{"id":574,"date":"2019-04-29T14:29:27","date_gmt":"2019-04-29T14:29:27","guid":{"rendered":"http:\/\/eunis.org\/eunis2019\/?page_id=574"},"modified":"2023-10-06T19:49:07","modified_gmt":"2023-10-06T19:49:07","slug":"parallel-sessions","status":"publish","type":"page","link":"https:\/\/eunis.org\/eunis2019\/parallel-sessions\/","title":{"rendered":"Parallel sessions"},"content":{"rendered":"

Parallel session 01:<\/strong>
\nLeadership & management
\nWednesday 10:45 – 11:45<\/span><\/h2>\n

<\/h2>\n

Parallel session 01: Leadership & management<\/h2>\n

IT Strategy in the Era of Digital Transformation: Case Higher Education<\/h3>\n

Pekka Kahkipuro<\/span><\/p>\n

Paper #:<\/strong> 80 View extended abstract<\/a>
\nSubtrack:<\/strong> Digital Strategies
\nType:<\/strong> Scientific
\nAbstract:<\/strong> The role of IT strategy is changing radically with the progress of digital transformation. This is natural as IT is moving from a supporting role into the core of the business. Higher education is no exception: IT is now increasingly visible in everything that universities do.
\nThere is a new set of expectations for a successful IT strategy in the era of digital transformation. Moving into the core of business requires a new approach in target-setting and in the way IT\u2019s direction is defined. We briefly analyse the shortcomings of traditional IT strategies and how the additional needs have been addressed so far. While these approaches have allowed organisations to proceed with their digital development work, the outcome has often been an overly complex patchwork of strategy documents. To solve the issue, we propose a model where digital capabilities provide the underlying structure. This allows the inclusion of organisation-wide business aspects into IT strategy while keeping the role of IT clearly visible. The use of digital capabilities in the strategy blends the business with technology in a seamless way, just like in real life. Finally, we analyse how the new approach can be applied to the higher education sector. This demonstrates that the model works in practice and provides an example of using it in a complex and multi-faceted industry.<\/p>\n

Transformation of IT at Norwegian University of Science and Technology (NTNU)<\/h3>\n

H\u00e5kon Alstad, Jan Erik Eggan, Freddy Barstad<\/span><\/p>\n

Paper #:<\/strong> 83 View extended abstract<\/a>
\nSubtrack:<\/strong> Leadership and management
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> As a result of the merger between NTNU and 3 university colleges in 2016, all IT functions at NTNU was reorganized. All common services were moved to a central IT department. IT support for research activities remained only at 4 out of 7 faculties.
\nThe Norwegian Government has initiated an efficiency program for the Public Sector , where the budgets are reduced by about 1% per year. As a result of this NTNU established in 2018, a digitalization program of approximately NOK 100 million every year until 2025, to ensure necessary digitalization of the university.
\nAs of 1.12018, the IT department has too many man-years working in IT operation and because of shortage of qualified work force with the right skills needed for the Digitalization program and NTNU has been depend on hiring consultants in large numbers. To reduce the number of consultants a transformation program was initiated in early 2018, with the goal transforming the workforce to change from operation to digitalization.<\/p>\n

Proposal for a digital maturity model for universities (MD4U)<\/h3>\n

Fara\u00f3n Llorens-Largo, Rafael Molina-Carmona, Antonio Fern\u00e1ndez-Mart\u00ednez<\/span><\/p>\n

Paper #:<\/strong> 26 View extended abstract<\/a>
\nSubtrack:<\/strong> Managing the Digital Transformation
\nType:<\/strong> Scientific
\nAbstract:<\/strong> As ITs become more important in organizations, there has been confusion between different related concepts: digitization, digitalization and digital transformation. It is important for universities to understand that the destination of this path is not simply their digitalization but to become true digital universities. We understand by digitalizing the use of information technologies to offer faster and more efficient solutions to existing business needs. However, digital transformation consists of both digitalizing and detecting the potential of a technology to drastically transform business processes or create new services or strategic business processes for the organization based on that technology. We propose a characterization of digital transformation on which our Digital Maturity Model for Universities (MD4U, from Spanish Modelo de Madurez Digital para Universidades) will be based, taking into account that the reasons we are going to provide and the definition of the model will be limited to the university environment, which has very specific and differentiated characteristics from the rest of the industry sectors.
\nThe MD4U Model should help the university to assess the current situation for its IT, but also to identify the good practices that should be implemented to increase its maturity in the desired areas and thus move its resources from management or innovation to governance and digital transformation. We understand that in order to achieve this, the university must adopt an innovative attitude towards IT and assume the risks of being more cutting-edge than now in the implementation of new business processes based on technological trends.
\nOnly universities that implement this type of strategy will be able to lead the digital transformation and gain a competitive advantage over universities that do not do so while maintaining their resources dedicated to non-strategic areas.<\/a><\/p>\n

