Learn how strong executive leadership helped drive technology adoption at the University of Salford
Good leadership is vital to any change process, especially when it comes to introducing new technology within a university. Strong executive sponsorship - a senior leader in the institution who is endorsing and driving the change is key to ensuring that technology adoption aligns with institutional goals and encouraging participation across the institution.
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3. Presenter: Gillian Fielding
Digital Skills Manager,
University of Salford
Presenter: Gillian Fielding
Digital Skills Manager
University of Salford
Driving Technology Adoption & Success
from the Top at the University of Salford
Technology Adoption Series
Wednesday 10th June 2015, 11am BST
4. About the Technology Adoption Series
• The webinar series is designed to help you succeed in your
own technology adoption initiatives & embrace the deep
usage of technology in teaching and learning across your
institution.
• As part of the series we have created a small book that shows
how to make it happen, suggesting practical tips, ideas,
resources and real-life examples.
http://bbbb.blackboard.com/technology_adoption_series
5. Driving Technology Adoption and Success from the Top
How strong executive leadership helped drive technology adoption at the
University of Salford.
6. 6
• Gillian Fielding, Digital Skills Manager
• University of Salford
– 20000 students
– 2000 staff
– 250 programmes
7. 7
Project Elevate E3
Institutional
Transformation
Checks Strategic
Training
• Champions
• Helpdesk
• Surgeries
• #elevatesalford
• Blended
• Online
• Best
practice
• Mandatory
• Benchmarking
• Reporting
• Student Audit
• Project Board
• Standards
• Assessment
Policy
Support
8. 8
Strategic Direction:
Where was he taking us and why?
• Student Experience
• Transformation Project
• Elevate Project Board
– Chaired by PVCA
– Key stakeholders involved
– Prince 2 methodology
– Aim: BB upgrade plus…
9. 9
Reproduced under Creative Commons licence
from BankCardStudentID
http://www.flickr.com/photos/75533702@N0
7/8208739166/sizes/m/in/ph
10. 10
Strategic Direction:
Where was he taking us and why?
• Elearning (Blackboard standards)
• Teaching & Learning Strategy
• Assessment Policy changes
– Esubmission with exemptions
– Emarking
– Efeedback within 3 weeks
11. 11
Announcements Essential Effective way of communicating high importance details, reminders on dates, lecture changes etc.
Module Information
Link to mod spec
database
Essential Avoid duplication with programme information.
This doesn’t have to be one Word/pdf it can be smaller and the detail does need to be available. If you do
have a module handbook your module spec needs to be part of that
Aims of the module Essential
Learning Outcomes Essential
Module Schedule/
’Scheme of work’
Essential Topics/Themes covered during lectures. Usually aligned to weeks of delivery
“Contact” ie Staff
Information
Essential
Contact details Essential Email, telephone and office location details of all staff involved in module delivery, not just the module
leader.
Desirable Photo, Twitter name, LinkedIn name, Skype name
Biography Desirable Link to Seek Profile. Brief synopsis of experience and qualification in the module topic
Seek profile Essential
Availability for drop-in
consultations
Essential Office hours that students can see you without the need for an appointment. The recommended number of
hours per week is x hrs. (See your school for no of hours)
Learning Materials Essential Structured according to student/delivery needs eg week-by-week or arranged by topic
Powerpoint/SMART/Keyn
ote Lecture slides
Essential Content that is used in or supporting teaching activity. Provision of lecture content in an electronic format
in advance of delivery is vital for meeting our obligations under student support plans and the Disability
Discrimination Act Part 4
Essential The type of TEL you choose should be decided as a module team. eg Podcasts, videos, animations,
diagrams, photos, links to websites eg TedTalks, YouTube. Live feeds from other websites eg RSS feeds,
widgets.
Tutorial/Seminar
Briefings
Essential
Assessment Essential Link to Academic Regulations. This should also include your feedback policy.
My Grades (at the top
level)
Essential Link to My Grades
Components and
weighting
Essential Assessed components – examinations, presentations, reports – and the relevant contribution towards
module mark. One folder per item.
Exam dates Essential Dates of examinations, even if this only notifies students of the academic weeks that exams will occur in
Assignment 1 Essential Includes assignment briefing, submission folder, University declaration, submission dates/time, where/how
to submit
Assignment 2 Essential Identical structure to Assignment 1.
