Who manages e-learning now? (ALT-C 2014)

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Who manages e-learning now?Clive Young, John Conway, Stafanie Anyadi

Session outline• The wave of change• Models of change and ownership• Complexity of change• Case study 1 – diffuse change (UCL)• Case study 2 – disruptive change (Imperial)• Consequences• Discussion

A wave of change – this is ‘success’• Technical complexity and variety (Social+media)• Pedagogical complexity – what is learning now?• Institutional (VLE, lecture capture, Turnitin, media)• More stakeholders (admins, local staff, teaching

fellows, PGTAs etc)• Demanding students and (some) staff

• But time pressures/reluctance to engage

Institutional ‘change’ – more stakeholders

MIT 90s transformational modelhttp://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf

Change and ownership – Rogers

http://www.flickr.com/photos/wfryer/1342355056/

Going mainstream

• “The characteristics of late adopters are profoundly different from those of early adopters” (McKenzie 1999)

• What works for pioneers does not work for the later groups

http://www.fno.org/sum99/reluctant.html

Reaching Late Adopters and ‘Reluctants’1. Clarify the bottom line: gains in student performance.2. Deliver a complete package. 3. Eliminate risk and surprise.4. Speak their language.6. Emphasize teams. 7. Find out what turns them on. 8. Provide rewards and incentives.9. Don't rely on pioneers alone to plan for reluctants.

Looking at systems and processes...

http://www.fno.org/sum99/reluctant.html

Case study: The Digital Department (UCL)• Recognising ‘mainstream’ e-learning has

more stakeholders, people work as teams, need support systems

• Focus on expertise of UCL teaching administrators (TAs)

• Analysis, community building, training, accreditation (CMALT)

ComplexityUCL admin and financial systems Portico – student information service Financial Information System (FIS) - financial data and

management Timetabling/CMIS - room bookings and timetabling Service in Partnership (SiP) – HR forms Rome - online recruitment Web content management (silva) Scanners – being piloted as attendance checks for Points-

Based Immigration System (PBIS)UCL teaching and learning systems Moodle - e–learning environment Turnitin – plagiarism detection Lecturecast – automated lecture recording Opinio - web-based surveys My Portfolio – staff and student e-portfolio Electronic Voting Systems (EVS) – audience response

'clickers' Wiki – collaborative web pages Blackboard Collaborate – virtual classroom

Communication and networking tools Email – inefficient way of contacting students? Facebook– seen mainly as a communication tool Phone Text messaging – no UCL service but a strong demand Messenger - text messaging Skype – video conferencing Linkedin – professional networking Blogs – UCLWordpress service Twitter –how to use in HE? YouTube – online videosProductivity tools MS Office – Word, Excel, PP, Acrobat Dreamweaver – web page development Etherpad – collaborative note taking Evernote – stores notes, photos Google docs – share web documents Google analytics – web usage UCL Dropbox – exchange large files Dropbox – web-based online storageMarketing and events management Eventbrite – events management Find a Masters – marketing Oxboffice – ticketing service Google Adwords – online advertising

40+ tools

“It is almost impossible for busy academic staff to stay up to date” (SLiDA)

Case study: Media and Maths (Imperial)

The 4C model

1. Crises develops – [too many students for the space available]

2. Consider various traditional solutions3. Consider technology solution (tested and implemented)4. Communicate to the academic staff affected by the

initial crises…

– …. which brings me to ….

5 steps to grieving (Kubler-Ross change model)

1. Denial: 2. Anger: 3. Bargaining: 4. Depression: 5. Acceptance:

Lecture

Lecture

Some consequences?• One-to-one project support no longer scalable• Beyond ‘learning technologists’ – hybrid roles/• Disruptive vs diffuse change• What is central LT role• How to we engage academics and others?

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