Categories
change organisation

Quick thoughts on: 10 Principles of Organization Design, Sethi et al

With the new month, I’ve moved into the project plans that I’ve designed for my research and some new ways of working. One of these is writing and reading more quickly with a focus on a particular theme.

This month the theme is the university as an organisation. It seems valuable to begin by thinking about the space that TELT happens in and how it works at a macro level, with a particular focus on change.

So I’ve started in a not particularly academic space with a blogpost about 10 principles of organization design from Strategy-business.com – looking at things to consider in a restructure. (One of the authors is a partner at Price Waterhouse Coopers, so, not small fry in this field)

The first question to mind is how relevant this is to higher education, given that it is more about large corporations and there are variations in cultures and motivations. We’re still talking about large, complex organisations though so I feel there are a few valuable ideas and at least one contradicts my current views, which is always a healthy place to start.

Getting caught up in previous practice is often a trap in a renewal process, so the authors’ first point is to “declare amnesty for the past“. Accept that what was done, was done and refocus on what is needed and the best ways to do it. This dovetails nicely into a point that I struggle with but am considering, which is to “benchmark sparingly, if at all“. Their point is that competitors might have radically different strategies and it is hard to say whether it is even a good one. This may not apply to Higher Ed but up until this point I’ve been concerned that universities tend to be too introspective and having a greater understanding of the environment could only be healthy. Definitely food for thought either way.

“Promote accountability” – without micromanaging people seems fairly obvious but is worth emphasising and they make an interesting final point about “accentuate the informal“. This refers more to the fact that “norms, commitments, mind-set and networks are essential in getting things done” and these are rarely formalised in the same way that org-charts are. Finding ways to support these elements that tend to be generated from the bottom-up in response to immediate needs can help to support formal structures.

So, as I say, this is probably tangential in some ways to my research question – how to support TELT practices in Higher Ed – and it is probably also more about looking for solutions than fleshing out the questions and issues but the ideas are interesting all the same.

 

Categories
discussion ed tech education higher education organisation

Research update

This blog post will probably be of interest to maybe five other people (including my Mum) but it’s part of a process that I’ve decided on for tracking what I’m doing and maintaining some accountability, so here we are. It’s kind of the beauty of blogging – the whole “long tail” thing – that ultra-niche voices can still have a platform. (And in defense of my own posts, this will be far from the least coherent post that I have read this week)

So in my last post I mentioned that I’m putting processes and systems in place to help me work better on my PhD. (Well, my PhD proposal I should say – this has to be approved before I actually embark on the proper research itself). As I’ve mentioned, my topic is currently very broad but I expect that over the next year it will come into a much sharper focus. The absence of deadlines however has meant that I’ve felt that I’ve been drifting from one shiny topic to the next. People keep telling me that this is by far the best stage of a PhD and that this opportunity will probably never come again but there are still things that I need to get done in this time and having a clearer vision of what they are and when they should be done soothes my soul.

project plan screenshotMuch of what I’ve done is create an increasingly granular series of tasks and put them in 3 different tools – the Excel project plan, Wunderlist and Trello. In essence they are all glorified to-do lists but with varying functionality, including attaching teams/people, documents, calender items and integrating them with other productivity systems like Slack.

Managing all three seems a little like triple handling but the spreadsheet should be mainly just about denoting progress now and I like the whole-year perspective that it offers. IFTTT lets me automatically create Wunderlist tasks when I add them to a Trello card so this should also simplify matters.

TrelloScreenshot

(That’s Trello – it looks pretty plain at the moment but has given me a much needed roadmap for the different topic areas that I plan to investigate month by month)

The July topic – Universities as organisations – aligns well with both a (workplace) university strategic review as well as an upcoming ACODE University Benchmarking event that I’m hoping will offer some tangible insights into the ‘state of the actual’ in TELT practices. It also ties to the ongoing discussion/review process that I’ve been leading of ed tech and TELT in my university and the associated governance structures. (The powers that be are expecting a report with some recommendations in early August.)

wunderlist screenshot

The overall to-do list has gotten a little smaller -for now – though it needs updating and there are some ongoing tasks tied to digitising the myriad handwritten ideas and questions that come to me pretty much day and night now.

All this aside, it’s still hard not to feel that I haven’t made a lot of progress in the last few weeks – I guess it would be more accurate to say I haven’t made as much progress as I would’ve liked in terms of reading and writing things but I feel far more ready to do this in a more effective and productive way now.

On a day to day level though, the reading that I’ve been doing and the ideas that I’m starting to synthesise are really starting to feed into my professional practice and are giving me more confidence in the decisions and plans that I’m putting forward.

So let’s see how that goes.

Categories
methodology organisation PhD

Making a PhD plan

One of the greatest challenges of my chosen research topic (how universities can support tech enhanced learning and teaching practices) is the sheer breadth of it. Obviously this focus will narrow in time but at the moment it can sometimes feel a little overwhelming, even when I get into an interesting sub-branch.

As a result, I’ve been pretty good at gathering resources to read later and dipping into a few papers that seem particularly relevant to my work-work in the here and now. Overall however it is a very scattered approach and while some projects at work-work are helping to give me a hands on view of some of the real issues and factors that act as barriers to TELT practices in Higher Ed (so many barriers, so many dumb, needless barriers), I am keenly aware that I’m drifting a little and need to be looking more through the frame of the research proposal in the first instance.

So I spent the weekend organising my thoughts, setting some priorities and starting a plan. (I do really hope that this isn’t just a more advanced form of procrastination – it feels more than that at the very least.) I’ve been drawing my approach partially from David Allen’s Getting Things Done methodology, which is in some ways a fancy process for making to do lists but with a little more forethought. It encourages a very large scale gathering process to begin with, capturing all of the small tasks (and larger projects which are made of many small tasks) and ideas and putting them into categories in an active storage system that you trust. (I’m using Wunderlist which I like for the interface, cross-platformness, the ability to create collections of lists and integration with browsers.

wunderlist screenshot

I’ve got tasks organised by to do today/this weekend/this week/this month as well as in a range of contextual categories. I’ve tried to estimate the time each task will take to give me a sense of how long I need to allow to get it done. I’ve ordered them to set priorities (and because some tasks are contingent on other ones).

Now it’s just a matter of doing them.

Probably the biggest thing I’d like to do is to identify 6 (or so) key topic areas to spend a month each focussing on. These may well change over time but at least it will give some much needed direction.

Writing more regular blog posts about my progress is also another must – trying to keep myself honest.

Categories
assessment communication education education design higher education PhD professional development reflection Uncategorized

Thoughts on: Reflecting or Acting? Reflective practice and continuing professional development in UK Higher Education (Clegg, Tan and Saeidi, 2002)

Clearly one of the key ingredients in enhancing teaching practice is teacher professional development and a vital element of deriving meaning from this is reflective practice.

It is at this point however that we need to be cautious of the evangelisers of reflective practice as a global solution. “Reflecting or Acting? Reflective Practice and Continuing Professional Development in UK Higher Education” by Sue Clegg, Jon Tan and Saeideh Saeidi (2002) takes a methodical look at the use of reflection and notes that current (at the time – not sure how much they have evolved) uses of reflective practice in CPD isn’t suited to all learners and needs to be anchored in actions taken to be particularly meaningful.

Reflective practice is valued for acknowledging “the importance of artistry in teaching” (p.3), which seems even more important in 2016 than it was in 2002 with the rise of big data and analytics in education sometimes seeming determined to quantify and KPI-ify every single facet of teaching and learning. (Can you tell that I’m more of a qual than a quant?)

Clegg et al investigated the use and value of reflective practice amongst academic staff in accredited CPD between 1995-1998. In broad terms (Spoiler alert) they tied it to four types of practices/behaviours that reflected the learning preferences and teaching circumstances of the teachers. These preferences – either for ‘writerly’ reflection or not – and the circumstances (which impacted their ability to act on new teaching knowledge) had a significant part to play on how valuable reflection was to them.

