itc 15 december 2005
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ITC 15 December 2005. Anne Forster The University of Sydney. Overview. Introduction and Definitions: a common language 1. Why change? The organisational context: 2. Changing roles and processes of staff 3. The learning experience 4. Designing the physical and virtual learning environment - PowerPoint PPT PresentationTRANSCRIPT
Dec 2005Anne Forster ITC,vid con
ITC 15 December 200515 December 2005 Anne Forster The University of Sydney
Dec 2005Anne Forster ITC,vid con
Overview Introduction and Definitions: a common language
1. Why change? The organisational context: 2. Changing roles and processes of staff 3. The learning experience 4. Designing the physical and virtual learning
environment
Questions from ITC audience to Anne/members of the ITC panel
Dec 2005Anne Forster ITC,vid con
Three key points
The student experience not technology
Inter-professional team approach Designing the learning
environments: preserving your core values
Dec 2005Anne Forster ITC,vid con
Definitions: a continuum
Face to face to fully on-line/distance Getting the mixture right: Flexible
learning, blended learning Bolt on, Enhance, Replace Efficiency and effectiveness: Leverage
for scale and reach Pedagogical creativity, new learning
approaches
f2f blended online
Dec 2005Anne Forster ITC,vid con
Declining public funding Increased demand MDGs Innovation
Creativity Independence
Technology AccessInformation society
Why change? Crisis, evolution, opportunity?
Dec 2005Anne Forster ITC,vid con
What is driving the change to e-Learning at ITC?
Dec 2005Anne Forster ITC,vid con
Part 1
1. Why change? The organisational context
Dec 2005Anne Forster ITC,vid con
Sydney: a research intensive university
Established 1850 Total staff5577 Students 46,194 Faculties 17 Top research funding First preference for students & staff Campus based, moving to graduate
entry professional degrees
Dec 2005Anne Forster ITC,vid con
Drivers of Change
Need to diversify sources of revenue: • Govt: <20% of core• Research funding allocation • Student fees: Postgraduate coursework
& International Growth in global professional markets Competitive environment: innovation,
business models, partnerships Quality assurance and brand
positioning
Dec 2005Anne Forster ITC,vid con
Moving to Blended Learning: The process of innovation
Breaking down the barriers:• Isolation, time, communication
The team approach• Social, energising, productive• Generating ideas, fast moving
Scenario building Project and business planning Instructional design Interdisciplinary studies
Dec 2005Anne Forster ITC,vid con
Generating new knowledge Architecture: the age dimension Challenging the silos: Perspectives of non-
architects Collaborative knowledge building What does this whole area look like? Craft some question sequences
• How does architecture aid health, safety, community and well-being of the elderly?
• How do architects “see” from the perspective of the aged?
• How do other cultures design for living till old?
Dec 2005Anne Forster ITC,vid con
Strategic goals
CreativityCapacity andCommunity
Staff, skills and roles
Management processes
Tools and methods
Dec 2005Anne Forster ITC,vid con
When cultures clash
Students: the net gen, mobile, working Staff: fixed habits, preferences, lack of skills, don’t like
working in teams, barriers to change;
Research: Autonomy and independence Education: Public service, mission
High growth: • More teaching, less research?• Higher revenues, higher impact?• The institution or the department? • More talent or leverage the talent?
Dec 2005Anne Forster ITC,vid con
Resistance
Discipline based silos The physical structure of the campus Interpersonal differences, uncertainty and
fear of change Intra and inter-professional rivalries Different conceptual approaches and
models of learning Lack of education and training about
collaboration and potential benefits of alternative delivery models
Power, income and status differences
Dec 2005Anne Forster ITC,vid con
What would inhibit change at ITC?
