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Creating the Digital Future: Edge Hill's Innovative Projects

Explore two important projects from Edge Hill University that demonstrate the principles of technology-enhanced learning. Discover Interviewer Careers, a simulation tool for job interviews, and Interviewer Viva, a tool for PhD research viva simulations.

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Creating the Digital Future: Edge Hill's Innovative Projects

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  1. Department of ComputingCreating the digital future Making the most of new technology at Edge Hill: a tale of two projects. • Chris Beaumont • Michael Banford • Peter Hartley, Visiting Professor

  2. Our aims • Explain and promote two important new projects from Edge Hill. • Identify important principles of technology-enhanced-learning which these projects demonstrate.

  3. Our structure • Introduction • The Interviewer approach/technology. • The Cybersecurity project • Lessons learned. • Future potential.

  4. The Interviewer approach:what’s the problem - why bother? • the continuing importance of the interview situation: • interviews are (more) important in a competitive job market, including electronic interviews. • the research viva is here to stay. • students often don’t prepare well • fail to anticipate obvious questions.

  5. The Interviewer approach:why bother? • institutions/staff can only offer limited practice or feedback. • how many mock job or viva interviews can we offer students? • you cannot improve your interview performance just by reading a book/handout.

  6. Do your students know how to do well at Graduate Interviews? • How knowledgeable are your Final Year undergraduates about the characteristics of successful graduate interviews? • e.g. Percentage of ‘very knowledgeable?’

  7. How knowledgeable about Graduate Interviews?

  8. Particular problems with vivas? • Process perceived as ‘black box’ – impact on anxiety and nerves. • Students do not know how to prepare. • Limited supervisor time and resources. • Students may not anticipate the broader ‘helicopter’ questions.

  9. And so we have developed: • Interviewer Careers, to simulate job or placement interviews. • Interviewer Viva, to simulate the PhD research viva. Both online and with • Capacity to extend by: • Adding customised/specialised questions. • Modeling other interview situations.

  10. Startingpoint - cd-rom now discontinued; was available from Gower.

  11. provides: • opportunity to respond to real interview questions, and review your performance, as often as you like. • ‘non-threat’ arena to improve skills. • additional feedback and guidance. • Flexibility. • as a stand-alone resource or as part of a course; can support staff contact and guidance.

  12. does not provide: • The ‘right answer’. The onscreen hints are designed to support individual reflection and encourage users to work out the most effective approach to suit their own context.

  13. The packages provide: • General over-arching questions (100 plus in careers and 30 in viva, split into ‘sessions’). • Flexible and unlimited practice. • A process for preparation for the real thing. • Potential for self and/or peer assessment. • Careers offers support for careers advisers. • Viva offers potential use by supervisors as basis for discussion.

  14. Current careers sessions*(8 questions in each) • Applying for a further course after university • Aspirations and ambitions • Difficult open questions • Focus on a specific job • Focus on a specific organization • Interpersonal and team skills • Personal interests and hobbies • Time management and organisation skills • Self-awareness and planning skills • General starter interview • Leadership skills • Problem questions • Stressful questions *Further sessions will be added in 2015/16

  15. The viva sessions (5 questions apiece) • Choosing your topic • Concepts and theories • Your research methodology • How the research progressed • Your research results • The importance of your work

  16. Review your answer and access hints and tips

  17. Feedback: Findings from Careers evaluation study • very enthusiastic • “really good” • “I was surprised how good it was” • students would use it again • “it was really good, I‘d definitely use it again”

  18. Feedback: Findings from Careers evaluation study • “it definitely made me more confident”3 main reasons: • helped to 'polish' or 'naturalise' their performance. • comparable to a 'real' interview, helping to prepare for difficult or unexpected questions. • helped the students become aware of their body language.

  19. Viva: sample feedback so far • ‘saved my life’. • ‘would not have known where to start without it’. • ‘gave me a process to plan my preparation’. • ‘confidence boost’. • ‘a great help in reaching a successful outcome’.

