How a large distributed FE college is using learning technology to bring about large scale organisational change Howard Browes Head of Learning Innovation and Student Progress Leeds City College Bob Harrison - Consultant SET, Education Adviser, Toshiba Information Systems (UK) Ltd, Consultant, National College for Leadership of Schools and Children's Services Context
our journey ... Drivers: austerity efficiency effectiveness accountability what we are about as an organisation? are we meeting needs?
what we need to do to improve? how can we change? but most importantly, we are a learning organisation The theory.. Geography
E-learning @ LCC Differing starting points: o staffing structures o infrastructure o multiple systems o platforms (Moodle and Blackboard) o fragmented curriculum o geographical spread o changing delivery patterns o responsiveness o dated estate
Merger Size can bring problems Importance of avoiding silos (sometimes a result of every day business processes) Unified vision AND ACTIONS Development and action plans need to be linked Is there joined-up thinking: ITSS infrastructure and capital investment? curriculum design and delivery models?
design and location of learning spaces? are we recruiting the right staff and providing the best professional development opportunities? Infrastructure Every system has a purpose to the person/team who designed/implemented it but it isnt always clear to the end user! The College had previously used an Allied Telesis SwitchBlade 4000, a CISCO 6509 and HP Networking for its core resilience at the campuses which are now end of life and will be replaced by six Allied Telesis SwitchBlade x908 switches with 10GB modules for
fiber connectivity and x610 series Layer 3 switches. The new switches will ensure that traffic is re-routed in milliseconds in the event of a potential failure. They will also enhance resiliency for the colleges cloud-based storage (Microsoft [email protected]) and ensure high levels of security for staff and students accessing the network by automatically assigning them to the correct WLAN. Systemic change Teachers have been infrequent and limited users of new technology for classroom instruction. If anything, in the midst of the spread of computers and the Internet to all facets of American life. elearning in public schools has turned out to be word processing and Internet searches.. Teachers at all levels of schooling have used the
new technology basically to continue what they have always done Cuban, L (2003) can I . learn how and when I want? write and submit an assessed piece of work in a digital format get assessed work marked with quality feedback within a reasonable time period have my grades and overall progress updated with the same ease as I can use Facebook?
Staffing TEL Manager Learning Innovation Mentors
Web-developer VLE Team Advanced Practitioners Digital leaders TEL Group Right team obviously essential, but also need buy-in to effect lasting transformation Festival of Learning
Short-term win! 1400 staff in 42 rooms across 4 sites Adobe Connect TEL Passport Staff Survey summer 2011
Student Survey February 2012 Increased staff knowledge and use of technology Evidence of staff trying new technology but does it enhance learning? We have already noticed an increase in staff using new technologies through the OTL process
It is as much about changing the mind-set of staff so that they think of learning in similar ways to the learners http://info.leedscitycollege.ac.uk/sites/grid/ http://wallwisher.com/wall/lccpubliservices
http://www.pearltrees.com/jonnywathen Current initiatives
BYOD & device leasing College App curriculum/learning focus Infrastructure Policies, strategies and actions plans . Re-designed learning spaces (consolidation and re-location) Curriculum versus learning Students as digital leaders Supplementing VLE with an aggregation of various social networks (mashup) Its a learning journey
We are just starting the journey. Eric Hoffer, 1989 Bob Harrison - Consultant
Long Term vision
SMT buy in Network of Innovators Staff groupings Reliable Technological Infrastructure Technician Support Pre/post event blog Follow Up action plan/Impact measures Evaluation Low hanging fruit Student Voice/Digital Leaders Build and maintain momentum
3-5 year plan Why achieving large scale organisational change is difficult Diana Laurillard 1. The drivers of the education system assessment, curriculum, inspection/quality requirements, funding flows, promotion criteria - have not changed in recognition of what technology offers, so nothing within it can change.
2. Technological change is very rapid, and because every innovation is useful in education we need more time to make the radical changes they afford 3. The education system is run by leaders who are not comfortable with either the detail or the implications of the technology potential, and they need more support 4. Education is a political activity so avoids being
subject to the innovation that market forces encourage 5. Education systems change slowly because they are hierarchical command-control systems, rather than devolved-power adaptive systems. Teachers and lecturers are given neither the power nor the means to improve the nature and quality of the teaching-learning process through technology Contacts
Howard Browes Head of Learning Innovation and Student Progress [email protected] 01132846291 07795256714 @hanbrowes #lcclearn21c http://wp.me/P2dGd4-2 Bob Harrison,
Education Adviser, Toshiba Information Systems (UK) Ltd Consultant, National College for Leadership of Schools and Children's Services [email protected] Support for Education and Training http://www.setuk.co.uk/ @bobharrisonset
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