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Organizational Change and Developments in Online Learning - Case Studies of Change in Higher Education


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Presentation at Online Learning 2018

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Organizational Change and Developments in Online Learning - Case Studies of Change in Higher Education

  1. 1. Organizational Change and Developments in Online Learning Stephen Murgatroyd. PhD
  2. 2. What This Presentation Will Explore.. Some key changes and shifts in the way in which organizations are structured and able to deliver flexible, online learning 1 Look in particular at three examples of significant change – Dubai, New Zealand, Australia and the UK 2 Raise issues about the readiness of organizations for a different future 3
  3. 3. Understanding the Broad Context
  4. 4. What is Driving Change?  Changing demography.  Changing economies.  Changing global picture.  Changing nature of work and the organizations that employ people.  Changing financial picture – debt, deficits and unfunded liabilities.  Changing technology.  Changing sense of identity and meaning.
  5. 5. Secure New Markets Reimagine Business Processes Hyperscale Platforms for Global Reach Unconstrain Supply of Learning Supports Refining and Strengthening their Value Proposition The Bigger Context of Change
  6. 6. Case Studies of Change
  7. 7. The Open Polytechnic of New Zealand
  8. 8. Snapshot  Founded in 1946 as a print-based correspondence school – became a Polytechnic in 1990  29,813 individual learners in 2017 – 93% part-time - high levels of satisfaction  5,454 Māori learners and 1,848 Pasifika learners in 2017  Budget of $61.6m – ran operating surplus of $1.2 million last year  24% of all polytechnic students in NZ study at OPNZ  Developed own LMS - iQualify
  9. 9. Strategic vision for op OP seeks to develop a future learning experience that is: When to enrol What programmes to enrol in, based on an assessment of prior learning How to access digital learning When to learn, with learning and support available 24/7 At what pace to progress through their learning Convenient With greater choice for learners about: Is self directed, using assessment when the learner is ready and rich learner analytics to tailor programs and support Meets the current and future industry needs through a portfolio design, learning resources developed in partnership with industry, workplace learning support and workplace Relevant With personalized learning that: Contemporary interactive courseware Peers, academic staff, facilitators, workplace mentors and assessors and international experts, all connected to the learner in the learning community A tiered system of support, that utilizes technology Connected Through learners engaging with: Using data about learners’ progress and achievements to inform the ongoing design of resources and support Seeking and responding to learners’ feedback Smart Continuously improving experiences for learners through:
  10. 10. Key Shifts at the Open Polytechnic Of New Zealand  The new model requires a number of key shifts from the current state.  Additional shifts may be identified as the model is developed in further detail. Acknowledge: Hayley Carthy, OPNZ
  11. 11. Key initiatives transitioning to the ODFL operating model Touchpoint Mapping Assessment Centre 365 Challenge Product Design & Development • On-Line Marking (OLM) • Recognising Prior Learning (RPL) • Pre-moderation • Moderation • Core Assessment vs. Diversified Revenue• Diagnostic tools (Student readiness & pathways) • De-coupling • Courseware & Assessment Separation • Student Mentors/Student Learning Support • Business Intelligence & Dashboards • Outbound call logging capability • Intervention guidance & scripts • Targeted automation • Learner interactions and engagement capability • Scalability Stocktake of in-flight projects and activities: • Stop, Start, Continue: planning, prioritisation & sequencing • Transformation support for business as usual activities Core transformation activities: • Enterprise change and engagement plan • Business process mapping • Role personas • Business readiness (pulse) • Workforce Management • Modern Working Environment • Secure Product Repository • Product curation • Investment decision and governance • Portfolio and Domain Strategies • Sample/Taster courses • Modular Stackable Courses and Assessment
  12. 12. Hamdan Bin Mohammed Smart University, UAE (Dubai)
  13. 13. Snapshot  Founded 2009 (developed from e-TQM College, which was founded in 2002)  First accredited online university in the Middle East  Offers lifelong learning, undergraduate, graduate and doctoral degrees  Specialisms in Islamic Banking and TQM  Prize winning Smart-Campus e-learning platform  800 degree based students  Budget of AED $28m (app $9.9m CAN)
  14. 14. The Challenge at Hamdan Bin Mohammed Smart University in Dubai Shifting Shifting the University from 80% degree registrations to 80% life- long learners Repurposing Repurposing systems, teams and the organization to focus not on academic learning but on short courses, instant learning, products and services which support learning. Redesigning learning content created for one purpose (degree) for another (lifelong learniong) Partnerships finding new partners to enable lfe-long learning
  15. 15. Challenges  Culture – hierarchical and slow  Control systems – especially regulatory environment  Faculty mindset – the lonely but focused Professor to eco-system warrior  Government focused not industry focused
  16. 16. TAFE New South Wales Technical and Further Education (TAFE), New South Wales
  17. 17. Snapshot  Founded 1833  500,000 learners – 120,000 online learners  1 in 10 learners are apprentices  Apprenticeship through to undergraduate degree  130 Centres Across NSW including 10 Connected Learning Centres (VR enabled)  Bringing 10 different institutions together to form 1 unitary authority
  18. 18. Moving from a College to a Unitary Training Organization  Significant structural and leadership change  Creation of:  9 Industry Vertical Commissioning Units that then commission  Product Managers to Create new Training Packages that Fully Reflect Industry Needs and Current Technologies  Product Managers then Contract the Digital Lab to Create the Digital Resources Needed for the Packages
  19. 19. The Digital Lab – 3 Teams Innovation Team Learning Analytics Team Learning Design Team
  20. 20. Innovation Team  What technologies are our 9 industry sectors anticipating using in the next 3-5 years and how do we embed these in our training packages?  What learning technologies are emerging that we should explore so as to get to scale?  How can we enhance our existing technologies (VR,AR,AI, LMS etc) to support learners at scale?
  21. 21. Learning Analytics Team  Application predictive analytics – which applicants will need additional support?  Predictive analytics – which learner needs our help?  Design components – is the training package working as we expected?  What can we see in terms of learner engagement and what do we need to do to improve engagement?
  22. 22. Learning Design Team  Using data and evidence to design effective digital learning experience for both online and blended learning.  Using best practices worldwide to accelerate digitization.  Assessment as a service
  23. 23. Woolf University, Oxford UK
  24. 24. Snapshot  Start-Up  AI and Blockchain University focused on a personal tutoring model  Annual fees app. US$19,200  Seeking to solve three problems: (a) adjunct faculty rather than full-time faculty; (b) excessive management costs diverting resources from teaching, learning and research; and (c) meaning and purpose disconnected from the learner.
  25. 25. Some Transformation Challenges
  26. 26. Some Challenges  Courageous leadership  Time to change – 3-4 year journeys – shift can happen in this time (e.g. NZ TEC Review of the Polytechnic Sector)  75% of all major change efforts fail or do not deliver expected outcomes  Change fatigue  Market shifts faster than the change