The ‘action’ part is at the core of the question that Clegg et al are pursuing. They draw on Tomlinson (1999) in assuming that “the relationship between reflection and action is transparent with reflection-on-action leading to improvement and change” (p.4). This idea has been of interest to me recently because I’ve been involved with the HEA fellowship scheme at my university which appears to have a different focus, seemingly sans action. (I’ll discuss this further in future posts as engaging Fellows seems as though it is going to be an important part of my ongoing quest/research)

As for the learning preference side of the equation, one of the simultaneous strengths and failings of the widely followed reflective practice approach is the emphasis on a very ‘writerly’ style of reflection. By which the paper refers to Bleakly (2000), who has “argued for greater attention to the form of writing and a greater self-awareness of literary accomplishments of narrating and confessional.” The authors note however that “our data suggested that some practitioners fail to write or only write as a form ex post facto justification for accreditation purposes”. Which, based on the feedback from some of the participants that struggled with the writing element of the task, can be linked in part to the disciplinary orientation of the learners (i.e. quant vs qual backgrounds) and in some cases to gender-role perceptions – “the feminine reflective side as opposed to the more active masculine doing side of practice” (p.18)

These key factors allowed the authors to sort participants into four groups, based on their practices.

  • Immediate action – participants put new ideas into practice directly after the CPD workshops (and before reflection) (more often novice practitioners)
  • Immediate reflection – participants reflected on their own practices directly after CPD workshops (more often experienced practitioners) – they also found less value in the workshops  in terms of new knowledge
  • Deferred action – some participants were unable to act on knowledge gained in workshops due to organisational/time constraints (this limited their ability to reflect on the impact of new knowledge on their new actions/practices)
  • Deferred reflection – largely participants that struggled to engage with the reflection activity in its current format. Many only did it for accreditation purposes so saw little benefit in it.

Clegg et al take pains to emphasise that their research is about starting a conversation about the interrelationship between action and reflection and the need to maintain this link. They don’t draw any other conclusions but I think that even by simply looking at on-the-ground interaction with reflective practice, they have given us something to think about.

Reading this paper sparked a few random ideas for me:

  • Perhaps Design thinking might offer a way to bridge the gap between the ‘teaching as a craft’ and ‘teaching as an empirical science with hard data’ viewpoints by applying a more deliberate and structured way of thinking about pedagogy and course design
  • Are there ways that we can foster writing (and some reflection) as a part of every day ongoing CPD for academics? (Without it being seen as a burden? There probably needs to be a goal/outcome/reward that it leads to)
  • Decoupling reflection from action – particularly when action comes in the forms of making improvements to practice – gives people less to reflect on and might lead to too much navel gazing.
  • A large part of the work being done on reflective practice by one of my colleagues is focusing on the impact that it has on teacher self-efficacy. Tying it to professional recognition boosts confidence which is valuable but is there a risk that this can in turn lead to complacency or even over-estimation of one’s competence?
  • My personal philosophy when it comes to theory and practice is that none will ever hold all of the answers for all of the contexts. I believe that equipping ourselves with a toolbox of theories and practices that can be applied when needed is a more sustainable approach but I’m not sure how to describe this – one term that I’ve considered is multifocal – does this seem valid?
  • One concern that I have about this study is the large number of contextual factors that it tries to accommodate. These include : “how participants understood their activity including reflective practice, their motivations for joining the course, how they made sense of their decisions to complete or not complete, and whether they thought of this as a conscious decision” (p.7) On top of this there was the level at which the CPD was being conducted (novice teachers vs supervisors), disciplinary and gender differences as well as learning preferences. Maybe it’s enough to acknowledge these but it seems like a lot of variables.
  • Reflection shared with peers seems more valuable than simply submitted to assessors.
  • Even when reflective writing is a new, ‘out of character’ approach, it can be seen as valuable even though it can take learners time to ease into it. Supporting some warm up exercises seems like it would be important in this case.
  • It’s worth taking a harder look at exactly what forms meaningful reflections might take – is there just one ‘writerly’ way or should we support a broader range of forms of expression?
    Audio? Video? Dank memes?
    “Virtually all the descriptions of keeping a journal or gather materials together suggested that they somehow felt they had not done it properly – qualifying their descriptions in terms of things being just scrappy notes, or jottings, or disorganised files, or annotated e-mail collections. Such descriptions suggest that participants had an ideal-typical method of what reflective practice should look like. While the overt message from both courses was that there was no one format, it appears that despite that, the tacit or underlying messages surrounding the idea of reflective practice is that there is a proper way of writing and that it constitutes a Foucauldian discipline with its own rules” (p.16-17)
  • Good reflection benefits from a modest mindset: “one sort of ethos of the course is it requires you to, I don’t know, be a bit humble. It requires you to take a step back and say perhaps I’m not doing things right or am I getting things right, and throw some doubt on your mastery…” (p.17)
  • This is more of a bigger picture question for my broader research – To what extent does the disciplinary background shape the success (or orientation) of uni executives in strategic thinking – qual (humanities) vs quant (STEM)?

 

Clegg, S., Tan, J., & Saeidi, S. (2002). Reflecting or Acting? Reflective Practice and Continuing Professional Development in Higher Education. Reflective Practice, 3(1), 131–146. https://doi.org/10.1080/14623940220129924

 

 

 

Categories
change community of practice ed tech edtech education higher education Uncategorized

Thoughts on: Change Thinking, Change Practices (LTSN Generic Centre, 2003)

I’ve been thinking that a core theme of my research – looking at how to support TELT practices in Higher Education – is Continuity and Change. This is a tiny bit tongue in cheek, referencing a deliberately meaningless slogan used initially in the HBO series Veep but later briefly embraced by the Australian Government.

It seems useful because it sums thing up fairly well; initiating change to new TELT practices where necessary but also supporting (and incrementally evolving) existing practices when they are already effective.

The Learning and Teaching Support Network (LTSN) Generic Centre – which no longer appears to exist but may have become something else – created a wonderfully thoughtful guide to implementing change in Higher Education in 2003 called “Change Thinking, Change Practices“.

I’ve been poring over this for the better part of a week because it is absolutely packed with insights both from theory (drawing heavily on Social Practice Theory) and a number of case studies. It up-ended a few of my own long-held ideas about implementing change (the need to win hearts and minds before getting started for one) and I think it’s well worth investing the time to read through if you are involved in or considering change in your institution.

Change in a higher ed institution can come from the top-down (a.k.a centre-periphery – the executive), bottom-up (teachers) or middle-out (departments, education support teams). These different sources of change become very important because they reflect different philosophical approaches to change. As with most things, I’d suggest that an approach drawing from all three is most valuable.

The paper identifies five common views of change that feed into these.

  1. Technical/Rational – the top level identifies a need for change, makes a policy and a plan and the plan is enacted precisely
  2. Resource allocation – Change needs resourcing and once this is provided, change will just occur
  3. Diffusionist: Epidemiological – Change is driven by experts and early adopters that can successfully communicate the value of the change and inspire uptake
  4. Kai Zen or continuous quality improvement – changes is driven incrementally from the bottom (practioners) working in communities of practice to identify needs in their area
  5. Models using complexity – sponsors (otherwise undefined) of change create the conditions needed for change to flourish by providing resources and knowledge.

Unsurprisingly perhaps, none of these views make me entirely happy, with my pesky view that educational ecosystems of institutions are messy and we need to take a holistic approach to working with them. Fortunately this seems to be the position taken by the guide.

Rather than summarise the whole thing, I’ll explore the themes that emerged in determining conditions for success.

Flexibility

The change that is initially identified and planned for is rarely the change that you’ll end up with. This is generally a good thing because it means that as more people have become involved in the process, they have taken some ownership of it and better informed it. Having the flexibility to allow change to take its own course can generate wider acceptance.

