HOW MIGHT CURRENT AND FUTURE TRENDS IN TECHNOLOGY AFFECT LEADERSHIP AT DMU
THE PLAN <ul><li>Your role and aspirations </li></ul><ul><li>Some technology trends </li></ul><ul><li>The case of Technolo...
What are you planning to do? Current technology Future technology Current activity Business-as-usual Adaptation: Planning ...
<ul><li>How does technology impact your leadership role? </li></ul><ul><li>What are your aspirations for your use of techn...
How will Current and Future Trends in Information Technology Impact DMU?
Background <ul><li>Economic and Higher Education context </li></ul><ul><li>Rapidly changing technology and vendor landscap...
The ‘Realtime’ student generation <ul><li>Expectations </li></ul><ul><ul><li>38% wanted lectures to be broadcast on the WE...
Expectations from ‘business’
Possible technology trends in HE Source: Gartner Hype Cycle for Education July 2009 Potential Benefit
What benefits could this bring? <ul><li>Improvements to Business Process </li></ul><ul><ul><li>Integrated systems and Busi...
What does it mean for us? <ul><ul><li>An exciting time and a huge opportunity </li></ul></ul><ul><ul><ul><li>New systems a...
The case of Technology-Enhanced Learning: some issues in taking forward change
Beyond DMU: what is the place of social media in the twenty-first century University? <ul><li>DEMOS  Edgeless University/R...
Beyond DMU: some policy <ul><li>Higher Ambitions:  “Scarcity” closely tied to a prioritisation of STEM research, scientifi...
Beyond DMU: student view <ul><li>“ A real focus on trying to get a sense of academic community back into our institutions”...
Taking forward change <ul><li>How is leadership impacted at these levels? </li></ul><ul><li>Institutional: a vision of the...
Taking forward change: a programme of work @ DMU <ul><li>Strategic: how does edtech enable our educational and social valu...
Taking forward change: benefits <ul><li>Enhanced resilience of DMU’s academic provision. </li></ul><ul><li>Increased recog...
Taking forward change: outcomes <ul><li>Integration of core and personal technologies </li></ul><ul><li>A coherent infrast...
<ul><li>With links to the staff/student lifecycle; data/admin; professional development; student services; content; policy...
Taking forward change: planning <ul><li>Scoping projects </li></ul><ul><ul><li>e-Administration/e-Services/e-Content </li>...
Taking forward change:  energy, carbon, cash <ul><li>It is estimated that ICT accounts for 2% of global carbon dioxide emi...
“ the overall energy use is growing at a much faster rate  than technological development and deployment can offset . Acco...
Does what you have heard affect  your aspirations as a leader for your use of technology? Can you define  a short and medi...
How do you feel about what you have heard?
Thanks for your time and energy Mike Robinson, Director of ISAS  [email_address] Richard Hall, University e-Learning Co-or...
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How might current and future trends in technology affect leadership at DMU

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My presentation at the DMU Leadership Conference, 8 July 2010, with Mike Robinson, Director of ISAS

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  • Introduction Welcome and thank you all for attending. Stole the title from Alison Wood’s presentation. Before we start I will try and use the voting software. Will come back to the purpose of the session in a moment. First question. How do they feel now? I will ask how you feel at the end.
  • Fees, demographics, HEFCE review The new framework for higher education will set out a 10- to 15-year strategy affecting every aspect of university life, from the quality of teaching to ways of funding research that will force universities to become more competitive Higher Ambitions: The Future of Universities in a Knowledge Economy Business and Education context Diversity of business, student and research communities Economic downturn and potential cuts in public sector spending Increased competition and changing student demographics New framework for Higher Education and Funding Review Rapidly changing technology and vendor landscape New options for the delivery of existing services New demands for innovative solutions from users Driven by user and consumer markers An exciting time and a huge opportunity !!! The Government also says that the use of technology in teaching is too often left to individual pioneers, and calls for greater leadership in this area. Mention working and building key relationships with those technology pioneers
  • New students come from a BSF background NTU stats show that technology is in the top 4 or factors when deciding upon a course and HEI Talk about benefits in recruitment, retention and satisfaction JISC InfoNet report ‘Exploring the Tangible Benefits of e-Learning’
  • Important to thing longer term and to think of the transformational initiatives Also consider “Enhancing learning and teaching through the use of technology - A revised approach to HEFCE’s strategy for e-learning” Efficiency Enhancement Transformation You may or may not understand all of these but my role would be to work with you and help you understand how these can be of benefit to DMU.
