Category: Open Educational Resources

Shifting place and pace: New futures for online learning

Some of the links from my presentation at the University of Derby Online Learning Summit on Tuesday.

Follow me @honeybhighton

The book of online learning at University of Edinburgh

Near Future Teaching at University of Edinburgh

Manifesto for Online Teaching at University of Edinburgh

An ‘Edinburgh Model for Online Teaching’ at University of Edinburgh

When I wrote this presentation originally, I thought the shift in pace and place I would be talking about would be the new online microcredentials – Micromasters ™ – courses we have been piloting this year.

Little did I know that we would, as  a sector, experience a seismic shift  to remote learning online in little more than a week.  At University of Edinburgh we have all shifted place- we are now working from home or are stranded and trapped. We have all shifted pace. Things which we thought would take months and years to do suddenly gained urgency and we ‘flipped’ or ‘pivoted’ to remote learning and working outwith the university at very short notice.

I can tell you about what we have been doing at Edinburgh in online distance learning, because it is this previous work which has given us the capacity, capability and vision to respond quickly now.

We know that distance is a positive principle, not a deficit. It can generate meaningful learning opportunities and a positive student experience; it can build community; and it can advance a values-led and professionalising position of teaching, one that does not downgrade teaching into (mere) facilitation.

New futures?  who knows what will happen next? I won an EduFuturists Award  recently for an individual ‘who embodies a vision of where education could be 20 years from now’ , and suddenly it seems like I should come up with this vision pretty fast.  This is a new era and a paradigm shift for ‘business continuity’. In the past i warned my colleagues to ‘expect locusts‘. I wanted them to think big. I asked them to think about what happens if for some reason we can’t operate as usual. I admit, I thought the challenges would be strikes, snow or rogue volcanos, but I like a bit of Biblical scale…..

Some  of my emerging thoughts for possible futures:

  • After this current ‘panic pivot’ to teach out the current academic year. Universities will quickly start to think about semester 1 next year. Will university campuses re-open or will we teach semester 1 online?

The online learning landscape

  • A rush to online delivery by many universities will see skillful course design for accessibility, quality and learning communities become key.
  • Even if the on-campus learners return, this is not a one-off, they will need reassurance that they can go home, if called home and still complete their studies.
  • The undergraduate online market in the UK will be transformed. Things we thought impossible will become pragmatic.
  • Some universities will collaborate with peer institutions to develop courses and deliver together. Some will not.
  • Interoperability, licensing, IP, technical standards and open development will be as important for sharing, interchange, reuse, local adaptation of materials  as they always have been. Expertise in this area will be prized.

Leadership

  • Learning technologists who know about staff development, course design and open educational resources will realise they can work from home and work for any institution in the world. Their salaries will increase, and the work will be more flexible, more compatible with family life.
  • The (already) global market for academic colleagues who teach well online will thrive.

Digital transformation

  • On campus service such as counselling, wellbeing, welfare, disability support, finance, careers will need to find new elements of quality in delivery online.
  • Traditional face to face exams will become antiquated, and the purpose  and methods of assessment will become increasingly diverse.
  • ‘Halls of residence’ will be forever known as ‘petri dishes’.

Technology partners

  • The global platforms ( Coursera, Edx, Futurelearn, Linkedin Learning) will finally see return on their business model and they will own all the student data.
  • Home-based learners will sacrifice privacy and personal data in the rush to use Zoom and Houseparty et al.
  • Vendors and suppliers will try to renegotiate the costs of VLEs, streaming video and virtual classroom tools.
  • Libraries will finally invest properly in digitisation and digital collections and no-one will believe publishers’ protests that they cannot offer open access any more.

 

 

 

 

 

 

 

responding to crisis

I am so impressed by how well our teams and services are responding to this situation. We are seeing increased use of all our learning technology systems and receiving great, positive feedback on the support, training and expertise we are providing.

We have trained 800 staff to support remote teaching and offered online training in how to work from home.

The result has been:

  • 1200 Media Hopper Create uploads in Week3 March in comparison to 400 in the same week last year.
  • Support calls for Media Hopper Create down on last year show that the training and guidance is good quality.
  • 16-18th March 800 Collaborate sessions per day. 23rd March, 1400 sessions involving 6000 users
  • Learn Logins steady each day at 4,000 logins but this is fewer than an average day when everyone is on campus. We would usually see nearer 5,000 per day.

