Building the future intelligent campus

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class="c-main-site-header__main-nav-title">Navigation:</p> <div class="c-main-site-header__main-nav-secondary jsMainNavSecondaryHook"> </div> </div> </nav> </div> </div> </header> <main id="main" class="jsMainContent" role="main"> <div class="inner l-pull-left featured top-bar"> <div class="l-centre-offset row"> </div> </div> <section class="t-guides-and-cribsheets"> <div class="inner"><div id="target-space"></div></div>  <section class="t-guides-and-cribsheets "> <div class="inner l-pull-left featured"> <article class="content-longform article-full"> <div class="inner l-pull-left v-light top-bar"> <div class="l-centre-offset"> <a href="/web/20230330203105/https://www.jisc.ac.uk/guides" class="marker marker--page">Guide</a> <header class="content-longform__header"> <div class="l-main-panel"> <h1 class="page-title">Building the future intelligent campus</h1> <p class="field field-type-text-long article-full__strapline">Using data to make smarter use of your university estate.</p> </div> <div class="l-side-panel"> <div class="boxout"> <div class="linklist"> <p class="linklist__title">About this guide</p> <p class="linklist__subtitle">Authors</p> <ul> <li class="linklist__item"><p class="field field-type-text">James Clay</p> Head of higher education and student experience </li><li class="linklist__item"><p class="field field-type-text">Rob Allen</p> Consultant, Hapsis </li><li class="linklist__item"><p class="field field-type-text">David Hartland</p> Consultant, Hapsis </li>  <li class="linklist__item"> Published: <time property="dc:date" datatype="xsd:dateTime" content="2023-03-01T00:00:00+00:00" datetime="2023-03-01T00:00:00+00:00">1 March 2023</time> </li> <li class="linklist__item"> Updated: <time>1 March 2023</time> </li> </ul> </div>  </div>  <div class="linkbox"> <a class="linkbox__link" href="/web/20230330203105/https://www.jisc.ac.uk/full-guide/building-the-future-intelligent-campus"> <div class="duo"> <div class="duo__side"> <span class="fal fa-file-alt linkbox__icon" aria-hidden="true"></span> </div> <div class="duo__body"> <p class="linkbox__link-copy">View full guide as a single page</p> </div> </div> </a> </div>  </div>  </header> </div> </div> <div class="l-centre-offset"> <section class="content-longform__main localnav__wrapper"> <div class="book-menu span-9"> <section class="l-gutter--right is-collapsible is-collapsible--blue user-created cx_collapsibles__container cx_collapsibles--is-expanded"> <h3 class="cx_collapsibles__trigger"> <span class="icon-menu"></span> <a href="#">Contents</a> </h3> <div class="cx_collapsibles__target" style="display:block"> <div class="book-root"><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus" class="active">Building the future intelligent campus</a></div><ul><li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/what-is-an-intelligent-campus" class="first leaf">What is an intelligent campus? </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/why-would-we-want-an-intelligent-campus" class="leaf">Why would we want an intelligent campus?</a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/the-learner-and-student-perspective" class="leaf">The learner and student perspective </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/making-the-campus-smart" class="leaf">Making the campus smart </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/ethics" class="leaf">Ethics </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/security" class="leaf">Security</a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/smart-city" class="leaf">Smart city </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/summary" class="last leaf">Summary</a></li> </ul> </div> </section> </div> <div class="row"> <div class="col span-2"> </div> <div class="col span-12"> <div class="l-gutter--right"> <div class=" article-full__body"> <p> <figure class="media media-element file-default"> <div class="media__inner"> <img alt="Woman using laptop on a bench at a university campus." data-delta="2" typeof="foaf:Image" src="http://web.archive.org/web/20230330203105im_/https://www.jisc.ac.uk/sites/default/files/leda-intelligent-campus-guide.jpg" title=""/> </div> </figure> </p><h2>Introduction</h2><p>Many colleges and universities are working on ways to improve their students’ experience, business efficiencies and environmental performance by better utilising data. This data can be directly related to learning and part of the overall campus experience. </p><p>The COVID-19 crisis has brought much of this development into sharp focus and, in some cases, accelerated.