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Strap
Connecting the Knowledge Networks:
Reimagining learning, teaching and research at
Lincoln to 2020
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Intellectual Commons of physical and
virtual campus, relevant content,
data rich networks
Develop a Digital Content Strategy
A research Data Management Plan is
a subset if that (DCS)
Redevelopment of University wide
websites on flexible platforms that
meets user needs (Agree Web
Strategy?)
Ongoing redevelop ment of the
physical space as needs change
through the years. Facilities Plan to
be updated as appropriate.
By 2020 the Library that never sleeps is the intellectual commons of
the physical and virtual campus. Through relevant content and datarich global networks, Lincoln’s students and staff are connected to
information sources from all parts of the world. Importantly, the
research and scholarship produced by Lincoln researchers, scholars
and students, are now much more widely accessible throughout New
Zealand and the rest of the world than ever before.
Lincoln University has built an enviable reputation for its innovative,
high quality learning and teaching environments. It was a smart
move we took in 2011 to take a much more “joined up” approach to
the research, learning and teaching activities of the University.
Fostering a more integrated culture across the organisation we
leveraged the very best teaching and learning innovation as well as
the new ideas and knowledge produced by our staff and students.
Develop a five year facilities plan
Better security monitoring (Security
Plan updated as appropriate).
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Facilitate a higher profile for the
Annual Teaching Excellence Awards
Learning from our best teaching
Strengthen the Staff Development
Plan on show casing
Excellence in teaching drawing from
current research
University staff roles as in
Universities Act ... (clarify)
Develop Communities of practice
uture Focus\Scenario\2011-05-23_V1_Scenario.docx
The changes in 2011 had a positive impact on learning and teaching at
the University. We draw inspiration from our finest teaching to
understand more about where, when and how students learn best.
Learning and teaching at Lincoln is student centred, research inspired,
aligned to graduate profiles, based on real life interdisciplinary
context, and authentically assessed. There is now tangible evidence
of our growing reputation in innovative and engaging teaching, drawn
from an active and current research base, supported by industry
partnerships. Importantly we have assisted in the ongoing
development of all of our staff. We have worked hard as an
organisation to understand what an academic needs to be successful
in their teaching or research endeavours. There is now a
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developed for appropriate
constituentcies
Identify core skills and tools needed
for teaching to demonstrate fluency
with core and emerging technologies
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Students and staff have the multiple
literacies to be successful What is the
action? Does the University calendar
need strengthening?
Need to retain and employ
knowledgeable staff
Increased uptake in use of
eportfolios by staff and students
Develop a scaffold (>) describing the
Research literacies needed by LU
students over their course of study,
then develop suitable training
actions.
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Flexibility in our course delivery
Blended teaching fully developed and
utilised
Develop a blended learning policy
and development strategy and plan
as a subset of the WAT strategy
2012-15
Teaching which blends a range of
teaching strategies and practices
Group work supported)
PASS fully implemented) Part of
blended learning strategy and
Plan(?)
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Students numbers grow
Need cutting edge including
technologies
Need to catch up and surpass other
NZ universities
Diversity of students
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sophisticated understanding of the skills and training needed for staff
and students to be successful practitioners in the digital age.
Core to the Lincoln learning culture is a commitment to ensure that
our people have the multiple literacies and skills needed to maximise
the current trends in learning, teaching and research. Data,
information, and visual literacies are an embedded part of student
learning outcomes and staff development. Research and writing skills
are an integrated part of student learning outcomes and staff
development. Research literacies are regarded as particularly
important in 2020, so Lincoln has developed a culture in which
research is central and fundamental from the moment students begin
their studies. This adds to the reputation of Lincoln’s people as smart,
industry savvy, innovative and ready for the real world. There is
tangible practical support for staff and students in emerging
technologies and core software packages. Lincoln students and staff
have a reputation for being fluent and confident in the application
and use of relevant technologies.
We have ensured that there is maximum flexibility in our course
delivery so that geographical location no longer inhibits student
choice to study at Lincoln. Inclusive pedagogies, a respect for an
individual’s preferences in terms of how and where they choose to
learn, is reflected in an approach to teaching which blends a range of
appropriate and multiple teaching strategies and practices.
Predictions that students still value face to face teaching and the
physical learning environment have proved to be accurate. Students’
active engagement with both teaching staff and fellow learners is a
key element of the success of the Lincoln learning environment.
Our reputation for the quality of our teaching, and our learning
environment has attracted a growing number of students from across
New Zealand and internationally. New students are attracted by the
diversity of our community, which includes the Telford Division, and
colleagues from our other partnerships. Maori and Pasifika students
play a significant role in the student cohort across all faculties.
Lincoln has become a showcase for a higher education institution that
reflects the principles of the Treaty of Waitangi, and successfully
meets the needs of a diverse cohort.
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Targeted marketing of LTL resources
to support diverse groups
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Enhanced research impact and
reputation
Increased database resources to
enable advanced resear ch
Sympletic type solutions required
Provide input into the LU Research
Strategy
Evidence based decision making
Spotlight/Scopus development
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The power of the web to connect and
communicate
We work from problem to solution
Need to redevelop web presence for
Web 2 and beyond. Take an active
role in promoting the development
of a joined up web presence for LU.
Leading the redevelopment of the
Student Intranet LEARN for
completion by .....
Fully functional MFD environment
including ability to add credit via
EFTPOS / web, etc.
Promote CC Learning Policy as part
of LU IP Policy
Update LU IP Policy by December
2011
Knowledge transfer and extension
Appropriate technologies
implemented and used.