The guide repeatedly comes back to the idea of viewing change as a process (‘changing’) rather than an outcome (‘CHANGE’)

“The innovation was ‘fuzzy’ enough to appeal to a variety of interests and points of view, even competing ones” (p.24)

Contextual awareness and understanding

This brings us neatly to the vital importance of understanding the local needs, history and practices of the place where the change is to be implemented. The guide stresses that incremental change at a departmental level has higher rates of success and provides a number of valuable case studies in support of this.

There’s a relatable but entirely frustrating contradiction about implementing change in a localised context; while change proposals with a solid backing of evidence and knowledge is more widely valued, there is simultaneously a resistance to external influences.

…colleagues will often balk at change unless it was ‘invented here’; they’ll discount foreign innovations. NIH (not invented here) breaks change forces (P.33)

I’ve already seen this on a number of occasions in my time in Higher Education when I’d get excited about something that I’d seen being done elsewhere that seemed particularly relevant to our needs only to have it met with the most disinterested of mehs. This often surprised me coming from people that I would assume to be open to knowledge and all good ideas but that downplays the tribal/parochial nature of these kinds of organisations.

This in turn led me to a side-thought, is it harder to drive change in an institution that is perceived to be (and considers itself) at the top of the heap? When your branding and culture pushes the idea of being an elite institution does this simultaneously facilitate NIH thinking in addition to diminishing the perceived urgency of change?

Incentives

A lot of factors come to bear on practitioner willingness to engage with new practices. The extent to which they have been involved in formulating the change is clearly a significant part, as is their understanding of its benefits. These intrinsic motivators provide deeper engagement with change but take longer. Extrinsic motivators, whether they be direct inducements (more time or resources) or policy directives will get results more quickly but at a shallower level.

I’ve long believed that it is vital to win hearts and minds before embarking on change processes but this guide makes a compelling case that “there is a lot of value in using tools and expertise to change practices: beliefs can follow” (P.21)

This makes sense to me on the level that giving people a lived experience of a change in practice can give them a deeper understanding of it.

Capacity / support

Whatever changes are proposed, it is essential that practitioners have the capacity to enact them. (Evidently this isn’t as obvious as it sounds). Change that builds on existing practice (scaffolded, essentially) thus becomes far more likely to succeed than entirely new practices.

A combination of training, Community of Practice support and the involvement of local support experts – such as education designers and technologists – is essential either way.

Resources / tools

The other facet that seems obvious is the need for adequate resourcing for the project. Particularly tools that are fit for purpose. This guide speaks at length about working with lecturers in the planning phase to collaboratively design and build tools (e.g. a new form of rubric) that can be used in practice to implement the changes.

This has the added benefit of creating more relevant and robust tools that incorporate local, contextual needs.

Communication

“Don’t assume that the way you think of an innovation is the way it will be understood on the ground” (p.19)

Language can also be loaded – “for many academic staff, the word ‘quality’ itself had come to symbolise additional administrative burdens which detracted from rather than enhanced their core work” (p.25)

HE institutions are fueled by words – using them well can mean the difference between failure and success. (No pressure)

Accountability mechanisms

A key element in successfully implementing a change process is remembering that it is more about the act of changing, so in some ways it never entirely ends. Putting a rigorous evaluation process into place that is clear about what is to be measured and how makes a massive difference.

There is a lot of other invaluable tips and strategies to effective change processes in this guide that are informed by theory and evidence from case studies. It expands greatly on the phases of implementation, considering them as pre-adoption (gather requirements), adoption (gaining support) and implementation. I compare this with the Ako Aotearoa model described by Akelma (2012) of initiation (arguably pre-adoption/adoption), implementation and institutionalisation.

If you have any involvement whatsoever with change in your HE institution, you need to read this paper

Trowler, P., Saunders, Murray, & Knight, Peter. (2003). Change Thinking, Change Practices. York: LTSN Generic Centre.
Alkema, A. (2012). Creating sustainable change to improve outcomes for tertiary learners: a framework for thinking about projects in tertiary education. Ako Aotearoa  National Centre for Tertiary Teaching Excellence.

 

 

Categories
communication community of practice ed tech edtech education facilitation higher education methodology PhD reflection research

Thoughts on: Two guides from Ako Aotearoa on education projects and researching learners

It was always my intention that researching in the area that I work in would help me to shape my professional practice (and it is) but I’ve been surprised lately at how much things are flowing in the other direction. I’ve been thinking a lot lately about what is needed to make an educational project successful and how we know that learners have actually benefitted.

This is partially coming from the big picture work that I’m doing with my peers at the university looking at what we’re doing and why and partially from my own college, which has recently launched a Teaching and Learning Eminence Committee/project to look into what we’re doing with teaching and learning. I wasn’t initially invited onto the committee, (it’s all academics), which speaks to some of the ideas that have been emerging in some of my recent posts (the academic/professional divide) as well as the fact that I need to work on raising the profile of my team* and understanding of our* capacity and activities in the college.

Anyway, while trawling through the tweetstream of the recent (and alas final) OLT – Office of Learning and Teaching – conference at #OLTConf2016, I came across a couple of guides published recently by Ako Aotearoa, the New Zealand National Centre for Tertiary Teaching Excellence, that fit the bill perfectly.

logo

One focusses on running effective projects in teaching and learning in tertiary education, it’s kind of project managementy, which isn’t always the most exciting area for me but it offers a comprehensive and particularly thoughtful overview of what we need to do to take an idea (which should always be driven by enhancing learning) through three key phases identified by Fullan (2007 – as cited in Akelma et al, 2011) in the process of driving educational change – initiation, implementation and institutionalisation. The guide – Creating sustainable change to improve outcomes for tertiary learners  is freely available on the Ako Aotearoa website, which is nice.

I took pages and pages of notes and my mind wandered off into other thoughts about immediate and longer term things to do at work and in my research but the key themes running through the guide were treating change as a process rather than an event, being realistic, working collectively, being honest and communicating well. It breaks down each phases into a number of steps (informed by case studies) and prompts the reader with many pertinent questions to ask of themselves and the project along the way.

The focus of the guide is very much on innovation and change – I’m still thinking about what we do with the practices that are currently working well and how we can integrate the new with the old.

The second guide – A Tertiary practitioners guide to collecting evidence of learner benefit – drills down into useful research methodologies for ensuring that our projects and teaching practices are actually serving the learners’ needs. Again, these are informed by helpful case studies and showcase the many places and ways that we can collect data from and about our students throughout the teaching period and beyond.

It did make me wonder whether the research mindset of academics might conventionally be drawn from their discipline. Coming from an organisation with an education and social science orientation, one might expect an emphasis on the qualitative (and there are a lot of surveys suggested – which I wonder about as I have a feeling that students might be a little over-surveyed already) but the guide actually encourages a mixture of methodologies and makes a number of suggestions for merging data, as well as deciding how much is enough.

Definitely some great work from our colleagues across the ditch and well worth checking out.

Alkema, A. (2012). Creating sustainable change to improve outcomes for tertiary learners: a framework for thinking about projects in tertiary education. Ako Aotearoa  National Centre for Tertiary Teaching Excellence.
Alkema, A., & Ako Aotearoa National Centre for Tertiary Teaching Excellence. (2011). A tertiary practitioner’s guide to collecting evidence of learner benefit. Ako Aotearoa.
Fullan, M. (2007). The new meaning of educational change (4th ed). Teachers College Press.

(* The team is me – but one day…)

Categories
ed tech edtech expertise ICT Uncategorized

Defending University ICT teams

There has been a minor flurry of activity in the local edublogosphere (it’s a word) with three widely applauded posts from Martin Weller, Mark Smithers and David Jones about the problems with university ICT teams. (I guess more precisely it is the problems with university ICT policies and practices but tomato/tomato)

And look, to be honest these are probably some things that I’ve said myself on many occasions and I know I have heard them from my Ed Tech colleagues just as often. My main problem with the posts is that I think that significant parts of the arguments come very much from the perspective of the academic in an ideal world and dismiss the day to day practicalities of the organisation.

