Specialist Area One: Digitally Enabled Collaborative Learning Space

Description

Sheffield University Management School (SUMS) has the conventional mix of teaching spaces comprising PC labs, lecture theatres, and seminar rooms of which the former are digitally enabled, and the latter accommodate group learning. There are no spaces which support group learning activity that are digitally enabled. The SUMS Technology-Enhanced Learning (TEL) team recognised the importance of establishing a digitally enabled collaborative learning space (DECLS) as a key part of the school’s digital transformation, being a facility which could enable innovations in pedagogy.

I identified that three key features lie at the heart of an effective DECLS (PV1):

1. physical space is organised into ‘pods’ or group workstations for collaborative activity;

2. high device connectivity for screen-casting i.e. a broad range of devices may share their video outputs onto large high-resolution screens; and,

3. fluid grabbing and sharing of screen content between displays of each pod or instructor’s wall.

The resulting environment should provide “a seamless, highly visible way for people to work together and learn” (Hayes, H. 2019) suitable for activities such as:

●        Problem-based learning (Centre for Teaching Innovation; Yew and Goh, 2016);

●        Hybrid in-person and online group work;

●        Hybrid human-Artificial Intelligence (AI) group work (Dwivedi, Y.K. et al., 2023); and,

●        Mixed reality or immersive learning (McIntosh, 2022).

I drafted a proposal for the creation of a DECLS (‘Proposal for a Digitally Enabled Collaborative Learning Space (DECLS) in SUMS’) and worked with my team leader to achieve a final version to be presented to our Education Strategic Oversight Committee (ESOC). Aside from a description and rationale for creating a DECLS, we provided a survey of our peer institutions already possessing such facilities as a benchmark. To strengthen the proposal further, we asked for and received statements of support from Heads of Subject Group, academic leaders, and Heads of Research Groups (PV3).

Simultaneously, I was the primary liaison with three audio-visual integrators (AVIs) to agree the DECLS technical brief and specifications (PV2) suitable for these pedagogic activities; and subsequently estimates and quotes to complete the proposal.

The SUMS DECLS proposal, being completely aligned with the university’s strategic vision (https://www.sheffield.ac.uk/vision/our-pillars/education/digital-experience), gathered weight to include the interests of the Associate Dean for Learning and Teaching, the Strategic Innovation Lead, and the Head of Marketing Subject Group, and was brought to the attention of the Faculty of Social Sciences and the university’s centre. The financial cost of the project was estimated at GBP£100,000.

To manage the perceived funding risk, my team leader and I undertook to assess the school’s internal demand for such a facility. We began with obtaining statements of interest from module leaders and programme directors, so that we could understand which disciplines would make the most use of the DECLS (PV1). We then proceeded to render the demand more tangible by asking module leaders specifically when they would use DECLS to deliver their learning outcomes. From this information, we created an academic calendar of anticipated use down to the detail of which module would use it when. The facility had a projected utilisation of 27 out of 31 weeks (87%). These efforts provided sufficient data in support of our proposal for funding to be granted with confidence. An AVI was contracted, and I was the project leader.

The DECLS was commissioned in May 2024. SUMS anticipates that it will allow us to deploy a broader range of learning approaches (PV1), integrate innovative digital tools (PV2), widen participation, promote digital inclusivity through the learning of 21st Century skills (‘Digital Inclusion’ by United Nations), and enhance the employability of our students (Clausen, H.B., and Andersson, 2018; Martin, L. et al. 2008; Mgangira, M. 2003). Also, we hope that it will indeed impact the learning activities of our undergraduates and postgraduates and the teaching practices of our academic colleagues across nearly all programmes (PV3) and expand the training opportunities to be offered by the SUMS TEL team (PV4).

Reflection

I always felt constrained when delivering development group sessions in SUMS’ ICT lab, where participants sat as individuals at their own consoles in back-to-back rows. The insular configuration was wholly unsupportive of group discussions. The added challenges of running hybrid in-person/online sessions in that space, in a post-pandemic world, turned constraint into a stricture. The most freedom I ever felt was at my drop-in sessions where we were clustered around a circular table using laptops, and even then, I felt hampered by not being able to compare our screens easily across our devices. On deep reflection, those are some of the reasons why I gravitate towards one-to-one consultations. I feel that this is the defining characteristic which differentiates me from my colleagues in central IT services who specify the creation of digitally enabled facilities; I have the benefit of being an educational practitioner.

Two questions arose as I considered our work: “how do we showcase new technologies (PV2) or share best practice in a collaborative session (PV4)?” and “how do we provide real-time in-session feedback by juxtaposition (PV1)?” Delving deeper into these questions and reflecting upon our team’s activities, I forecasted more specifically; “how can we accommodate growth in VR and AI activities (PV2)?” and “how can we facilitate more contextualised learning activities (PV1)?”

I knew what was needed but didn’t know yet how to achieve it.

As I researched, I was startled by the richness of digitally enabled environments described, and stunned by how much some comparable institutions were leading. That heightened my level of conviction, and I was determined to pursue the creation of a digitally enabled environment to support pedagogical innovation (PV1).