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Whole systems approach avoids
costly duplication
uture Focus\Scenario\2011-05-23_V1_Scenario.docx
Lincoln University has enhanced its reputation as a research hub,
securing the highest levels of publicly and privately funded research
grants in its history, and through the respected publishing of our staff
and students it has lifted research ratings (PBRF). Via the advanced
research network we have developed internationally recognised
partnerships with several countries to work on land based research
areas such as dairying, biodiversity, land valuation, and landscape
design.
Through powerful digital mapping, individual researchers at Lincoln
University are now able to see the impact of their research, both
nationally and globally from their desktops, and can use this evidence
to identify strategic research partners.
The success of our students and the growing reputation of Lincoln as a
place of choice for scholars and students throughout the world, has
been strongly linked with our decision to be more intentional and
strategic about our web presence. While we were quick to seize the
opportunities and reach of the social networking capability of web
2.0, we also employed people who could guide us in realising the
importance and the opportunities presented by web 3.0 and beyond.
Our growing understanding of the intelligent and semantic web has
meant Lincoln engages with its students and with global research
communities in a much more personalised and transparent way. The
majority of our intellectual output is now open access with the New
Zealand Creative Commons licenses indicating how we wish Lincoln
content to be used and attributed. Our teaching delivery has
leveraged the web effectively and our “on the farm” knowledge
transfer is now relayed through the ubiquitous, “all you can eat”
broadband to all parts of the country and via global networks. The
Lincoln story is told with passion and enthusiasm by our staff and
alumni, and other communities of interest. Ironically, it didn’t cost
too much to do this. All that had changed was we had begun to
understand the extraordinary power of the web as an avenue to
connect and communicate.
Underpinning all of Lincoln’s advances has been a strong commitment
to staying at the leading edge of knowledge systems. By taking a
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Need to develop Digital Content
Strategy Agree – see earlier
Digital objects transferable and
usable on to different platforms
Access to data and content
Records part of DCS
Needs resourcing
Institutional memory is kept safe
forever
Digital preservation of data and
information as part of DCS
Need to develop definition of what is
institutional memory (apart from
corporate PRA) which includes
images, etc.
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Collaboration to increase resources
Lifelong relationship with students,
alumni and other communities of
interest
Database vendor lobbying required.
Develop an Open Access Policy as
subset of DCS
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More relevant content
LU scholarship well disseminated
Creative Commons utilised
Changes to NZ Copyright Act lobbied
for change
Free trade agreements opposed
[Lyndsay]
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Enhanced research impact
uture Focus\Scenario\2011-05-23_V1_Scenario.docx
whole systems approach to our digital assets (both content and data)
as well as to the technology infrastructure that supports these, we
avoided costly duplication of effort. This meant we gained better
value from our investment in knowledge systems and technology. By
mapping content needs across teaching and research programmes,
we have a responsive Digital Content Strategy that provides the
framework for access to information and preservation of core
content. Students and staff have high speed finger tip access to the
data and content they need to support their learning, teaching and
research requirements.
In terms of corporate business knowledge and information we have
developed a comprehensive records management programme for the
University so the institutional memory of the organisation is kept safe
forever.
Through collaboration locally and nationally, identifying and funding
priority projects, we have increased the range and depth of current
and heritage collections accessible online, as well as supporting
national site licences for resources relevant not only to our own
students and researchers, but also to their communities and research
partners. Our relationship with alumni has been strengthened by
their ongoing use of Lincoln’s high quality open access research and
teaching materials.
As an organisation we have been quick to embrace fundamental
changes to established modes of scholarly communication and
publishing. Assessing research impact through peer review has
changed significantly. The Open Access movement has gained
traction, and policy frameworks relating to assessing research outputs
have changed as well. This shift has applied pressure to established
academic publishers and aggregators so that the costs of scholarly
journals have been driven down enabling Lincoln University to access
still more relevant content from around the world, as well as ensuring
that Lincoln University scholarship is well disseminated.
The biggest change of all is that Lincoln has taken an active role in
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Leader in the management and
curation of research data for reuse
Unique research data and
information is not lost
Part of DCS
Innovative learning and teaching
Innovative methods and
technologies employed, e.g.
Tag clouds
Part of DCS
Part of DCS
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Learning, teaching and research
services now a central hub
uture Focus\Scenario\2011-05-23_V1_Scenario.docx
leveraging the benefits of a changing paradigm in research through
the national e-research framework. The evolving digital environment
has provided us with an opportunity to remodel the way we carry out
research, and prompted us to engage in a new national leadership
role, ensuring that research data and information is actively
disseminated and made accessible globally. Lincoln’s research
contribution is now widely respected and is a vital component of New
Zealand’s land based economy. Our success is reflected through
increased research funding, and a growing international reputation
for the expertise we have in managing, curating and securing
perpetual access to the raw data on which our research outcomes are
based.
While the economic benefits of our interaction with research data
have been recognised, there are also clear social, ethical and moral
incentives for constructing an environment where data can be
procured to create new knowledge and generate new ideas. We have
a responsibility to openly share new publically funded knowledge,
unless there is a strong ethical or commercial reason to suppress this
information.
The wide uptake of NZGOAL (New Zealand Government Open Access
Licensing framework) at Lincoln University has resulted in us
becoming the leading university in this sector, by making available all
qualifying research data and outputs on open access.
Lincoln University has clearly landed where it wanted to ‘Land’ in
relation to its teaching, learning and research activities. Library,
teaching, learning and technology professionals now form a central
“hub” of the campus, with a common focus on integrating and
promoting the very best of learning, teaching and research.