Martin and Mark both approach the issues through the prism of the following seven complaints.

  • Security is used rather the same way Governments use terrorism – as a means of controlling things and removing freedoms
  • Increasingly academics have no control over their machines, and cannot install or trial new software
  • Even basic tasks are often highly frustrating and time consuming
  • Support has been centralised so there is no local advice or help
  • Senior IT managers have been brought in from other sectors with little understanding of the university culture
  • Increasingly academics are circumventing official systems to buy their own machines, or host their own services, often in their own time and at their own expense
  • There is little room for experimenting with tools beyond the VLE

Right off the bat I noticed that the first two and the final two are variations on a theme – ‘I, as an academic, can’t do whatever I want, whenever I want within the university ICT system’. 

Ok, sure, it’s not that simple and they make some particularly valid and important points about the drive for innovation, the need to be able to try something and fail (particularly in the pursuit of knowledge) and breakdowns in organisational communication. Martin stresses that “it is about how universities have created the environment where academics and IT are now in a rather dysfunctional relationship”.

Mark expand on the points raised by Martin and offers a few concrete examples of policies and practices that cause frustration and David goes on to introduce a little bit of theory that supports the value of individualised solutions in innovation.

I absolutely agree that a service provision unit such as an ICT team should do as much as possible to meet the needs of its users. A few questions leap to mind at this point:

  • Who are the users?
  • How do they prioritise the competing needs of users?
  • How do we untangle needs vs wants?
  • Who pays for it?
  • Who supports it?
  • What other factors constrain the I.T. teams?

Universities exist for research and education – so academics are clearly at the heart of the purpose of the institution. All three writers acknowledge that there are legitimate security concerns that must be addressed but there seems to be a disconnect between the things that impact the university and those that impact the lecturer. It’s someone else’s problem.

In my role as a education technologist, I sit at the intersection of all of these groups and I have seen two specific issues in the last year that are very much the lecturer’s problem when it comes to implementing new technologies. One relates to the risk of privacy breaches of student data (which can be as minimal as their email address), particularly when using online services hosted overseas. Under Australian law, for every breach, the person that signed up for the service directly – often the lecturer – is liable for a $300,000+ fine and the university is up for $1m+. For each breach. (So 100 students = $30m fine for the lecturer alone)

The second issue falls under competition and consumer law – third line forcing. In a nutshell, a service provider (the university) can’t mandate the use of services provided by a third party. In English, if you put a link to a Pearson quiz into the LMS and make it 20% of the grade, you’re breaking the law. Allowing students an alternative makes this acceptable and this is why we can’t make any textbook mandatory – just highly highly recommended.

These are important not just for the financial and reputational well-being of the university and the academic but for the rights of the students. It’s not sexy but its important.

As a former senior manager of a university IT team, I was a little surprised that Mark downplayed these kinds of things – although I guess they are more legalistic, even though the relate directly to tech. (Also, different countries, different laws etc etc)

To cover some of the other questions briefly:

I’ve had a few academics come to me to help them implement projects tied to specific tools that sales reps have gotten them excited about. Because sales reps are approaching academics more and more and they aren’t always the most reliable people for identifying whether their product meets the academics T&L needs. So the first thing that I do is rewind the conversation to the desired teaching and learning outcomes and then review the best options. Academics are human and are just as susceptible to the charms of a sales rep as anyone else. Sometimes the Ed Techs and ICT teams have the bigger picture perspective needed.

University and College/Faculty ICT teams don’t just sit around waiting to say no to people. There’s ongoing support to manage and scheduled projects/upgrades to implement. This is all tightly budgeted for and these people are generally always working on something. So when a new projects come up, time and money has to be found to support them. Even then, it’s rarely just a matter of installing a piece of software and moving on – how does it play with the rest of the system? Does it need to connect to other parts of the system?, does it require other things (e.g. a particular version of Java) to work?, if the uni system is updated and the software isn’t, will it collapse (and vice versa)?, what if some part of it isn’t working – who is responsible for trying to fix that? More confident academics might feel competent enough to take that responsibility on but many more will just assume that this is the role of the ICT team. Who trains the students in how to use it – what if they have problems and need support? None of these things necessarily need to be a barrier to implementing something new but I feel that they have been downplayed or ignored in the other posts.

The last thing that I want to do is to paint a picture that nothing new can or should be done and I think there are a number of areas where there is common ground.

The needs of teaching and learning, academics and students should be a high priority in university organisational culture and reflected in ICT team activity wherever possible.

The needs and responsibilities of the organisations should be better understood and appreciated by academics and students.

More effective communication and greater transparency of systems and processes will help both of these things. User Experience needs to be a bigger part of the design too.

We work in a holistic, learning ecosystem where everything is connected and we can be far more effective by using these connections and the expertise that we all possess, both academic and professional staff.

Innovation is a key part of developing knowledge and failure is an unavoidable consequence sometimes. We should still strive to reduce the risk of failure wherever we can though by drawing on the collective knowledge available.

New processes should be explored for supporting innovation so that the best potential tools and pedagogical approaches can be used and risks minimised. They should be evidence based as far as possible but have the flexibility to allow for trail blazers. The potential impact of new tools and pedagogical approaches (in terms of transferablility, contribution to scholarship?) has to be a factor. A “beyond-the-pilot” mindframe is also needed for these kinds of projects, so that after successful testing there can be a clear pathway and resourcing for a move into a wider, production environment.

Flexibility is important in terms of what environments and tools are available for teaching and learning (and research – see even here I must admit that this has barely been on my radar) but there needs to be agreement and acceptance of what can and can’t be supported.

None of this is particularly “sexy” – it doesn’t lead to big flashy announceables or bragging rights at high level conferences and dinners but I think it is important for us all to work together more effectively and with greater understanding. There are always going to be all kinds of personalities in our organisations and some will be less helpful than others for no good reason but I still have to believe that the vast majority of us work in tertiary education because we believe in it.

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More thoughts on: “Digital is not the future – Hacking the institution from the inside” – Technology, practical solutions and further questions

Previously on Screenface.net:

I’ve been participating in an online “hack” looking at “Digital is not the future – Hacking the institution from the inside” with a number of other education designers/technologists.

hack-poster-3
It’s been pretty great.

I shared some thoughts and summarised some of the discussions tied to the issues we face in supporting and driving institutional change, working with organisational culture and our role as professional staff experts in education design and technology.

There’s still much to talk about. Technology and what we need it to do, practical solutions both in place and under consideration / on the wishlist, further questions and a few stray ideas that were generated along the way.

Technology: 

Unsurprisingly, technology was a significant part of our conversation about what we can do in the education support/design/tech realm to help shape the future of our institutions. The core ideas that came up included what we are using it for and how we sell and instill confidence in it in our clients – teachers, students and the executive.

The ubiquity and variety of educational technologies means that they can be employed in all areas of the teaching and learning experience. It’s not just being able to watch a recording of the lecture you missed or to take a formative online quiz; it’s signing up for a course, finding your way to class, joining a Spanish conversation group, checking for plagiarism, sharing notes, keeping an eye on at-risk students and so much more.

It’s a fine distinction but Ed Tech is bigger than just “teaching and learning” – it’s also about supporting the job of being a teacher or a learner. I pointed out that the recent “What works and why?” report from the OLT here in Australia gives a strong indication that the tools most highly valued by students are the ones that they can use to organise their studies.
Amber Thomas highlighted that “…better pedagogy isn’t the only quality driver. Students expect convenience and flexibility from their courses” and went on to state that “We need to use digital approaches to support extra-curricular opportunities and richer personal tracking. Our “TEL” tools can enable faster feedback loops and personalised notifications”

Even this is just the tip of the iceberg – it’s not just tools for replicating or improving analog practices – the technology that we support and the work we do offers opportunities for new practices. In some ways this links back closely to the other themes that have emerged – how we can shape the culture of the organisation and how we ensure that we are part of the conversation. A shift in pedagogical approaches and philosophies is a much larger thing that determining the best LMS to use. (But at its best, a shift to a new tool can be a great foot in the door to discussing new pedagogical approaches)

“It is reimagining the pedagogy and understanding the ‘new’ possibilities digital technologies offer to the learning experience where the core issue is” (Caroline Kuhn)

Lesley Gourlay made a compelling argument for us to not throw out the baby with the bathwater when it comes to technology by automatically assuming that tech is good and “analogue” practices are bad. (I’d like to assume that any decent Ed Designer/Tech knows this but it bears repeating and I’m sure we’ve all encountered “thought leaders” with this take on things).

