View
218
Download
2
Category
Preview:
Citation preview
Leadership & Technology: Infrastructure Is Not the Issue
Carole A. Barone, EDUCAUSE
Charleston, SC
June 19, 2002
Copyright Carole A. Barone, 2002. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or
to republish requires written permission from the author.
TransformationTransformation
…to change or alter completely in nature, form or function (Webster’s Dictionary),
i.e., taking away
Learning Anxiety (Schein, HBR
March 2002)
Information Technology is about change
AND
IT is changing IT.
Infrastructure Is Infrastructure Is not not the Issuethe Issue Technological determinism is a fallacy
Technological, economic, and social forces are driving institution-wide transformation
Institutional characteristics (culture, values, policy, politics) & leadership style affect the viability of strategic choices
Current support methods do not scale
(NLII Findings 2000)
Convergence of technology & Convergence of technology &
pedagogypedagogy
Convergence of Technology & Convergence of Technology & PedagogyPedagogy
TechnologyLiteracy
ClassroomPresentations
Discipline/Specific
Applications
SystemicApplication
s
Individual Collaboration
Concept Map of Key ThemesConcept Map of Key Themes New business models
(partnerships, consortia,collaboration)
Assessment
Knowledge management
Student support services
Online communities E-learning
Learner centeredby design & practice
Learning materials & services
markets
Faculty engagement and support
Ubiquitous, transparent technology
Pedagogy/learning theory
Education that is
•Active & learner-centered
•Dynamic and lifelong
•Collaborative
•Cost-effective
•High quality
•Accessible
Policy
Perspective:Perspective:Convergence or Convergence or
Collision?Collision?
IT’s Different Than IT’s Different Than It WasIt Was
“IT support staff cannot claim success just because they deliver product, nor can IT customers expect satisfaction without thinking about what they want.”
(Gregory Jackson, “Ya Can Talk All Ya Want, But IT’s Different Than It Was:
Conundrums in Support of Information Technology,” ER, Sept/Oct 2001.)
Why are we worrying Why are we worrying about this?about this?
Perceived Failures
Expectations
Supportability
EXPECTATIONS !EXPECTATIONS !Students expect professional quality
courseware
Faculty expect independence
Administrators expect to be held blameless
STUDENTS EXPECTSTUDENTS EXPECTActive learning situations
Convenience/Customized learning environments – “swirling” (Johnstone, et.al)
Interaction and Collaboration
Faculty to share their cognition
Learning is: Technology enables:Learning is: Technology enables:
Active Interactivity
Social Online anytime
Contextual Multi-media
Engaged Diversity of presentation
Owned Asynchronous
(NLII Fellows: Knibb, Carmean, Haefner 2002)
Emerging Faculty RoleEmerging Faculty Role
Designing active learning and knowledge creation environments that immerse the student in the cognitive style of the discipline.
Faculty Types & Faculty Types & ExpectationsExpectations
Entrepreneurs (Cottage Industry)Risk-Avoiders (Boutique
Solutions)Careerists (Consistency)Reluctants (Prove It!)
Paul R. Hagner, “Faculty Engagement and Support in the New Learning Environment”, ER, Sept./Oct. 2000, pp26-37.
PerspectivePerspective
AdministrationAdministration
Administrators expect the CIO to handle matters of technology
Leaders expect to focus on external relations
Leaders expect to use rhetoric to guide transition
Service DilemmaService Dilemma
Dealing with the friction created by the need for a dynamic, blended service environment to support individual faculty members in a culture that abhors risk and values linearity, critical scrutiny, and consensus building governance conventions.
““Changing Roles, Changing Changing Roles, Changing Rules”Rules”
Blend support for academic and administrative, teaching and research computing
Blend local control into service concept(Brown & Jackson, NLII02)
Package consistency to respect process and independence
Promote learning objects over individual course redesign
Design “help” around new learning and working strategies
Align IT and institutional planning and assessment Collaborate!
Breakthrough Breakthrough Leadership Leadership (HBR Nov/Dec 01)(HBR Nov/Dec 01)
Institutions require a new style of courageous, focused,visible, and emotionally intelligent leadership with a deeper level of internal executive engagement
2121stst Century Leadership Century Leadership RealityReality
Sociotechnological ContextTransformational AssessmentLearning OutcomesExpectations & DemandCollaboration/PartneringAlignment & ROI/VOI
http://www.educause.edu/nlii/keythemes
Readiness for Readiness for TransformationTransformation
Awareness + Attitude = Readiness
The institution must know why it is doing this and must make informed choices
(Ready Tool -www.educause.edu/ready)
Leaders must create an environment that can accept change
Systemic ApproachSystemic Approach
Software
Products
Standards
Business Models
Policy
Relationships
Support Services
Technology
BestPractices
Space
Guiding PrinciplesGuiding Principles
Know thyself
…and thy president
Tie your camel
Leadership & Technology: Infrastructure Is Not the Issue
Carole A. Barone, EDUCAUSE
Charleston, SC
June 19, 2002
Sources and ResourcesSources and Resources Ready Tool – www.educause.edu/ready MERLOT – www.merlot.org National Learning Infrastructure Initiative (NLII)
Key Themes - www.educause.edu/nlii/keythemes Carole A. Barone and Paul R. Hagner, eds.
Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus, Leadership Series, Vol 5, Jossey-Bass, 2001.
Jason L. Frand, “Students’ Information Age Mindset”, ER, Sept./Oct. 2000, pp.14-24.
ACE/EDUCAUSE Series – Distributed Education: Challenges, Choices and a New Environment
Buckley & Laurillard articles in EDUCAUSE Review, January/February 2002.
READY TOOL PURPOSEREADY TOOL PURPOSEgetting below the surfacegetting below the surface
Conceptual framework for complex decisions
Context for creating a dialog about key questions and issues
Interactive medium for dissemination Gauge of campus readiness for change
www.educause.edu/ready/
Major Activities Major Activities
Result • High Quality Learning Components • Support for Faculty Development
M E R L O T
Track & Assess Usage
Develop Discipline
Communities
Post/Host Learning
Components
Review & Assess
Learning Components
Solicit Learning Components
Emerging IssuesEmerging Issues
Scholarship of TeachingLearning OutcomesService vs. ControlTransformative assessmentExpense vs. investment (ROI)Demand vs. Supply
http://www.educause.edu/nlii/keythemes
Recommended