Grade Descriptors Essential
University of Salford Standards for Blackboard modules
12. 12
Strategic Direction
Rewards
• Conferences
– Bb Teaching & Learning
– Professional bodies
• Awards
– Internal teaching
– Times Higher Education
• Case studies
– Internal and external
– BB, JISC, UCISA, etc
13. 13
Project Elevate E3
Institutional
Transformation
Checks Strategic
Training
• Champions
• Helpdesk
• Surgeries
• #elevatesalford
• Blended
• Online
• Best
practice
• Mandatory
• Benchmarking
• Reporting
• Student Audit
• Project Board
• Standards
• Assessment
Policy
Support
14. 14
Training
Blended solution (mandatory)
Pre-workshop activity
Video
Activity (putting them in the students shoes
Survey
Reflection
Workshop
Best pedagogic practice
“Workshop”
Innovative
Online learning
15. 15
Project Elevate E3
Institutional
Transformation
Checks Strategic
Training
• Champions
• Helpdesk
• Surgeries
• #elevatesalford
• Blended
• Online
• Best
practice
• Mandatory
• Benchmarking
• Reporting
• Student Audit
• Project Board
• Standards
• Assessment
Policy
Support
16. 16
Support
• 22 TEL Champions
– 1 per School
– Time off teaching
• Helpdesk
• Drop-In Surgeries
• #elevatesalford
Reproduced under Creative Commons License from Bertop
http://www.flickr.com/photos/bertop/2621801965/sizes/z/in/photostream/
17. 17
Project Elevate E3
Institutional
Transformation
Checks Strategic
Training
• Champions
• Helpdesk
• Surgeries
• #elevatesalford
• Blended
• Online
• Best
practice
• Mandatory
• Benchmarking
• Reporting
• Student Audit
• Project Board
• Standards
• Assessment
Policy
Support
18. 18
Checks
• Benchmarking survey
• “State of nation”, from the UCISA TEL survey
• 50% of staff accessed most days
• Reporting (on training)
• Weekly Reports to the University Executive
• Fortnightly Reports to HoS (attendance registers)
• Student Audit
21. 21
Is strong leadership necessary to drive
technology adoption?
Vote using the polling button
– Possible answers
a) Yes
b) No
c) Maybe
d) Don’t know
e) Other
http://newsroom.uts.edu.au/news/2007/10/u
ts-top-ranked-in-teaching-and-learning
Shirley Alexander
University of Technology, Syndey
Learning 2014
22. 22
Is strong leadership necessary?
Vote using the polling button
UCISA Case study
Successful delivery fell significantly when it was removed from strategy and their VC shifted the institution’s focus.
23. 23
How do you get strong leadership
- if you haven’t got it already?
£1m?
24. 24
How do you get strong leadership?
Write your ideas below using the text tool
25. 25
How do you get strong leadership?
WIIFT
Who What is their agenda? Examples (demonstrating benefits)
PVCA, Heads of School Student experience
NSS scores
Learning, Teaching, Assessment strategy,
Internationalisation
Changing pedagogy/delivery methods eg. flexible,
distance, online, flipped classes
No 1 driver from TEL Survey
Elevate
Vice Chancellors Learning, teaching and assessment
The competition
Shirley Alexander, VC at UTS
Finance Directors Cost savings Online delivery
Resource utilisation, eg rooms/virtual classrooms
Reduced travel costs
HR Directors Greater efficiency/effectiveness of staff
Staff recruitment, retention and
Staff development using technology
Having a digitally capable institution (if they “get
it”)
Digital capabilities of staff
Registrar Cost savings Collaborate for virtual meetings/events,
IT Directors Efficiencies
Maximisation of their investment
Piggy back on system roll-outs, eg use of
Collaborate for Agresso training
AV training promoting and supported by BB
Estates Director Utilisation of the estate
Virtual estate
Task Groups Eg Retention and £s saved Retention centre
26. 26
How do you get strong leadership
if you don’t have it?
Help our leaders to “get it”
1. Reports, articles, headlines
2. Surveys to complete to promote discussion
3. Survey results
4. Events
5. International groups
6. Volunteer input into strategies and policies
7. Piggy back on other roll-outs/initiatives
1. Personal tutoring
2. Leadership and management training
3. Agresso training
8. Lead by example
27. 27
Things to take away
1. Get Executive support
2. And a Project Board
3. With key stakeholders on (students, PVC A, etc)
4. Project Plan
5. Align to University goals/strategies Set standards
6. Have training AND support
7. Do checks and measures
8. Take remedial action quickly
9. Influence key players
10. Use other opportunities
29. Thank you for taking part in today’s session.
Join us for the next two webinars in the series:
Title: Best Practices in Driving Technology Adoption
Presenter: Bryony Bramer, Learning Technology Manager, Regent's University London
Date: Thursday 25th June, 11:00am BST
Link: http://bbbb.blackboard.com/DrivingAdoptionAtRegentsUniversity
Title: Encouraging Deeper Engagement With Technology Enhanced Learning
Presenter: Brian Irwin, Head of Digital Capability & Ian Glover, Senior Lecturer in
Technology Enhanced Learning, Sheffield Hallam University
Date: Thursday 2nd July, 11:00am BST
Link: http://bbbb.blackboard.com/SheffieldHallamUniversityWebinar
Questions?