 <\/p>\n

Parallel session 02:<\/strong>
\nLearning, Teaching & Student Experience
\nWednesday 10:45 – 11:45<\/span><\/h2>\n

 <\/p>\n

Seeing the Universities\u2019 digital environment through the eyes of staff and students<\/h3>\n

Ruth Drysdale<\/span><\/p>\n

Paper #:<\/strong> 23 View extended abstract<\/a>
\nSubtrack:<\/strong> Digital Technologies & the Learner Experience
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Universities\u2019 make large investments in digital environments as well as the physical campus, but how is it evaluated to enhance the overall student experience?
\nWith emerging initiatives like Intelligent Campus and learner analytics, we need to ensure students and staff are aware of and engaged with the digital environment. In part, so they understand and consent to how data about them could be captured and used. Universities therefore increasingly partner with students when developing the digital learning environment, so it better meets their needs and provides the digital skills for the modern workplace. Understanding how students use technology and their attitudes towards its use in learning, is a good place to start. But do we really know how students are using technology to support their learning?
\nWhilst engaging students in the development of their digital environment is impressive, often it is not informed by local evidence. Jisc\u2019s 2014-16 Digital Student project highlighted that consultations with students were often poorly designed, and that national surveys did not provide a coherent or detailed enough picture of the student digital experience either. The Jisc digital experience student survey was developed in response to this need.
\nIn 2018, 83 UK institutions took part in our third digital experience student survey, gathering more than 37,000 responses. 12 Australian and New Zealand Universities also collected 21,095 student responses, throwing up some interesting comparisons. Last year Jisc also piloted a complimentary teaching staff survey that offers insights into their attitudes about their digital teaching environment. These student and teaching staff research-based questions provide actionable evidence locally and support meaningful comparisons within and across organisations to impact their digital strategies.
\nThis session will share the outcomes of this research and offer delegates opportunities to compare the findings with their own student and staff experiences of the digital environment.<\/p>\n

Digital Native Students\u2019 learning expectations in Higher Education<\/h3>\n

Anne-Dominique Salamin, Nicole Glassey Balet<\/span><\/p>\n

Paper #:<\/strong> 42 View extended abstract<\/a>
\nSubtrack:<\/strong> Digital Technologies & the Learner Experience
\nType:<\/strong> Scientific
\nAbstract:<\/strong> This paper presents the results of a wide survey conducted in 2013, repeated in 2016, among 19,000 students at the University of Applied Sciences Western Switzerland (HES-SO), to better apprehend how students consider their training, their relationship to technologies and their expectations as “digital natives” students with regard to teaching. This bottom-up approach included digital native students\u2019 expectations, needs and requests concerning tools and new teaching approaches. The result of the two surveys depicts the new student who enrolls into higher education institutions.<\/p>\n

Digital university: student perspective<\/h3>\n

Anna Pacholak<\/span><\/p>\n

Paper #:<\/strong> 84 View extended abstract<\/a>
\nSubtrack:<\/strong> Digital Technologies & the Learner Experience
\nType:<\/strong> Scientific
\nAbstract:<\/strong> The paper presents a summary of the findings from the student digital experience insights survey carried out among students of the University of Warsaw in the summer semester 2018. It provides an overview on how students use technology at the university, for their own learning purposes and how they perceive the university digital provision as well as the digital teaching and learning on their courses.
\nThe dataset is valuable in its potential to explore the digital experiences of students and in highlighting what exactly makes a difference to them. The findings of the survey are of use in identifying which areas of the digital education at the university should be developed as priority ones and deliver data upon which strategic decisions about digital improvements (including academic staff trainings and e-services) can be made. The findings obtained enable benchmarking for other HE institutions.<\/a><\/p>\n

 <\/p>\n

Parallel session 03:<\/strong>
\nSoftware developement (2 presentations)
\nLearning, Teaching & Student Experience (1 presentation)
\nWednesday 10:45 – 11:45<\/span><\/h2>\n

