The document discusses the selection of Moodle as the replacement learning management system (LMS) at Massey University. It describes the university's strategic planning process that led to choosing Moodle, including establishing selection criteria focused on pedagogy and developing a business case. Key questions are raised about implementing the new system at scale, managing political interests, resourcing needs, and ensuring the technology supports the university's vision for blended learning. The summary emphasizes that LMS selection is a strategic decision that requires engagement across the institution.

1. Learning & Educational Technologies Moodle as a Trojan Horse: The Politics of LMS Selection Moodle Moot Conference Edmonton Associate Professor Mark Brown & Gordon Suddaby April 2009

2. Some Eggo-centric Information… • Director of Distance Education • Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Editor of the journal Computers in New Zealand Schools • Member of the Mahara ePortfolio International Development Committee • Member of the Open Source Formative Assessment Tool (FAT) Project Committee Mark “e” Brown [email_address]

3. http://akoaotearoa.ac.nz/projects FAT

6. Moodle as a Trojan Horse • Background • Taking the Strategic Lead • Investing in the Digital Future • The Key Questions to Answer Outline:

7. Central Message The selection of a replacement Learning Management System (LMS) is a key strategic decision about the future direction of your institution that requires high level engagement and political cunning .

8. Central Message Future Taker The selection of a replacement Learning Management System (LMS) is a key strategic decision about the future direction of your institution that requires high level engagement and political cunning .

9. Central Message Future Maker Future Taker The selection of a replacement Learning Management System (LMS) is a key strategic decision about the future direction of your institution that requires high level engagement and political cunning .

10. Background

11. • Early adopters since late 1980’s • WebCT implemented in 1998 • Exponential uptake of WebCT • 2200+ online courses in 2008 • Reputation for leading the way… Background

12. March 2008 Yet to be truly embedded Background

13. March 2008 The exception rather than norm Background

14. At the crossroads Background

15. Background • Patchy Uptake • Additive Model • Obsolete LMS • Just a Technical System • Not Aligned with Strategic Vision The truth:

16. Questions

17. Taking the Strategic Lead • New Funding Model • Investment Plan - 2007 • Nine Strategic Priorities • Improved educational outcomes for learners from strengthening Massey University’s elearning capability • Improved educational success for learners from the continuous improvement of Massey’s university-level distance education provision • Replacement of WebCT was top priority

24. • Involved a multi-pronged approach • LMS News Website • Moodle Pilot in BEd (Tchg) Programme • Feedback from LMS User Groups • Review of literature and confidential business cases • Establishment of Pedagogical Reference Group • Establishment of LMS Project Board • Endorsement from Academic Board • Endorsement from Vice Chancellor’s Executive Committee Taking the Strategic Lead Selection Process:

26. Questions

27. Investing in the Digital Future

28. Investing in the Digital Future Developing the Business Case…

30. • 10 Action Points • Action Point 1: Adoption of Moodle • Budget required $5 million over 3 years • Four iterations of the Business Case before approval Investing in the Digital Future Business Case involved…

31. • Hybrid model • Phrased approached • Expanded Core eToolset • College Development Plans • Emphasis on whole programmes/major/units • Embedded pedagogical support in Colleges • Colleges and central services working together • Provides additional learner support • Invests in IT infrastructure • Defined Layers of eTools Investing in the Digital Future Key features…

32. uOpen Free Open Educational Resources Open Layer Digital layers… Limited Support Investing in our Digital Future

33. uOpen Free Open Educational Resources Open Layer Stream (Moodle, Mahara, eXe, Connect, Wimba, Turnitin, SBL-Interactive, etc) Core Layer Limited Support Full Support Digital layers… Investing in the Digital Future

34. Investing in the Digital Future

35. uOpen Free Open Educational Resources Open Layer Stream (Moodle, Mahara, eXe, Connect, Wimba, Turnitin, SBL-Interactive, etc) Core Layer Custom Tools (EndNote, MediaSite, Video Conferencing, etc) Custom Layer Limited Support Full Support Digital layers… Limited Support Investing in the Digital Future

36. uOpen Free Open Educational Resources Open Layer Stream (Moodle, Mahara, eXe, Connect, Wimba, Turnitin, SBL-Interactive, etc) Core Layer Custom Tools (EndNote, MediaSite, Video Conferencing, etc) Custom Layer Edge Tools (Delicious, Skype, YouTube, Twitter, etc) Edge Layer Limited Support Full Support Limited Support No Support Digital layers… Investing in the Digital Future

37. Investing in the Digital Future Formal Project Board…

38. New Vice Chancellor… Investing in the Digital Future • Minister of Education • Number 3 ranked in cabinet • Local member of parliament • Previous staff member - 20 years ago

39. The Road to 2020 Strategy… “ Commits Massey to providing an exceptional and distinctive learning experience for all learners.” Investing in the Digital Future

40. To build a new o p en and blended learning environment providing a flexible, collaborative, interactive and personalised student learning experience. Vision Investing in the Digital Future

41. Investing in the Digital Future

42. Questions

43. The Key Questions to Answer

44. The questions… The Key Questions to Answer

45. The questions… • Is the timeline realistic? • How it will be phased in? • What are the workload implications? • Is there enough money for staff support? • Is there sufficient time to teach the teachers? • Have we addressed the pedagogical challenges? • Have we defined the new media technical roles? • Is the 8% NPV (depreciation) rate accurate? The Key Questions to Answer

46. The Key Questions to Answer

53. “ Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein The Key Questions to Answer

54. Conclusion

55. Conclusion Moodle can help to create a vibrant digital learning culture. However, it can also be used to entrench 1960s style education on 21st century networks.

56. Conclusion “ All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach” (Toffler, 1974).

57. A Final Word of Caution

58. Questions