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USING THE LASO MODEL TO REVIEW A LEARNING MANAGEMENT SYSTEM IMPLEMENTATION IN ENHANCING DISTANCE E-LEARNING

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USING THE LASO MODEL TO REVIEW A LEARNING MANAGEMENT SYSTEM IMPLEMENTATION IN ENHANCING DISTANCE E-LEARNING
26th ICDE Conference

Published in: Education
  • LASO model can be applied at secondary education level if properly contextualised
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USING THE LASO MODEL TO REVIEW A LEARNING MANAGEMENT SYSTEM IMPLEMENTATION IN ENHANCING DISTANCE E-LEARNING

  1. 1. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING USING THE LASO MODEL TO REVIEW A LEARNING MANAGEMENT SYSTEM IMPLEMENTATION IN ENHANCING DISTANCE E-LEARNING 14th October 2015 Assoc Prof Philip Uys Director, Learning Technologies Slides available from www.slideshare.net/puys
  2. 2. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING Introduction • Charles Sturt University • Blackboard during 2014 • Overall aim all of university uptake by 2015 • Implementation process can be described and reviewed using the Leadership, Academic & Student Ownership and Readiness (LASO) Model • LASO Model emphasises the necessity for integrated and orchestrated top-down, bottom- up and inside-out strategies.
  3. 3. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING LASO model • Managing change for institution-wide transformation in general, and in higher education in particular is problematic since people are central to the process and higher ed has a distinctive culture • Proposes powerful bottom-up approaches based on the Innovation Diffusion theory (Rogers, 1995) • Necessity for top-down, bottom-up and inside- out approaches to be integrated and used in a dynamic and adaptive way
  4. 4. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING Vision Reward Structure Strategic Framework LEADERSHIP ACADEMIC AND STUDENT OWNERSHIP & READINESS Workgroups Pilots Training Teams Dr Philip Uys philip.uys@globe-online.com http://www.globe-online.com/philip.uys *LASO: Leadership, Academic & Student Ownership and Readiness September 2001 © Copyright Philip Uys Student Interest … …
  5. 5. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING LASO model at CSU: Top down strategies 1. CSU vision was to “introduce a leading learning management system and educational technologies, integrated with other student system plans, and considerate of student and staff support and change management requirements: to provide distance and on- campus e-learning 2. sponsor of the project was a senior manager at CSU namely the Acting PVC (Student Learning) and later myself
  6. 6. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING 3. Steering Committee widely representative of general and academic staff of the University. 4. The presenter, who is Director of Learning Technologies, was responsible for the change management and communications program 5. Interact deliberately with middle-management namely the heads of school and the course (program) directors – both roles manage staff, financial resources and workloads.
  7. 7. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING LASO model at CSU: Bottom up strategies 1. Change fatigue was uncovered during the implementation of the new LMS at CSU due to other major projects being carried out at the same time namely a new way of designing courses (programs), as well as a new assessment and moderation policy in 2014. 2. Extensive help with the transition of learning content from the previous LMS (Sakai) to the new LMS (Blackboard)
  8. 8. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING 3. A phased implementation was further used that started at the beginning of 2014 and concluded in February 2015 so that staff could learn from each phase and also to ensure a gradual uptake by staff and students 4. Educational Technology Reference Group 5. Professional learning program: training in the functionality of the new LMS and integrating in learning designs; ran workshops; regular drop in sessions; one-on-one support; extensive online help materials
  9. 9. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING 6. emails were sent to all students, online banners were placed on all student computers on the campus and student-facing websites were used to convey messages about the new LMS. 7. Regular and targeted communications were also send to teaching staff using a variety of channels including email; University news; general Yammer use; a dedicated Yammer group; via the educational designers; heads of school; course directors; and a site in the new LMS called “About Learning Technologies”.
  10. 10. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING 8. The work of the LMS project team was another bottom-up strategy to support the implementation of the new LMS. This team included members from the Library, the IT division, the office for students and the Division of Student Learning.
  11. 11. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING Integrating top down and bottom up strategies “Guiding teams” was set-up in each of the four faculties and the relevant divisions and had a mix of senior and junior staff. The guiding teams had to interpret the change and communications for their constituencies that regularly were sent to them.
  12. 12. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING LASO model at CSU: Inside-out strategies 1. Inside-out strategies acknowledges the central importance of people in the transformation process. As such it attempts to address perceptions, attitudes and behaviours of students, academic staff and project teams in higher education.
  13. 13. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING 2. Three unique aspects of educational change (Bromage, 2006) - mutual education: academics and EDs - collegiate approach: academics and EDs - providing high quality evidence: case studies could have been provided 3. critical that an educational rationale as well as the benefits of the change be provided to academics to increase acceptance
  14. 14. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING Summary -CSU-wide uptake of the new LMS with all distance and on-campus students using the new LMS since the beginning of 2015 to engage in e-learning. -Some teething problems but the feedback in general has been positive. -Distributed change and professional learning approach via a large number of guiding teams and also having educational designers distributed across all the schools in the University seemed to work very well. Guiding teams variable.
  15. 15. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING -An extensive and deliberate change process as described using the LASO model has proved to be effective. -The LASO model has again proved to be robust as a guiding and review framework for institution- wide technological transformation. -Confirmed again during the implementation of the new LMS at CSU for distance and on-campus e- learning that it is critical that top down, bottom up and inside-out strategies work in tandem
  16. 16. LEARNING TECHNOLOGIES, DIVISION OF STUDENT LEARNING Thank You Assoc Prof Philip Uys (Director, Learning Technologies): puys@csu.edu.au Slides available from www.slideshare.net/puys

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