Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
HOW MIGHT CURRENT AND FUTURE TRENDS IN TECHNOLOGY AFFECT LEADERSHIP AT DMU
THE PLAN <ul><li>Your role and aspirations </li></ul><ul><li>Some technology trends </li></ul><ul><li>The case of Technolo...
What are you planning to do? Current technology Future technology Current activity Business-as-usual Adaptation: Planning ...
<ul><li>How does technology impact your leadership role? </li></ul><ul><li>What are your aspirations for your use of techn...
How will Current and Future Trends in Information Technology Impact DMU?
Background <ul><li>Economic and Higher Education context </li></ul><ul><li>Rapidly changing technology and vendor landscap...
The ‘Realtime’ student generation <ul><li>Expectations </li></ul><ul><ul><li>38% wanted lectures to be broadcast on the WE...
Expectations from ‘business’
Possible technology trends in HE Source: Gartner Hype Cycle for Education July 2009 Potential Benefit
What benefits could this bring? <ul><li>Improvements to Business Process </li></ul><ul><ul><li>Integrated systems and Busi...
What does it mean for us? <ul><ul><li>An exciting time and a huge opportunity </li></ul></ul><ul><ul><ul><li>New systems a...
The case of Technology-Enhanced Learning: some issues in taking forward change
Beyond DMU: what is the place of social media in the twenty-first century University? <ul><li>DEMOS  Edgeless University/R...
Beyond DMU: some policy <ul><li>Higher Ambitions:  “Scarcity” closely tied to a prioritisation of STEM research, scientifi...
Beyond DMU: student view <ul><li>“ A real focus on trying to get a sense of academic community back into our institutions”...
Taking forward change <ul><li>How is leadership impacted at these levels? </li></ul><ul><li>Institutional: a vision of the...
Taking forward change: a programme of work @ DMU <ul><li>Strategic: how does edtech enable our educational and social valu...
Taking forward change: benefits <ul><li>Enhanced resilience of DMU’s academic provision. </li></ul><ul><li>Increased recog...
Taking forward change: outcomes <ul><li>Integration of core and personal technologies </li></ul><ul><li>A coherent infrast...
<ul><li>With links to the staff/student lifecycle; data/admin; professional development; student services; content; policy...
Taking forward change: planning <ul><li>Scoping projects </li></ul><ul><ul><li>e-Administration/e-Services/e-Content </li>...
Taking forward change:  energy, carbon, cash <ul><li>It is estimated that ICT accounts for 2% of global carbon dioxide emi...
“ the overall energy use is growing at a much faster rate  than technological development and deployment can offset . Acco...
Does what you have heard affect  your aspirations as a leader for your use of technology? Can you define  a short and medi...
How do you feel about what you have heard?
Thanks for your time and energy Mike Robinson, Director of ISAS  [email_address] Richard Hall, University e-Learning Co-or...
Upcoming SlideShare
Loading in …5
×

How might current and future trends in technology affect leadership at DMU

4,042 views

Published on

My presentation at the DMU Leadership Conference, 8 July 2010, with Mike Robinson, Director of ISAS