  • If the University want to up it’s game in all areas and become the leading post-92 institution and be recognised the technology Interactive technologies, LCD screens, wifi laptops, screen sharing and annotation - Cultural changes for the academics Admin processes from potential recruit &gt; enrolment &gt; admissions, confirmation and clearing + alumni – Business Impact Analysis, SM7/SSC, Clearing Recognise needs of academics, not all standardised (linux) – responsive or will do it themselves Opportunities to bring in income – hosting, support consultancy, MS academy, conferencing, Pink
  • How might current and future trends in technology affect leadership at DMU

    1. 1. HOW MIGHT CURRENT AND FUTURE TRENDS IN TECHNOLOGY AFFECT LEADERSHIP AT DMU
    2. 2. THE PLAN <ul><li>Your role and aspirations </li></ul><ul><li>Some technology trends </li></ul><ul><li>The case of Technology-Enhanced Learning </li></ul><ul><li>Developing leadership: what is it for? </li></ul>
    3. 3. What are you planning to do? Current technology Future technology Current activity Business-as-usual Adaptation: Planning for the same activity with new tech Future activity Evolution: New activities with current tech Discontinuity in practice
    4. 4. <ul><li>How does technology impact your leadership role? </li></ul><ul><li>What are your aspirations for your use of technology as a leader? </li></ul>
    5. 5. How will Current and Future Trends in Information Technology Impact DMU?
    6. 6. Background <ul><li>Economic and Higher Education context </li></ul><ul><li>Rapidly changing technology and vendor landscape </li></ul>
    7. 7. The ‘Realtime’ student generation <ul><li>Expectations </li></ul><ul><ul><li>38% wanted lectures to be broadcast on the WEB </li></ul></ul><ul><ul><li>81% wanted lecturers to use Instant Messaging to communicate with them </li></ul></ul><ul><ul><li>67% said that 'technology' experience would influence their choice of University </li></ul></ul><ul><li>“ The University sector cannot ignore the impact technology experience will have on student intake and associated revenue streams” </li></ul><ul><li>“ Access to technology is now a heavily consumer driven experience, and this will create demands on IT departments across sectors to offer a wider range of devices and services than expected by past or even existing IT users” </li></ul>Source: Logicalis Survey “The Rise of The UK Realtime Generation” 2007
    8. 8. Expectations from ‘business’
    9. 9. Possible technology trends in HE Source: Gartner Hype Cycle for Education July 2009 Potential Benefit
    10. 10. What benefits could this bring? <ul><li>Improvements to Business Process </li></ul><ul><ul><li>Integrated systems and Business Intelligence </li></ul></ul><ul><ul><li>Streamlined and automated business processes </li></ul></ul><ul><ul><li>Increased productivity and efficiency </li></ul></ul><ul><li>Research and commercial activities </li></ul><ul><ul><li>Improved tracking of grants </li></ul></ul><ul><ul><li>Flexibility to meet specialist needs </li></ul></ul><ul><li>Enhanced Student and Academic Experience </li></ul><ul><ul><li>Interactive teaching and workspace technologies </li></ul></ul><ul><ul><li>Unified communications for collaboration </li></ul></ul><ul><ul><li>Mobile and streaming media technologies </li></ul></ul><ul><ul><li>Portal and E-Learning for distance learners </li></ul></ul>
    11. 11. What does it mean for us? <ul><ul><li>An exciting time and a huge opportunity </li></ul></ul><ul><ul><ul><li>New systems and replacing legacy technology </li></ul></ul></ul><ul><ul><ul><li>To establish DMU as a leader across the HE sector </li></ul></ul></ul><ul><ul><ul><li>Higher Ambitions “Information about how technology is used in each course will be available as students choose their options” </li></ul></ul></ul><ul><li>But it’s not just about the technology </li></ul><ul><ul><li>Change and culture </li></ul></ul><ul><ul><li>Gain new skills and different ways of working </li></ul></ul><ul><ul><li>Leadership </li></ul></ul><ul><ul><li>Higher Ambitions “The use of technology in teaching is too often left to individual pioneers…… we support University leaderships to take responsibility for driving the use of new technologies.” </li></ul></ul>
    12. 12. The case of Technology-Enhanced Learning: some issues in taking forward change
    13. 13. Beyond DMU: what is the place of social media in the twenty-first century University? <ul><li>DEMOS Edgeless University/Resilient Nation: what is the idea of the University? </li></ul><ul><li>Digital Economy Act: what is the idea of co-producion? </li></ul><ul><li>JISC Report, Thriving in the 21st century ; FutureLab, Beyond current horizons : what is the idea of learning? </li></ul><ul><li>Committee of Inquiry into the impact on HE of students’ use of Web 2.0 : what is the idea of teaching? </li></ul><ul><li>Revised HEFCE Strategy: what is the place of social media in HE? </li></ul>
