Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17
•Télécharger en tant que PPTX, PDF•
1 j'aime•261 vues
Monash College prepares learners for University entry in a competitive, and ever changing learning landscape. They are working with international partners, and tackling the changing needs of diverse learners with a range of innovations and initiatives including continual improvement and transformation through the uptake and use of educational technologies. Working with Blackboard as a partner, both as a provider of their Educational Technology and a Leader in Reimaging Education, Monash College and Blackboard have many successes and learnings. Sharon Whippy will be presenting on behalf of Dr Kulari Lokuge, Associate Director of eLearning at Monash College. She brings to her role as a Learning Content Designer; a passion for learning and teaching in the ever-changing landscape of eLearning at Monash College. As a teacher she is motivated to share her knowledge and experiences with others, to support the design and implementation of technology enhanced learning opportunities that empower and inspire. As a learner she is curious and brave. She sees these two roles as existing in mutual agitation where the learner reminds the teacher, to always remain humble on the path to innovation. Kim Edgar has a background in Adult education and works with Blackboard’s Moodlerooms Enterprise customers to satisfy their customisations needs as aligned to their faculty’s individual requirements. Her passion is to help identify opportunities where educational technology can enhance users experiences. In this session Sharon and Kim will explore Effective management of organisational transformation with Learning Technologies, using examples of their work together, and experiences in the field.
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
Similaire à Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17
Similaire à Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17 (20)
Plus de Blackboard APAC
Plus de Blackboard APAC (18)
Dernier
Dernier (20)
Effective management of organisational transformation with Learning Technologies | Sharon Whippy (Monash College) & Kim Edgar (Blackboard) | TLCANZ17
- 1. Effective Management of Organisational Transformation with Learning Technologies Sharon Whippy, Learning Content Designer, Monash College Kim Edgar, Senior Product Manager, Blackboard
- 2. 22 Introductions Kim Edgar Senior Product Manager Blackboard Sharon Whippy Learning Content Designer, Monash College
- 3. 3
- 5. 55 Our Journey Context Home truths – our review process Unpacking for implementation Our collaboration with Blackboard Our Successes
- 6. 66
- 7. 77 What do you think would be the top three items this type of review would uncover in your organisation?
- 9. 99 Potential
- 10. 1010 What is your experience with staff perceptions of student capabilities? Do you know? Are your students tech-savvy?
- 12. 1212
- 14. 1414 55
- 15. 1515
- 16. 1616 BYOD Diplomas Orientation Day
- 17. 1717 How many of you have implemented a BYOD policy in your organisation?
- 18. 1818 https://www.insight.com/en_US/learn/content/2017/01182017-byod-statistics-provide-snapshot- of-future.html How many of you have a BYOD policy implemented in your institution?
- 23. 2323
- 24. 2424
- 25. 2525
- 26. 26
- 27. 27 of teaching staff agree that the Learning Village enhanced learning and teaching.71%
- 28. 2828
- 29. 29 Efficiency
- 30. 3030 of teaching staff preferred new group tables and multiple plasma screens68%
- 31. 3131
- 35. 3535
- 36. 3636 Blackboard Consulting Services • Functional delivery • Pedagogical support • Strategic services
- 38. 38 Take aways! Organisation Technology People Pedagogy
- 39. 3939 Thank you! Kim Edgar Senior Product Manager Blackboard kim.edgar@blackboard.com Sharon Whippy Learning Content Designer Monash College sharon.whippy@monashcollege.edu.au
Notes de l'éditeur
- Who am I Who are we – Blackboard / NetSpot Sharon Introduction (2 min) Hi – I’m Sharon and I’m a learning content designer with the Central eLearning Team for Monash College – I am here today on behalf of our Associate eLearning Director which many of you may know, Kulari Lokuge, it’s a pleasure for me to be able to share our whirl-wind journey over the last 2-3 years and to tell you about the transformation that has taken place in our institution during this time – and continues to. Kim Introduction (2 min)
- About Moodlerooms Enterprise and educational technologies supported by Blackboard
- How we work together… Iterative Agile development processes Close working relationship Open communication Sharing back to the Moodle Community Great enhancements and improvements to support robust practice
- Go through outline of talk – our journey
- At Monash College our ambition is ‘student centred quality led growth’, this means: We are in the game (as all of us are) of creating learning environments that provide our students with rich learning experiences. To be successful at university and beyond, as members of the global community! Our journey begins in 2014 - with a draft eLearning strategy that needed strengthening! We needed a strong understanding of best practice blended delivery and strategy, and we needed strong evidence to inform the identification of our strategic priorities. So, in December 2014 we contracted an external education consultancy service (PhillipsKPA) to help us to develop this approach - to providing high quality - innovative, blended learning - to our predominantly international student cohort. This involved: Conducting interviews with representatives across the organisation, including senior executives, divisional leadership and IT. We consulted with MU representatives. We analysed data and information about our current approach to eLearning. We conducted a web-based survey of Monash College teaching staff, and we conducted focus groups. We also a scanned of a cross-section of the Moodle sites in the college. We used this intensive diagnostic review to inform our eLearning strategy formation and our implementation planning.