Published in: Education, Technology, Business
  • Be the first to comment

How might current and future trends in technology affect leadership at DMU

  1. 1. HOW MIGHT CURRENT AND FUTURE TRENDS IN TECHNOLOGY AFFECT LEADERSHIP AT DMU
  2. 2. THE PLAN <ul><li>Your role and aspirations </li></ul><ul><li>Some technology trends </li></ul><ul><li>The case of Technology-Enhanced Learning </li></ul><ul><li>Developing leadership: what is it for? </li></ul>
  3. 3. What are you planning to do? Current technology Future technology Current activity Business-as-usual Adaptation: Planning for the same activity with new tech Future activity Evolution: New activities with current tech Discontinuity in practice
  4. 4. <ul><li>How does technology impact your leadership role? </li></ul><ul><li>What are your aspirations for your use of technology as a leader? </li></ul>
  5. 5. How will Current and Future Trends in Information Technology Impact DMU?
  6. 6. Background <ul><li>Economic and Higher Education context </li></ul><ul><li>Rapidly changing technology and vendor landscape </li></ul>
  7. 7. The ‘Realtime’ student generation <ul><li>Expectations </li></ul><ul><ul><li>38% wanted lectures to be broadcast on the WEB </li></ul></ul><ul><ul><li>81% wanted lecturers to use Instant Messaging to communicate with them </li></ul></ul><ul><ul><li>67% said that 'technology' experience would influence their choice of University </li></ul></ul><ul><li>“ The University sector cannot ignore the impact technology experience will have on student intake and associated revenue streams” </li></ul><ul><li>“ Access to technology is now a heavily consumer driven experience, and this will create demands on IT departments across sectors to offer a wider range of devices and services than expected by past or even existing IT users” </li></ul>Source: Logicalis Survey “The Rise of The UK Realtime Generation” 2007
  8. 8. Expectations from ‘business’
  9. 9. Possible technology trends in HE Source: Gartner Hype Cycle for Education July 2009 Potential Benefit
  10. 10. What benefits could this bring? <ul><li>Improvements to Business Process </li></ul><ul><ul><li>Integrated systems and Business Intelligence </li></ul></ul><ul><ul><li>Streamlined and automated business processes </li></ul></ul><ul><ul><li>Increased productivity and efficiency </li></ul></ul><ul><li>Research and commercial activities </li></ul><ul><ul><li>Improved tracking of grants </li></ul></ul><ul><ul><li>Flexibility to meet specialist needs </li></ul></ul><ul><li>Enhanced Student and Academic Experience </li></ul><ul><ul><li>Interactive teaching and workspace technologies </li></ul></ul><ul><ul><li>Unified communications for collaboration </li></ul></ul><ul><ul><li>Mobile and streaming media technologies </li></ul></ul><ul><ul><li>Portal and E-Learning for distance learners </li></ul></ul>
  11. 11. What does it mean for us? <ul><ul><li>An exciting time and a huge opportunity </li></ul></ul><ul><ul><ul><li>New systems and replacing legacy technology </li></ul></ul></ul><ul><ul><ul><li>To establish DMU as a leader across the HE sector </li></ul></ul></ul><ul><ul><ul><li>Higher Ambitions “Information about how technology is used in each course will be available as students choose their options” </li></ul></ul></ul><ul><li>But it’s not just about the technology </li></ul><ul><ul><li>Change and culture </li></ul></ul><ul><ul><li>Gain new skills and different ways of working </li></ul></ul><ul><ul><li>Leadership </li></ul></ul><ul><ul><li>Higher Ambitions “The use of technology in teaching is too often left to individual pioneers…… we support University leaderships to take responsibility for driving the use of new technologies.” </li></ul></ul>
  12. 12. The case of Technology-Enhanced Learning: some issues in taking forward change
  13. 13. Beyond DMU: what is the place of social media in the twenty-first century University? <ul><li>DEMOS Edgeless University/Resilient Nation: what is the idea of the University? </li></ul><ul><li>Digital Economy Act: what is the idea of co-producion? </li></ul><ul><li>JISC Report, Thriving in the 21st century ; FutureLab, Beyond current horizons : what is the idea of learning? </li></ul><ul><li>Committee of Inquiry into the impact on HE of students’ use of Web 2.0 : what is the idea of teaching? </li></ul><ul><li>Revised HEFCE Strategy: what is the place of social media in HE? </li></ul>
  14. 14. Beyond DMU: some policy <ul><li>Higher Ambitions: “Scarcity” closely tied to a prioritisation of STEM research, scientific research, a need for private investment, and the demand to demonstrate “effectiveness” </li></ul><ul><li>HEFCE: “New technology offers ways to deliver courses more imaginatively and flexibly” </li></ul><ul><li>Willetts: “ At the centre of this are the students. Any reforms must be in the best interest of students themselves.” Information; employability; flexibility and diversity </li></ul>
