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Rising to the challenge of education in a digital age: who are the leaders
now?Professor Rhona
SharpeOxford Brookes
University
@rjsharpe
Building on the Jisc FE Digital Student Study
Kodak by Tara R on Flickr, CC-BY-NC 2.0)
Building on the Jisc FE Digital Student Study
Kodak by Tara R on Flickr, CC-BY-NC 2.0)
The path of disruptive innovation
Christensen, C. M. and Eyring, H. J. (2011) The Innovative University: Changing the DNA of Higher Education from the
inside out. Jossey-Bass: San Francisco.
What kind of digital leaders are you: knowledgeable
What kind of digital leaders are you: knowledgeableScore 6-9: Digital leaders don’t have to be geeks but you do have to know enough about technology to seize opportunities and make good decisions on behalf of your organisation. Consider trying at least two new technologies you have seen used by teachers, learners or other leaders. Soon you will be talking like an expert! Score 10-14: You have a good understanding of the technologies in current use and can find out more when you have to. But you may lack time to explore emerging technologies or break out of current ways of thinking. Consider exploring at least one new trend in terms of its potential to enhance your organisation.
Can we build it?
http://www.brookes.ac.uk/brookes-virtual-gateway/
http://www.paconsulting.com/our-thinking/higher-education-report-2015/
Why is the pace of innovation slow in HE?Deeply entrenched culture of
conservatism
Resistance to change among large parts of ageing academic workforce
Constraints of inflexible organisational structures, systems and processes
Risk aversion of leadership teams and governing bodies.
Can we build it?
“The key message to emerge was that institutions felt the substantive challenge was not the pedagogical model they chose to use for open and distance learning (ODL), but planning the configuration of the supporting infrastructure, resources and business models required to support the development and delivery of ODL programmes.”
White, D., Warren, N., Faughnan, S. & Manton, M. (2010) Study of UK Online Learning: A report for HEFCE. http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1710/rd17_10.pdf
New markets and products?
Products
Markets Present New
PresentMarket penetration
New product development
New
Ansoff’s growth vector matrix (Ansoff, 1957)
Can UK HEIs plan for growth?
https://www.ucas.com/sites/default/files/jan-16-deadline-application-rates-report.pdf
New markets and products?
Products
Markets Present New
PresentMarket penetration
New product development
NewNew market development
Diversification
Ansoff’s growth vector matrix (Ansoff, 1957)
Exploring the discursive construction of the ‘MOOC’ in newspapers
“the findings point to a predominant portrayal of MOOCs in relation to the massification, marketization and monetization of higher education, rather than engaging in debate of either ‘technological’ or ‘educational’ issues such as online learning and pedagogy, instructional design or student experience.”
Selwyn, N., Bulfin, S. & Pangrazio, L. (2015) Massive Open Online Change? Exploring the discursive construction of the ‘MOOC’ in newspapers. Higher Education Quarterly, 69 (2), 175-192.
What kind of digital leaders are you: enterprising
da
What kind of digital leaders are you: enterprising
da
Score 6-9: Technology is being used to make incremental changes in your way of doing things but there are structural barriers to innovation, especially a risk-avoidant culture. In this climate you will need to push for developments that have already been proven effective by others. Listen to the examples at this conference.. Score 10-14: Technology is well embedded into your organisational processes and you are generally able to bring about change when there is good evidence that it will work. You need now to develop a more agile and innovative approach so that technology trends can work to your advantage. Speak to another digital leader or to an innovator in your own organisation and ask what are the real barriers to change.
What’s the big idea?
Pockets of innovation in education and pedagogy are no longer sufficient.
Organisational responses are needed to the challenges of the digital age.
We all have responsibility for this (shared leadership).
What’s the big idea?
Pockets of innovation in education and pedagogy are no longer sufficient.
Organisational responses are needed to the challenges of the digital age.
We all have responsibility for this (shared leadership).
Prepare learners to contribute to the global, networked society (market penetration).
Ensure that new business models meet the needs and expectations of digital learners (new product development).
Make it easier to disrupt institutional practices (develop and diversify).
3 possible responses
Prepare graduates to contribute to a global, networked society
So, as far as you remember, your essay is on one of the university PCs. And, you think I should be able to find it…
Prepare graduates to contribute to a global, networked society
Photo credit: Rhona Sharpe
Prepare graduates to contribute to a global, networked society
Photo credit: Rhona Sharpe
Prepare graduates to contribute to a global, networked society
Photo credit: Rhona Sharpe
The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use.
https://wiki.brookes.ac.uk/display/slidacases/Oxford+Brookes
At Oxford Brookes University, digital and information literacy is defined as ..
What’s at the top of the triangle?
Beetham & Sharpe (2010)Bennett (2014), Sharpe (2014)
EngagedConnectedConfidentAdaptableIntentionalSelf-aware
Brookes Survey of Student Engagement 2014
Ensure new business models meet (and manage) learners’ expectations
Perfect. Profile picture sorted. I wonder where the hotel is?
