The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.

1. 3 x 3 x 3
Exploring a future focused framework for
institutional digital transformation
Keynote Presentation at: Sydney Business School Learning and Teaching Forum
17th November 2021
Professor Steven Warburton, Executive Principal Education Futures
University of New England, NSW.

2. The University of New England respects and acknowledges that its
people, courses and facilities are built on land, and surrounded by a
sense of belonging, both ancient and contemporary, of the world’s oldest
living culture. In doing so, UNE values and respects Indigenous
knowledge systems as a vital part of the knowledge capital of Australia.
We recognise the strength, resilience and capacity of the Aboriginal
community and pay our respects to the Elders past, present and future.
Acknowledgement
of Country
Pictured: Warwick Keen “Always was, always will be” 2008
Gifted by the artist to UNE in 2008
Slide 2 of 19

3. Thursday 14th October 2021

4. “The student, not the subject must remain the central
feature of the University.”
Madgwick understood the importance of bringing
learning to the learner and meeting the student at their
point of need.
70% female students
83% online
Average age 35
Career orientated adult learners

5. 1. Explore a framework being used to guide and
connect digital transformation to strategy.
2. Pick case studies and insights across activity in
the domains of learning, teaching and capability
development.
3. Open discussion on future challenges.

6. 3 x 3 x 3 = ?
1

7. Operations Strategic intent

8. 3 x Goals
Personalised
Learning
Journeys
Empowering
Communities
Building
Resilience
3 x
Approaches
Design
Thinking
Road
Mapping
Impact
Evaluation
3 x
Horizons
Match Fit Leverage Innovate
A framing device

9. 2
Cases
People, process and technology.

10. Academic Development -
SoTL
Domains Building
resilience
Impact
Evaluation
Match-fit
2.1

11. Scholarship of Teaching and Learning versus Scholarly Teaching:
• Scholarly teaching involves educators being informed by colleagues and the
literature and using this information to shape one’s practice (Fraser & Fisher,
2018).
• The Scholarship of Teaching and Learning involves the application of a
research process in the evaluation and improvement of teaching (Boyer, 1990,
p. 61). The culmination of this research process involves dissemination of
results to the broader community.
What?
Slide 5 of 19

12. Faculty participation in professional development activities positively
affects classroom pedagogy, student learning, and the overall culture
of teaching and learning in a college or university.
Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and
student learning: Assessing the connections. Bloomington: Indiana University Press.
Why?
Slide 4 of 19

13. HESF threshold standards 3.2 - Staffing
3. Staff with responsibilities for academic oversight and those with teaching and supervisory roles in
courses or units of study are equipped for their roles, including having:
a) knowledge of contemporary developments in the discipline or field, which is informed by
continuing scholarship or research or advances in practice
b) skills in contemporary teaching, learning and assessment principles relevant to the
discipline, their role, modes of delivery and the needs of particular student cohorts ...
11/18/2021 13
Wait … there's more 'Why'
Slide 6 of 19

14. Education Focused (EF) Academics
Since 2010, EF academics have been the fastest growing group in
the Australian academic workforce and exist in the majority
of Australian universities. They are also increasingly prevalent in
countries such as the US, UK, Canada and Singapore.
Different conceptions of these roles have emerged yet
common themes exist regarding their purpose:
• To deliver ‘educational excellence’.
• To raise the status of teaching in their institutions.
• To offer a new career pathway for academic staff.
However, key risks have also been identified in relation to these roles,
including:
• They are a ‘flash in the pan’.
• They are just a slightly more
secure casual academic ‘teaching-only’ role.
• They create an ‘academic underclass’ and will lead to further
stratification of the academic workforce.
… and a changing landscape
Slide 7 of 19

15. How?
Slide 9 of 19

16. ExT August Planning Session
Slide 16 of 19
Curriculum
Renewal
Academic
Development
SoTL
Supported by a scholarship environment model
And Exploring 'new' areas for scholarship ...

17. Call to Action
Join a Community of Interest Follow an accreditation pathway
Publish
Speak at a global event
https://theconversation.com/stop-treating-
students-like-customers-and-start-working-
with-them-as-partners-in-learning-93276
Engage with students
Speak at a
local event
Slide 17 of 19

18. New ways of working
Domains Empowering
Communities
Design
thinking
Innovate
2.2

19. Our challenge
The time, space and capability to think outside of
BAU processes is constrained. This limits the
institution's ability to improve competitiveness, move
quickly, and act with assurance and creativity in a
highly contested Higher Education sector.

21. Key features of a design hub
w/ multi-functional spaces
Hybrid approach
Using digital presence technologies
and collaborative software toolsets
the hub becomes a hybrid centre for
distributed innovation.
Adapted from hub design deployed
at Victoria University of Wellington, NZ.