 <\/p>\n

Virtual Campus Supported by Novel Efficient Knowledge Sharing<\/h3>\n

Arnt Richard R\u00f8rvik, Per Atle Eliassen, Jan Erik Garshol, Trude Eikebrokk, Gry Ane Vikanes Lavik<\/span><\/p>\n

Paper #:<\/strong> 79 View extended abstract<\/a>
\nTheme:<\/strong> Software development
\nSubtrack:<\/strong> Software for teaching, learning and assessment
\nType:<\/strong> Technological
\nAbstract:<\/strong> Virtual campuses need efficient, user-friendly and seamless creation, search and consumption of open access and internal (restricted access) knowledge resources.
\nToday\u2019s workflows typically create knowledge resources such as learning objects using standalone tools, subsequently publishing them separately to internal and external knowledge stores. Loss of productivity is an obvious disadvantage, due to manual re-entries, file copying and versioning woes across sources and destinations. Resources published in one or more Internet accessible systems are often lacking study information system (SIS) furnished metadata. Add to this differing metadata schemes and manual entries of storage systems and publishing targets. The resulting cumbersome and non-intuitive workflow and lack of relation between related resources published more than one place, hampers the production and sharing of resources.
\nNTNU and BIBSYS (now Unit) cooperated in bridging this gap in the DLR effort, taking care of both internal (eLS\/LMS\/eAS etc.) and open access publishing, while offering high productivity features. DLR has evolved from a simple open source tool with learning technology interoperability (LTI) support of eLSs, into a high-productivity tool facilitating both open and restricted access resources, with a uniform high productivity user interface experience with support for eLS-specific features. Multi-author versioning (in a forking fashion) can be supported, in addition to active resources (code checking, digital twins, simulators etc.) and single click automatic open publishing with a palette of preconfigured licenses (Cc etc.), DOI\u2019s generated automatically and with optional moderation of open access publishing, to one or more open access systems. NTNU and BIBSYS have sponsored the initial development, with the Norwegian Business School (BI), and Oslo Metropolitan University (OsloMet) as well as the university of Bergen joining in to develop this as a vital learning object platform (LOR). The presentations of DLR will discuss some central use cases and features.<\/p>\n

Uniform Gateway to Hybrid Virtual Learning Environment<\/h3>\n

Uldis Doni\u0146\u0161, Zigmunds Zitmanis<\/span><\/p>\n

Paper #:<\/strong> 17 View extended abstract<\/a>
\nTheme:<\/strong> Software development
\nSubtrack:<\/strong> Student Success Technologies, Next Generation Digital Learning Environments
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Riga Stradins University (RSU) is located at the capital of Latvia in Riga. RSU has 9100 students from that 25% are international students. RSU provide studies in the areas of Health care, social sciences and humanities.
\nAt the beginning of 2018 the IT infrastructure consisted of Microsoft SharePoint 2010 as a student portal with some e-services, Moodle as virtual learning environment, ExLibris Aleph and Primo as a library systems, Nuance SafeCom as a printing system, and custom made Student Information System based on Microsoft Dynamics CRM and number of narrow purpose IT solutions.
\nThe modern virtual study environment requires gateway, student portal that can be conveniently accessed from desktops, laptops, tablets and mobile devices. The gateway should serve different scenarios accessing resource from desktop and from mobile device. For instance, accessing LMS Moodle from desktop gateway should open web browser using single-sign-on leading to particular place in LMS, meanwhile while accessing LMS Moodle from mobile device or tablet should lead to Moodle app. More specifically \u2013 using deep links to open the right resource in Moodle app.
\nThe challenge for the university is to provide uniform gateway from mobile, tablet and desktop to hybrid virtual learning environment that is mix of different services from all kinds of vendors.
\nAs a demand came from the student union, our project approach was to involve student union in project execution. This resulted in fact that all questions that affect functionality or usability were discussed with student union.
\nThe project approach was to use Agile, in all aspects of the project execution. The new solution is going to be launched on February 12 2019 \u2013 five months from signing contracts with suppliers. Next phase is to collect feedback from students and usage statistics from data warehouse and set objectives for the next project phase.<\/p>\n

