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This is a presentation given to the 2013 ACODE Learning Technologies Leadership Institute
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Leading and managing change in using learning technologies
Professor Shirley AlexanderDeputy Vice-Chancellor (Teaching, Learning and Equity)University of Technology, Sydney @SAlexander_UTS
Some approaches…
Leading change• Looking in• Looking out• Looking back• Looking forward
Managing change• Technocracy
vs• Dynamism
• Lasorda’s Law
Technocracy• the “one best way” • bring the experts together, establish
standards, impose a single set of values• technocrats celebrate their own
knowledge and hoard their expertise• vision is a combination of excitement and
fear – with the reassurance that some authority will make everything alright
• maintenance of belief that society can be effectively managed through effective leadership and expertise
• require beaurocracies to organise and run them.
• also often have the power to veto member’s ideas
Postrel, V. (1998) The Future and its Enemies: The Growing Conflict Over Creativity, Enterprise, and Progress, Free Press: New York.
Dynamists:
• Planning not needed – solution emerges from the interaction of all the individuals
• Draw on biological metaphors, variety, experiment, feedback and adaptation
• Central value is learning – an open-ended process• Emphasise progress can happen with free
experimentation and learning• Have room for a wide range of enterprises• Believe that we learn from choice, competition and
criticism• View eccentricity and criticism as part of trial and error
learning• Let many different ideas compete and co-exist• Have strong opinions about the best way to do things but
realise they may be wrong• Accept that what is best for one may not be for another• Moral vision emphasises individual flourishing • Happiness is freedom to learn, to stretch ourselves, to try
new things
Postrel, V. (1998) The Future and its Enemies: The Growing Conflict Over Creativity, Enterprise, and Progress, Free Press: New York.
• “We look for feedback loops rather than a central planning and directing body” (eg ants follow scent emitted by ants who have found food, birds fly in v formation with no particular leader)
• Self-organising systems get down to the fundamental principles and continually self-organise around those.
• Need a vision, turn into goals into broad, simple, well-understood principles that allow people to make decisions without micro-management.
Postrel, V. (1998) The Future and its Enemies: The Growing Conflict Over Creativity, Enterprise, and Progress, Free Press: New York.
Who are the learners?
How to design the curriculum?
Which learning spaces support
curriculum and
technologies?spaces
Which technologies support
aims?
What students want
•Engaging, interactive F2F classes + podcasts of them•More F2F time with academics•More feedback (+faster turnaround)•When casual academics are employed, they should be paid more (to attend all classes etc)•Faster turnaround on email and UTSOnline (Bb) questions•Bring back office hours
Classroom audits
Weekly comparison shows that attendance decreases slightly each week over the course of the semester (approx average of 3% per week)
Credit: DEGW
Learning spaces: importance to students (2007)
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Learning spaces: student perception of performance (2007)
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Learning spaces: importance vs. performance
3.5
3.5
Performance
Imp
ort
ance
(4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas
(4.5, 3.4) There are adequate spaces on campus for me to work with other students on group assignments
(4.4, 3.3) There are sufficient quiet places to study on campus
(3.9, 3.4) There are sufficient spaces for me
to use my laptop on campus
Low
Low
High
High
2007
2008 student photo diaries
Student Feedback: Informal space that does not work well
• The area outside the computer labs at building 5.
Reasons:- Too noisy (during the day)- Bad lighting.. Really bad lighting- Not suitable for serious study or
undisturbed discussions (during peak hours)
- However it is a good quite place to study alone for the night.
BadBuilding 2 level 4 Atrium
• This whole building creates a very dark feel to it, due to the lack of lighting and use
of dull colours
• Also the space in the middle as shown isn't utilised properly, engineering
students don’t have many places to study . Some tables and couches could be placed
there to utilise the open space
Who are the learners?
How to design the curriculum?
Which learning spaces support
curriculum and
technologies?spaces
Which technologies support
aims?
The UTS model of learning
1. An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education
2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece
3. Learning which is research-inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
Integrated exposure to professional
practice
• Work-based learning• Work integrated learning
– Internships– Practicum etc
• Volunteer activity, Shopfront projects etc
• Field trips - real and virtual• Simulation and role plays -
in class or online• Problem-based or issues-
based approaches• Multi-media case studies -
including student produced work
• Guest lectures or podcasts by professionals
Aut
hent
ici ty
at work site
at uni
Who are the learners?
How to design the curriculum?
Which learning spaces support
curriculum and
technologies?spaces
Which technologies support
aims?
http://www.review-edu.com/
http://spark.uts.edu.au/
Who are the learners?
How to design the curriculum?
Which learning spaces support
curriculum and
technologies?
Which technologies support
aims?
Creating a Sticky Campus
Example outcomes
8/18/10
8/18/10
Credit: Anna Zhu
Credit: Anna Zhu
Learning spaces: importance vs. performance
3.5
3.5
Performance
Imp
ort
ance
(4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas
(4.5, 3.4) There are adequate spaces on campus for me to work with other students on group assignments
(4.4, 3.3) There are sufficient quiet places to study on campus
(3.9, 3.4) There are sufficient spaces for me
to use my laptop on campus
Low
Low
High
High
2007
2012
(4.28, 4.0) My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas
(4.1, 3.7) There are adequate spaces on campus for me to work with other students on group assignments
(4.1, 4.1) There are sufficient quiet places to study on campus
(3.9, 3.8) There are sufficient spaces for me
to use my laptop on campus
DR CHAU CHAK WING BUILDINGEAST ELEVATION
⬆cost of higher education
⬇Govt funding? Is the investment worth it
disaggregation
Things take longer to happen than you think they will and then …
they happen faster than you think they could.
Larry Summers
Former President, Harvard
LEARNING 2014 Learning2014
supporting innovation in the design of learning
making sensetestingaction receiving
feedback
reflect
questions
accessingideas
content
learninggoals
LEARNING 2014
flipped learning
LEARNING 2014
remote laboratories
LEARNING 2014
simulations
$
access to information and resourcesLearning2014 website
case studies
videos
downloadable resources
Learning2014 seminar series
Future Learning Fellows
test out new approaches
Learning2014 grants
Communities of Practice
flipped learning
OER
inquiry-based learning
Future Learning Fellows
Receive feedback
Social media
Student feedback
Peer review
reflect
blogs
Learning2020
Learning2020 projects• a more nuanced timetabling system
• change in workload models
• salary scales
• appellation - ‘Lecturer’ ‘Senior Lecturer’?
• student expectations
• credit recognition
Complementary projects• Systematic embedding of graduate attributes
• Data analytics
• Assessment review
http://www.uts.edu.au/research-and-teaching/teaching-and-learning/learning2014/overview
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