- What did our review uncover?
- Our use of technology was inconsistent and varied in quality. Our planning and policies relating to eLearning were limited. ‘ELearning’ on an operational management level had not yet been clearly articulated (our existing approach was not sustaining improvements across divisions). We needed more skills in high-level tech support, learning design and learning analytics to support improvements. We also found - unsurprisingly, Moodle was highly underutilised by our teachers. Most of our teachers do not have editing access to Moodle. The Moodle scan indicated “pockets of excellence” though there were large inconsistencies - relating to how it was being used and the ‘look and feel’ of Moodle pages. Moodle was used primarily as a repository of information for both students and staff. The PhillipsKPA review also uncovered strong perceptions… Our teachers believed the biggest barrier to improvements in eLearning was the lack of time - for professional development and to be able to experiment with tech or develop tech-rich resources. There was also a strong perception that our student cohort was not necessarily equipped for eLearning as might be expected.
- In saying this, the review also revealed ‘potential’… Our teachers were generally engaged in eLearning, and eager to develop professionally. We knew examples of professional development events that we ran (such DPC and Transition Grants) together with an integrated approach to providing professional development would help promote a TEL environment. The creation of an eLearning Reference Group, was a step in the right direction. We also understood the strong potential for MC to innovate our strategic use of Learning Analytics and data mining expertise. And we wanted to exploit opportunities to collaborate with MU (in particular creating a seamless student transition experience through ‘Moodle’).
- So - How do you unpack this for implementation? To ensure as smooth a transition as possible, we follow the ADKAR Model for change management
- From the review - we built our eLearning Strategy … To support our vision - to inspire, enable and empower staff to design, develop and deliver high quality engaging units with technology enhanced learning and teaching activities. Our strategy rests upon the integration of four pillars: Organisation, Technology, People and Pedagogy. My team, the CeLT is instrumental in implementing the eLearning strategy.
- This diagram shows how we see the integration of these four pillars. One of the main goals being - to foster collaboration, both internally and to build our external partnerships. To develop efficient operations, Create new opportunities and commit to innovate, To be the best teachers we could be, To continue to build our reputation – not only promise quality but deliver quality, And to build capacity!
- We began running Learning Design workshops: Units are selected to undergo our LD process. We use Gilly Salmon’s Carpe Diem Learning Design process and 5 stage Model to design courses based on aligning outcomes, assessment and learning activities for blended technology enhanced delivery – to scaffold for learning. Teaching teams work with our learning designers, resource developers and workshop facilitators - it’s a very collaborative effort!
- We needed build on the ability of our teachers to use Moodle effectively: To embrace technology – to support an innovative learning environment through PD – and involving not only the Learning design workshops and Moodle training, but also support the use of tools for resource development, And using tools for assessment and feedback, such as Turnitin and blended learning methodology. We put in place a professional development framework to support this. We also introduced a ‘rapid eLearning induction program’ for new staff to be upskilled with the College’s delivery approach, our Moodle and learning technologies immediately upon commencement. This was to ensure they are able to deliver the same or similar quality classes to our students regardless of previous technical experience.
- We implemented a BYOD policy across the college, to stimulate this environment. This image is from our Diploma’s Orientation Week, where we get IT student ambassadors to support new students, to make sure they have the operating system, the correct programs installed and can navigate the Monash College website to find the information they need to begin their study.
- This chart shows the implementation of BYOD policy in the US.
- All this was happening over 2015 and 2016 – which also saw the pop up of our Learning Village – to accommodate the strong growth we were also experiencing during this time.
- We upgraded our Moodle instance from version 2.9 to version 3.1. The need for this was twofold – the support for version 2.9 was going to cease, rendering it obsolete, and secondly version 3.1 offered additional features that would be useful for our teachers and students. This process took place over a year, of planning, and preparation, and testing. And on 10 February 2017 we went live. By this time our team had taken over managing Moodle for the college.