“we can find ourselves collapsing into a form of ‘digital dualism’ which assumes a clear binary between digital and analogue / print-based practices (?)…I would argue there are two problems with this. First, that it suggests educational and social practice can be unproblematically categorised as one or the other of these, where from a sociomaterial perspective I would contend that the material / embodied, the print-based / verbal and the digital are in constant and complex interplay. Secondly, there perhaps is a related risk of falling into a ‘digital = student-centred, inherently better for all purposes’, versus ‘non-digital = retrograde, teacher-centred, indicative of resistance, in need of remediation’.” (Lesley Gourlay)

Another very common theme in the technology realm was the absolute importance of having reliable technology (as well as the right technology.)

“Make technology not failing* a priority. All technology fails sometime, but it fails too often in HE institutions. Cash registers in supermarkets almost never fail, because that would be way too much of a risk.” (Sonia Grussendorf)

When it comes to how technology is selected for the institution, a number of people picked up on the the tension between having it selected centrally vs by lecturers.

“Decentralize – allow staff to make their own technology (software and hardware) choices” (Peter Bryant)

Infrastructure is also important in supporting technologies (Alex Chapman)

Personally I think that there must be a happy medium. There are a lot of practical reasons that major tools and systems need to be selected, implemented, managed and supported centrally – integration with other systems, economies of scale, security, user experience, accessibility etc. At the same time we also have to ensure that we are best meeting the needs of students and academics in a host of different disciplines. and are able to support innovation and agility. (When it comes to the selection of any tool I think that there still needs to be a process in place to ensure that the tool meets the needs identified – including those of various institutional stakeholders – and can be implemented and supported properly.)

Finally, Andrew Dixon framed his VC elevator pitch in terms of a list of clear goals describing the student experience with technology which I found to be an effective way of crafting a compelling narrative (or set of narratives) for a busy VC. Here are the first few:

 

  1. They will never lose wifi signal on campus – their wifi will roam seemlessly with them
  2. They will have digital access to lecture notes before the lectures, so that they can annotate them during the lecture.
  3. They will also write down the time at which difficult sub-topics are explained in the lecture so that they can listen again to the captured lecture and compare it with their notes. (Andrew Dixon)

Some practical solutions

Scattered liberally amongst the discussions were descriptions of practical measures that people and institutions are putting in place. I’ll largely let what people said stand on its own – in some cases I’ve added my thoughts in italics afterwards. (Some of the solutions I think were a little more tongue in cheek – part of the fun of the discussion – but I’ll leave it to you to determine which)

Culture / organisation

Our legal team is developing a risk matrix for IT/compliance issues (me)

(We should identify our work) “not just as teaching enhancement but as core digital service delivery” (Amber Thomas)

“we should pitch ‘exposure therapy’ – come up with a whole programme that immerses teaching staff in educational technology, deny them the choice of “I want to do it the old fashioned way” so that they will realise the potential that technologies can have…” (Sonja Grussendorf)

“Lets look at recommendations from all “strategy development” consultations, do a map of the recommendations and see which ones always surface and are never tackled properly.” (Sheila MacNeill)

“Could this vision be something like this: a serendipitous hub of local, participatory, and interdisciplinary teaching and learning, a place of on-going, life-long engagement, where teaching and learning is tailored and curated according to the needs of users, local AND global, actual AND virtual, all underscored by data and analytics?” (Rainer Usselman)

“…build digital spaces to expand our reach and change the physical set up of our learning spaces to empower use of technology…enable more collaborative activities between disciplines” (Silke Lange)

“we need a centralised unit to support the transition and the evolution and persistence of the digital practice – putting the frontliners into forefront of the decision making. This unit requires champions throughout the institutions so that this is truly a peer-led initiative, and a flow of new blood through secondments. A unit that is actively engaging with practitioners and the strategic level of the university” (Peter Bryant)

In terms of metrics – “shift the focus from measuring contact time to more diverse evaluations of student engagement and student experience” (Silke Lange)
“Is there a metric that measures teaching excellence?… Should it be designed in such a way as to minimise gaming? … should we design metrics that are helpful and allow tools to be developed that support teaching quality enhancement?” (David Kernohan)  How do we define or measure teaching excellence?
“the other thing that we need to emphasise about learning analytics is that if it produces actionable insights then the point is to act on the insights” (Amber Thomas) – this needs to be built into the plan for collecting and dealing with the data.

Talking about the NSS (National student survey) – “One approach is to build feel-good factor and explain use of NSS to students. Students need to be supported in order to provide qualitative feedback” (David Kernohan)  (I’d suggest that feedback from students can be helpful but it needs to be weighted – I’ve seen FB posts from students discussing spite ratings)

“We should use the same metrics that the NSS will use at a more granular levels at the university to allow a more agile intervention to address any issues and learn from best practices. We need to allow flexibility for people to make changes during the year based on previous NSS” (Peter Bryant)

“Institutional structures need to be agile enough to facilitate action in real time on insights gained from data” (Rainer Usselmann) – in real time? What kind of action? What kind of insights? Seems optimistic

“Institutions need at the very least pockets of innovation /labs / discursive skunk works that have licence to fail, where it is safe to fail” (Rainer Usselmann)

“Teachers need more space to innovate their pedagogy and fail in safety” (Silke Lange)
“Is it unfair (or even unethical) to not give students the best possible learning experience that we can?…even if it was a matter of a control group receiving business-as-usual teaching while a test group got the new-and-improved model, aren’t we underserving the control group?” (me)

“I can share two examples from my own experiences
An institution who wanted to shift all their UG programmes from 3 year to 4 year degrees and to deliver an American style degree experience (UniMelb in the mid 2000s)

An institution who wanted to ensure that all degree programmes delivered employability outcomes and graduate attributes at a teaching, learning and assessment level

So those resulted in;
a) curriculum change
b) teaching practice change
c) assessment change
d) marketing change ” (Peter Bryant)

“One practical option that I’m thinking about is adjusting the types of research that academics can be permitted to do in their career path to include research into their own teaching practices. Action research.” (Me) I flagged this with our Associate Dean Education yesterday and was very happy to hear that she is currently working on a paper for an education focussed journal in her discipline and sees great value in supporting this activity in the college.

“I think policy is but one of the pillars that can reinforce organisational behaviour” (Peter Bryant)- yes, part of a carrot/stick approach, and sometimes we do need the stick. Peter also mentions budgets and strategies, I’d wonder if they don’t change behaviour but more support change already embarked upon.

Technology

“let’s court rich people and get some endowments. We can name the service accordingly: “kingmoneybags.universityhandle.ac.uk”. We do it with buildings, why not with services?” (Sonia Grussendorf) – selling naming rights for TELT systems just like buildings – intriguing

We need solid processes for evaluating and implementing Ed Tech and new practices (me)

Pedagogical

“Could creating more ‘tailored’ learning experiences, which better fit the specific needs and learning styles of each individual learner be part of the new pedagogic paradigm?” (Rainer Usselman) (big question though around how this might be supported in terms of workload

“At Coventry, we may be piloting designing your own degree” (Sylvester Arnab)
“The challenge comes in designing the modules so as to minimise prerequisites, or make them explicit in certain recommended pathways” (Christopher Fryer)
I went on to suggest that digital badges and tools such as MyCourseMap might help to support this model. Sylvester noted that he is aware that “these learning experiences, paths, patterns, plans have to be validated somehow” Learner convenience over pedagogy – or is it part of pedagogy in line with adult learning principles of self-efficacy and motivation. In a design your own degree course, how do we ensure that learners don’t just choose the easiest subjects – how do we avoid the trap of having learners think they know enough to choose wisely?

