Shân Wareing, Pro Vice ChancellorLearning and Teaching, Bucks NewUniversityChanging the LearningLandscapeFormulating Strat...
Contrasts Large scalenihilistic outlook Strategy Long termoutcomes Think global Fleeing disaster Small positivesteps...
Apocalyptic metaphorsfor Higher Education 1
Apocalyptic metaphorsfor Higher Education 2
Change and supercomplexity Multiple change agendas – e.g. employability; MOOCs;sustainability; student engagement: challe...
Balancing Act between conflicting institutional needs e.g. forethics, reliability, small turning circle (for futureflexib...
Our aspirations can seem so disproportionatelyhigh compared to where we are now
In the midst of prophecies of doom(Pearsons), I see green shoots
Small positive personalsteps... Unlocking an ipod that’s been locked for22,000,000 minutes by a two year old Twitter, bl...
The hacker I can outwit
my homemade avatar
Landing a virtual jumbo jet in a virtualGatwick airport – a discipline-specific digitalsolution
Recent InitiativesUniversity of theArts LondonBucks NewUniversity Process Artshttp://process.arts.ac.uk/content/dial-proj...
Activity Rank a range of project outputs/benefits 1-5 where 5 is high Draw on your own context in terms ofrelevance/sig...
Rank project outputs/benefits Artefacts – discipline specific digital learning objects Platforms - educationally focusse...
Rank project outputs/benefits Contacts –local, national, international, leading to... fertilisation of new ideas a sens...
Have we got the scale right? Are we going far enough? ‘Programme orbe programmed’? Don’t agree with ‘we’re all doomed’ –...
Can we change the story from fleeing from ananalogue Armageddon, to be journeying purposefullytowards somewhere welcoming,...
shan.wareing@bucks.ac.ukThank you
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Cll 21 may 2013 case study on nature of change

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Cll 21 may 2013 case study on nature of change

  1. 1. Shân Wareing, Pro Vice ChancellorLearning and Teaching, Bucks NewUniversityChanging the LearningLandscapeFormulating Strategy /the nature of change
  2. 2. Contrasts Large scalenihilistic outlook Strategy Long termoutcomes Think global Fleeing disaster Small positivesteps Tactics Short termoutcomes Act local Journeying withhope
  3. 3. Apocalyptic metaphorsfor Higher Education 1
  4. 4. Apocalyptic metaphorsfor Higher Education 2
  5. 5. Change and supercomplexity Multiple change agendas – e.g. employability; MOOCs;sustainability; student engagement: challenge fundamentalassumptions about HE purpose and structure Institutional structures and connections; programme benefitsrealisation; linking up IT, pedagogy, disciplines, supportsystems, staff training, etc. Budgets: doing more, differently, with less Assumptions about time and space: who works when andwhere, how we calculate creditChallenge = aligning forces for change to increase momentumrather than cancelling each other out
  6. 6. Balancing Act between conflicting institutional needs e.g. forethics, reliability, small turning circle (for futureflexibility), price between robust integrated institutional structures andspace for individual choice and experimentation between structured guidance, e.g. charts andmatrices, and evolving, local, participatory communitiesof practice approach between the scale of the change we are trying toachieve, and the tiny steps of conversations held, anhour’s training attended, a new twitter accountcreated, one module taught as blended learning
  7. 7. Our aspirations can seem so disproportionatelyhigh compared to where we are now
  8. 8. In the midst of prophecies of doom(Pearsons), I see green shoots
  9. 9. Small positive personalsteps... Unlocking an ipod that’s been locked for22,000,000 minutes by a two year old Twitter, blogs and skype, + build an avatar Leading to a renewed sense of thepossibility of my own learning A respect for the diversity of disciplinarydiscovery, evolution, technical solutions
  10. 10. The hacker I can outwit
  11. 11. my homemade avatar
  12. 12. Landing a virtual jumbo jet in a virtualGatwick airport – a discipline-specific digitalsolution
  13. 13. Recent InitiativesUniversity of theArts LondonBucks NewUniversity Process Artshttp://process.arts.ac.uk/content/dial-projects-and-activities Digital Integrationof Arts Learning(DIAL)http://dial.myblog.arts.ac.uk Changing theLearningLandscapeStrands 1,2 and 3
  14. 14. Activity Rank a range of project outputs/benefits 1-5 where 5 is high Draw on your own context in terms ofrelevance/significance Compare with a neighbour
  15. 15. Rank project outputs/benefits Artefacts – discipline specific digital learning objects Platforms - educationally focussed interactive sites andtools Partnerships across HEIs and other education providers Events – internal and external Measurable, specific increase in reported staff digitalskills and confidence Staff development taking place across related fields–change management, project management, pedagogies Institutional capacity increased via distributed leadershipof change projects Conceptual development – e.g. Identification of the needfor social learning and networks in the ecology ofrepositories to realise the benefits Project participants able to articulate the power ofopenness in education
  16. 16. Rank project outputs/benefits Contacts –local, national, international, leading to... fertilisation of new ideas a sense of wider community a support network resources to call on and share potential for joint activities in the futureChanging approaches to leadership andchangeSystems improvements (e.g. Integration ofregistry & learning systems and data)
  17. 17. Have we got the scale right? Are we going far enough? ‘Programme orbe programmed’? Don’t agree with ‘we’re all doomed’ – butexpect to see a de-bundling, fundamentalchange in course structures, pricing, qualityprocesses, staff development, institutionalstructures
  18. 18. Can we change the story from fleeing from ananalogue Armageddon, to be journeying purposefullytowards somewhere welcoming, safe, and with hope?
  19. 19. shan.wareing@bucks.ac.ukThank you

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