ITC 15 December 2005

1. ITC 15 December 2005 Anne Forster The University of Sydney Anne Forster ITC,vid con

2. Overview • Introduction and Definitions: a common language • 1. Why change? The organisational context: • 2. Changing roles and processes of staff • 3. The learning experience • 4. Designing the physical and virtual learning environment • Questions from ITC audience to Anne/members of the ITC panel Anne Forster ITC,vid con

3. Three key points • The student experience not technology • Inter-professional team approach • Designing the learning environments: preserving your core values Anne Forster ITC,vid con

4. Definitions: a continuum f2f blended online • Face to face to fully on-line/distance • Getting the mixture right: Flexible learning, blended learning • Bolt on, Enhance, Replace • Efficiency and effectiveness: Leverage for scale and reach • Pedagogical creativity, new learning approaches Anne Forster ITC,vid con

5. Declining public funding • Increased demand • MDGs • Technology • Access • Information society • Innovation • Creativity • Independence Why change? Crisis, evolution, opportunity? Anne Forster ITC,vid con

6. What is driving the change to e-Learning at ITC? Anne Forster ITC,vid con

7. Part 1 1. Why change? The organisational context Anne Forster ITC,vid con

8. Sydney: a research intensive university • Established 1850 • Total staff 5577 • Students 46,194 • Faculties 17 • Top research funding • First preference for students & staff • Campus based, moving to graduate entry professional degrees Anne Forster ITC,vid con

9. Drivers of Change • Need to diversify sources of revenue: • Govt: <20% of core • Research funding allocation • Student fees: Postgraduate coursework & International • Growth in global professional markets • Competitive environment: innovation, business models, partnerships • Quality assurance and brand positioning Anne Forster ITC,vid con

10. Moving to Blended Learning: The process of innovation • Breaking down the barriers: • Isolation, time, communication • The team approach • Social, energising, productive • Generating ideas, fast moving • Scenario building • Project and business planning • Instructional design • Interdisciplinary studies Anne Forster ITC,vid con

11. Generating new knowledge Architecture: the age dimension • Challenging the silos: Perspectives of non-architects • Collaborative knowledge building • What does this whole area look like? • Craft some question sequences • How does architecture aid health, safety, community and well-being of the elderly? • How do architects “see” from the perspective of the aged? • How do other cultures design for living till old? Anne Forster ITC,vid con

12. Strategic goals Creativity Capacity and Community Management processes Staff, skills and roles Tools and methods Anne Forster ITC,vid con

13. When cultures clash • Students: the net gen, mobile, working • Staff: fixed habits, preferences, lack of skills, don’t like working in teams, barriers to change; • Research: Autonomy and independence • Education: Public service, mission • High growth: • More teaching, less research? • Higher revenues, higher impact? • The institution or the department? • More talent or leverage the talent? Anne Forster ITC,vid con

14. Resistance • Discipline based silos • The physical structure of the campus • Interpersonal differences, uncertainty and fear of change • Intra and inter-professional rivalries • Different conceptual approaches and models of learning • Lack of education and training about collaboration and potential benefits of alternative delivery models • Power, income and status differences Anne Forster ITC,vid con

15. What would inhibit change at ITC? Anne Forster ITC,vid con

16. 2. Changing roles and processes of staff Anne Forster ITC,vid con

17. Disaggregation and roles in HE (see eg Ford et al 1996) • Academic staff • Researcher/teacher/administrator/ • Counsellor/manager/assessor/author • Technologist/consultant/ entrepreneur • Para-academics • Counsellors, librarians, instructional designers, IT and media specialists • Senior university managers Anne Forster ITC,vid con

18. The costs of a quality learning environment • Opportunity analysis: business development, planning • Course development: writers, designers, producers, project managers • Course production: programmers, web specialists • Instruction: online and physical academic, interaction and assessment • Staff training and professional development Anne Forster ITC,vid con

19. The costs of a quality learning environment • Marketing and promotion: distribution agents, collateral, recruitment and processing • Maintenance: liaison, relationship management, monitoring. • Quality management: evaluation and continuous improvement • Technology infrastructure: platform, applications, system support, 24 x 7 help desk, communications Anne Forster ITC,vid con

20. Product Identification Initiation Course & Resources Development Process Teaching & Learning Process Design Curriculum Development Interaction Activities Lifelong learning Process Production Assessment Professional Development Graduation/ CRM Business & Support Process Delivery Customer/ Sales Marketing & Research Information & Advice Recruitment Community Building Alumni Infrastructure Quality Systems Faculty Planning Management Strategy IT Systems Support/ Admin Financial Management New Business Management The value chain Model adapted from Standing Stones 2000 Anne Forster ITC,vid con

21. Regarding the course as a business venture • The University’s Brand • Professional management, demands commercial expertise as well as academic • Up-front funding needed to develop for distributed delivery • Risky investments • Critical success factors • High quality service levels for students • Design for scale and distribution • Marketing the key Anne Forster ITC,vid con

22. Investment funds management • Rigorous business plan preparation • Binding agreements to pursue targets • Up-front funds provided as high risk equity investment • Returns expected • Innovative funding support as secured loans Anne Forster ITC,vid con

23. A University-wide approach to innovation • Inter-professional: realisation of full scope of practice • Informed by research: evidence -based practice • Integrated e-learning delivery • Incremental development enabling cross-faculty electives, repurposing • Sharing services, pooling resources Anne Forster ITC,vid con

24. Who are your target communities and what are their characteristics? Anne Forster ITC,vid con

25. Designing the physical and virtual learning environment Anne Forster ITC,vid con

26. The learner • What do we know about who our learners are? • What does he/she need to know? • How does he/she prefer to learn? • What context will he/she learn in? • How will he/she know the benefits gained from the experience? Anne Forster ITC,vid con

27. Designing what the learner does • Regarding the course as an experience • Learning is a social experience and integrated with living and community • Learning requires engagement and motivation • Learning happens in the learner’s place with available resources Anne Forster ITC,vid con

28. Emerging tools • Enable instant publication and collaboration (blogs and wikis) • Web conferencing and communication tools using video and audio facilitate communities of interest • Open content and open source • Designing for the future • Levels of access Anne Forster ITC,vid con

29. TARGET Learners ALIGN Institution DESIGN Environment CONNECT Infrastructure Planning process Anne Forster ITC,vid con

30. Product Identification Initiation Course & Resources Development Process Teaching & Learning Process Design Curriculum Development Interaction Activities Lifelong learning Process Production Assessment Professional Development Graduation/ CRM Business & Support Process Delivery Customer/ Sales Marketing & Research Information & Advice Recruitment Community Building Alumni Infrastructure Quality Systems Faculty Planning Management Strategy IT Systems Support/ Admin Financial Management New Business Management The learner’sexperience Model adapted from Standing Stones 2000 Anne Forster ITC,vid con

31. What core values of your current teaching/delivery model must be preserved? Anne Forster ITC,vid con

32. Thank you, Anne Forstera.forster@vcc.usyd.edu.au  www.itev.usyd.edu.au Anne Forster ITC,vid con

33. What are the opportunities for creativity and innovation? Anne Forster ITC,vid con