabilities around certain applications
He doesn’t have a specific grading of each of his
student’s capabilities
¿ 15 min

32. Analogy Cards
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EXERCISE
¿ 15 min

33. Analogy Cards
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EXERCISE
Ebay rating requests
The organisation specifically asks for &
reminds you to leave feedback after a
transaction.
Certain transactions could ‘trigger’ a
quick response evaluation request from
the user
¿ 15 min

34. Analogy Cards
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EXERCISE
Mystery Shopper for a brand
Information is gathered incognito by
someone going undercover.
We could send an undercover Jisc
tester or recruit secret agent students
to report back on their experience.
¿ 15 min

35. 10:30 Welcome & Warm-up exercise
11:00 Framing & Problem setting
11:40 Short pause
12:05 What-if’s
12:25 Present What if’s
12:50 Lunch
13:20 Concept development
14:20 Short pause
14:30 Present concepts
14:50 Vote over concepts
15:00 Summary & discussion
Agenda of the day

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What if’s

37. What if…?
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EXERCISE
¿ 20 min

38. What if…?
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EXERCISE
There was a monthly meet-up
to gather feedback through
a face to face activity with students
¿ 20 min

39. What if…?
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EXERCISE
We ran our survey system like
Amazon runs its feedback system?
¿ 5 min
individual

40. What if…?
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EXERCISE
We ran our survey system like
Amazon runs its feedback system?
¿ 5 min
talk

41. What if…?
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EXERCISE
We ran our survey system like
Amazon runs its feedback system?
¿ 5 min
group

42. Share the
”What if’s”
&
hang them
on the wall
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We ran our survey
system like Amazon
runs its feedback
system?
¿ 5 min
per. group
We ran our
survey system like
Amazon runs its
feedback system?

43. 10:30 Welcome & Warm-up exercise
11:00 Framing & Problem setting
11:40 Short pause
12:05 What-if’s
12:25 Present What if’s
12:50 Lunch
13:20 Concept development
14:20 Short pause
14:30 Present concepts
14:50 Vote over concepts
15:00 Summary & discussion
Agenda of the day

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Concept development

45. Concept proposition
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EXERCISE

46. Concept proposition
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EXERCISE
The weigh-in
To create an initiation day to test the digital capabilitiesof student and assess their comfort level
- Students
- Head of IT
- Head of Library

47. Concept proposition
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EXERCISE
- Manpower pre-term
- Communication with students

48. Concept proposition
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EXERCISE
The Skill Hub
An online platform that allows students eager to learnnew skills to access an overview of all the support
and services available across the departments.

49. Concept proposition
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EXERCISE
- Cross-departmental coordination
- IT management and update of data.
- Students
- Head of IT
- Head of Library

50. 1st Round – Individual ideation
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EXERCISE
¿ 10 min
To create an initiation day to test the digital
capabilities of student and assess their
comfort level

51. 1st Round – Group discussion
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EXERCISE
¿ 10 min

52. Build on your ideas
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EXERCISE
¿ 10 min
To create an initiation day to test the digital
capabilities of student and assess their
comfort level

53. Group discussion
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EXERCISE
¿ 10 min

54. Group ideation
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EXERCISE
¿ 10 min

55. 3rd Round – Prioritise & choose Top 2
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EXERCISE
¿ 10 min
- Manpower pre-term
- Communication with students
- Database
- Digital strategy

56. 10:30 Welcome & Warm-up exercise
11:00 Framing & Problem setting
11:40 Short pause
12:05 What-if’s
12:25 Present What if’s
12:50 Lunch
13:20 Concept development
14:20 Short pause
14:30 Present concepts
14:50 Vote over concepts
15:00 Summary & discussion
Agenda of the day

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Present concepts

58. Before During After
Present and place into user journey
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EXERCISE
¿ 1 min
per. concept
- Manpower pre-term
- Communication with
students
Our concept
is about….

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Vote

60. Vote upon the concepts
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EXERCISE
¿ 10 min
Most desirable conceptMost feasible concept

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Summary & discussion

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63. London Oslo Rotterdam São Paulowww.liveworkstudio.com
CONTACT
www.liveworkstudio.com
Cathrine Einarsson
Livework © 2015 30 april 2015
cathrine@liveworkstudio.com
+47 952 81 410