Our academic colleagues are working hard to play their part in tackling the Corona Virus.  This is one of the very good things about working in a research university. We are providing services which support research and teaching  and knowledge creation and dissemination.

https://www.ed.ac.uk/news/2020/experts-play-key-role-in-bid-to-curb-covid-19

In LTW, we are all part of this.

We are currently:

  • helping to open up content on MediaHopper  to be used by NHS Lothian staff,
  • helping MSc Critical Care to open up a Learn course to thousands of clinicians and creating a new MOOC.
  • helping Usher Institute to create a web database of  evidence based research on COVID-19 that can be accessed by policy-makers and clinicians seeking up-to-date and reliable answers to key questions.
  • adapting the graphic design in chapters from the Adult Medical Emergencies Handbook to be put online.
  • watching how colleagues in our UCreate Makerspace team are contributing to the effort to prototype and 3d print essential PPE.

This is important work and the university appreciates the contribution we are making.

Thank you, all.

remote teaching online at University of Edinburgh

Lovely illustrations by the LTW interactive Content Team

Preparing for Teaching Continuity – Coronavirus (COVID-19) update

We have produced some advice and guidance on how to continue teaching remotely. Given the current COVID-19 pandemic we would advise that all teaching staff consider this advice.  Using our Learning Technology Training and Help Resources. Please also regularly check the University’s Coronavirus information and advice to keep up-to-date with the University’s position.

https://www.ed.ac.uk/information-services/learning-technology/more/teaching-continuity

The tools you need are Learn, Collaborate and Media Hopper. They are available for all members of the University.

Some top tips to keep in mind when planning to teach remotely:

It is important to remember that good teaching online brings with it some of the same principles as good teaching face to face. A strong teacher presence, engaged learning communities, contact time between teacher and student and for students in pairs or groups. The following tips are designed to facilitate that as simply as possible and minimise disruption both for you and your students.

  • Keep it simple. See the technology as servicing some core teaching function and only choose what you need. Video for lectures (if you lecture), discussion boards for debates and dialogue, a virtual learning environment for hosting your content, a well-structured reading list, maybe a blog for student reflection and group work.
  • Get professional advice and ask for help early on if you can. Speak to your school learning technologist and IT support; information services staff and librarians are here to help and advise.
  • Communicate with students. This is critical. Let them know we are trying something new and why. Let them know where to go and who to contact if they run into difficulty. Get them talking on the discussion boards with prompts and questions at regular intervals.
  • Discuss with your colleagues and networks of contacts at other universities how they may have used technology in similar situations teaching in similar disciplines. Many universities offer the same or very similar learning technologies, so sharing practice can be helpful to someone you know.
  • Your students may already know you, but you need to show them you are present online: a picture of yourself, some short videos, encouragement on the discussion boards. Videos don’t need to be perfect. Showing personality has currency in the online space.
  • Consider assessments. Do you need to rethink the assessments if you are moving online? You might. There are many ways to assess online and most aren’t too complicated.
  • Consider which parts of your course such as fieldwork, labs, studios and practicals may have to be cancelled or changed. Think about the adjustments you have previously made for students with disabilities, are those alternative versions appropriate for all your students now?
  • Do the best you can 🙂 we understand this will be new and different for many teachers.

2019 Ayrton Prize of the British Society for the History of Science

Signatures of the Edinburgh Seven in the University of Edinburgh Archives.

The BSHS Ayrton prize recognises outstanding web projects and digital engagement in the history of science, technology and medicine (HSTM). The prize name was chosen to recognize the major contributions of Hertha Ayrton (1854-1923) to numerous scientific fields, especially electrical engineering and mathematics, in the late nineteenth and early twentieth centuries. The prize is awarded once every two years.

2019 Ayrton Prize of the British Society for the History of Science is awarded this week.

Given the remarkable strength of the field, they decided to supplement the main Prize with a Highly Commended category, to be awarded to two further projects.

I’m delighted to say that our University of Edinburgh Wikipedia project “Changing the ways the stories are told” is one of the two Highly Commended projects! The judging panel were particularly impressed with the initiative’s track record of contributions to the infrastructure of knowledge on which research and public engagement in the history of science depend.

 

Our submission:

‘Changing the ways the stories are told’: Engaging staff and students in improving the Wikipedia content about women in the history of science, technology and medicine in Scotland.