Dec 2005Anne Forster ITC,vid con
2. Changing roles and processes of staff
Dec 2005Anne Forster ITC,vid con
Disaggregation and roles in HE (see eg Ford et al 1996) Academic staff
Researcher/teacher/administrator/ Counsellor/manager/assessor/author Technologist/consultant/ entrepreneur
Para-academics Counsellors, librarians, instructional
designers, IT and media specialists Senior university managers
Dec 2005Anne Forster ITC,vid con
The costs of a quality learning environment Opportunity analysis: business
development, planning Course development: writers,
designers, producers, project managers Course production: programmers, web
specialists Instruction: online and physical
academic, interaction and assessment Staff training and professional
development
Dec 2005Anne Forster ITC,vid con
The costs of a quality learning environment Marketing and promotion: distribution
agents, collateral, recruitment and processing
Maintenance: liaison, relationship management, monitoring.
Quality management: evaluation and continuous improvement
Technology infrastructure: platform, applications, system support, 24 x 7 help desk, communications
Dec 2005Anne Forster ITC,vid con
Mod
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The value chain
Graduation/ CRM
Community Building
Support/ AdminFinancial
ManagementIT Systems
Management Strategy
FacultyPlanning
Quality Systems
Infrastructure
RecruitmentInformation &
AdviceMarketing &
ResearchCustomer/
Sales
Assessment
InteractionActivities
Curriculum
Product Identification
Initiation
Design
Development
Production
Delivery
Course & Resources Development Process
Teaching & Learning Process
Business & Support Process
Lifelong learning Process
Professional Development
Alumni
New Business Management
Dec 2005Anne Forster ITC,vid con
Regarding the course as a business venture The University’s Brand Professional management, demands
commercial expertise as well as academic Up-front funding needed to develop for
distributed delivery Risky investments Critical success factors
• High quality service levels for students• Design for scale and distribution• Marketing the key
Dec 2005Anne Forster ITC,vid con
Investment funds management
Rigorous business plan preparation Binding agreements to pursue
targets Up-front funds provided as high
risk equity investment Returns expected Innovative funding support as
secured loans
Dec 2005Anne Forster ITC,vid con
A University-wide approach to innovation
Inter-professional: realisation of full scope of practice
Informed by research: evidence -based practice
Integrated e-learning delivery
Incremental development enabling cross-faculty electives, repurposing
Sharing services, pooling resources
Dec 2005Anne Forster ITC,vid con
Who are your target communities and what are their characteristics?
Dec 2005Anne Forster ITC,vid con
Designing the physical and virtual learning environment
Dec 2005Anne Forster ITC,vid con
The learner What do we know about who our learners are? What does he/she need to know? How does he/she prefer to learn? What context will he/she learn in? How will he/she know the benefits gained from the
experience?
Dec 2005Anne Forster ITC,vid con
Designing what the learner does Regarding the course as an experience
Learning is a social experience and integrated with living and community
Learning requires engagement and motivation
Learning happens in the learner’s place with available resources
Dec 2005Anne Forster ITC,vid con
Emerging tools Enable instant publication and collaboration (blogs
and wikis)
Web conferencing and communication tools using video and audio facilitate communities of interest
Open content and open source
Designing for the future Levels of access
Dec 2005Anne Forster ITC,vid con
Planning process
TARGET
ALIGN
DESIGN
CONNECT
Learners
Institution
Environment
Infrastructure
Dec 2005Anne Forster ITC,vid con
Mod
el a
dapt
ed fr
om S
tand
ing
Ston
es 2
000
The learner’sexperience
Graduation/ CRM
Community Building
Support/ AdminFinancial
ManagementIT Systems
Management Strategy
FacultyPlanning
Quality Systems
Infrastructure
RecruitmentInformation &
AdviceMarketing &
ResearchCustomer/
Sales
Assessment
InteractionActivities
Curriculum
Product Identification
Initiation
Design
Development
Production
Delivery
Course & Resources Development Process
Teaching & Learning Process
Business & Support Process
Lifelong learning Process
Professional Development
Alumni
New Business Management
Dec 2005Anne Forster ITC,vid con
What core values of your current teaching/delivery model must be preserved?
Dec 2005Anne Forster ITC,vid con
What are the opportunities for creativity and innovation?