- Our Collaboration with Blackboard – throughout this period. This is the CeLT team in the middle, and some of the key players from the Blackboard community that supported us during this time. The CeLT team grew from 4 to 14 in the space of 12 months, and we established a Learning Management Systems arm. On a day to day basis We keep in communication with MU e-Solutions – on reporting issues. When we do have issues we can lodge tickets to Blackboard through the RT system. And our divisional Moodle champions are able to raise issues through the Moodle helpdesk. Our LMS team work very closely with the Blackboard Service Delivery Managers They handle all the service requests raised by our LMS team - Joshua Ebarvia and Tim Lock have been responsible for development and testing whenever an issue has been raised. We make good use of our LMS Mailbox - for all Moodle related issues. Mark Bailey, our Client Success Manager Whose support was invaluable during the initial stages of our journey. Mark worked with Kulari Lokuge - our Associate Director ELearning – on the functionality of Moodle and how to proceed with new ideas. He also provided the College with a large pack of assessment flash cards that have helped facilitate discussions with our teaching staff and we have found invaluable. Kim Edgar – our Blackboard Open Source Lead International Consulting contact has been one of our key consultants. The College engaged Kim Edgar to conduct Moodle ‘train the trainer’ sessions onsite, with our key champions in each division. These training sessions really kicked off our professional development journey and generated excitement and enthusiasm within the College. Carolyn Papworth – Senior Accountant Executive who worked closely with us. Chris Ross –Director, International Solutions, APAC and Mark Bailey conducted workshops and supported us as ‘conference reviewers’ at our Developing Practice Conference - a two-day PD program held for MC staff, and where expert Blackboard staff assistance was requested. Our implementation and integration of the Kaltura media system saw several training sessions conducted with Graham James (Kaltura Senior Solution Engineer APAC). Which was very well received by our staff who started to use the tool before the official launch. Graham and Grant Beevers - the Blackboard Senior Manager, Solutions Engineering, APAC) also conducted a Kaltura PD for our staff that further inspired them to spread the word about the tool and its capability. Our latest collaboration has been with Nicole Wall (Senior Consultant Learning Analytics APAC), Who ran a Design Thinking workshop to support our Learning Analytics project. This was run with over 35 staff interactions during her stay in a three-day period, this has now moved to its next phase of using data to intervene and support our student’s progress. These collaborations and the support from Blackboard have assisted the College to move forward rapidly!
- What about our Successes?
- We’ve measured our successes on: Our People Our Students exam unit results – these charts show the changes in 3 of our Diploma units and combined with Student Evaluation of Teaching and Unit (SETU) data and feedback has been very positive.
- We’ve measured our success on feedback from our staff! From surveys and feedback from attendance at workshops. The CeLT team has run over 200 professional development sessions with over 1700 participants in these sessions over the past 18 months. Our staff have become more confident using the basic tools within the LMS.
- Staff satisfaction levels regarding Professional Development showed that support using Technology Enhanced Learning has increased by 43%.
- We’ve linked our PD Framework to our Performance Enhancement Process and the Professional Development Process (PDP) within the College. Which provides incentives for staff and managers to be across PD objectives and the impact of these sessions. We recognise our staff for their engagement with the new technology through feature articles on our internal eNews, Providing access to conferences, or being invited to present their learnings to other divisions and the senior leadership team. We also recognise our staff achievements through the college’s end of year Outstanding Contribution Achievement awards. This has resulted in increased staff applications for eLearning and Blended Learning related action research and innovation grants.
- Post-occupancy survey results have demonstrated a significant perception shift towards the calibre of the active learning spaces at our College, for both students and employees. We also measure our success through our pedagogy! There has been a shift from the traditional course delivery to Blended and Flipped Learning delivery, and the results of this have been significant for both students and teachers. Evidence of the impact that the professional development has had on our teachers is that they now embed blended and flipped learning into their delivery regularly. This is evidenced in the Blackboard monthly service delivery reports. There has been 62% increased usage of learning technologies by both students and teachers, and an increased number of users overall at any given time within Moodle.
- Our Technology and the tools we have integrated with Moodle: Since the pilot of the Kaltura Media Management System in 2016 - it has been rolled out across the College with over 1300 videos currently hosted on the system. You may have been lucky enough to catch Prateek Jindal’s presentation on our use of Kaltura.
- Efficiencies developed through Turnitin and online marking has resulted in students receiving rich feedback and in a timely manner, and our teachers being able to mark more efficiently so - saving time. And the increased student engagement that has resulted from this. Some of you may have caught Paul Hellwege’s presentation on our work with Turnitin.
- The integration of the Echo360 Active Learning Platform in our Diplomas divsion – which has had very positive results, both for students and staff. I will be presenting later this afternoon about our pilot with the ALP.
- The Mahara ePortfolio system has been introduced at the College with the commencement of a new course in Education that has embedded ePortfolio providing our students and teachers with the ability to collect evidence and be reflective practitioners. Eportfolio forum presentation And how CeLT use it
- Not only did we upgrade our Moodle instance but our Moodle system has been given a facelift - refaced and configured by changing the look and feel of the platform, we have developed a number of new themes that can be used. This change has resulted in a larger number of staff and students using the LMS, and easier navigation and a much-improved user experience.
- We are using Moodle analytics tools with a supporting intervention plan - introduced to provide a tangible way for teachers to identify students who were not performing or interacting well.
- Tools such as the Progress Bar, GISMO, MEAP and Inactive User Alerts which have allowed teachers to identify students who are not engaging with the content and maybe at risk and provide timely intervention.
- As an Organisation: Our team has recently been recognised at the ALT Awards as Winners! Our presence on the conference circuit has increased – which has lifted the profile of our organisation. We will continue on the path we have set ourselves, to continue to be the best teachers we can be. The changes that have taken place at the college rest on the hard work of not only the people I have mentioned today but… We will continue to collaborate with Blackboard.