Ensure new business models meet (and manage) learners’ expectations
92% satisfaction with VLE
Brookes Barometer 2014
Students value:ability to access materials & contact tutors out of class time
Students dissatisfied:downtimeInconsistency in use
Ensure new business models meet (and manage) learners’ expectations
Careful, empirical examination of what learners actually do is largely absent’ (Oliver, 2015, p. 367)
Oliver, M. (2015) From openness to permeability: reframing open education in terms of positive liberty in the enactment of academic practices. Learning, Media and Technology, 40 (3), 365-384.
FE Digital Student Project
http://digitalstudent.jiscinvolve.org/
Meeting the needs of all learners
Don’t assume we are digitally
literate
We need ongoing
development
We want to work with
lecturers…
Ask us what
we need…
Prepare and support learners to study successfully with learning technology. Learners typically do not have the digital skills that are often associated with the younger generation.
Make it easier to disrupt institutional practices
Welcome to everyone who’s come in today. You’ll be delighted to know that we’re joined by Adele, on the sofa with her table Ben, In Ibiza with his smart phone..
Make it easier to disrupt institutional practices
We persistently and perhaps increasingly reinforce the very behaviours we find frustrating by responding to students’ consumers’ desire for content, structure, and especially assessment.’ (Molesworth & Nixon, 2009, p.169)
Make it easier to disrupt institutional practices
We persistently and perhaps increasingly reinforce the very behaviours we find frustrating by responding to students’ consumers’ desire for content, structure, and especially assessment.’ (Molesworth & Nixon, 2009, p.169)
OCSLD Open Online Courses
- Online mentors employed by several universities (OBHE, 2013)
- Expert participants (Waite et al, 2013)
- Certificates and badges
- Light touch quality assurance
- Shared modules and credit transfer
- Ability to negotiate staff roles, responsibilities and workload
- ‘Third space professionals’ (Whitchurch & Gordon, 2013).
What kind of digital leaders are you: enabling (score range 6-36)
What kind of digital leaders are you: enabling (score range 6-36)Score 6-9: When we are lacking in digital confidence ourselves it is difficult to empower others. You know enough to make good decisions, even if you could not implement the technical solutions yourself. Consider identifying and bringing together at least four people - in different roles - who can help you to bring about the changes you want in your organisation. Score 10-14: You already know that digital technology can change organisational practices. Take a moment to identify the potential change agents within your organisation - people with the energy and commitment as well as the know-how to do new things with digital technology.
Building digital capability at Oxford Brookes
Building digital capability
Building digital capability at Oxford Brookes
What does this mean for us?
policy makersTEL managers
practitionersresearchers
government
industry reps
learners
Some practical ideas (take your pick)Use your communications team to publicise how learners develop digital practices through their programmes and put them to use after they leave.
Offer support to course teams with aspects of digital literacy that are difficult to develop e.g. online collaboration, using technology to reflect on and record learning.
Provide faculty academic managers with more freedom to allocate funding and allocation of staff time to experimental projects, which might require staff to work outside of their usual roles
Locate TEL innovations within the third space, taking advantage of the fluidity of roles and structures which allow new educational models to be developed and implemented.
Conduct regular investigations of learners’ digital practices and integrate the findings into the key decision gateways for course design and delivery.
Developing our digital leaders
Access the course resourceswww.moodle.openbrookes.net
Register your interest in a future course
http://bitly.com/1HTQanc
Acknowledgements
Cartoons by Bob Pomfret, Oxford Brookes University
‘What kind of digital leader are you?’ quiz by Helen Beethem for the ETF/ELMAG/OCSLD online course ‘Developing Digital Leaders. www.moodle.openbrookes.net
Digital Capabilities website developed by Richard Francis and Mark Childs, and presented to Jisc Student Experience Experts Group, April 2016, https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016#resources
ReferencesBennett, L. (2014) Learning from the early adopter: developing the digital practitioner, Research in Learning Technology, 22: 21453
Molesworth, M. & Nixon, L. (2009) Frustrated aspirations: discovering the limits of a virtual learning environment in V. Bamber, P. Trowler, M. Saunders & P. Knight (eds) Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education, pp. 164-171, Maidenhead: SRHE/OUP
OBHE (2013) Horizon Scanning: What will higher education look like in 2020? , Observatory of Borderless Higher Education.
Oliver, M. (2015) From openness to permeability: reframing open education in terms of positive liberty in the enactment of academic practices. Learning, Media and Technology, 40 (3), 365-384.
Sharpe, R. (2014), What does it take to learn in next generation learning spaces?, in Kym Fraser (ed.) The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Volume 12), Emerald Group Publishing Limited, pp.123-146.
Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation. In Rethinking Learning for a Digital Age. Chapter available to download from http://bit.ly/1RhiRNP
Waite, M., Mackness, J., Roberts, G. & Lovegrove, E. (2013) Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers, Journal of Online Learning and Teaching, 9 (2), http://jolt.merlot.org/vol9no2/waite_0613.htm
Whitchurch, C. & Gordon (2013) Staffing models and institutional flexibility, Leadership Foundation for Higher Education: London.