Subtitling video lectures using Miro Translate<\/h3>\n

Laura Cacheiro Quintas, Samuel Calegary<\/span><\/p>\n

Paper #:<\/strong> 39 View extended abstract<\/a>
\nTheme:<\/strong> Learning, Teaching & Student Experience
\nSubtrack:<\/strong> MOOCs & Online Education, Innovation in Learning Spaces, Digital Technologies & the Learner Experience.
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Miro Translate is a cloud-based platform that produces captions and subtitles for video lectures. This hybrid solution uses an Automatic Speech Recognition (ASR) system to produce machine-generated captions and Neural Machine Translation (NMT) to elaborate machine-generated subtitles. Users have at their disposal a set of parameters and editing functionalities to adapt the target text to different quality standards and to the Deaf and Hard of Hearing regulations in force in Europe. Therefore, audiovisual content is accessible to non-native speakers and to people suffering from hearing loss or deafness.<\/a><\/p>\n

 <\/p>\n

Parallel session 04:<\/strong>
\nICT Infrastructure & Security
\nWednesday 10:45 – 11:45<\/span><\/h2>\n

 <\/p>\n

Managing the cloud: The role of University\u2019s central IT<\/h3>\n

Denise Dittrich, Thomas Eifert<\/span><\/p>\n

Paper #:<\/strong> 14 View extended abstract<\/a>
\nSubtrack:<\/strong> Cloud Computing & Services
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Supporting research activities at Higher education facilities comes along with many challenges, also for the IT infrastructure. From high flexibility and scalability on the one hand to reliability and integration in central university processes like identity and access management, research data management or accounting and billing on the other side, the range is open wide.
\nResearch departments require highly flexible IT services. Cloud infrastructure services are one way to meet the institutions need perfectly. Simultaneously fulfilling the university\u2019s requirements and regulations seems even more challenging.
\nBy introducing cloud usage the face of the central IT, providing IT infrastructure for the university ever since, changes. Using this fact as a chance, one can think of ways to provide cloud services through central IT. This can be an instrument for connecting the challenge of managing the cloud for the university while transforming the tasks of a central IT.
\nSpeaking in general terms this means that the central IT can be used as partner for the university\u2019s institutions which offers consulting, IT services and support, regardless of the fact of who provides the services. By this means, on-premise services can reasonably be extended by cloud services.<\/p>\n

<\/p>\n

HPC on the Cloud – A Norwegian Perspective<\/h3>\n

Nico Reissmann, Einar N\u00e6ss Jensen, Jan Christian Meyer<\/span><\/p>\n

Paper #:<\/strong> 25 View extended abstract<\/a>
\nSubtrack:<\/strong> Infrastructure, Platforms & Networks; Cloud Computing & Services
\nType:<\/strong> Technological
\nAbstract:<\/strong> Cloud computing (CC) has become a viable alternative for business and web applications. As vendors start to offer products with bare metal servers and high-speed interconnection, it also becomes increasingly interesting to the high-performance computing (HPC) domain. This paper presents our experience of matching Fram, Norway\u2019s largest supercomputer, with equivalent Cloud alternatives. We compare the available features and necessary total cost of ownership (TCO) of Fram to four different products: Google Cloud, Amazon Web Services (AWS), Microsoft Azure, and IBM Softlayer.<\/p>\n

 <\/p>\n

Parallel session 05:<\/strong>
\nICT in Research
\nWednesday 10:45 – 11:45<\/span><\/h2>\n

 <\/p>\n

The Jisc Open Research Hub and its role in open research infrastructure<\/h3>\n

Tamsin Burland, Dom Fripp, John Kaye, Paul Stokes, Tom Davey<\/span><\/p>\n

Paper #:<\/strong> 41 View extended abstract<\/a>
\nSubtrack:<\/strong> Open Science & European Open Science Cloud
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Recent national and international reports and mandates seek to promote an open research infrastructure which facilitates easy access to knowledge and information for all. For example, The UK Open Research Data Task Force report, released in February 2019, recommends user-friendly services for research data management and infrastructure to maximise interoperability and discoverability.
\nJisc has built the Open Research Hub (JORH), which integrates a repository, preservation, reporting and storage platform. This cloud-based service is a community governed, multi-tenant solution for universities and other research institutions to manage, store, preserve and share their published research data. Based on existing open standards, the service\u2019s open and extensive data model incorporates best practice from across the sector, including DataCite, CrossRef, CERIF, Dublin Core and PREMIS.
\nWhile the Hub was built to address the needs of research data curation, its adoption of open, best practice standards means it has the potential to allow the service to handle a much wider range of digital research objects, including Open Access articles, theses and software. The data model, rich messaging layer and an open API facilitate interoperability with other institutional and scholarly communications systems. This provides the potential for the Hub to underpin infrastructure capable of meeting the requirements of an ever-evolving open research agenda.
\nThis talk will introduce some of the key initiatives seeking to shape open research infrastructure and discuss how the Hub\u2019s current and future development is directed towards facilitating open research best practice. Consideration will be given to how the Hub either meets or can meet recent recommendations such as FAIR, Plan S, ORDTF and the COAR\u2019s Next Generation Repositories.<\/p>\n