This project began 5 years ago and has been delivering more and more each year with wider reach, large engagement numbers and considerable impact in terms of public engagement and media coverage. This project is supported by University of Edinburgh and we work in partnership with science, engineering and heritage organisations in Edinburgh to run events to edit and improve Wikipedia content of topics specifically related to the history of women in science.

Our mission is to work with staff, students and members of the public to support them in developing the digital skills they need to engage in writing and publishing new articles on Wikipedia. We have a specific focus on the history of women in science and medicine. Our first ‘edit-a-thon’ in 2015 was based on ‘The Edinburgh Seven’- the first women to study medicine and our most recent was in conjunction with Young Academy Scotland at the Royal Society of Edinburgh. This work towards getting all students and staff in the university to be active contributors is unique in the sector.

The audience for our content includes any members of the public who look at HSTM articles on Wikipedia.  The audience for our skills development training are staff and students who learn about how historical information can be brought out of the university (and other) archives to illustrate, enhance and improve the stories of historic development of science, technology and medicine. We work closely with librarians, archivists and academic researchers to bring their hidden content into the most modern digital platforms and give it new relevance for the public today.

Edinburgh staff and students have created 476 new articles, in a variety of languages on a huge range of topics and significantly improved or translated 1950 more. These articles have been consumed by millions of readers. All editors are supported to understand the impact and reach of their work, to find the analytics and reports which show how their contribution is immediately useful to a wide range of audiences.

By working closely with HSTM scholars, digital librarians and archivists we ensure that our staff and students learn the best practice in using digital platforms for public engagement. We ensure that information is accessible and navigable and make best use of both the archives and the new technology.   Images released from our archive collections and added to Wikipedia as part of this project have now been viewed 28,755,106 times. 

As well as learning the skills of editing, referencing and science communication, we are ensuring that many more of our staff and students learn about how information is created, shared and contested online. We work specifically to address gaps in coverage and improve information where it is poor.

We address the gender gap amongst Wikipedia editors by training large numbers of female students and staff and empower them to edit on whatever topics they choose and thus engaging in the use of digital platforms for their own study and work.

The University of Edinburgh is the first UK university to engage a Wikimedian in Residence to focus entirely on developing student and staff skills.  The project fits with our missions for teaching, research and public engagement as well as the embedding of technology in our activities to engage in digital citizenship and crowd-sourced sharing.

The most innovative part of the project has been to work closely with academic colleagues to embed Wikimedia tasks in the curriculum so that students work on topics which have direct relevance to their studies. One example where we work with the students on the MSc Reproductive Biomedicine is now in its fourth year. The students are assessed and gain credit for the work they do in improving content of Wikipedia.

Five years on from our original work in changing the way the story of the Edinburgh Seven is told, the University gave posthumous degrees to the women who had struggled as pioneers in this area. The degree ceremony in 2019 marked 150 years since the Surgeons Hall riots and this new, updated history of women in science and medicine gained considerable media coverage and impact in Scotland and beyond.

We ensure the sustainability of this project by making it part of the ongoing digital skills and digital literacy training programme delivered to staff and students in the University of Edinburgh and we hold public engagement events alongside our partners in library, heritage and science organisations in the city.

The Wikipedia platform is maintained by the Wikimedia UK foundation and our contributions to improving the public facing content on that platform is part of ensuring that it is a sustainable, growing, open, relevant and useful resource for everyone. Working directly with the Wikipedia platform to add content ensures that we do not take on the long term costs of hosting such a platform for our selves, thus the work of training editors and contributing content can continue as long as the platform is an appropriate place to do it.

Last year this work won a Herald Higher Education Award for innovation in technology and we are expanding our skills training team in the coming year to ensure that we can meet the demand from academic colleagues and students to be trained as editors and as contributors to Wikidata and similar sister projects.

This project represents a clear statement by the University that we want to enable our staff and students to engage in becoming active citizens in the digital world.

2020 futures

Photo taken by me at the zoo. No rights reserved by me.

Happy new year to you, Reader.

In the long dark days of the Scottish winter when its tempting to hibernate it’s always nice to have a few things lined up to look forward to in the ‘Spring’. Here are some of the dates I already have in my diary. These are events and conferences at which I’ll be giving presentations or keynotes about a range of topics.

Over the the last few years I have  cut down on my international travel for work, but still very much enjoyed the range of events at which I get invited to speak.

If any of these topics interest you, it would be great to see you there.

