Implementing the strategy
description
Transcript of Implementing the strategy
Oxford Centre for Staff and Learning Development
Oxford Centre for Staff and Learning Development
individual
departmental
institutional
Implementing the strategy
Oxford Centre for Staff and Learning Development Just another brick in the wall?
Deans not involved
HoDs not involved
No Targets
Lack of recognition and reward
Lack of strategic vision
No money
semesterisationPortfolio reviewInitiative
overload?
Federated structure
Local cultures
Dispersed support services
Local needs
Semi-autonomous schools
Oxford Centre for Staff and Learning Development Understanding the context
Weaknesses
Strategic direction & vision
Recognition and reward
Deans not involved
Ambiguous targets
Strengths
Brookes Virtual & WebCT
Energetic innovators
Pockets of good practice
Existing eL strategy
Opportunities
HR Strategy
SD planning & PDR process
Funding
Threats
Review of course portfolio
Semesterization
Oxford Centre for Staff and Learning Development Implementing the strategy
• Harness the energy of our innovators to drive change forward
• Make senior managers aware of the groundswell of energy and good practice already occurring
• Involve all stakeholders in the continuing process of (re)defining an appropriate strategic direction for e-learning at Brookes.
Oxford Centre for Staff and Learning Development Managing educational change
Caldwell, B. & Spinks, J. (1988) The Self-Managing School, London, Falmer Press.
Goal setting
Policy making
Evaluation
PlanningImplementing
Budgeting
Oxford Centre for Staff and Learning Development Implementing E-learning @ Brookes
E-learning strategy
Learning
Technologists
& E-learning Champions
School strategies
School supported projects
Research & evaluation
Course design intensive
Partnerships in PracticeBusiness Team Challenge
Modes of engagement
Exemplar database
SD/HR funding
Annual monitoring & updating
Targeted staff development
PGDip Embedding Learning Technology module
Oxford Centre for Staff and Learning Development Understanding your context
Take time to do a SWOT analysis of your own e-learning context
Note• some of the bricks in your
University’s wall(s)• some of the levers available to you
for breaking open those walls
Oxford Centre for Staff and Learning Development E-learning Champions
• Write an e-learning strategy for their school
• Identify local areas of action
• Manage the learning technologist [in almost all cases] and use that person’s time and skill to shape school actions
• Consider staff development needs for the school using a cascade model
Oxford Centre for Staff and Learning Development
Advantages
• raises the profile • local power base• owned, local and relevant
eL strategies• recognized longstanding
activity and rewarded success
• a named group for dissemination and up-skilling
• the skills, interests and time allocated vary
• there is no central resource
• objection to the name• lack of a support group
Disadvantages
Oxford Centre for Staff and Learning Development Learning Technologists
• Job description and person spec
• JISC/ALT funded project on accrediting learning technologists
• Tiny amount of HR strategy funds
• Learning technologists forum
• Audit of current e-learning operation
• Exemplar showcase
Oxford Centre for Staff and Learning Development School strategies
• Template to aid strategic thinking and develop action plan
• Covering memo explaining why
• Linked to staff development planning process
• Linked to LT&A strategy
• Promoted discussion and debate
• Short turnaround time
Oxford Centre for Staff and Learning Development
Mode 1 – baseline course administration and learner support (e-LearningStrategy Action 6a)
Baseline course administration and learner support (chosen from thefollowing): use web to distribute course information and carry out courseadministration, e.g. aims and objectives, assessment criteria/proformas, pastexam questions and model answers/assessment sheets, timetablingannouncements, reading lists, tutor contact details, course evaluation tools,FAQs, additional web resources, links to field level resources, course/modulehandbook, lecture notes.
Mode 2 – blended learning leading to significant enhancements to learning andteaching processes
Communication Assessment and feedback
Provide improved tutor-student,student-student communications,mainly using discussion boards oremail. Enable students, especiallyin disparate groupings andlocations, to exchange information,ask questions and discuss issuesrelating to the course.
Provide improved feedback tostudents on their learning viacomputer assisted assessment foreither formative (self-assessmentand monitoring of progress) orsummative (examination andgrading) purposes or both. Mayinvolve electronic setting,submission and return of studentassignments using digital artefactsand proformas where objectivetesting inappropriate.
Collaboration Quality learning material
Provide a platform for collaborativestudent projects, involving sharedresponsibility for resources andoutcomes. Students usecommunication tools and shareddirectory to collaborate on taskprocesses and outcomes.
Develop flexible access to highquality, reusable learning content,which may include structuredgateways to web and otherresources with accompanying self-paced independent learningactivities, interactive tutorials withfeedback, simulations, study andlearning skills resources andactivities fostering independentlearning.
Mode 3 – on-line course/module
Develop course/module primarily on-line, incorporating all or most of theabove, for flexible delivery, allowing learners to learn at times and places oftheir choosing. Likely to include learning materials, communication betweentutor and students, assessment and monitoring of progress, learner supportand course administration.
Mode 1: baseline admin and support
Mode 2: Blended learning
Mode 3: Fully online/flexible
Oxford Centre for Staff and Learning Development School supported projects
• Business school - diagnostic testing of large, first year cohorts to improve module selection & team challenge
• School of Health & Social Care - to enhance two very large multi-professional courses with online activities
• Technology - to introduce large scale CAA for formative feedback and diagnosis
• Theology - to convert paper-based DL MA to online
Oxford Centre for Staff and Learning Development Targeted staff development
• The course (re)design intensive
• On-demand in response to specific needs
• Course teams involving learning technologists, teaching fellows and administrators
Oxford Centre for Staff and Learning Development
Planning tools
• Blue skies checklist
• Risk analysis template
• Critical friend prompts
• Storyboarding
Oxford Centre for Staff and Learning Development Storyboarding
Oxford Centre for Staff and Learning Development Monitoring and evaluation
• Annual cycle of revisiting school strategies linked to school staff development plans
• Annual interviews with e-learning champions
• Support in designing, conducting and analysing course evaluations, e.g.
• Focus groups with Business Team Challenge students
• Interviews with PiP staff and analysis of student feedback
• JISC learner experience scoping study
Oxford Centre for Staff and Learning Development Summary of benefits
• Schools thinking more clearly about how to use e-learning
• Stimulating the growth in the use of the Brookes Virtual Learning Environment (WebCT) from fewer than 250 learners in 2002, to nearly 15,000 today
• E-learning activists now working on key ‘school supported’ initiatives
• Enabled us to reach and involve parts of the uni who have been difficult to engage before
• Made explicit effective staff development
Oxford Centre for Staff and Learning Development What have we learnt?
Find opportunities to work with academics earlier
Work in wider (no – wider!) course teams
Use setting of absolute targets wisely
Allow for lumpy development e.g. through schools setting their own agendas
Take the support of individuals and their career development seriously
Use developers time in targeted staff development.
Find some from inside or outside the institution
Oxford Centre for Staff and Learning Development Revised E-learning strategy (2005-8)
Supporting e–learning
through curriculum design and
development
Developing, enabling and
valuing e–Learning
practitioners
Improving and
expanding environments for e–learning
Researching and
evaluating e–learning
aims to apply Learning Technology to the provision of flexible, active, collaborative and professionally authentic learning
5 key projects
Widening participation and creating effective e–
learning partnerships
Oxford Centre for Staff and Learning Development
Dr. Rhona SharpeOxford Centre for Staff and Learning Development
Oxford Brookes University