CNIE-RCIE: Banff Conference 2008 Managing E-Learning Implementation: What Do Real Leaders Do? Randy LaBonte 604-983-0636 [email_address]

Professionally speaking... I believe that technology: Changes the way we work Requires the learning of new skill sets Causes changes in organizational structures Shifts control of learning to the individual Alters education from knowledge transfer to the process of knowledge attainment (Learning to learn, not learning to know) Can be a catalyst to change pedagogy April 2008 MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do?

I believe that technology:

Changes the way we work

Requires the learning of new skill sets

Causes changes in organizational structures

Shifts control of learning to the individual

Alters education from knowledge transfer to the process of knowledge attainment (Learning to learn, not learning to know)

Can be a catalyst to change pedagogy

Leadership & Technology My thinking has been influenced by: Doctoral research on leadership in K-12 in technology-enhanced learning situations Consulting work with the BC Ministry of Education Facilitation of standards Follow up research on technology grants Policy and practice consultation with DL schools MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

My thinking has been influenced by:

Doctoral research on leadership in K-12 in technology-enhanced learning situations

Consulting work with the BC Ministry of Education

Facilitation of standards

Follow up research on technology grants

Policy and practice consultation with DL schools

Is it about Technology? If technology is the answer, what is the question? The paradox of technology enhanced education is that technology changes very rapidly and human beings very slowly. It would seem to make sense for proponents of e‑learning to begin with the students. Bates & Poole, 2003, p. xiii MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

If technology is the answer, what is the question?

The paradox of technology enhanced education is that technology changes very rapidly and human beings very slowly.

It would seem to make sense for proponents of e‑learning to begin with the students.

Bates & Poole, 2003, p. xiii

It’s About Pedagogy… Technology is often viewed as pedagogically neutral (Moll, 2001) Yet the organization of learning and engagement of learners through educational technology is essential to pedagogy (Bednar, Cunningham, Duffy, & Perry, 1992; Gayol & Schied, 1997) MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Technology is often viewed as pedagogically neutral (Moll, 2001)

Yet the organization of learning and engagement of learners through educational technology is essential to pedagogy (Bednar, Cunningham, Duffy, & Perry, 1992; Gayol & Schied, 1997)

Technology & Education The question is not “if” technology will impact our educational system and student learning, but rather how we can most effectively utilize technology as an instructional tool to improve student learning”. Hughs & Zacariah, 2001, ¶ 20 MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

The question is not “if” technology will impact our educational system and student learning, but rather how we can most effectively utilize technology as an instructional tool to improve student learning”.

Hughs & Zacariah, 2001, ¶ 20

April 20, 2006 MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? Technological revolution inevitably must be matched by a political revolution: The very power of modern technology to liberate learning leaves no role for the sprawling empire of academic bureaucracy but self-serving protectionism. At its root, this technological revolution puts learning and education on a collision course. (Perelman, 1992, p. 23)

Leadership & Technology New research on leadership and implementation of educational technologies recognizes the key role leaders play in successful use of educational technologies in schools (Davidson, 2003; Foster & St. Hilaire, 2003; Creighton, 2003) MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

New research on leadership and implementation of educational technologies recognizes the key role leaders play in successful use of educational technologies in schools (Davidson, 2003; Foster & St. Hilaire, 2003; Creighton, 2003)

The Research Or once upon a time there was no BCEd Online or AOC, oh… now there isn’t again – Why?

The Context The last decade has seen policy changes that allow any school board in BC to offer a distributed learning program. These policy changes have resulted in annual growth in the number of school boards delivering DL . That growth has led to competition and confusion. MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

The last decade has seen policy changes that allow any school board in BC to offer a distributed learning program.

These policy changes have resulted in annual growth in the number of school boards delivering DL .

That growth has led to competition and confusion.

Change Events March 2002 – Lifting of cap on DE programs February 2003 – DE Visioning Session Spring 2003 – BC Ed Online initiated February 2004 – PTC eLearning Roundtable Spring 2004 – Ministry Program Audits July 2004 – Ministry DE Policy revised May 2006 – DL standards established DL enshrined in legislation MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

March 2002 – Lifting of cap on DE programs

February 2003 – DE Visioning Session

Spring 2003 – BC Ed Online initiated

February 2004 – PTC eLearning Roundtable

Spring 2004 – Ministry Program Audits

July 2004 – Ministry DE Policy revised

May 2006 – DL standards established

DL enshrined in legislation

Research Focus MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Theoretical Underpinnings Transformational Leadership Theory (Burns; Bass; Leithwood, et al) Systems Theory ( von Bertalanffy; Senge; Wheatley; Fullan) Complexity Theory (Bar Yam; Dooley; Waldorp; Cowan): Offered better insight into fundamental assumptions about change, control, order, organizations, and people, and Provided a more useful base from which to examine leadership and e‑learning program adoption MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Transformational Leadership Theory (Burns; Bass; Leithwood, et al)

Systems Theory ( von Bertalanffy; Senge; Wheatley; Fullan)

Complexity Theory (Bar Yam; Dooley; Waldorp; Cowan):

