Making the most of your information assets

Peter Norrington, PhD FHEA MAUAUniversity of Bedfordshire

peter.norrington@beds.ac.uk

AUA National Conference, Manchester, 2-4 April, 2012

2

workshop outline

Identifying information flows, processes and responsibilities is a significant part of effective and efficient practice.

However, different stakeholders (e.g. departments and individuals) see information management with different perspectives and expertise, leading to unstructured, conflicting or crisis-driven management.

This workshop will engage with participants' experiences of developing practical approaches to information asset management.

slides, handouts, questionsconference feedback – evaluation forms

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strategic

How well equipped is your institution to deal with change? (AUA Update Issue 11,

March 2012)

• Higher education is changing rapidly, driven by fees, student

expectations, flexible study and Government policy.

• Professional managers and leaders will have to think radically about the

way that universities deliver their business in order to meet the

challenges of sector transformation.

• The rate of change in the sector is such that many professional

management and leadership roles will look dramatically different in five

years time, so managers and leaders must ensure that their skills develop

rapidly, or risk being left behind.

• Yes or No?... “My university has a clear sense of its strategic challenges

over the next five years, and a workforce development plan for

professional managers and leaders linked directly to those challenges.”

innovate ?

not in control ?

other roles ?which is ?

4

workshop objectives

Identify information worth managing

Learn to manage information assets in context

(How to) Create an action plan in context

* **

5

• Higher Education Achievement Report (HEAR)

• e-portfolio pedagogy and technology (PebblePad)

• department restructured (roles, people, projects, technologies, brand, … ) …

• … department website(s) redesign

• university conference (t&l, r)

• diversity champion, student representative, ...

• workshops, papers, judge, editing

• staff & student

– academic & infrastructure services

– teaching & learning

– research & enterprise

• teacher (deaf children), tutor, publishing, tourism, accessible web design

overlap?

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CLE poster

7

what do you want?

• something specific or general?• business issue – past, present or future?

– portal, website, virtual learning environment, repository (research, publications, …), REF, KIS, HEAR, XCRI, FOI, OER, (online) payments, attendance, academic offences, market analysis, fundraising, shared services, partnerships, recruitment, retention, alumni networks, intellectual property, … …

• CPD? … an AUA professional behaviour?– using resources

Making effective use of available resources including people, information, networks and budgets. Being aware of the financial and commercial aspects of the organisation.

– developing self and othersShowing commitment to own development and supporting and encouraging others to

develop their knowledge, skills and behaviours to enable them to reach their full potential for the wider benefit of the organisation.

– embracing changeAdjusting to unfamiliar situations, demands and changing roles. Seeing change as an

opportunity and being receptive to new ideas.

– ... one of the other 6?• something else … ?

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“information and DIKW” …

data information knowledge wisdom

describe understand use analyse predict control decide

what how why wherefore

? facts truth values enabling ?

signal message measurement

past present future

strategic project process customer relationship portfolio

tactical knowledge document content

operational information data

asset (or liability!)

… management

organisational learning

business process re-engineering

workflow

security facilities event

life-long learningcareer management

?

wicked problems

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… and “records”

• records (Information Management infoKit, JISC)– properties

• Content Context Structure– qualities

• Authenticity Completeness Reliability Fixity

• example of a “document record”

(?)

1 Document title (version): X Terms of Reference (1.0 Final)2 Owner: [role name]3 Replaces version: 1.0 DRAFT4 Final approval by: X on behalf of Y5 Approval date(s): X meeting normally at the start of each academic year6 Periodic review date: By Z normally at the end of each academic year7 Document type: (central classification system not yet known)8 Document location (online) (not yet set)9 Keywords: Higher Education Achievement Report, HEAR Award Board, Terms of Reference, prizes, achievements, awards10 In-document reference: HAB-ToR11 Amendments since last version: (See version history below)

Version Date Type Changes Author[structural changes] [content changes] [major formatting changes] [general note if minor changes made] [notes on source of change if relevant]

1.0 Final ... Approved at Z [date] ... ...1.0 draft ... For discussion and approval

at Z meeting [date]... ...

... ... ... ... ...No ID ... ... First presentation to TQSC as a paper. ...