Email AskUs@blackboard.com29
Thank you!
Editor's Notes
Let’s make sure you’re able to hear me and setup to use the audio features of Blackboard Collaborate. If you have a microphone on your computer, go ahead and click the microphone-with-gear icon in the audio/video panel to bring up the Audio Setup Wizard, or select “Tools > Audio > Audio Setup Wizard” and follow the instructions.
Penny to introduce the technology adoption series.
Slides on Slideshare now. Copious notes.
What I am going to talk about:
1. How strong executive leadership helped drive technology adoption at the University of Salford.
Largely using one example of a university-wide change project called “Project Elevate” which implemented or brought about:
Changes - University-wide elearning (with our BB standards), esubmission (virtually all esubmission), and emarking OUTPUTS
Changes - in roles for academic staff and some administrative staff
Changes - in the way we delivered and supported a project
Can we drive technology adoption without senior leadership support?
How do we get senior leadership support if we haven’t got it?
----
Largely using one example of a university-wide change project called “Project Elevate” which implemented or brought about:
University-wide elearning (with our BB standards)
Changes in our Assessment Policy - esubmission (for the all submission except “exemptions”)
Text based - via Turnitin Gradebook
Non text based – eg presentations, audio, via BBd assignment/GradeCentre
Bbd/GC tools such as tests, wikis, blogs
Physical artefacts
emarking
Grade entry into Bb at least
Qualitative feedback electronically in BB or Gradebook
text or audio or video feedback
Changes in roles for academic staff and some administrative staff
Changes in the way we delivered and supported a project
Project plan using Prince 2
Project board
Mandatory training
TEL Champions in schools (24)
2. Can we drive change without senior leadership support?
3. How do we get senior leadership support if we haven’t got it?
And left a legacy which set expectations
Digital Skills Manager at UoS for 10.5 years.
Linked In Gillian Fielding
Twitter g_fielding
University of Salford
Next door to Manchester (United)
20000 students
2000 staff
250 programmes
A significant number of first-in family and locals students
Student Experience
The student experience was variable. Students wanted the same experience (and not to be lost when they went from one BB module to another).
No.1 driver for implementing technology adoption (UCISA TEL, BB 6 Characteristics to increase technology adoption)
We had the Chair of the Student Union on the Project – the key factor here this gave us a compelling argument to deliver the change. If the students had said this is what they wanted, it made it difficult for staff to argue with it. One key message from that student voice was the vast differences in Blackboard modules. When students moved from one module to another, then they struggled to find things, some modules had a different layout, different headings, reading lists/no reading lists; also some modules had more content or made different use of Blackboard, some making extensive use of it, others not. (nb this wasn’t just a discipline issue but BB modules could vary hugely within the same programme areas.) Students wanted to be able to navigate easily, to be able to find the same basic information in each other their modules.
Transformation Project
The University was undergoing a several wide-reaching cultural changes at the time. Academic Portfolio review, One meant that the roles of academic staff and professional services staff were changing. Administration of Blackboard was moving to academics. No longer would admin staff upload content for academics, the academics were expected to take ownership of their BB modules and do this themselves.
Elevate Project Board
Chaired and actively led by the PVC A,
Prince 2
Including representative key - stakeholders
Students Union
Staff: Academic, IT technical, IT project manager, IT support desk, Human Resources, Academic Development Unit, Library, School Operation Managers
BB upgrade project v8 – 9.1
PLUS:…….
Elearning Module standards
Linked to ASPIRES - Teaching and learning strategy pedagogically excellent theme
Access to higher education
Student focused
Pedagogically excellent
Internationally orientated
Research underpinned
Employability and enterprise
Sustainable
Assessment Policy changes
Changes esubmission (for the all submission except “exemptions”)
Text based - via Turnitin Gradebook
Non text based – eg presentations, audio, via BBd assignment/GradeCentre
Bbd/GC tools such as tests, wikis, blogs
Physical artefacts
emarking
Grade entry into Bb at least
Qualitative feedback electronically in BB or Gradebook
text or audio or video feedback
Within 15 working days
And left a legacy which set expectations
One we have achieved for Elevate are in bold, others are suggestions
Rewards
Conferences – speaking opportunities
Bb Teaching and Learning Conference
HEA
JISC
UCISA
CILIP
LILAC
Awards
Internal teaching
THES
Case studies
Internal
External
BB, JISC, UCISA, etc
Training – had PVCA involvement, vetted the lesson plan and learning materials. Attended the pilot training.
Whilst we needed senior management support we needed other elements too, such as training (my bit!)