“digital might be able to help with time-shifting slots to increase flexibility with more distributed collaboration, flipped teaching, online assessment” (George Roberts)

 

“At UCL we are in the midst of an institution-wide pedagogic redesign through the Connected Curriculum. This is our framework for research-based education which will see every student engaging in research and enquiry from the very start of their programme until they graduate (and beyond). More at http://www.ucl.ac.uk/teaching-learning/connected-curriculum

The connected bit involves students making connections with each other, with researchers, beyond modules and programmes, across years of study, across different disciplines, with alumni, employers, and showcase their work to the wider world…

There is strong top-down support, but also a middle-out approach with faculties having CC fellows on part time secondments to plan how introduce and embed the CC in their discipline.

From a TEL perspective we need to provide a digital infrastructure to support all of this connectivity – big project just getting going. Requirements gathering has been challenging… And we’re also running workshops to help programme and module teams to design curricula that support research-based and connected learning.” (Fiona Strawbridge) – liking this a lot, embedding practice. What relationship do these fellows have with lecturers?

 

“I am imagining that my research, personal learning environment would fit perfect with this approach as I am thinking the PLE as a toolbox to do research. There is also a potential there to engage student in open practice, etc.” Caroline Kuhn

“There may be a “metapedagogy” around the use of the VLE as a proxy for knowledge management systems in some broad fields of employment: consultancy, financial services, engineering…” (George Roberts)  (which I’d tie to employability)

“We need to challenge the traditional model of teaching, namely didactic delivery of knowledge. The ways in which our learning spaces are currently designed -neat rows, whiteboard at front, affords specific behaviours in staff and students. At the moment virtual learning spaces replicate existing practices, rather than enabling a transformative learning experience. The way forward is to encourage a curricula founded on enquiry-based learning that utilise the digital space as professional practitioners would be expected to” (Silke Lange) – maybe but none of this describes where or how lecturers learn these new teaching skills. Do we need to figure out an evolutionary timeline to get to this place, where every year or semester, lecturers have to take one further step, add one new practice?

“Do not impose a pedagogy. Get rid of the curricula. Empower students to explore and to interact with one another. The role of the teacher is as expert, navigator, orienteer, editor, curator and contextualisor of the subject. Use heuristic, problem-based learning that is open and collaborative. Teach students why they need to learn” (Christopher Fryer)

 

This is but a cherry-picked selection of the ideas and actions that people raised in this hack but I think it gives a sense of some of the common themes that emerged and of the passion that people feel for our work in supporting innovation and good practices in our institutions.  I jotted down a number of stray ideas for further action in my own workplace as well as broader areas to investigate in the pursuit of my own research.

As always, the biggest question for me is that of how we move the ideas from the screen into practice.

Further questions

How are we defining pedagogical improvements – is it just strictly about teaching and learning principles (i.e. cognition, transfer etc) or is it broader – is the act of being a learner/teacher a part of this (and thus the “job” of being these people which includes a broader suite of tools) (me)

What if we can show how learning design/UX principles lead to better written papers by academics? – more value to them (secondary benefits) (me)

“how much extra resource is required to make really good use of technology, and where do we expect that resource to come from?” (Andrew Dixon)

Where will I put external factors like the TEF / NSS into my research? Is it still part of the organisation/institution? Because there are factors outside the institution like this that need to be considered – govt initiatives / laws / ???

Are MOOCs for recruitment? Marketing? (MOOCeting?)

“How do we demonstrate what we do will position the organisation more effectively? How do we make sure we stay in the conversation and not be relegated to simply providing services aligned with other people’s strategies” (arguably the latter is part of our job)
“How do we embed technology and innovative pedagogical practices within the strategic plans and processes at our institutions?” (Peter Bryant)

Further research

Psychology of academia and relationships between academic and professional staff. (Executive tends to come from academia)

“A useful way to categorise IT is according to benefits realisation. For each service offered, a benefits map should articulate why we are providing the service and how it benefits the university.” (See https://en.wikipedia.org/wiki/Benefits_realisation_management ) (Andrew Dixon)

Leadership and getting things done / implementing change, organisational change

How is organisational (particularly university) culture defined, formed and shaped?

Actor-network theory

Design research

Some ideas this generated for me

Instead of tech tool based workshops – or in addition at least – perhaps some learning theme based seminars/debates (with mini-presentations). Assessment / Deeper learning / Activities / Reflection

Innovation – can be an off-putting / scary term for academics with little faith in their own skills but it’s the buzzword of the day for leadership. How can we address this conflict? How can we even define innovation within the college?

What if we bring academics into a teaching and learning / Ed tech/design support team?

Telling the story of what we need by describing what it looks like and how students/academics use it in scenario / case study format offers a more engaging narrative

What is the role of professional bodies (E.g. unions like the NTEU) in these discussions?

Are well-off, “prestigious” universities the best places to try to innovate? Is there less of a driving urge, no pressing threat to survival? Perhaps this isn’t the best way to frame it – a better question to ask might be – if we’re so great, what should other universities be learning from us to improve their own practices? (And then, would we want to share that knowledge with our competitors)

“I was thinking about the power that could lie behind a social bookmarking tool when doing a dissertation, not only to be able to store and clasify a resource but also to share it with a group of likeminded researcher and also to see what other have found about the same topic.” (Caroline Kuhn) – kind of like sharing annotated bibliographies?

Bigger push for constructive alignment
I need to talk more about teaching and learning concepts in the college to be seen as the person that knows about it

In conclusion

I’d really like to thank the organisers of the Digital is not the future Hack for their efforts in bringing this all together and all of the people that participated and shared so many wonderful and varied perspectives and ideas. Conversation is still happening over there from what I can see and it’s well worth taking a look.

 

 

 

 

 

 

 

 

 

 

 

 

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Rethinking Ed Tech at our university

I mentioned a couple of weeks ago that I’ve embarked on some sort of ramshackle process of evaluating what we’re doing in terms of Ed. Tech and design with some of my fellow Ed Techs and Designers in the colleges and central team. This is with a view to finding ways to work together better, build relationships and ultimately make some recommendations to the high ups that may or not be acted upon. (At the very least I’m optimistic that people on the ground will communicate and collaborate better and with a renewed clarity)

In some ways, we’re racing the clock, as our VC has started his consultation tour as the first part of his review/reform/something process. Best case scenario is that we’ll be able to feed our findings/opinions/fervent wishes into his process and change might be kickstarted. Worst case is – well, let’s not think about that. Something with dragons and ice zombies or something.

So we had our second discussion today and were able to successfully identify six core themes with some attendant issues and questions to press on with for more in-depth investigation. The goal is to try to come up with something tangible for each theme every two weeks, through a combination of online and in person discussions. This will ideally give us a greater sense of what we’re about (I hate to use the term mission statement but perhaps something less aethereal) which will inform some revised terms of reference for our lower level parts of the ed. tech governance structure. (This is where I’m expecting the greatest resistance but who knows.)

These are the themes that we have arrived at. (If you feel that we’ve missed something or over-estimated the importance of something, please feel free to leave a comment.)

Language and philosophy/vision: 

Is it eLearning, blended learning, technology enhanced learning (and teaching), online learning or just plain old teaching and learning? Why? Are we about education innovation or education support? (It’s not simply about the language either – this can be quite political).

What are we ultimately trying to achieve for the learners, the academics, the university, etc?
Are there a set of key principles that guide us?

Best practice: 

How do we define, encourage and support best practices in teaching and learning? (And in other areas?) How can we best serve teachers and learners? Is it strictly about the cognitive, pedagogical aspects of teaching and learning or do other factors need to come in to the training and advice that we offer including accessibility, equity and pastoral care?