...file namelocationaccess rights

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JISC infoNET infoKits• Bologna Process• Business and Community Engagement (BCE)• Business Intelligence• Change Management• Cloud Computing• Collaborative Approaches to the Management of e-Learning (CAMEL)• Collaborative Online Tools• Costing Technology and Services• Creating a Managed Learning Environment (MLE)• Curriculum Design & Delivery• Digital Repositories• Effective Use of Virtual Learning Environments (VLEs)• Email Management• Embedding Business and Community Engagement• Enterprise Architecture• e-Portfolios• Getting more from Existing Investments• Implementing an Electronic Document and Records Management (EDRM) System• Implementing e-Learning - A Toolkit for Institutions• Implementing the Ferl Practioners' Programme (FPP)• Improving Organisational Efficiency• Information & Records Management• Knowledge Transfer 2.0• Learning Resources & Activities• Managing Information to Make Life Easier: A Practical Guide for Administrators• Managing the Information Lifecycle

• Mobile Learning infoKit• Open Educational Resources• Open Source Software• p3m (Portfolio, Programme and Project Management)• Planning and Designing Technology-Rich Learning Spaces• Portfolio Management• Process Improvement• Programme Management• Project Management• Records Management• Research Information Management• Risk Management• Scenario Planning• Selecting Technologies• Shared Services• Social Software• Strategic Management Information• Strategy infoKit• Supporting Flexible Delivery• System Implementation• Tangible Benefits of e-Learning• Technology-Enhanced Learning Environments• Technology Implications for Mergers and Restructures• Technology Trends• Time Management• Tools and Techniques• Working with Commercial Suppliers

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“data, markup, metadata, presentation, format”

?

Surprise resource:We Feel Fine – emotions on the web… the way the world feels right now ?

@Book{rueger-2010, author = {Stefan R{\"u}ger}, title = {Multimedia information retrieval}, publisher = {Morgan {\&} Claypool Publishers}, series = {Synthesis Lectures on Information Concepts, Retrieval and Services}, isbn = {ISBN paper 978-1-60845-097-8, ISBN ebook 978-1-60845-098-5}, doi = {10.2200/S00244ED1V01Y200912ICR010}, year = {2010}}

Bibtex

CardIndex

DublinCore

Things to argue about:• electronic documents• electronic and digital

signatures

<?xml version="1.0"?><metadata [schema info]> <dc:title> Multimedia information retrieval </dc:title> <dc:creator> Stefan Rueger </dc:creator> [...]</metadata> ¿

These are all the same.

Ths r al teh same.These are all =.x X, xi = xj

?

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perspective

which is the right picture?

“span of vision”“gaze”

span of control“approval”

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identify information assets worth managing

asset : something of value to someone (at some time)

• what sorts of value

• subject ? user ? repurposing? (benign or not, intentional or not)

• implicit – explicit

• relative to what

• versioning

• foreseeable ?

• literacy (information, digital)

• ...

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manage information assets in context

• stakeholder analysis – audiences

• internal / external environments … security !

• models, frameworks, guidelines, policies, strategies, procedures, technologies, methodologies … … …

• scope, time, cost, risk (+/-), quality, benefits– required : must / must not [need / always]

– recommended : should / should not : [want / mostly]

– optional : may [wish / perhaps]

• “information” processes

?

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stakeholder web

(adapted)

not

com

ple

te,

not

exact

, ch

angeable

,ro

le n

ot

pers

on,

real or

surr

ogate

, double

role

sri

ngs

and s

poke

s not

needed

stakeholder analysis

• stakeholder (player, audience)

– role / (organisation)

– stake in the project

– potential impact on project

– expectations of /contributions from the stakeholder

– perceived attitudes and/or risks

• example analysis (partial)

• stakeholder “management strategy”

– communications

– responsibility

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Stakeholder & Interested Party Group

Interest(s) Relationship Location Activity

1 Registry Will use the project product to produce HEARs for students

UserPROJECT BOARD x2

Internal ProjectBusiness-as-usualManagement of HEAR

Might use HEAR data (excluding or including additional info) for data-mining

Post-project

Will provide Registry support to staff for developing the HEAR after the project closes

Supplier Post-project

2 Students Will use their own formative HEAR to develop their experiences whilst at university, possibly with their personal tutor

User Internal Connect with [Careers] and [Personal Tutoring]

Will use their own interim HEAR to apply for jobs and courses

Connect with [Careers] and [Personal Tutoring]

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information lifecycle

IBM

?

DDI

Creation Active use Semi-active use Final outcome

JISC

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“information” processes

what do you do? …

how do you describe the parts?