Strategic leadership of open and online learning

31st March-  Keynote: Online Learning Summit  ‘Growing your University online: Routes to student success’.
Thank you to Margaret for the invitation.
18th June- Keynote at University of South Wales Learning & Teaching conference. Thank you to Catherine for the invitation.

 

The future of libraries and learning technology

27-28th May- Keynote: CONUL Conference 2020   ‘Imagining the future and how we get there’. http://conference.conul.ie Thank you to Laura for the invitation.

Wikimedia in the curriculum

I’ll be presenting with Ewan about our work embedding wikimedia in the curriculum and LILAC and OER20 and we’ll be launching our book of case studies of wikimedia in UK HE reflecting 5 years of ongoing work. At OER20 Lorna and I will be reviewing 5 years of our Open Educational Resources (OER) service at University of Edinburgh.

Digital literacy and digital skills

6-8 April  at LILAC conference I’ll be hosting a panel with Josie and Jane called ‘Hindsight 2020: if we knew then what we know now’ https://www.lilacconference.com/lilac-2020

Equality and diversity/women in STEM

17-19 March- Equality Diversity and Inclusion Conference 2020: ‘Courageous conversations and adventurous approaches: creative thinking in tackling inequality’ I’ll be presenting with Dominique about the experiences of making changes in our organisation and joining a panel about the the ‘taboo’ subject of menopause.  https://www.advance-he.ac.uk/programmes-events/conferences/EDIConf20

 

I am also planning to complete and defend a massive piece of writing which is currently a bit of a monster, but i’m hoping that preparing these presentations will help me to hone my ideas.

 

 

Designing learning: from module outline to effective teaching

I know you’ve been on the edge of your seat waiting for the new, updated Butcher, C., Davies, C., & Highton, M. (2019). Designing learning: from module outline to effective teaching ( 2nd edition). Routledge.

You’ve been waiting a long time. The last one was written in 2006. Writing with Chris and Clara has been just like old times.

You’ll be thinking loads has changed in the techniques of learning design and use of technology to support learning and teaching……

For most teachers the main technology to support teaching on campus is still the VLE, but in this edition I’ve managed to include up to date examples from lecture recording, maker spaces, OER, online reading lists, diversity in the curriculum, inclusive design and learning analytics.  Course leaders still need a really good grounding in learning design though, if their teaching is going to be successful. We have  a Learning Design Service at Edinburgh which is growing from strength to strength.

Bridging the gap between theory and practice, this fully updated new edition of Designing Learning offers accessible guidance to help those new to teaching in higher education to design and develop a course. With new considerations to the higher education context, this book uses current educational research to support staff in their endeavour to design and develop modules and degree courses of the highest quality.

Offering guidance on every stage, from planning to preparing materials and resources, with a focus on the promotion of learning, this book considers:

  • Course design models and shapes, and their impact on learning
  • How the external influences of learning and teaching are translated by different institutions
  • How to match the content of a course to its outcomes
  • Frameworks to enable communication between staff and students about expectations and standards
  • Taking into account the diverse student population when designing a course
  • The place of Virtual Learning Environment (VLE), communication tools and systems for monitoring students’ engagement
  • The importance of linking all aspects of the taught curriculum and wider co-/extra-curricular activities to support learning
  • Ways to evaluate and enhance a course and to develop oneself as a teaching professional in HE.

Providing advice, illustrative examples and case studies, Designing Learning is a comprehensive guide to designing a high-quality course. This book is a must-read for any academic looking to create or update their course or module.

 

open to movement

Next week I’ll be back in Madrid at the OOFHEC 2019 conference of open universities.

The OOFHEC2019 conference will focus on trends and high impact factors in the global and European higher education.

In a combination of plenary keynotes by key players in higher education at institutional and policy level and parallel presentations and workshops, OOFHEC2019 will cover latest developments under the following topics:

  • Blended and online education
  • Micro-credentials for continuous education and MOOCs
  • European university networks, internationalisation and virtual mobility
  • Learning bots
  • Equal opportunities and inclusion

It’ll be lovely to see so many European colleagues again. I’ll be keynoting about the progress we are making at Edinburgh in online and distance learning. There will be much talk of The European Commission’s eU.University hub for “online learning, blended/virtual mobility, virtual campuses and collaborative exchange of best practices” is now built by the OpenU consortium, led by Panthéon Sorbonne Paris1, in which University of Edinburgh is participating. This hub will connect European universities to facilitate ubiquitous access and free movement of students and learners. It will also empower European university networks for collaborative online education and virtual mobility.

