Institutional change for elearning: Toward sustainability

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Institutional change for e-learning Toward
sustainability

• Mark Nichols
• E-Learning Specialist
• Bible College of New Zealand

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I began to understand in depth how an
educational institution can be trapped in its own
history, by an action it took fifty years earlier
rather than by a judgment on current events, by
the things it has come to take for granted even
more than by the things it consciously believes.
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I began to understand in depth how an
educational institution can be trapped in its own
history, by an action it took fifty years earlier
rather than by a judgment on current events, by
the things it has come to take for granted even
more than by the things it consciously believes.
CE Beeby (1992102), writing on lessons learned
in the mid 1930s
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Im an institutional EVOLUTIONIST (lets speed up
the process!)
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Why me?
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Why me? Ive failed spectacularly.
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Why me? Ive failed spectacularly. Im full of
it.
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Why me? Ive failed spectacularly. Im full of
it. I think its all common sense, really.
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Why me? Ive failed spectacularly. Im full of
it. I think its all common sense, really. I
have a history of being ignored.
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What we know about change
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What we know about change Large scale change is
complex
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What we know about change Large scale change is
complex Small scale change is insignificant to
systems, so is easy
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What we know about change Large scale change is
complex Small scale change is insignificant to
systems, so is easy Systems are hard to change
once established
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What we know about change Large scale change is
complex Small scale change is insignificant to
systems, so is easy Systems are hard to change
once established Innovation is easier than
systematization
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What we know about change Large scale change is
complex Small scale change is insignificant to
systems, so is easy Systems are hard to change
once established Innovation is easier than
systematization Adoption is not immediate or
consistent
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What we know about change Large scale change is
complex Small scale change is insignificant to
systems, so is easy Systems are hard to change
once established Innovation is easier than
systematization Adoption is not immediate or
consistent Change is led and requires teamwork
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Disease?
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steady progress
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E-learning change
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E-learning change Great Expectations set in a
Bleak House high-level ambitions with poor
implementation
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E-learning change Great Expectations set in a
Bleak House high-level ambitions with poor
implementation The overall goal is
sustainability through transformation
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E-learning change Great Expectations set in a
Bleak House high-level ambitions with poor
implementation The overall goal is
sustainability through transformation Core and
custom can complement standardisation with
innovation
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CUSTOM Innovators can still have as much fun as
they want to!
CORE Everyone agrees that we should all be using
technology consistently to at least at this level
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Suggested core (general suggestion
only) Learning guide Supplemental textbook, and
readings LMS calendar, notices, chat, updates,
links to Web sites and communities Online
discussion Multimedia video clips,
Camtasia-style presentations (offline?) Online
presentations by academics, streamed and
archived Online explanations by academics
(video/audio), archived Electronic marking and
submission
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Custom possibilities (general suggestion
only) ePortfolios Problem-based
learning Interactive case studies Wiki
exercises Podcasting Synchronous presentations
(students and staff) Blogs Additional
applications eg Flixn, Flickr, Google Groups, RSS
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E-learning change Great Expectations set in a
Bleak House high-level ambitions with poor
implementation The overall goal is
sustainability through transformation Core and
custom can complement standardisation with
innovation Professional development is key
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E-learning change Great Expectations set in a
Bleak House high-level ambitions with poor
implementation The overall goal is
sustainability through transformation Core and
custom can complement standardisation with
innovation Professional development is
key Faculty buy-in and the division of labour
who should do what?
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E-learning change Great Expectations set in a
Bleak House high-level ambitions with poor
implementation The overall goal is
sustainability through transformation Core and
custom can complement standardisation with
innovation Professional development is
key Faculty buy-in and the division of labour
who should do what? Systems allies, or barriers?
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Make the system work for you.
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Change, illustrated
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Did we have the right context for effective
change to occur?
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Key themes success determined by Centres of
power Strategic ownership and acceptance for
e-learning Institutional readiness for
e-learning Alignment of policies and
systems Professional development activity Size of
institution
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Institutional adoption
Institutional adoption
Internalised
Externalised
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Institutional adoption
Institutional adoption
Internalised
Externalised
Further innovation and development
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Institutional adoption
Institutional adoption
Internalised
Externalised
Further innovation and development

• Strategic ownership
• Representation at strategic level
• Senior management assistance
• Adoption of VLE
• Reducing ignorance
• Compatible policies and systems
• Professional development

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Institutional adoption
Institutional adoption
Internalised
Externalised
Further innovation and development

• Strategic ownership
• Representation at strategic level
• Senior management assistance
• Adoption of VLE
• Reducing ignorance
• Compatible policies and systems
• Professional development

• Consistent commitment?
• Continued investment?
• Adaptation to new possibilities?

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Questions or discussion?
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• Change _at_ BCNZ
• Establishing a sense of urgency
• Broad awareness that the College needs to change,
  clearly communicated by the CE.
• Academics are aware that e-learning is being used
  extremely well by the Centre for Distance
  Learning, and e-learnings potential for
  reflective discussion.
• A strong desire to better resource students
  nationally, and make better use of our pool of
  subject experts.
• Anticipated cost-savings through more effective
  use of resources.

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• Change _at_ BCNZ
• 2. Creating the guiding coalition
• The ELRG, E-Learning Reference Group, meets
  regularly to discuss higher-level issues.
• The Group has a broad membership that includes
  the CE and three members of National Executive.
• A dedicated e-learning specialist has been
  appointed.

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• Change _at_ BCNZ
• 3. Developing a vision and a strategy
• In hand. A paper will soon go before the ELRG for
  discussion.
• Professional development will soon be initiated
  (CDL already well supplied for on-campus
  courses).
• A College e-learning audit will soon take place
  to determine institutional readiness.
• First steps taken to prepare a national exemplar
  for use across all centres, involving a lead
  academic.

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• Change _at_ BCNZ
• 4. Communicating the change vision
• Working with some academics on new courses, using
  core approach.
• Emerging strategies
• Sharing ELRG paper, post feedback and discussion,
  for further conversation.
• All students will be given an email address and
  Moodle ID.
• All student Moodle site admin information,
  notices and links.
• Professional development workshops and tips.
• One on one consultation with academics.
• Sharing ideas/URLs in staff news.
• Participation in National Academic Committee.
• eBCNZer blog.
• Upcoming Academic Staff Forum.
• Negotiation of College core.

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• Change _at_ BCNZ
• 5. Empowering broad-based action
• Emerging strategies
• Automated Moodle administration.
• Centralised course outline development to enable
  national coordination.
• Lead national course development from another
  centre.
• All courses with Moodle presence.
• All assessment submission online.
• Developing digital video and multimedia
  workflows.
• Investigation of a synchronous simplex web
  conferencing system.
• Possible adoption of an ePortfolio platform.
• Professional development based on College core.
• Participating in new qualifications/ new course
  preparation.

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• Change _at_ BCNZ
• 6. Generating short-term wins
• Emerging strategies
• Showing off the exemplar.
• Having academic staff share their innovative use
  of Moodle and e-learning.
• Reporting student evaluations of exemplar.
• Adopt electronic submission of assessments across
  College.

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• Change _at_ BCNZ
• 7. Consolidating gains and producing more change
• Eventually
• Follow-up e-learning audit.
• Preparation of e-learning policy through National
  Academic Committee.
• Ensuring an organisational fit for e-learning
  activities.

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• Change _at_ BCNZ
• 8. Anchoring new approaches in culture
• Eventually
• Establishing workflows and programme-wide norms
  for e-learning.
• Revisiting the core.

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Questions or discussion?