… shared vocabulary?

how do the parts fit together?

… shared overview?

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Bloom’s taxonomy of educational objectives (cognitive)

1956 2000nouns verbs

Widely used in teaching and learning.

Can we use it in work?

(The other two domains are affective and psychomotor.)

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Bloom’s taxonomy – action verbs

Remembering Understanding Applying Analysing Creating Evaluating

1956

2000

nouns

verbs

…

somein

morethanone

column!

21

…In

ner

circ

le –

the c

ate

gori

es

of

the t

axo

nom

y (

revis

ed v

ers

ion)

Seco

nd c

ircl

e –

(so

me)

act

ion v

erb

sThir

d c

ircl

e –

act

ivit

ies

/ outc

om

es

/ ass

ets

Oute

r ci

rcle

– P

LTS (

Pers

onal Le

arn

ing a

nd T

hin

kin

g S

kill

s)

cate

gori

es…

use

independentl

y o

f th

e inner

cate

gori

es

5 inner

cate

gori

es?

Only

for

young p

eople

?

Bloom’s taxonomy of educational objectives (affective)

Receiving

The (student) passively pays attention. Without this level no learning can occur.

Responding

The (student) actively participates in the learning process, not only attends to a stimulus; the (student) also reacts in some way.

Valuing

The (student) attaches a value to an object, phenomenon, or piece of information.

Organizing

The (student) can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.

Characterizing

The (student) holds a particular value or belief that now exerts influence on his/her behaviour so that it becomes a characteristic.

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create an action plan in context

• ask someone a question

• share something with someone

• locate, obtain a resource

• design a list, diagram, sketch

• compare some things

• develop a community

• be heard

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workshop “postpectus”

• What we’ve done... Identify information worth managing

Learn to manage information assets in context

How to create an action plan in context

• Follow up ?

• Please put your completed sheets at the “evaluation collection point”

resources

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AUA (2012) About the AUA CPD Framework (Professional Behaviours) http://cpdframework.aua.ac.uk/content/about-aua-cpd-framework

A. Burgess (2005) River Feshie (3 km from Auchlean, Highland, Great Britain). http://www.geograph.org.uk/photo/13102

JISC infoNET http://www.jiscinfonet.ac.uk

S. Rüger(2010) Bibliographic data. Open University http://people.kmi.open.ac.uk/stefan/mir-book/rueger-mir-2010.html

J. Harris and S. Kamvar (ongoing) wefeelfine http://wefeelfine.org/

M. Sample (2011) The Poetics of Metadata and the Potential of Paradata (Revised) http://www.samplereality.com/2011/03/22/the-poetics-of-metadata-and-the-potential-of-paradata/

P. Norrington (2011) Photos of Wu Tip Shan Path, Hong Kong

A Stakeholder Web (from Coakes & Elliman 1999) in I.A. Alexander (2005) A Taxonomy of Stakeholders: Human Roles in System Development, International Journal of Technology and Human Interaction, Vol 1, No 1, pages 23-59

Data Documentation Initiative (DDI) (2011) What is DDI? http://www.ddialliance.org/what

B.S. Bloom, M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl (1956) Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York: Longmans, Green

L.W. Anderson, D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock (eds) (2000) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn and Bacon

Bloom’s taxonomy action verbs wheel… Krathwohl and Anderson's (2001) adaptation of Bloom (1956) with PLTS (New Secondary Curriculum 2008, UK) added as extra wheel. Version produced by Sharon Artley http://www.mmiweb.org.uk/downloads/bloom2.html

Bloom’s taxonomy of educational objectives (affective) (at March 2012) adapted from http://en.wikipedia.org/wiki/Bloom's_Taxonomy

Miscellaneous images found with Google Image Search on terms: “data information knowledge wisdom”, “Bloom’s taxonomy”, “Bloom’s taxonomy action verbs”, “knowledge management”, “stakeholder analysis”, “information lifecycle”

P. Hoskins (27 March 2012) How to recruit international students in China http://www.guardian.co.uk/higher-education-network/blog/2012/mar/27/recruiting-students-from-china

QAA (2012) UK Quality Code for Higher Education - Part C: Information about higher education provision, The Quality Assurance Agency for Higher Education http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Part-C.pdf

Data Store Show and Tell, The Guardian (ongoing) http://www.guardian.co.uk/data/series/show-and-tell

University of Southampton Open Data (ongoing) http://data.southampton.ac.uk/