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Implementing ICT for flexible learning: a change process

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Title: Implementing ICT for flexible learning: a change process


1
Implementing ICT for flexible learninga change
process?
  • Presentation at the Flexible Learning Conference
  • University of Oslo
  • 15 November 2007
  • Petra Fisser
  • University of Twente
  • Curriculum Development Educational Innovation

2
Flexible learning
  • Your experiences 2002-2007

3
Flexible learning
  • My experiences
  • Research 1997-2001
  • Work-related activities (2001-2004)
  • Head department ICT in Education, University of
    Amsterdam
  • Programme Manager, Digital University
  • Research and teaching (2004-)
  • Educational innovation and implementation
  • Projects Courses
  • Example course Pedagogies for Flexible Learning
    supported by Technology

4
Pedagogies for Flexible Learning supported by
Technology
  • Course in the Master Programme of Educational
    Science and Technology
  • Book by prof. Betty Collis prof. Jef Moonen
  • First chapter Flexible Learning its notjust
    about distance

5
Pedagogies for Flexible Learning supported by
Technology
  • Example of a discussion
  • What kinds of flexibility options are there in
    this course?
  • What kinds of flexibility options are there in a
    master program?
  • What kinds of flexibility options are there in a
    University?
  • What kinds of flexibility options are there in
    the (educational) world?

6
Flexible learning
  • It's not just about distance (Collis Moonen)
  • Flexible learning is not just distance learning,
    there is more than distance that can vary
  • For example options in course resources, in types
    of learning activities, in media to support
    learning
  • Key idea of flexible learning the learners
    choice in different aspects of the learning
    experience

7
Flexible learning
  • Flexible learning is a movement away from
  • a situation in which key decisions about learning
    dimensions are made in advance by the instructor
    or institution,
  • toward a situation where the learner has a range
    of options from which to choose with respect to
    key dimensions
  • Key dimensions time, content, entry
    requirements, instructional approach,delivery
    and logistics

8
Challenges flexible learning
  • From the perspective of the instructor
  • choose from more approaches, material, etc.
  • alter own times of working, responding to
    students late in the evening, at their homes,
    with a cup of tea in hand instead of at a fixed
    time in the day
  • different pedagogical patterns
  • /- increasingly required to respond and
    individualise
  • -- the time burden on the instructor will become
    larger
  • -- more-tailored training is more time and effort
    consuming than standardised approaches for the
    instructor
  • -- the more choices the learner has, the more
    demands and thus challenges there are for the
    instructor

9
Challenges flexible learning
  • From the perspective of the learner
  • new choices but also new responsibilities
  • instead of being told what to do, the learner
    becomes more like a client in a supermarket
  • not all students want to make their own choices
    or be responsible for the quality of their
    choices
  • more flexibility brings with it more independence
    but also the need for more self-direction and
    more self-motivation
  • these traits are not automatic in many learners
  • own choice of time, content, method, media,
    route, and pace will mean less chance of group
    interaction and peer-to-peer communication

10
Challenges flexible learning
  • From the perspective of educational institutions
  • flexibility options will have significant
    organisational impact on the institution
  • if students are to be promised time flexibility,
    for example, at what times is a lecture
    scheduled? how can time-tabling of rooms occur?
    when are extra sittings of final examinations to
    be held, where, and with who supervising?
  • logistical aspects can quickly become
    unmanageable
  • complaints from instructors
  • complaints from students

11
Who wants flexible learning?
  • So many challenges and barriers!
  • Why continue?
  • Who is it that wants flexible learning?
  • Main answer
  • educational institutions and their competitors
  • technology specialists
  • but especially students
  • If higher-education institutions do not respond
    to this changing demand from students, other
    service providers will

12
Flexibility scenarios
Where local and face-to-face transactions are
highly valued
Where global and network-mediated transactions
are the norm
The institution offers a program and ensures its
quality
Scenario A Quality control of a cohesive
curriculum, experienced in the local setting
(current situation) Back to the basics
Scenario B Quality control of a cohesive local
curriculum, available globally The Global Campus
The learner chooses what he wants and takes more
responsibility for quality assurance
Scenario D Individualization and
globalization The New Economy
Scenario C Individualization in the local
institution Stretching the Mold
13
Support for flexible learning
  • How to support this demand?
  • Changing education
  • Changing the way we use technology
  • Changing beliefs
  • Implementing ICT in education,a process of
    change!