Offered better insight into fundamental assumptions about change, control, order, organizations, and people, and

Provided a more useful base from which to examine leadership and e‑learning program adoption

Leadership Characteristics Leaders could be characterized as: Having a desire to learn, seek challenges, take risks, and to improve learning The leaders had a clear vision, were highly motivated and hard working – finding it difficult to say ‘no’ Leaders were: Focused on learning Clear and consistent communicators Focused on strategic goals Passionate about what they did MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Leaders could be characterized as:

Having a desire to learn, seek challenges, take risks, and to improve learning

The leaders had a clear vision, were highly motivated and hard working – finding it difficult to say ‘no’

Leaders were:

Focused on learning

Clear and consistent communicators

Focused on strategic goals

Passionate about what they did

Leadership & Preparation: ELR Critical to successful implementation was adequate teacher preparation Project leaders played key roles in systemic change for implementation of new technology and instructional approaches Successful projects had a shared, clear vision, collaborative leadership, and strategic systems thinking approach MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Critical to successful implementation was adequate teacher preparation

Project leaders played key roles in systemic change for implementation of new technology and instructional approaches

Successful projects had a shared, clear vision, collaborative leadership, and strategic systems thinking approach

In Short... MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? Research reaffirms the critical role of a leader in systemic change and confirms that without a clear vision, collaborative or shared leadership, and a systems approach, organizations could commit precious resources to e-learning without much success or change . April 2008

What Change Means MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? Leadership, Technology & Change So, what do real leaders do?? April 2008

So, what do real leaders do??

Four Insights Leaders within the BC e‑learning community believe educational technologies to be a catalyst for changing how learning is organized and supported Policy is of key influence in education, and in some instances precedes change and reform MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Leaders within the BC e‑learning community believe educational technologies to be a catalyst for changing how learning is organized and supported

Policy is of key influence in education, and in some instances precedes change and reform

Four Insights Leadership practice within the BC e‑learning community can be described as transformational (ala Leithwood, et al) MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Leadership practice within the BC e‑learning community can be described as transformational (ala Leithwood, et al)

Transformational Leaders Set Directions Vision ( Charisma inspirational motivation) Group goals High Performance Expectations Help People Individualized consideration/support Intellectual stimulation Modeling ( idealized influence – attributed and behaviour) Redesign the Organization Collaborative cultures Structures to foster collaboration Building productive relations with parents and the community Leithwood & Jantzi, 2005, p. 8 MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Set Directions

Vision ( Charisma inspirational motivation)

Group goals

High Performance Expectations

Help People

Individualized consideration/support

Intellectual stimulation

Modeling ( idealized influence – attributed and behaviour)

Redesign the Organization

Collaborative cultures

Structures to foster collaboration

Building productive relations with parents and the community Leithwood & Jantzi, 2005, p. 8

Four Insights 4. The present tension between top down and bottom up transformational leadership approaches can be attributed to Lack of resources provided to support change Lack of transactional leadership behaviours Adaptation of complex systems MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

4. The present tension between top down and bottom up transformational leadership approaches can be attributed to

Lack of resources provided to support change

Lack of transactional leadership behaviours

Adaptation of complex systems

Why the tension? (or what happened to AOC & BCEd Online?) In complex systems transformational leadership can be top-down & bottom-up (Silins & Mulford, 2002) Leadership vs. followership Discrepancy between centralized vs. decentralized control of change process Leaders underestimate influence of organizational learning at district levels (Leithwood, et al.1995) MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

(or what happened to AOC & BCEd Online?)

In complex systems transformational leadership can be top-down & bottom-up (Silins & Mulford, 2002)

Leadership vs. followership

Discrepancy between centralized vs. decentralized control of change process

Leaders underestimate influence of organizational learning at district levels (Leithwood, et al.1995)

Research: The Critical Steps In establishing a successful e-learning program, “real leaders” ensure: Development of a shared vision/mission Establishment of a collaborative culture Structured involvement of key staff and stakeholders Strategies for support of all involved Enabling policy from central authorities Adequate resources to support the change MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

In establishing a successful e-learning

program, “real leaders” ensure:

Development of a shared vision/mission

Establishment of a collaborative culture

Structured involvement of key staff and stakeholders

Strategies for support of all involved

Enabling policy from central authorities

Adequate resources to support the change

Thomas Creighton, 2003 What is exciting and encouraging [is that] with appropriate instructional leadership by principals, technology can be an effective catalyst for educational reform. MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

What is exciting and encouraging [is that] with appropriate instructional leadership by principals, technology can be an effective catalyst for educational reform.

A thought to leave you with… Technology is powerful, but only in the service of a powerful conception. Michael Fullan (2003, 86) MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Technology is powerful, but only in the service of a powerful conception.

Michael Fullan (2003, 86)

CNIE-RCIE: Banff Conference 2008 Managing E-Learning Implementation: What Do Real Leaders Do? Randy LaBonte 604-983-0636 [email_address] MANAGING E-LEARNING IMPLEMENTATION: What Do Real Leaders Do? April 2008

Managing E-Learning Implementation: What Do Real Leaders Do?

Randy LaBonte

604-983-0636

[email_address]