Influencing: 

What can we do as humble (yet expert) professional support staff to be listened to? How do we take a more substantive role in the decision making processes that directly affect us?

Communication and collaboration: 

What can we do between our various colleges and teams to work together more effectively and share our skills and knowledge? How can we support wider dissemination of ideas in the university and in the wider education design/technology community?

Transparency: 

What can we do to build better relationships between the colleges and central teams and to increase understanding of each other’s needs and obligations? Can we simplify the decision making process to streamline approvals for changes and new initiatives?

Governance:  

How can we make the elements of the existing governance structure work more effectively together and better utilise the resources available?

These are some sensitively phrased questions and ideas to get started – this process is going to be complicated by virtue of the range of different stakeholders with competing priorities and differences of opinion will be inevitable. My hope is that by keeping focus on the mutual benefits – and sticking to the discussion topics – progress will be made.

This is the padlet in progress – you should be able to add things but not change them.

[padlet key=’94wa3nemxbx0′ width=’100%’ height=’480′]

(I should mention that some of the themes were inspired/expanded by the discussions in the “Digital is not the future” hack – particularly the question of expertise)

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Thoughts on: “Digital is not the future – Hacking the institution from the inside” – how education support staff can bring change

One of the best things about my research and being part of a community of practice of education technologists/designers is that there are a lot of overlaps. While I’d hate to jump the gun, I think it’s pretty safe to say that harnessing the group wisdom of this community is going to be a core recommendation when it comes to looking for ways to better support Tech Enhanced Learning and Teaching practices in higher education.

So why not start now?

There’s a lively and active community of Ed Techs online (as you’d hope) and arguably we’re bad at our jobs if we’re not part of it. I saw an online “hack” event mentioned a couple of weeks ago – the “Digital is not the future – Hacking the institution from the inside” discussion/workshop/something and joined up.

hack-poster-3

There’s a homepage (that I only just discovered) and a Twitter hashtag #futurehappens (that I also wish I’d noticed) and then a Loomio discussion forum thing that most of the online action has been occurring in.

Just a side note on Loomio as a tool – some of the advanced functionality  (voting stuff) seems promising but the basics are a little poor. Following a discussion thread is quite difficult when you get separate displays for new posts that only include most of the topic heading and don’t preview the new response. (Either on screen or in the email digest). Biographical information about participants was also scant.

All the same, the discussions muddled along and there were some very interesting and thoughtful chats about a range of issues that I’ll hopefully do justice to here.

It’s a joint event organised by the London School of Economics (LSE) and the University of Arts, London (UAL) but open to all. Unsurprisingly then, most participants seem to be from the UK, so discussions were a little staggered. There was also an f2f event that generated a sudden surge of slightly decontextualised posts but there was still quite of bit of interest to come from that (for an outsider)

The “hack” – I have to use inverted commas because I feel silly using the term with a straight face but all power to the organisers and it’s their baby – was intended to examine the common issues Higher Ed institutions face in innovating teaching and learning practices, with a specific focus on technology.

The guiding principles are:

Rule 1: We are teaching and learning focused *and* institutionally committed
Rule 2: What we talk about here is institutionally/nationally agnostic
Rule 3: You are in the room with the decision makers. What we decide is critical to the future of our institutions. You are the institution
Rule 4: Despite the chatter, all the tech ‘works’ – the digital is here, we are digital institutions. Digital is not the innovation.
Rule 5: We are here to build not smash
Rule 6: You moan (rehearse systemic reasons why you can’t effect change – see Rule 3), you get no beer (wine, juice, love, peace, etc)

We have chosen 5 common scenarios which are often the catalyst for change in institutions. As we noted above, you are in the room with the new VC and you have 100 words in each of the scenarios below to effectively position what we do as a core part of the institution. Why is this going to make our institutional more successful/deliver the objectives/save my (the VCs) job? How do we demonstrate what we do will position the organisation effectively? How do we make sure we stay in the conversation and not be relegated to simply providing services aligned with other people’s strategies?

The scenarios on offer are below – they seemed to fall by the wayside fairly quickly as the conversation evolved but they did spark a range of different discussions.

Scenario 1
Strategic review of the institution and budget planning for 2020
Scenario 2
Institutional restructure because of a new VC
Scenario 3
Undertaking of an institution wide pedagogical redesign
Scenario 4
Responding to and implementing TEF
Scenario 5
Institutional response to poor NSS/student experience results

(It was assumed knowledge that TEF is the upcoming UK govt Teaching Excellence Framework – new quality standards – and the NSS is the National Student Survey – student satisfaction feedback largely.)

Discussions centred around what we as Ed. Designers/Techs need to do to “change the discourse and empower people like us to actively shape teaching and learning at our institutions”. Apart from the ubiquitous “more time and more money” issue that HE executives hear from everyone, several common themes emerged across the scenarios and other posts. Thoughts about university culture, our role as experts and technology consistently came to the fore. Within these could be found specific issues that need to be addressed and a number of practical (and impractical) solutions that are either in train or worth considering.

On top of this, I found a few questions worthy of further investigation as well as broader topics to pursue in my own PhD research.

I’m going to split this into a few posts because there was a lot of ground covered. This post will look at some of the common issues that were identified and the from there I will expand on some of the practical solutions that are being implemented or considered, additional questions that this event raised for me and a few other random ideas that it sparked.

Issues identified

There was broad consensus that we are in the midst of a period of potentially profound change in education due to the affordances offered by ICT and society’s evolving relationship with information and knowledge creation. As Education designers/technologists/consultants, many of us sit fairly low in the university decision making scheme of things but our day to day contact with lecturers and students (and emerging pedagogy and technology) give us a unique perspective on how things are and how they might/should be.

Ed Tech is being taken up in universities but we commonly see it used to replicate or at best augment long-standing practices in teaching and learning. Maybe this is an acceptable use but it is often a source of frustration to our “tribe” when we see opportunities to do so much more in evolving pedagogy.

Peter Bryant described it as “The problem of potential. The problem of resistance and acceptance” and went on to ask “what are the key messages, tools and strategies that put the digital in the heart of the conversation and not as a freak show, an uncritical duplication of institutional norms or a fringe activity of the tech savvy?”

So the most pressing issue – and the purpose of the hack itself – is what we can do (and how) to support and drive the change needed in our institutions. Change in our approach to the use of technology enhanced learning and teaching practices and perhaps even to our pedagogy itself.

Others disagreed that a pedagogical shift was always the answer. “I’m not sure what is broken about university teaching that needs fixing by improved pedagogy… however the economy, therefore the job market is broken I think… when I think about what my tools can do to support that situation, the answers feel different to the pedagogical lens” (Amber Thomas)

The very nature of how we define pedagogy arose tangentially a number of times – is it purely about practices related to the cognitive and knowledge building aspects of teaching and learning or might we extend it to include the ‘job’ of being a student or teacher? The logistical aspects of studying – accessing data, communication, administrivia and the other things that technology can be particularly helpful in making more convenient. I noted the recent OLT paper – What works and why? – that found that students and teachers valued these kinds of tools highly. Even if these activities aren’t the text-book definition of pedagogy, they are a key aspect of teaching and learning support and I’d argue that we should give them equal consideration.

Several other big-picture issues were identified – none with simple solutions but all things that must be taken into consideration if we hope to be a part of meaningful change.

  • The sheer practicality of institution wide change, with the many different needs of the various disciplines necessitates some customised solutions.
  • The purpose of universities and university education – tensions between the role of the university in facilitating research to extend human knowledge and the desire of many students to gain the skills and knowledge necessary for a career.
  • The very nature of teaching and learning work can and is changing – this needs to be acknowledged and accommodated. New skills are needed to create content and experiences and to make effective use of the host of new tools on offer. Students have changing expectations of access to information and their lecturers’ time, created by the reality of our networked world. These are particularly pointy issues when we consider the rise of casualisation in the employment of tutors and lecturers and the limits on the work that they are paid to do.