Research data management incorporated in a Research Information Management system. A case study on archiving data sets and writing Data Management Plans at Radboud University, the Netherlands<\/h3>\n

Mijke Jetten, Ed Simons<\/span><\/p>\n

Paper #:<\/strong> 35 View extended abstract<\/a>
\nSubtrack:<\/strong> Opening Research Data
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Wouldn\u2019t it be effective if a CRIS was to be transformed into a one-stop-shop for researchers, advocating the implementation of research data management (RDM) and the FAIR data principles? Such a CRIS would include data registration and sustainable data archiving, combined with the drafting and registration of DMPs as well as project registration, in addition to the more traditional CRIS services.
\nThis paper will use Radboud University (Nijmegen, the Netherlands) as a good practice of the use of a CRIS in the research life cycle that institutes and researchers, including their research support desks, are dealing with in the FAIR data era. It will illustrate that both researchers and research institutes profit from a CRIS oriented approach to RDM and FAIR data.<\/p>\n

Open Research Data: The current and future use of repositories by the Swiss research community<\/h3>\n

Markus von der Heyde<\/span><\/p>\n

Paper #:<\/strong> 29 View extended abstract<\/a>
\nSubtrack:<\/strong> Opening Research Data
\nType:<\/strong> Scientific
\nAbstract:<\/strong> One way to share the results of scholarly production is to upload publications, in conjunction with the research data underlying them, into a data repository. As of 2017, the Swiss National Science Foundation (SNSF) has mandated making data from funded projects accessible. This provided a reason to examine the sharing and reuse behavior of researchers in the Swiss community in 2018. A \u201clandscape survey\u201d across the complete Swiss research community collected information from 2,384 scientists about their data sharing and reuse practices. In addition, a \u201crepository survey\u201d added the perspective of 208 international repositories and their plans for future development. The results were analyzed using statistical methods.<\/p>\n

Generally, the motivation and concerns for data sharing and reuse in the Swiss community are not different from other scientific communities. Overall, about a third of the Swiss research community share data in repositories. The drivers of sharing and reuse that are summarized in this paper, in the sense of motivations and intentions to share and reuse, replicate the main findings in previous literature. We also compare and correlate these drivers with actual data reuse and sharing practice. The Swiss research community uses international repositories extensively: 75% are based in the EU or internationally. Switzerland provides institutional or financial support for only 13% of all repositories mentioned. Future requirements for services from the Swiss community are not yet met by the international repositories’ plans.<\/p>\n

This paper focuses on recommendations to local support units and IT service providers at the university level. Suggestions for local measures as well as collaborative approaches are anchored in the results gained from the original data analysis. A change of perspective is the main point: If organizations encourage reuse of data, sharing will consequently rise.<\/p>\n

 <\/p>\n

Parallel session 06:<\/strong>
\nOpenX & Interoperability
\nWednesday 10:45 – 11:45<\/span><\/h2>\n

 <\/p>\n

Erasmus Without Paper Network \u2014 from development to production<\/h3>\n

Janina Mincer-Daszkiewicz<\/span><\/p>\n

Paper #:<\/strong> 15 View extended abstract<\/a>
\nSubtrack:<\/strong> Standards & European Interoperability
\nType:<\/strong> Technological
\nAbstract:<\/strong> EWP (Erasmus Without Paper) is the European project co-financed in years 2015-2017 by the Erasmus+ Programme, Key Action 3 (Prospective Initiatives \u2014 Forward Looking Cooperation Projects). EACEA has prolonged funding for years 2018-2019.
\nIn December 2018, three years after the start of the first EWP project, in front of 350 participants from across Europe gathered in the University of Ghent, and many more following the event via live stream, the Erasmus Without Paper Network was officially launched (see https:\/\/www.erasmuswithoutpaper.eu\/launch-conference). Teams representing SOP from Austria, QS Unisolution from Germany, SIGMA from Spain, MUCI from Poland, University of Ghent from Belgium, and University of Porto from Portugal conducted live demo showing exchange of mobility data between their Student Information Systems.
\nThe event does not mark the end of the EWP project, but is the milestone turning the development stage into production. The most challenging activities are still ahead \u2014 industrializing the Network and its elements, integrating data transfer with business processes of student mobility carried at higher education institutions, increasing network coverage by accepting new institutions, supporting new partners in joining the network, on a political, organizational and technical level.
\nThe aim of this paper is to show the EWP Network running in production and supporting student mobility in partner institutions. The components of the Network will be presented and their role explained. Planned tasks and activities of the Competence Center (CC) will be discussed. Directions of extension of the Network functionality beyond basic scenarios of the Erasmus mobility will be shown. Plans for the European-wide roll out of the EWP Network will be shared.
\nThe ultimate goal is to show the benefits of the EWP solution and encourage higher education institutions to become part of it.<\/p>\n

