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Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
Strategic Thinking About eLearning
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Strategic Thinking About eLearning

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2010 ETUG Spring Workshop Keynote by Tony Bates

2010 ETUG Spring Workshop Keynote by Tony Bates

Published in: Education, Business, Technology
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  • 1. STRATEGIC THINKING ABOUT E-LEARNING Tony Bates Wednesday, June 9, 2010
  • 2. THE STUDY Topic: the strategic management of digital technologies in universities and colleges co-author, Albert Sangra; spring 2011; Jossey-Bass 11 case studies: five in North America, six in Europe Wednesday, June 9, 2010
  • 3. THE CASES North America Europe Virginia Tech University a Coruña University of Central University of Alicante Florida University Rovira i Virgili UBC University of Milan SAIT Open University of Catalonia Collège Boréal Open University of Portugal Wednesday, June 9, 2010
  • 4. THE TOPICS Why universities and colleges must change Developments in technology Measuring technology integration Leadership and strategy Organization structures Quality assurance Resources, money and decision-making Barriers to change Building a 21st century university or college Executive summary Wednesday, June 9, 2010
  • 5. KEY RESULTS Main goals for technology (Bates/ Sangra): • increase flexibility of access for diverse student body • increase personalization of learning and interaction • develop 21st century skills • increase cost-effectiveness (better services; lower cost) Wednesday, June 9, 2010
  • 6. KEY RESULTS Main goals for technology (case studies, campus-based institutions): • digitalize administrative services • enhance quality of classroom teaching Goals too conservative and not measurable First question: reinforce classroom model, or new models, especially hybrid? Wednesday, June 9, 2010
  • 7. KEY RESULTS Instructors in most institutions were not adequately prepared to teach well (with or without technology) Academic administrators in most institutions were not adequately prepared to make good decisions about technology Training of all instructors in teaching should be systematic and compulsory (especially in universities) Administrators on appointment need special orientation for technology decision making Wednesday, June 9, 2010
  • 8. KEY RESULTS Second question: (a) should there be formal accreditation in teaching for all instructors in post-secondary education (b) what do academic administrators need to know about technology? Wednesday, June 9, 2010
  • 9. KEY RESULTS No institution knew the real cost of e-learning Accounting/budget processes do not capture ‘true’ technology costs in teaching Increased spending on learning technology support units Few institutions knew where the money would come from Unintended consequences: larger classes, more contract instructors, increased faculty workload Important to replace activities (or increase revenues) Wednesday, June 9, 2010
  • 10. KEY RESULTS Third question: how to evaluate the investment in e-learning? Wednesday, June 9, 2010
  • 11. RESULTS IN CONTEXT technology only one aspect of management; and new management is messy (Mintzberg) administrators were doing their best good technology management at UBC, Virginia Tech, University of Central Florida, OU of Catalonia organizational culture: fear of managerialism Wednesday, June 9, 2010
  • 12. CONCLUSIONS overall lack of innovation at an institutional level everywhere in most institutions, technology used to reinforce the ‘industrial’ fixed time/place classroom model lack of new models for combining digital/face-to-face learning to: meet 21st century competencies and skills increase flexibility for a very diverse student body Wednesday, June 9, 2010
  • 13. CONCLUSIONS if you believe quality of classroom teaching is generally good, no problem if you believe teaching needs to change to meet new needs and contexts, then intelligent use of technology essential institutions need to set ‘innovation in teaching’ as strategic goal - and reward it Wednesday, June 9, 2010
  • 14. THREE QUESTIONS Should technology be used to reinforce the current classroom model, or should it be used for radical change in how teaching and learning are delivered? Should it be a requirement for all faculty and instructors in post-secondary education to have formally accredited training in teaching before they are allowed to teach? And what do senior administrators need to know about technology? How can we evaluate the investment we are making in e- learning (especially as we don't track costs or benefits)? Wednesday, June 9, 2010
  • 15. CURRICULUM FOR INSTRUCTORS epistemology and learning theories biological basis of learning design of teaching learning technologies + electives (research in teaching, cultural issues, etc.) all embedded in project work Wednesday, June 9, 2010
  • 16. ORIENTATION FOR ADMINISTRATORS questions to ask about technology proposals/issues know institution’s key goals/objectives briefing on roles and operation of units that support technology applications, by directors of units key technologies in use and possible new developments IP, security and privacy issues readings on management of technology in HE site visits to ‘best practice’ institutions Wednesday, June 9, 2010

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