  20. Cybersecurity:the problem – why bother? UK faces devastating cyber security skills crisis By 2017, there will be a global shortage of no less than two million cyber security professionals, warn industry insiders. (Flood, G. 2014). Cyber Security Ranked Third in Lloyd’s of London Risk Index (Aug 2013) SMEs are putting a third of their revenue at risk because they are falling for some of the common misconceptions around cyber security, a new report claims. (Telegraph, 2015)

  21. Cybersecurity:the HEA Programme • 4 complementary projects • Edge Hill. • Newcastle College. • Birmingham City University. • Liverpool John Moores University.

  22. Cybersecurity:aims of the Edge Hill project Responds directly to the UK government’s National Cyber Strategy by: • Creating widely available leading-edge educational resources for industry and HE. • Increasing SMEs’ cybersecurity expertise. • Increasing the supply and expertise of graduates. • Maximising impact through active dissemination/ promotion

  23. Cybersecurity:components of the project • PBL scenarios: • Flexible and re-usable Cyber-security scenarios aligned with current best practice. • Knowledge Exchange model • MSc InfoSec Students undertake activities to promote Cyber-Security during a placement within an SME. • Model of Engagement • the evidence-based model, derived from evaluation, enables other HEIs to adopt or adapt it.

  24. Cybersecurity:progress to date • 9 paper based PBL Scenarios in Draft form • Incident management, Emergency services, Social Engineering, Data Governance, Secure Development, Cryptography, WiFi Security, Web form attacks, Risk Assessment. • TEL resources for 5 created • 3 x SME placements identified • Risk Assessment; Pentest; TBA • MOOC framework created • Project web site: www.cske.org.uk

  25. Lessons learned and future potential • Curriculum model should encourage student exploration and creativity. • Increasing student engagement and involvement in curriculum development. • Flexible curriculum model so we can extend the application. • Need to cater for current and likely mobile environments. • Effective collaboration across roles and boundaries (academics, technologists etc.)

  26. Encouraging student exploration and creativity. • Interviewer • Does not provide right answer – forces reflection and self-awareness. • Can be used alone or in collaboration. • Cybersecurity • Use of PBL which encourages ‘thinking outside the box’. • PBL can be delivered in different ways.

  27. Increasing student involvement in curriculum development • Interviewer • Will develop a community of users to provide feedback and updates. • Complementary research programme being developed. • Cybersecurity • Student involvement in the resource creation and in developing and piloting the model for engagement.

  28. Flexible curriculum model so we can extend the application. • Interviewer • Structure allows updating and extension. • Can be translated into other scenarios, interpersonal encounters. • Possibly building in ‘intelligence’. • Cybersecurity • Structure allows updating and extension. • Model allows for a variety of users and contexts.

  29. Need to cater for current and likely mobile environments. • Interviewer • Web application to enable access by pc/Mac, laptops, tablets and smartphone. • Design must cater for different device characteristics. • Cybersecurity • Web application to enable access by pc/Mac, laptops, tablets and smartphone. • Distribution of flexible resources to allow customization

  30. Effective collaboration across roles and boundaries • Interviewer • Involvement of academics, students, users & technologists. • Combination of physical and virtual communication. (e.g. meetings, Google docs, Skype etc.) • Cybersecurity • Involvement of academics, students, industry experts/ partners & technologists. • Combination of physical and virtual communication.

  31. Future potential for both projects • Application at Edge Hill. • Application elsewhere – HEIs, Colleges. • Expansion, e.g. response to feedback; more sessions and case studies. • Extension to other scenarios/situations. • Development into new functions, e.g. the ‘intelligent’ interview; cybersecuirty community of interest?

  32. Contact information • Dr. Chris Beaumont Head of Dept of Computing National Teaching Fellow Chris.Beaumont@EdgeHill.ac.uk • Michael Banford Knowledge Exchange & Enterprise Manager Michael.Banford@EdgeHill.ac.uk • Professor Peter Hartley, Visiting Professor at Edge Hill UniversityNational Teaching Fellowpreviously Professor of Education Development and Head of the Educational Development Centre at the University of Bradfordprofpeter@btinternet.com

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