Automation of processes based on educational results<\/h3>\n

Geir Magne Vangen, Marte Holhjem<\/span><\/p>\n

Paper #:<\/strong> 49 View extended abstract<\/a>
\nSubtrack:<\/strong> Standards & European Interoperability – Student Information Exchange
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> In order to be able to automate processes one needs digital data. The absence of digital data prevents digitalization of processes, and until recently most input documentation has been paper based. With the launch of the Diploma Portal, citizens themselves can retrieve their own data and share them with desired recipients. This opens up for new possibilities.
\nPreventing fraud and a simplification of the data exchange has been the initial important achievements of the Diploma Portal. In the long term however, the goal of the portal and the EMREX network as a whole has been to help the consumers of these data automate their processes and give better services to the owner of the data.
\nWhen a student or former student uses the Diploma Portal to share their results, the receivers get them as structured data. Receiving standard structured data enables the automation of processes.
\nThe Diploma Portal is a common service retrieving data from different sources when the data owner logs on. It is built using Scala, Docker and Play, offering rest based services for the systems providing result data.
\nThe ELMO format is a common standard, also used in the Erasmus Without Paper network. As part of the EMREX network, partners from different countries have been able to express assessment from different education levels and education systems using the ELMO format. A common unified format is essential for enabling the receivers of this information to automate their processes.
\nA number of organizations are working on connecting their processes to the Diploma Portal.<\/p>\n

IMS Europe – driving open standards in Europe<\/h3>\n

Nynke de Boer<\/span><\/p>\n

Paper #:<\/strong> 70 View extended abstract<\/a>
\nSubtrack:<\/strong> Standards & European Interoperability
\nType:<\/strong> Good Practice
\nAbstract:<\/strong> Higher Education institutions share a common need to allow for the secure exchange of data between systems and tools within their teaching and learning ecosystem. Getting systems to work together remains a significant challenge and investment. Without a set of coherent standards across the industry, integration remains the task of every individual institution, reinventing the wheel again and again.
\nIMS Global is the world\u2019s largest non-profit educational technology collaboration with over 500 members. IMS Global\u2019s view is that the full range of stakeholders in the education sector \u201cown\u201d the evolution of a generic educational technology ecosystem. These stakeholders realize that relevant standards are a necessity. IMS Global open standards enable a plug-and-play ecosystem that provides a foundation on which innovative products can be rapidly deployed and work together seamlessly.
\nMany initiatives from IMS Global are being developed together with Higher Education Institutions in Europe. There is increasing support for LTI Advantage, the next phase for the widely implemented Learning Tools Interoperability standard. A new community initiative called Edu-API was formed to establish a standard API for student data. SUNet from Sweden and SURF from the Netherlands play an important role in bringing this specification forward. Other initiatives are on digital credentialing, integrated analytics, and digital assessment.
\nIn Europe, we need to make sure that we contribute to the standards by participating in the relevant IMS Global communities. This way, we can make sure European characteristics (like GDPR requirements) are considered during the development of the specifications. To ensure that European institutions and supplier organizations are well represented within IMS Global, the IMS Europe board was launched in early 2018.
\nIn November 2018, EUNIS and IMS Global came to an agreement to collaborate. They will join efforts to disseminate standards, IT policies, and best practices for the use of information technology.<\/p>\n

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Campus for the future I:<\/strong>
\nThe future starts now
\nWednesday 15:00 – 16:00<\/span><\/h2>\n

Eleanor Magennis, Peter Sch\u00e4del<\/span><\/p>\n

We partner with Avixa to look at what we need to do now to prepare for the future:<\/p>\n