14
Implementing ICT in HE
  • Implementation is a change process
  • Change processes are dynamic
  • Change processes are complex
  • Change processes take several years
  • Change processes cause concerns
  • But someones got to do it!

15
My focus
  • The process of implementation
  • The actors involved
  • The role of the academic middle manager
  • Combining implementation, actors and roles

16
Theoretical perspectives
  • Many theoretical perspectives in relation to the
    implementation of innovations
  • Rogers diffusion of innovations
  • Trowlers academics responding to change
  • Halls concerns-based adoption model
  • Bacsishs cost of networked learning
  • Trigwells conceptions of teaching

Will it happen?
How will it happen?
How will it happen?
How will it happen?
Will it happen?
17
The implementation process
18
The implementation process
  • Stages of change
  • Incidental and isolated use of ICT (pilot)
  • Increasing awareness of ICT relevance for
    education (scaling-up)
  • Coordinated and supported activities
    (implementation)
  • ICT integrated in teaching and learning
    (integration)

19
Example
  • Incidental and isolated use of ICT for flexible
    learning (a pilot)-gt a try-out in one course
  • Increasing awareness of ICT relevance for
    flexible learning (scaling-up) -gt more
    instructors use a flexible learning approach
    supported by ICT
  • Coordinated and supported activities
    (implementation) -gt the whole department uses
    a flexible learning approach supported by ICT
  • ICT integrated in teaching and learning
    (integration) -gt the whole university uses a
    flexible learning approach supported by ICT

20
Who is involved?
21
Who is involved?
  • The list gives an indication about which actors
    could or should be considered during the
    implementation process
  • This does not mean that all actors are always and
    all the time involved in the whole process

22
Combining the findings
  • A combination of
  • the steps in the implementation process
    initiation, piloting, advising, decision-making,
    implementing, and integrating (based on Fullan
    (1998), Collis and Moonen (2001) and the figure
    with the simplified overview of the
    implementation process)
  • the categories of actors
  • the roles and activities of the actors
  • Leads to a descriptive model

23
Descriptive model
24
The academic middle manager
  • The academic middle management is involved in all
    the stages of the implementation process
  • Leadership is an important role and activity in
    the implementation process
  • It is assumed that these two are connected to
    each other

25
Descriptive model
26
Leadership
  • Leadership is needed in all stages of the
    implementation process
  • Tasks
  • Creating commitment
  • Creating a shared vision
  • Support of the implementation process

27
The academic middle manager
  • The middle manager plays a key role in the
    implementation process, this should be accounted
    for in the whole implementation process
  • This can be done by not only assuming that the
    middle manager plays a crucial role, but by
    involving him or her in all steps of the process

28
The academic middle manager
  • So, now we know who is responsible!
  • How many of you are academic middle managers??? ?
  • The middle manager is the key factor
  • This puts a great burden on this person
  • He/she will be held responsible for all stages in
    the implementation process
  • He/she may not be aware of this role...

29
The academic middle manager
  • He/she influences the innovation process in the
    organisation both up and down
  • He/she has several strategic roles
  • understanding the need for change (synthesizing)
  • preparing for it (facilitating)
  • stimulating it (championing)
  • and ultimately, managing the process
    (implementing)(Kallenberg, 2004)

30
Are we expecting too much?
  • Many expectations from the middle manager
  • Vision
  • Strategy
  • Leadership
  • Projectmanagement
  • Educational background
  • Background related to content of study
  • ..
  • How does he/she do it?