22. Creating lasting, positive change
The hub is more than a physical space from which to facilitate delivery. The environment, process and assets are designed to
ensure that the work done in a hub is highly efficient, as visible as required, low-risk, sustainable and creates buy-in from all
stakeholders (internal and external) right from the start.
A hub is a methodology, not just a fixed space. A hub can be used to solve complex problems, often
they focus initially on design or strategy work and will change to suit needs going forward.
• Low-risk change
• Buy-in
• Powerful storytelling
• Build capability and new behaviours

23. Anatomy of a sprint
Deploy cross-functional teams working in a collaborative environment, blending people from different business, academic units. This can include
industry and government partners. A ‘sprint’ exists as a time-boxed piece of work. There are three different types of sprints from explore, to
design and MVP sprints.
THINK
MAKE
PROVE
THINK
MAKE
PROVE
THINK
MAKE
PROVE
Explore Sprint: understand the problem
- Alignment on purpose and outcomes
- Declare assumptions and hypotheses
- Research to understand end user needs,
wants and behaviours
- Frame or reframe the problem to be
addressed
Design Sprint: Design a solution
- Co-design initial concepts
- Create low-fidelity prototype/s
- Test prototypes with UNE staff and end
users
- Test changes to systems, processes
and tools with UNE staff
MVP Sprint: Define MVP and recommendations
- Reframe hypotheses and assumptions
- Design Minimum Viable Product (or Process)
- Collaboratively define measures of success to
score solutions on
- Unpack technical feasibility (capabilities) and
financial viability (cost-benefit)
- Initial business case and recommendations
Adapted from original sprint design deployed at Victoria University of Wellington, NZ.

24. Sprint resources
CORE TEAM
Facilitator
UNE Service Designer
UNE Business Analyst
TEAM
4-6 UNE staff
SPRINT TEAM
SME*
4-6 UNE
staff
INTERVIEWEES
8-12 ‘end-users or
customers’
ADDITIONAL RESOURCES
To test the prototype(s)
To unpack problem, co-design
solutions and share back insights
*Subject Matter Expert
External e.g.,
industry
partners (n=?
as appropriate)
Adapted from original sprint design deployed at Victoria University of Wellington, NZ.

25. Warburton, S. & Mor, Y. (2015). Double Loop
Design: Configuring Narratives, Patterns and
Scenarios in the Design of Technology
Enhanced Learning. In Y. Mor, M. Maina & B.
Craft (ed.), The Art and Science of Learning
Design. Netherlands: Sense.

26. Example main room: debriefing session with
sub-groups engaged in a design sprint.
- Audio visual technology.
- Placements, WIL and internships.
- New educational product development.
- etc.
• Team based working.
• Culture of participation
• Co-design, design thinking skills
for shared problem solving.
• Build and strengthen industry
partnerships.
• Relationship building.
• Concreate realisable solutions.

27. 2.3
OLX* and eAssessment
Domains
Personalised
Learning
Journeys
Impact
Evaluation
Leverage
*Online examinations

28. Our students

29. The ambition:
Our assessment experience

30. How?
• Recognise this is a Second Order Change
• Create a centralised function, decentralised doesn’t
survive easily
• Senior executive who understand the challenges
• Create safety for innovation, support new ideas
• Avoid a ‘compliance’ culture at all costs
• This is a change and communication project, not an
IT project!
Why?
• Student centred: flexibility for students
• Retention
• Accessibility
• Ease marking workload
• Authentic assessment
• E-Texts and online resources
• Superior Identity Management
• Tools to better prevent academic misconduct
• Consistency of supervision
• Institutional Resilience
• Exams whenever it makes sense, no exam period
required
From paper to digital to people and pedagogy

31. Exam Sittings
Units Offering OLX
Project acceleration as COVID19
hit, closing local and global
examination centres

32. Satisfaction Survey
Scores
Technical Issues
Academic Integrity

34. Assessment framework, draft.
Dobson, S. VUW, 2020.
Foundational within a student
centred approach
An opportunity to
reframe and
reconceptualise
assessment practices

35. 12 : 12 : 6
On demand exams: an
opportunity to remap
and flex our academic
calendar

36. But … what
does the
future look
like?
3

37. What are your
challenges?

38. Adapted from Kahu and Nelson, 2017. DOI:10.1080/07294360.2017.1344197

39. https://www.ontasklearning.org/

40. Future of
hybrid?
New community and
engagement models
https://remo.co/

41. Extending the
campus concept
through
community,
connections,
and
conversation.

42. We look at the
present through a
rear-view mirror.
We march
backwards into the
future
Metaverse!
Thank you