Change processes in educational institutions

Change processes in educational institutions and pathways to foster positive change



Prof Gilly Salmon's "Tree of Learning" model, from her Online Educa Berlin keynote presentation "Learning: Living it Forwards, Understanding it Backwards," December 2009.

The Learning Innovation Strategic Framework for University of Leicester



•    Quadrants 1, 2 and 3 represent the deployment of UoL’s existing core capabilities and capacity through incremental innovation
•    Quadrants 1 & 2 suggest deployment of UoL key strengths in teaching excellence but with adjustments to new technologies
•    Quadrant 3 suggests deploying the understanding of technologies already in place to promote business development, solve problems and increase quality of all kinds.
•    Quadrant 4 represents a more radical view of change using peripheral technologies, new products, new markets and missions

Quadrant One

The top left hand quadrant of the matrix suggests ensuring continuous and rapid development of innovations in our mainstream provision of learning and teaching, together with enhancing and extending students’ learning experiences, achieving growth with our established technological products and embedding them further into our teaching and learning processes. We seek increased effectiveness and efficiency for staff and students. Although we’ve made progress there are still more challenges associated with providing an equivalent learning experience for DL and campus based students.

Quadrant Two

The top right hand quadrant (existing mission/new technologies) addresses the many new technologies available. Most of the newer widely used devices such as e-book readers, smart phones, iPods, etc have not been developed for learning and need good understanding of potential teaching applications to be successful in new contexts. There are new understandings of the use of knowledge creation, sharing and repositories that can be deployed. Many technologies can be channeled through the VLE but are not limited by the obvious VLE operations. 

Quadrant Three

The lower left hand box (existing/new) represents using e-learning technologies to address different and new markets, missions, levels and disciplines of learning and teaching (compared to now) but using the expertise and technologies already developed.  Quadrant 3 will support the new 10P process for strategic development of DL in the university (see appendix X).  We can build on the efforts to ‘join up’ provision through e-resources across UoL but also to have students make stronger and easier connections between the subject areas they study and the services they can use, and for the first time to move towards an equality of experience for every student

Quadrant Four

The lower right hand box (new/new) is the most challenging, risky and potentially rewarding.  Research about learning and the student expertience is being published and goes beyond the simplistic ‘what works’ scenarios of stage one of technology introduction. In this quadrant lies power behind the student experience  movement and the greatest potential to put UoL on the global e-map.  The Beyond Distance Research Alliance will focus on bringing forward ‘weaker’ signals from the technological and e-learning environment for consideration. The Learning Futures Academy will provide a scholarly approach to Learning futures (see Appendix X ).

Innovation to Mainstream Processes

The ‘right hand side of the matrix- (i.e. quadrants 2 & 4) is associated with research projects, small scale pilots, experiments and developments and bringing forward evidence of the combination of a technology and approaches to learning that has benefit. This could be judged by student or staff feedback and by the development of pedagogical models that are transferable and shareable.
Built into the strategy will be a group that takes decisions on which innovations fall into this category and when, and recommends that a particular approach is ‘mainstreamed’ – and ‘moves across’ the quadrants to 1 or 3 (‘on the left’). Such a process would involve a minimum of:
•    Pedagogical models and exemplars
•    Examples of business models
•    Scalable benefits and requirements
•    Software and/platforms available to all appropriate members of the university with licensing, cfs download and support, and university systems allowing access
•    Links with and through the VLE
•    Helpdesk staff trained
•    Staff development offered
•    Included in pedagogical design workshops (carpe diems)
•    Student support from student services and/or library

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