    14. 14. Beyond DMU: some policy <ul><li>Higher Ambitions: “Scarcity” closely tied to a prioritisation of STEM research, scientific research, a need for private investment, and the demand to demonstrate “effectiveness” </li></ul><ul><li>HEFCE: “New technology offers ways to deliver courses more imaginatively and flexibly” </li></ul><ul><li>Willetts: “ At the centre of this are the students. Any reforms must be in the best interest of students themselves.” Information; employability; flexibility and diversity </li></ul>
    15. 15. Beyond DMU: student view <ul><li>“ A real focus on trying to get a sense of academic community back into our institutions” </li></ul><ul><li>“ active participants or effective co-producers of their education [rather than seen in terms of] heavy, utilitarian language” </li></ul><ul><li>Aaron Porter , VP HE (NUS), on Higher Ambitions [23/11/09] </li></ul><ul><li>A focus on diversity of provision, student demands and increasing debt at the June 2010 Escalate conference </li></ul>
    16. 16. Taking forward change <ul><li>How is leadership impacted at these levels? </li></ul><ul><li>Institutional: a vision of the University: private or social enterprise? </li></ul><ul><li>Tags: affiliation; complexity; openness </li></ul><ul><li>Individual: a focus on *the learner*. What about staff? </li></ul><ul><li>Tags: inclusive networks; mentoring; personalisation </li></ul><ul><li>Curricula: what about progressive pedagogy? </li></ul><ul><li>Tag: co-creation; co-governance </li></ul>
    17. 17. Taking forward change: a programme of work @ DMU <ul><li>Strategic: how does edtech enable our educational and social values? </li></ul><ul><li>Institutional: how do we address differential experience, expertise, demand and workloads? </li></ul><ul><li>Professional: how does edtech underpin professional identity? </li></ul><ul><li>Learner: how do we make and act upon good-enough decisions? </li></ul><ul><li>Think people, tech, data, policy, process, outcomes, benefits, projects </li></ul>
    18. 18. Taking forward change: benefits <ul><li>Enhanced resilience of DMU’s academic provision. </li></ul><ul><li>Increased recognition within the HE sector of DMU as a leading TEL provider. </li></ul><ul><li>Enhanced flexibility and efficiency of core business processes and systems related to TEL. </li></ul>
    19. 19. Taking forward change: outcomes <ul><li>Integration of core and personal technologies </li></ul><ul><li>A coherent infrastructure and value-added services that are reliable, consistent and readily accessible on and off campus. </li></ul><ul><li>Organisational and policy structures that support the agile delivery of TEL. </li></ul><ul><li>Learners will develop their own digital identities through PLEs. </li></ul><ul><li>Academic teams will demonstrate enhanced integration of TEL. </li></ul><ul><li>An accredited development pathway for practitioners. </li></ul><ul><li>Increased capacity for research and EIG related to TEL. </li></ul>
    20. 20. <ul><li>With links to the staff/student lifecycle; data/admin; professional development; student services; content; policy/process </li></ul>
    21. 21. Taking forward change: planning <ul><li>Scoping projects </li></ul><ul><ul><li>e-Administration/e-Services/e-Content </li></ul></ul><ul><ul><li>Professional/Learning literacies/research </li></ul></ul><ul><ul><li>marketing of TEL @ DMU </li></ul></ul><ul><li>Programme plan </li></ul><ul><li>Delivery/governance </li></ul>
    22. 22. Taking forward change: energy, carbon, cash <ul><li>It is estimated that ICT accounts for 2% of global carbon dioxide emissions (same as airline industry) , and that its use in UK further and higher education generates over 500,000 tonnes of carbon dioxide emissions pa. [ 1.75% in delivery of services, 0.25% in production processes.] </li></ul><ul><li>The UK government has a target to reduce carbon dioxide emissions by 26% from 1990 levels by 2020 </li></ul><ul><li>Personal computing (PCs, laptops, monitors) is the main area of ICT-related energy consumption in UK universities and colleges, at 40–50% of the total, and digital printing is a further 10–16% JISC Susteit Report 2009 </li></ul>
    23. 23. “ the overall energy use is growing at a much faster rate than technological development and deployment can offset . According to the Smart2020 report the footprint of the ICT industry is set to rise [0.5 GtCO2e today] to 1.4 GtCO2e in 2020; ie a 280% increase at global level, largely due to the expected increased take-up of ICT in developing economies.” (ICT for Energy Efficiency EU Report) “ While the sector plans to significantly step up the energy efficiency of its products and services, ICT’s largest influence will be by enabling energy efficiencies in other sectors , an opportunity that could deliver carbon savings five times larger than the total emissions from the entire ICT sector in 2020.” (SMART2020 Report 2008) Taking forward change: r ebound/behaviours
    24. 24. Does what you have heard affect your aspirations as a leader for your use of technology? Can you define a short and medium-term priority for your team in utilising technology? Can you identify key barriers to this?
    25. 25. How do you feel about what you have heard?
    26. 26. Thanks for your time and energy Mike Robinson, Director of ISAS [email_address] Richard Hall, University e-Learning Co-ordinator, [email_address] @hallymk1

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