  15. 15. Beyond DMU: student view <ul><li>“ A real focus on trying to get a sense of academic community back into our institutions” </li></ul><ul><li>“ active participants or effective co-producers of their education [rather than seen in terms of] heavy, utilitarian language” </li></ul><ul><li>Aaron Porter , VP HE (NUS), on Higher Ambitions [23/11/09] </li></ul><ul><li>A focus on diversity of provision, student demands and increasing debt at the June 2010 Escalate conference </li></ul>
  16. 16. Taking forward change <ul><li>How is leadership impacted at these levels? </li></ul><ul><li>Institutional: a vision of the University: private or social enterprise? </li></ul><ul><li>Tags: affiliation; complexity; openness </li></ul><ul><li>Individual: a focus on *the learner*. What about staff? </li></ul><ul><li>Tags: inclusive networks; mentoring; personalisation </li></ul><ul><li>Curricula: what about progressive pedagogy? </li></ul><ul><li>Tag: co-creation; co-governance </li></ul>
  17. 17. Taking forward change: a programme of work @ DMU <ul><li>Strategic: how does edtech enable our educational and social values? </li></ul><ul><li>Institutional: how do we address differential experience, expertise, demand and workloads? </li></ul><ul><li>Professional: how does edtech underpin professional identity? </li></ul><ul><li>Learner: how do we make and act upon good-enough decisions? </li></ul><ul><li>Think people, tech, data, policy, process, outcomes, benefits, projects </li></ul>
  18. 18. Taking forward change: benefits <ul><li>Enhanced resilience of DMU’s academic provision. </li></ul><ul><li>Increased recognition within the HE sector of DMU as a leading TEL provider. </li></ul><ul><li>Enhanced flexibility and efficiency of core business processes and systems related to TEL. </li></ul>
  19. 19. Taking forward change: outcomes <ul><li>Integration of core and personal technologies </li></ul><ul><li>A coherent infrastructure and value-added services that are reliable, consistent and readily accessible on and off campus. </li></ul><ul><li>Organisational and policy structures that support the agile delivery of TEL. </li></ul><ul><li>Learners will develop their own digital identities through PLEs. </li></ul><ul><li>Academic teams will demonstrate enhanced integration of TEL. </li></ul><ul><li>An accredited development pathway for practitioners. </li></ul><ul><li>Increased capacity for research and EIG related to TEL. </li></ul>
  20. 20. <ul><li>With links to the staff/student lifecycle; data/admin; professional development; student services; content; policy/process </li></ul>
  21. 21. Taking forward change: planning <ul><li>Scoping projects </li></ul><ul><ul><li>e-Administration/e-Services/e-Content </li></ul></ul><ul><ul><li>Professional/Learning literacies/research </li></ul></ul><ul><ul><li>marketing of TEL @ DMU </li></ul></ul><ul><li>Programme plan </li></ul><ul><li>Delivery/governance </li></ul>
  22. 22. Taking forward change: energy, carbon, cash <ul><li>It is estimated that ICT accounts for 2% of global carbon dioxide emissions (same as airline industry) , and that its use in UK further and higher education generates over 500,000 tonnes of carbon dioxide emissions pa. [ 1.75% in delivery of services, 0.25% in production processes.] </li></ul><ul><li>The UK government has a target to reduce carbon dioxide emissions by 26% from 1990 levels by 2020 </li></ul><ul><li>Personal computing (PCs, laptops, monitors) is the main area of ICT-related energy consumption in UK universities and colleges, at 40–50% of the total, and digital printing is a further 10–16% JISC Susteit Report 2009 </li></ul>
  23. 23. “ the overall energy use is growing at a much faster rate than technological development and deployment can offset . According to the Smart2020 report the footprint of the ICT industry is set to rise [0.5 GtCO2e today] to 1.4 GtCO2e in 2020; ie a 280% increase at global level, largely due to the expected increased take-up of ICT in developing economies.” (ICT for Energy Efficiency EU Report) “ While the sector plans to significantly step up the energy efficiency of its products and services, ICT’s largest influence will be by enabling energy efficiencies in other sectors , an opportunity that could deliver carbon savings five times larger than the total emissions from the entire ICT sector in 2020.” (SMART2020 Report 2008) Taking forward change: r ebound/behaviours
  24. 24. Does what you have heard affect your aspirations as a leader for your use of technology? Can you define a short and medium-term priority for your team in utilising technology? Can you identify key barriers to this?
  25. 25. How do you feel about what you have heard?
  26. 26. Thanks for your time and energy Mike Robinson, Director of ISAS [email_address] Richard Hall, University e-Learning Co-ordinator, [email_address] @hallymk1

×