31
Strategies
  • Top-down or bottom-up?
  • Top-down the management decides
  • Bottom-up initiative from the teacher

32
Top-down and bottom-up!
Board
That is nice!
All of the university should do this!
Look what my teacher did!
I will give you support and money
Oh no.. I have to puzzle
That is nice
Manager
I want this too!
Maybe you like?
Show!
Look at colleague!
Oh no.. Now I have to show everybody
This is nice!
I will use it
Idea!
Teacher
Me too
Me too
Me too
Me too
Me too
Me too
33
Other strategies
  • Concerns-based Adoption Model
  • The Colour Theory

34
Concerns-based Adoption Model
  • Stage of Concern Expression of Concern
  • Awareness What is it? or.. I am not concerned
    about it.
  • Informational I would like to know more about it.
  • Personal How will using it affect me?
  • Management I seem to be spending all my time
    getting materials ready.
  • Consequence How is my use affecting learners? How
    can I refine it to have more impact?
  • Collaboration How can I relate what I am doing to
    what others are doing?
  • Refocusing I have some ideas about something that
    would work even better.
  • Stages of concern and typical expressions of
    concern about an innovation (CBAM) (Hord,
    Rutherford, Huling-Austin, Hall, 1987)

35
Concerns-based Adoption Model
  • This model applies to anyone experiencing change
    (policy makers, teachers, parents, students)
  • The model holds that people considering and
    experiencing change evolve in the kinds of
    questions they ask and in their use of whatever
    the change is

36
Concerns-based Adoption Model
  • In general, early questions are more
    self-oriented
  • What is it? and How will it affect me?
  • When these questions are resolved, questions
    emerge that are more task-oriented
  • How do I do it? How can I organize myself? and
    Why is it taking so much time?
  • Finally, when self- and task concerns are largely
    resolved, the individual can focus on impact.
  • Is this change working for students? and Is there
    something that will work even better?

37
Concerns are real
  • Identify where people are and answer the
    questions they are asking when they are asking
    them
  • It will take at least three years for early
    concerns to be resolved and later ones to
    emerge...
  • Everyone has concerns and acknowledging these
    concerns and addressing them is critical to
    progress in a change process

38
The Colour Theory
  • Based on change theories
  • 5 strategies with different colours
  • Yellow
  • Blue
  • Red
  • Green
  • White

39
The Colour Theory Yellow
  • Yellow power!
  • Discover collective interests
  • Play a power game
  • Reach a win-win situation
  • Goal change beliefs and policy

40
The Colour Theory Blue
  • Blue blueprint
  • Thinking and planning
  • Rational / logical process
  • Knowing the outcome
  • Result guaranteed success!

41
The Colour Theory Red
  • Red passion and temptation
  • Bring together organisational individual goals
  • Give people a stimulus and motivate them
  • Human resource management important

42
The Colour Theory Green
  • Green growing and nature
  • Bring people in a learning situation
  • Stimulate the learning process
  • Find the solution together
  • Keyword the learning organisation

43
The Colour Theory White
  • White the colour of light and openness
  • Offer freedom for spontaneous revolution
  • Breaking through existing patterns
  • Dynamic and self-regulated process
  • Outcome unpredictable!

44
The Colour Theory
  • Always yellow (commitment) and red (combination
    of people and organisation)
  • Choice Blue, Green or White
  • Recommendation
  • Blue (result-based) routine problems
  • Green (project-based) non-routine problems
  • White (creativity-based) vague problems

45
Strategies for academic managers
  • Strategies
  • Top-down / bottom-up
  • Concerns-based adoption model
  • Colour theory
  • Important
  • now your own style..
  • ..and the concerns and styles of the others!

46
Support for the academic manager
  • Projects in the Netherlands
  • Train the manager ?
  • Do projects with the manager ? -gt ?
  • Support the manager ????

47
Support the manager
  • Find the learning technologist / educational
    support person
  • Support him or her to support the academic manager

48
Supporting the manager
  • Briefcase with instruments, or actually.

49
Supporting the manager
  • A DVD with instruments, such as
  • How to develop a vision on learning with
    technology
  • Workshop to involve others
  • List of stakeholders
  • Strategies (Trojan horse Temptation)
  • Case studies on video with comments from people
    involved

50
The result?
  • The DVD is ready (in Dutch unfortunately)
  • First reactions are positive
  • Will it work in practice?
  • We think so..

51
Questions or comments?
  • Petra Fisser
  • p.h.g.fisser_at_utwente.nl
  • http//users.gw.utwente.nl/fisser
  • http//users.gw.utwente.nl/fisser/Dissertation
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