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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






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Cll 21 may 2013 case study on nature of change Presentation Transcript

  • 1. Shân Wareing, Pro Vice ChancellorLearning and Teaching, Bucks NewUniversityChanging the LearningLandscapeFormulating Strategy /the nature of change
  • 2. Contrasts Large scalenihilistic outlook Strategy Long termoutcomes Think global Fleeing disaster Small positivesteps Tactics Short termoutcomes Act local Journeying withhope
  • 3. Apocalyptic metaphorsfor Higher Education 1
  • 4. Apocalyptic metaphorsfor Higher Education 2
  • 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. 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. Our aspirations can seem so disproportionatelyhigh compared to where we are now
  • 8. In the midst of prophecies of doom(Pearsons), I see green shoots
  • 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. The hacker I can outwit
  • 11. my homemade avatar
  • 12. Landing a virtual jumbo jet in a virtualGatwick airport – a discipline-specific digitalsolution
  • 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. 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. 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. 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. 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. Can we change the story from fleeing from ananalogue Armageddon, to be journeying purposefullytowards somewhere welcoming, safe, and with hope?
  • 19. shan.wareing@bucks.ac.ukThank you