Blended solution
Pre-workshop activity
Video to contextualise
Activity (putting them in the students shoes
Survey
Reflection– reflect on own BB modules and bring ideas/files
Workshop (751 attendees in 8 weeks, 61 x 3 hrs)
Best pedagogic practice
“Workshop” – doing what they had to do anyway but in a supported environemnt
Innovative - (packed with ideas for everyone)
OERs , QR codes, Online evaluation forms (MEQs), #elevatesalford
Online learning (3 modules, 9 hrs study time)
Mandatory
TEL Champions
Min. 1 per School, total 22 – worked with HoS Line managed by HoS but guided by the centre.
Time off teaching
Helpdesk (dedicated to BB and Tii)
Drop-In Surgeries
3x3hr Surgeries per week
Held on 2 campuses
#elevatesalford
Previously we were knew there were patches of technology adoption but we wanted more and to know how much
STRATEGIC INFO - characteristic 6 in BB guide (understanding of the current level of adoption)
Benchmarking survey
“State of nation”, from the UCISA TEL survey Use of technologies including video, social media, audio, etc
321 staff completed
50% of staff accessed most days
Reporting (on training)
Weekly Reports to the University Executive
Fortnightly Reports to HoS (attendance registers)
Student Audit
Completed by students (Course Rep’s)
Paid in Amazon vouchers
Semester 1 – 519 modules audited
Semester 2 – 1500 modules audited
Vote using the polling button
Possible answers
a) Yes
b) No
c) Maybe
d) Don’t know
e) Other
Prof Shirley Alexander – an inspirational leader and proactive driver of TEL at Uni of Technology in Sydney Watch this 3 minute video. It’s fabulous
Vote –Yes, no, maybe, don’t know
Indications suggest yes
E.g. UCISA Case study
“One institution found their ability to deliver successfully on DC projects and initiatives fell significantly when it was removed from strategy and their VC shifted the institution’s focus. They lost their senior management champion and the strategic direction too. DC needs this to drive the agenda until its embedded”.
www.ucisa.ac.uk/digcap available July 2015
Digital strategies are appearing in institutions or digital is being embedded in other strategies, or not
Suggestions please write on the whiteboard.
Suggestions please write on the whiteboard.
Target them with WIIFT - What’s in it for them? What is that person’s agenda or their goal, or concern
Help them to be successful in their role.
Target the most influential – on Exec board
Or those you can comfortably lobby
Help you leaders “get it” – pass it to them with soundbites which speak to their agenda.
1. Pass on reports, articles, headlines
BBC Richard Dimbleby lecture (see iplayer) - Martha Lane-Fox “businesses” need Executives who “gets it” ie what technology can do for their business/us. She went on to ask what executive discussions do not have a digital element? Shouldn’t at least one person on our Exec’s “get it”?
House of Lords and THES shock headline https://www.timeshighereducation.co.uk/news/digital-skills-crisis-looming-peers-warn/2018572.article
NUS Charter on Technology in HE - http://www.nusconnect.org.uk/news/article/highereducation/2489/
JISC digital student resources eg digital student research - http://digitalstudent.jiscinvolve.org/wp/outcomes/enhancing-the-digital-experience-for-students-cards/
Horizon report - http://www.nmc.org/publication-type/horizon-report/
UCISA Technology Enhanced Learning (TEL) Report - https://www.ucisa.ac.uk/tel/
Mintel reports –social media, digital markets – try your digital library
Gartner – try your digital library
2. Get them to complete surveys eg UCISA TEL (which will be out Jan 2016) - it promotes discussion
3. Survey results - another opportunity to discuss.
4. Events
Jisc Change Agents Network webinars - http://can.jiscinvolve.org/wp/webinars-upcoming-webinars-and-recordings-of-past-webinars/
I sent this to our Dean of students and he attended and is looking at co-creation and student iChamps to drive TEL
HEA events Changing the learning landscape - http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm?utm_source=development&utm_campaign=cll
UCISA webinars - http://www.ucisa.ac.uk/digcap and http://www.ucisa.ac.uk/events
BETT, London, Brasil – largely aimed at schools (but increasingly HE) but if schools are doing exciting things with TEL what will our incoming students expect?
5. Other international groups of IT Directors: EUNIS, Educause, Caudit - http://www.eunis.org/cheita/members/
6. Volunteer input into strategies and policies
7. Piggy back on other roll-outs/initiatives – ask if you can review the content with a digital/TEL eye
Personal tutoring
Leadership and management training
Agresso training
Lead by example
PVC/VC doing webinars
Executive using Blackboard for Exec papers
HR using BB for softskills and other development and flexible, distance and online learning, and webinars….
Get Executive support
And a Project Board
With key stakeholders on (students, PVC A, etc)
Project Plan
Align to University goals/strategies (Student Experience)
Set standards
Have training AND support
Do checks and measures – audits, reports and feedback quickly
Take remedial action quickly