They say:

Blended and online education is a main factor of innovation and change in European higher education, as is shown by the Changing Pedagogical Landscape studies. It creates new possibilities for teaching large groups of students and at the same time to intensify education in small learning communities. New learning formats support the mission of universities to link education, research and to enhance the quality of education. Innovation contributes as well to a balanced use of resources and cost-effectiveness if accompanied by organisational change and support.

(International) micro-credentials are already awarded to  programs worldwide (Micro-Masters, nano-degrees ) organised by universities and MOOC platforms.  Jointly with the growth of blended and online education, innovative modes for mobility are created as a complement to physical mobility enhancing the learning experience and opening new opportunities for intensive collaboration between universities.

The European Commission is supporting this innovation. In the Erasmus+ 2019 call, virtual mobility is defined as “a set of activities supported by Information and Communication Technologies, including e-learning, that realise or facilitate international, collaborative experiences in a context of teaching, training or learning”. Blended and virtual mobility is stimulated in many Erasmus+ actions, in particular in the “European universities” initiative, “strategic partnerships”, “knowledge alliances”, “sector skills” and “capacity building”.

Equal opportunities and inclusion in a diverse society are a continuous task in European society, especially with regard to gender, disadvantaged groups, migrants and refugees. This requires specific measures at all levels of education, last but not least in higher education. This is to be realized by specific organisational support for these groups, mobilizing expertise across the institution.Above all, this requires that equal opportunities and inclusion are considered as a core dimension in the design of courses by paying attention to enough flexibility and personalisation.

Open universities have a unique and long tradition in this, while they are also continuously innovating policies, organisational frameworks and teaching and learning in this respect.

what not to do with lecture recordings

lecture recording guidelines
Excellent guide by Emily Nordmann et al

At University of Edinburgh, now that we have near-comprehensive coverage of lecture recording facilities, we plan to give students across the University guidance on how to use recordings in their studies.

The excellent guide has been created by colleagues from other universities cited below.  I recommend it. It’s available for adaptation and we have added to the ‘Do Not’ section:  ‘Do not share, publish or sell recorded lectures outside the University of Edinburgh.’

 

Please cite these guides as Nordmann et al. (2018).Lecture capture: Practical recommendations for students and lecturers  Preprint: https://osf.io/esd2q/

Emily Nordmann1, Carolina E. Kuepper-Tetzel2, Louise Robson3, Stuart Phillipson4, Gabi Lipan5 and Peter McGeorge5
1 School of Psychology, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB
2 Department of Psychology, Scrymgeour Building, University of Dundee, Dundee, DD1 4HN
3 Department of Biomedical Science, University of Sheffield, Western Bank, Sheffield S10 2TN
4 IT Services, University of Manchester, Oxford Road, Manchester, M13 9PL
5 School of Psychology, University of Aberdeen, Aberdeen, AB24 3FX

Corresponding author:
Emily Nordmann
emily.nordmann@glasgow.ac.uk

This work is licensed under a Creative Commons Attribution 4.0 International License.

leading institutions to change

I am delighted that we are able to host the Echo360 conference in Edinburgh next week.

I’ll be speaking at the conference about how important it is for leading institutions to change.

The implementation of lecture recording at University of Edinburgh was an innovative project to equip up to 400 teaching spaces and automate the recording of lectures at scale. The University has targeted an improved student digital experience by investing several million pounds in a state-of-the-art lecture recording system that has covered all the campus lecture rooms. Our approach is based on being widely flexible and enabling choices of formats and pedagogy.

The demand for lecture recording at University of Edinburgh was designed to in response to student feedback. The ability to watch lectures again as an aid to revision is immensely popular with our students already, video and audio recordings of lectures supplement the rich set of online resources that already exist to support learning.

The project was managed by a well co-ordinated team and delivered to a high quality specification, on time and in budget. The team demonstrated an outstanding commitment to delivering a high quality service for the institution. Over the last 12 months the team have successfully handled complex academic development, policy implementation and technical challenges with considerable skill and sensitivity. All throughout this time they retained a core focus on supporting an excellent student experience, championing accessibility and inclusive practices.  This work has opened up critical conversations that go beyond technology to discuss the value of lectures, the value of recordings and why we teach the way we teach and has been accompanied by evaluative research into the impact and value at institutional level.