Three key themes emerged consistently across all of the discussion posts in terms of how we education support types (we really do need a better umbrella term) can be successful in the process of helping to drive change and innovation in our institutions. Institutional culture, our role as “experts” and technology. I’ll look at culture and expertise for now.

Culture

It was pretty well universally acknowledged that, more than policy or procedure or resourcing, the culture of the institution is at the heart of any successful innovations. Culture itself was a fairly broad set of topics though and these ranged across traditional/entrenched teaching and learning practices, how risk-averse or flexible/adaptable an institution is, how hierarchical it is and to what extent the ‘higher-ups’ are willing to listen to those on the ground, willingness to test assumptions, aspirational goals and strategy and change fatigue.

Some of the ideas and questions to emerge included:

  • How do we change the discourse from service (or tech support) to pedagogy?
  • “The real issue is that money, trust, support, connectedness and strategy all emanate from the top” (Peter Bryant)
  • “the prerequisite for change is an organisational culture that is discursive, open and honest. And there needs to be consensus about the centrality of user experience.” (Rainer Usselmann)
  • “We need to review our decision making models and empower agility through more experimentation” (Silke Lange) – My take on this – probably true but perhaps not the right thing to say to the executive presumably, with the implication that they’re currently making poor decisions. Perhaps we can frame this more in terms of a commitment to continuous improvement, then we might be able to remove the sense of judgement about current practices and decision makers? 
  • “we will reduce the gap between the VC and our students… the VC will engage with students in the design of the organisation so it reflects their needs. This can filter down to encourage students and staff to co-design courses and structures, with two way communication” (Steve Rowett)
  • “In the private (start-up) sector, change is all you know. Iterate, pivot or perservere before you run out of money.That is the ‘Lean Start-up’ mantra… create a culture and climate where it is expected and ingrained behaviour then you constantly test assumptions and hypotheses” (Rainer Usselman)
  • “Theoretical and practical evidence is important for creating rationale and narratives to justify the strategy” (Peter Bryant) – I agree, we need to use a research-led approach to speak to senior academic execs

While change and continuous improvement is important, in many places it has come to be almost synonymous with management. And not always good management – sometimes just management for the sake of appearing to be doing things. It’s also not just about internal management – changes in government and government policy or discipline practices can all necessitate change.

One poster described how change fatigued lecturers came to respond to an ongoing stream of innovations relating to teaching and learning practice coming down from on-high.

I don’t think anyone will be surprised to hear that staff got very good at re-describing their existing, successful practice in whatever the language of the week was.

Culture is arguably the hardest thing to change in an organisation because there are so many different perspectives of it held by so many different stakeholders. The culture is essentially the philosophy of the place and it will shape the kinds of policy that determine willingness to accept risk, open communication, transparency and reflection – some of the things needed to truly cultivate change.

Experts

Our status (as education designers/technologists/support with expertise) in the institution and the extent to which we are listened to (and heard) was seen as another major factor in our ability to support and drive innovation.

There were two key debates in this theme: how we define/describe ourselves and what we do and how we should best work with academics and the university.

Several people noted the difference between education designers and education technologists.

“Educational developers cannot be ignorant of educational technologies any more than Learning Technologists can be ignorant of basic HE issues (feedback, assessment, teaching practices, course design, curriculum development etc).”

Perhaps it says something about my personal philosophy or the fact that I’ve always worked in small multi-skilled teams but the idea that one might be able to responsibly recommend and support tools without an understanding of teaching and learning practice seems unthinkable. This was part of a much larger discussion of whether we should even be talking in terms of eLearning any more or just trying to normalise it so that it is all just teaching and learning. Valid points were made on both sides

“Any organisational distinction between Learning & Teaching and eLearning / Learning Technology is monstrous. Our goal should be to make eLearning so ubiquitous that as a word it becomes obsolete.” (SonJa Grussendorf)

” I also think that naming something, creating a new category, serves a political end, making it visible in a way that it might not be otherwise.” (Martin Oliver)

“it delineates a work area, an approach, a mindset even…Learning technology is not a separate, secondary consideration, or it shouldn’t be, or most strongly: it shouldn’t be optional.” (Sonja Grussendorf)

There was also an interesting point made that virtually nobody talks about e-commerce any more, it’s just a normal (and sometimes expected) way of doing business now.

For me, the most important thing is the perception of the people that I am working with directly – the lecturers. While there is a core of early adopters and envelope pushers who like to know that they have someone that speaks their language and will entertain their more “out-there” ideas when it comes to ed tech and teaching practices, many more just want to go about the business of teaching with the new learning tools that we have available.

As the Education Innovation Office or as a learning technologist, I’m kind of the helpdesk guy for the LMS and other things. Neither of these sets of people necessarily think of me in terms of broader educational design (that might or might not be enhanced with Ed Tech). So I’ve been thinking a lot lately about rebranding to something more like Education Support or Education Excellence. (I’ve heard whispers of a Teaching Eminence project in the wind – though I haven’t yet been involved in any discussions)

But here’s the kicker – education technology and innovation isn’t just about better teaching and learning. For the college or the university, it’s an opportunity to demonstrate that yes, we are keeping up with the Joneses, we are progressive, we are thought leaders. We do have projects that can be used to excite our prospective students, industry partners, alumni, government and benefactors. So on this level, keeping  “innovation” or  “technology” in a title is far more important. So, pragmatically, if it can help me to further the work that I’m doing by being connected to the “exciting” parts of university activity, it would seem crazy not to.

There was some debate about whether our role is to push, lead or guide new practice. I think this was largely centred on differences of opinion on approaches to working with academics.  As I’ve mentioned, my personal approach is about understanding their specific teaching needs (removing technology from the conversation where possible) and recommending the best solutions (tech and pedagogic). Other people felt that as the local “experts”, we have a responsibility to push new innovations for the good for the organisation.

“Personally I’m not shy about having at least some expertise and if our places of work claim to be educational institutions then we have a right to attempt to make that the case… It’s part of our responsibility to challenge expectations and improve practices as well” (David White)

“we should pitch ‘exposure therapy’ – come up with a whole programme that immerses teaching staff in educational technology, deny them the choice of “I want to do it the old fashioned way” so that they will realise the potential that technologies can have in changing not only, say, the speed and convenience of delivery of materials (dropbox model), but can actually change their teaching practice.” (Sonja Grussendorf)

I do have a handful of personal Ed tech hobby horses that the College hasn’t yet taken an interest in (digital badges, ePortfolios, gamification) that I have advocated with minimal success and I have to concede that I think this is largely because I didn’t link these effectively enough to teaching and learning needs. Other participants held similar views.

Don’t force people to use the lift – convince them of the advantages, or better still let their colleagues convince them. (Andrew Dixon)

A final thought that these discussions triggered in me – though I didn’t particularly raise it on the board – came from the elephant in the room that while we might be the “experts” – or at least have expertise worth heeding – we are here having this discussion because we feel that our advice isn’t always listened to.

Is this possibly due to an academic / professional staff divide? Universities exist for research and teaching and these are the things most highly valued – understandably. Nobody will deny that a university couldn’t function in the day to day without the work of professional staff but perhaps there is a hierarchy/class system in which some opinions inherently carry less weight. Not all opinions, of course – academics will gladly accept the advice of the HR person about their leave allocation or the IT person in setting up their computer – but when we move into the territory of teaching and learning, scholarship if you like, perhaps there is an almost unconscious disconnect occurring.

I don’t say this with any particular judgement and I don’t even know if it’s true – my PhD supervisor was aghast when I suggested it to her – but everyone has unconscious biases and maybe this is one of them.

Just a thought anyway but I’d really like to hear your thoughts on this or anything else that I’ve covered in this post.

Next time, on Screenface.net – the role of technology in shaping change and some practical ideas for action.