I understood that we had a singular opportunity, so it came down to a question of “which design would have the most pedagogical and technological utility, be the most space-efficient, cost-effective, and achievable?” I identified the facility described by Heather Hayes (2019) as the one most likely to have a wide, deep impact.

I volunteered to lead the proposal creation because of my institutional experience. I know that it’s always better to approach committees with solutions; and my proposals follow the colloquial schema: ‘This is the challenge’, ‘This is how others have dealt with it’, ‘This is how we can deal with it’, ‘This is why it’s going to be okay’, and ‘What do you think?’ My background as a PC and audio mastering engineer also made me the most appropriate liaison with our AVI - a fortunate introduction by my team member’s friend - in order to achieve a technical specification. Looking back, it was a crash course in audio-visual integration (PV2).

Having worked as the lone learning technologist in SUMS for most of my career, it was a refreshing pleasure to work as a team with my team leader on developing the proposal (PV3). I learned a lot from his proactivity and how he engaged our academic colleagues, as we worked to alleviate the burden of proof. His was a gentle, comfortable, imperturbable, persistent style, to which my energetic, front-footed, persuasive, and solution-oriented approach was hugely complementary. The benefits of a strong mutually supportive team bond were made clear as we experienced exasperation from the moving of goalposts; moroseness as the proposal dangled without executive movement for no visible reason; and, disappointment on the part of our AVI’s act of good faith when the project went to tender. Then there was the surprise when the project achieved funding approval (we thought it was dead in the water) and a surge of joy throughout the team.

A positive outcome from going to tender was how much it taught me about audio-visual integration, specifically the equipment involved and its function (PV2). Firstly, I had to create a generic technical specification suitable for the blind tender process. Secondly, I had to check each tender’s technical specification, line by line and by function, to ensure that there were no omissions which would result in a functionality shortfall. Thirdly, I gained insight into the manufacturer-supplier relationship, especially how manufacturers protected the efforts of project first-movers against ‘poaching’ by competitors through lockout pricing. It was the latter two points which proved decisive in the project’s award to our original AVI.

Even while the DECLS project was incomplete, it was serving its purpose of communicating and disseminating effective practice. Word of its novelty in how it was conceived, designed, and becoming realised, has spread widely as an example of what is possible outside of the institutional convention. It is acknowledged as being the most advanced facility of its kind in the university.

The final furlough to completion was tense, as progress came under scrutiny from the Executive Leadership who expressed an interest in it being demonstrably functional for a crucial accreditation panel visit. The route to the finish line was bumpy, requiring more last-minute coordination as faulty equipment was replaced, an additional cable pull-through was required, and software kinks were ironed out.  But it was done.

The DECLS project stands as a testament to my team’s and my own courage to pursue a vision (PV3), of functionality over convention, and it has been my privilege and pleasure to have been able to see it through. The challenge has left me more knowledgeable, a wider network of great colleagues, and an enhanced track record and confidence. This I will call upon again I’m sure when SUMS decides to build its next DECLS.

For further reflections on the DECLS, see the Reflection in Core Area Four.

For further outcomes from the DECLS project, see Future Plans.

Evidence

MS Word Document of the initial 'Proposal for a Digitally-Enabled Collaborative Learning (DECL) Space in SUMS' authored by the SUMS TEL Team and sponsored by the Associate Dean of Education and Head of Marketing Subject Group:

CA4-01 Proposal for a Digitally Enabled Collaborative Learning Space (DECLS) in SUMS.docx

Screenshot of the anticipated annual utilisation by week of the DECLS, according to information provided by module leaders, student recruitment officers, and research associates:

SA1-01 Projected DECLS utilisation over an academic year.png

MS Word Document of the later 'Proposal for a Digitally-Collaborative Learning Technology (DECT) Initiative - SUMS' with signficant additions by SUMS Strategic Innovation Lead as an alternative facility requiring less physical space:

SA1-02 Proposal for a Digitally Enabled Collaborative Technology Initiative 28 Feb 2023 for sharing.docx

PDF document by UniversalAV articulating the Technical Brief Overview of the DECLS, summarising our mutual understanding of the project, presented for SUMS agreement:

CA1-b5 Sheffield Management Collaboration Suite Technical Brief.pdf

MS Word document by Loo Yeo of the DECLS specifications sent to Audio-Visual Integrators as the opening part of an invitation to tender:

CA1-b4 SUMS DECLSpace Specification February 2023.docx

Photograph of the installation of Audio Frequency Induction Loop System (AFILS) in the DECLS to provide individuals with hearing assistance clear sound:

SA1-03 AFILS hearing loop installation.jpg

Photograph of the populated lectern rack of the DECLS incorporating the Extron DTP Crosspoint Presentation Matrix Switcher, Digital Signal Processor, Wireless Microphone Receivers, and AFILS amplifier:

SA1-04 Lectern Rack.jpg

Photograph of the height-adjustable position to accommodate wheelchair users in the most accessible and inclusive location in the DECLS:

SA1-05 Accessible table position in DECLS.jpg

Photograph of the DECLS approaching final installation before commissioning:

SA1-06 DECLS awaiting final extron installations and chairs.jpg