The team has been particularly effective at incorporating research findings to continually improve the service and respond to the needs of users. As an organisation we learned a huge amount from the process: academic insight, student satisfaction, new research, communications strategies, technical know-how and a field-tested working model of how to complete a project of this size and ambition.

The Lecture Recording Project at Edinburgh University is one of the largest upgrades of AV technology in teaching rooms to take place in an educational institution anywhere in the world and it was done across an historical and rapidly expanding estate.  We now have the capability to record close to 100% of lecture activity within the institution. We   offer a consistent experience for all students and support our diverse student community. Many of our students have complex lives and are balancing study alongside caring responsibilities, or the need to work to fund their studies. Recordings of lectures can lessen anxiety about keeping on top of study, and provide a safety net when life circumstances prevail.

The team delivered transformational aspects of lecture recording by:

  • Supporting a programme of evaluation and engagement activities which has opened up critical conversations about the role of the lecture and why we teach the way we do.
  • Running a pro-active communications campaign around opting-out of lecture recording, to be sensitive to concerns raise by academic colleagues.
  • Working with course organisers and professional staff to develop highly usable scheduling software based on timetabling information, to automate the recording of lectures at scale.
  • Equipping 400 teaching spaces, including our innovative camera and recording solution for capturing chalkboards in Maths and Physics.
  • Improving the use of microphones in lecture theatres and increasing awareness of accessibility and inclusion issues.
  • Integrating the new lecture recording service with the University’s VLEs offering safe and secure access to recordings.
  • Training 40 student helpers across the campuses during the first week of teaching in each Semester to provide immediate advice on use of the recording equipment.
  • Offering comprehensive training programme to support academic colleagues to prepare teaching materials for lecture recording.
  • Delivering a system designed to be as user-friendly as possible and to have minimal impact on the presentation and delivery of lectures.

There are many proven benefits to making recordings of lectures available including supporting students for whom English is not a first language and ensuring that our face to face lectures are available in an alternative format for students who require it. Not having to take notes at speed allows students to focus more on what is being said and use valuable contact time to ask questions, knowing that notes can be reviewed and improved later.

This work at Edinburgh has had a wider impact across the sector, we have involved commercial partners, external advisors, learning technologists, academic developers AV specialists, trainers, researchers and staff and students from across all disciplines to deliver one of the most successful large scale roll-outs of learning technology across a large institution with a challenging physical estate.

2018/19 Academic Year: Recordings made/scheduled: 24,000, Student views (year to date): 528,000. Hours watched (year to date): 527,000

We gratefully acknowledge all the colleagues and practitioners in other institutions who have shared their practice with us. Much of our project has been built upon the lessons learned by others. We believe that by considering the widest possible range of technical, academic, policy, and social factors around lecture recording, we have achieved a model for lecture recording, and indeed other learning technology implementations that others could copy. A large part of our ethos has been to work as openly as we possibly can, sharing and reflecting on our practice. With that in mind we have tried to make as many of our guides, training materials, research, evaluation, processes and planning as possible available openly online for the benefit of the wider sector.

developing data skills for all

You’ll be aware that we have been running ‘Developing Your Data Skills’ Programme for staff and students at University of Edinburgh this year. The programme has been very successful and we have now had more than 100 learners complete. Since our staff live and work in Edinburgh and the region, I think this can be seen as part of the investment we are making in retraining and upskilling in data skills for the city. We have evaluated the programme and gathered feedback, so we will be able to report on the ISG KPIs.

We have designed the course to fit with participants’ busy working lives and thought specifically about how to attract mid-career learners to upskill in this area.

https://www.ed.ac.uk/information-services/help-consultancy/is-skills/programmes-courses-and-resources/development-programmes/data-skills

Participants have enjoyed the programme:
‘There are many data courses out there. Having a course which is specifically designed and at the correct level was time-saving and encouraged me to finish. I loved doing the course and I’m keen to get started on the next level. I would not have been able to do this without the course format, nor the tutor with her helpful, caring approach.’.

There have been many more comments from participants that echo these sentiments along with a real thirst from learners to go on to study all 3 levels of the Programme.

We will be having a ‘graduation ‘ celebration for all the staff and students who completed the programme on Monday 1st July. If you would like to come along to hear more about the successes and how they plan to apply their new and improved data science skills, please let me know by reply and I will send you a diary invitation.