Developing Institutional Strategic Plan for Open, Distance and eLearning
ICT Leadership in Higher EducationDeveloping an Institutional Strategic Planfor Open, Distance and eLearning Stylianos Hatzipanagos & Mark Russell Centre for Technology Enhanced Learning King’s College London February 2013
Overview of presentation• Dimensions of Open and Distance Learning: implications for strategy development• Developing a TEL strategy: The King’s example• What’s next? An emerging landscape in TEL provision and how it is affecting ODL
Dimensions of ODL• System design• Programme design, approval and review• The management of programme delivery• Student development and support• Student communication and representation• Student assessment (Collaborative provision and flexible and distributed learning (including e-learning), QAA 2010
Models of ODL?Autonomy or collaboration?Consortia-type ventures in which a number ofuniversities join forces, either within national highereducation systems or as an international enterprise.Establishing local franchises to support studentlearning and students–staff interaction. Mode ofoperation depends on the technological infrastructureof various national settings.Consortia, as partnerships between universities andthe corporate world, such as publishing houses.
Understanding and managing change• Development of an organizational vision, and a strategy by which to reach it is a critical step.• Link TEL to the need for institutional transformation (HEFCE 2009).• Flexible institutional strategic plan that recognizes the importance of TEL as a necessary prerequisite to the successful implementation of TEL (Bullen, 2013)
King’s College profileKings College London is Englands fourth-oldest •university institution. It is also one of the 20leading UK universities which make up theRussell Group.QS International Ranking: 26•A research-led university•more than 24,000 students (of whom nearly10,000 are graduate students) from 150 countries•6,100 employees.
King’s College London: constructing a strategyObjectives:•Construct a regularly updated TEL Strategy•Should be integrated with Learning & Teaching Strategyand related Distance Learning strategy.•TEL strategy with an implementation time plan that couldhave a positive impact on TEL uptake.•Influenced by HEFCEs revised approach to strategy for e-learning (2009)
Collecting evidence to inform strategy andplanning: Benchmarking exercise Based on the HEFCE-funded e-learning benchmarking and pathfinder programme led by the HEA, UK and the JISC. Main goal for the benchmarking of TEL was to undertake a fundamental analysis of (a)e-learning processes (b)provision and (c)practice, upon which future development decisions could be based.
The King’s College StrategyVisionBy 2015 all students and staff in the College will experiencethe benefits of technology enhanced learning. King’s TEL strategy
Constructing a TEL strategyPrinciples of the strategy•Staff•Staff and students•The InstitutionDimensions of the strategy:ResourcesReward and recognitionStaff and student developmentUsing technology enhanced learning in the curriculumResearchCultureFuture Innovations
Institutional partnership for ODL• Centre for Technology Enhanced Learning• Academic development unit: King’s Learning Institute• Distance Learning Unit• Information Systems and Services
The Centre for Technology EnhancedLearning•Innovation•Capacity and culture•Developing digital literacy and professionalism•Future-proofing the curriculum through TEL•Stimulating and contributing to research vibrancy in TEL
An emerging landscape in TEL provisionand how it is affecting ODL strategies• Strategic alliances• Developing pedagogical models that still focus on student centred teaching. Logistics?• Evolving adaptive short term and long term strategic plan and business model• MOOCs as an experiment to engage huge numbers of students.
Collecting evidence to inform futurestrategy and planning• Observing learner behaviour in blended learning environments to inform the development of ODL and strategic planning.• Learning analytics employs sophisticated analytic tools and processes in investigation and visualization of large institutional data sets, in the service of improving learning and education (Buckingham Shum & Ferguson, 2012).
Response to the emergence of MOOCsInstitutions need to consider seriously:•How MOOCs align with strategic directions•How MOOCs fit into their existing TEL practicesand infrastructure
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