</p><h2>The current landscape </h2><p>UK universities and colleges with sophisticated management of data and analytics are enjoying better use of resources and facilities, delivering more personalised services to students (often in real time) and enhancing life on campus. </p><p>The use of sensors and data collection is becoming commonplace, as are university mobile apps as a way for students to access services. </p><p>The types of use typically include buildings and energy management, management of student learning, navigating the campus and access to services and facilities. Increasingly, health, wellbeing and safety also feature in mobile apps, together with opportunities for events and activities. The COVID-19 pandemic led to a shift in behaviour with a rapid increase in online access to services, contactless transactions and payments, remote learning and meetings. Aspects of these are likely to remain as long-term changes, along with a renewed awareness of health and hygiene focused on no-touch facilities, air quality and flow and density of people traffic, including one-way routing and use of outdoor spaces. </p><p>Many organisations are also integrating more closely with their local area on ‘smart city’ initiatives, often including transport services, energy, health and the environment. From finding the next bus to saving water in toilets, communities are embracing the combination of a sustainability agenda, the need for cost and resource efficient solutions, and demand for online and mobile personalised services. </p><h2>Exploiting existing digital systems and tools </h2><p>Many existing technologies are already being harnessed to improve the student experience. For example:</p><h3>Wayfinding</h3><p>Airports often use wayfinding to help passengers reach their gate in time. There are educational versions of wayfinding that help students get to the right room at the right time and find an available PC.</p><h3>Accessible routes</h3><p>Tools such as Google Maps give students a better experience as they navigate their campuses when learning and socialising and, increasingly, can adapt to individual need. Google Maps now includes basic routing for wheelchair users, for example. The availability of information and services at the touch of a button can make what could be a daunting experience easier and friendlier. </p><h3>Wifi</h3><p>As wifi becomes ubiquitous across university and college campuses, organisational IT teams are using wireless technologies to track devices and find out which areas of the campus are busy, troublesome for wireless devices, or have too many devices for the network routers to cope with. </p><h3>Space usage</h3><p>Space within educational institutions is always at a premium. Having a clear understanding of how space is used will not only enable more efficient use of existing spaces but also determine which spaces are fit for purpose, healthy environments. Many estates departments are fitting sensors measuring CO2 levels, movement, temperature and light levels and using the resulting data to make changes to those spaces; some use smart technologies to do this automatically. </p><h3>Chatbots</h3><p>Some universities and colleges use chatbots to facilitate student support and general queries, even though integrating a chatbot interface with university and college systems is a real challenge. </p><h3>Facial recognition</h3><p>Experimental use of facial recognition for attendance monitoring, as well as early work on emotional recognition for engagement, has demonstrated the potential of such technologies. There have been ethical concerns, though, over the algorithms and whether they really do tell us a true picture. </p><h2>Innovative approaches </h2><p>Across the UK, universities and colleges are researching, developing, designing, and delivering their own tools and services in the intelligent campus space. Some of these are narrowly focused and closed systems. Combining data from these various sources could offer new insights and opportunities. </p><p>The sector has a need for effective systems that enable data to be gathered from physical places and from systems that record and monitor space and equipment use, timetabling and other activities. We know that making timely interventions will enable students to learn more effectively and in a personalised, adaptive manner, and ensure that the organisation is running efficiently.</p><aside class="article-full__body article-full__callout "><h3>Leda's day: travelling to campus</h3><p>It was raining, and Leda was off to her university for the day. Her phone had already sent her notification to leave for campus early as there was a lot of traffic and the buses were delayed. She got to the bus stop earlier than usual and within a few minutes the bus arrived. On the bus, on her phone using the university app, she looked over her schedule for the day. There were lectures, a seminar and she also had time to get to the library to find books for the essay she needed to hand in next month. There were some notifications: the seminar room had been changed and there was a high chance the library would be busy. Leda looked out of the window at the rain. With her day planned effectively she had time to catch up with friends over coffee later. Today was going to be a good day.</p></aside> </div> <nav id="book-navigation-60450" class="book-navigation" role="navigation"> <ul><li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/what-is-an-intelligent-campus" class="first leaf">What is an intelligent campus? </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/why-would-we-want-an-intelligent-campus" class="leaf">Why would we want an intelligent campus?</a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/the-learner-and-student-perspective" class="leaf">The learner and student perspective </a></li> <li><a href="/web/20230330203105/https://www.jisc.ac.uk/guides/building-the-future-intelligent-campus/making-the-campus-smart" class="leaf">Making the campus smart </a></li> <li><a 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