Presentation at Online Learning 2018

1. Organizational Change and
Developments in Online Learning
Stephen Murgatroyd. PhD

3. What This Presentation Will Explore..
Some key changes and
shifts in the way in which
organizations are structured
and able to deliver flexible,
online learning
1
Look in particular at three
examples of significant
change – Dubai, New
Zealand, Australia and the
UK
2
Raise issues about the
readiness of organizations
for a different future
3

4. Understanding the Broad Context

5. What is Driving Change?
 Changing demography.
 Changing economies.
 Changing global picture.
 Changing nature of work and the organizations that employ people.
 Changing financial picture – debt, deficits and unfunded liabilities.
 Changing technology.
 Changing sense of identity and meaning.

6. Secure New Markets
Reimagine Business
Processes
Hyperscale Platforms for
Global Reach
Unconstrain Supply of
Learning Supports
Refining and
Strengthening their
Value Proposition
The Bigger Context of Change

7. Case Studies of Change

8. The Open Polytechnic of New
Zealand

9. Snapshot
 Founded in 1946 as a print-based correspondence school – became a
Polytechnic in 1990
 29,813 individual learners in 2017 – 93% part-time - high levels of
satisfaction
 5,454 Māori learners and 1,848 Pasifika learners in 2017
 Budget of $61.6m – ran operating surplus of $1.2 million last year
 24% of all polytechnic students in NZ study at OPNZ
 Developed own LMS - iQualify

10. Strategic vision for op
OP seeks to develop a future learning experience that is:
When to enrol
What programmes
to enrol in, based
on an assessment
of prior learning
How to access
digital learning
When to learn, with
learning and
support available
24/7
At what pace to
progress through
their learning
Convenient
With greater choice for
learners about:
Is self directed,
using assessment
when the learner is
ready and rich
learner analytics to
tailor programs
and support
Meets the current
and future industry
needs through a
portfolio design,
learning resources
developed in
partnership with
industry, workplace
learning support
and workplace
Relevant
With personalized learning
that:
Contemporary
interactive
courseware
Peers, academic
staff, facilitators,
workplace mentors
and assessors and
international
experts, all
connected to the
learner in the
learning
community
A tiered system of
support, that
utilizes technology
Connected
Through learners engaging
with:
Using data about
learners’ progress
and achievements
to inform the
ongoing design of
resources and
support
Seeking and
responding to
learners’ feedback
Smart
Continuously improving
experiences for learners
through:

11. Key Shifts at the Open Polytechnic Of New Zealand
 The new model
requires a number
of key shifts from
the current state.
 Additional shifts
may be identified
as the model is
developed in
further detail.
Acknowledge: Hayley
Carthy, OPNZ

12. Key initiatives
transitioning to the ODFL operating model
Touchpoint
Mapping
Assessment
Centre
365
Challenge
Product Design
&
Development
• On-Line Marking (OLM)
• Recognising Prior Learning (RPL)
• Pre-moderation
• Moderation
• Core Assessment vs. Diversified
Revenue• Diagnostic tools
(Student readiness &
pathways)
• De-coupling
• Courseware
& Assessment Separation
• Student Mentors/Student Learning Support
• Business Intelligence & Dashboards
• Outbound call logging capability
• Intervention guidance & scripts
• Targeted automation
• Learner interactions and engagement capability
• Scalability
Stocktake of in-flight projects and
activities:
• Stop, Start, Continue:
planning, prioritisation & sequencing
• Transformation support for business
as usual activities
Core transformation activities:
• Enterprise change and
engagement plan
• Business process mapping
• Role personas
• Business readiness (pulse)
• Workforce Management
• Modern Working
Environment
• Secure Product Repository
• Product curation
• Investment decision and
governance
• Portfolio and Domain Strategies
• Sample/Taster courses
• Modular Stackable Courses and
Assessment

13. Hamdan Bin Mohammed Smart
University, UAE (Dubai)

14. Snapshot
 Founded 2009 (developed from e-TQM College, which was founded in
2002)
 First accredited online university in the Middle East
 Offers lifelong learning, undergraduate, graduate and doctoral degrees
 Specialisms in Islamic Banking and TQM
 Prize winning Smart-Campus e-learning platform
 800 degree based students
 Budget of AED $28m (app $9.9m CAN)

15. The Challenge at Hamdan Bin Mohammed Smart
University in Dubai
Shifting
Shifting the University from 80%
degree registrations to 80% life-
long learners
Repurposing
Repurposing systems, teams
and the organization to focus
not on academic learning but
on short courses, instant
learning, products and services
which support learning.
Redesigning
learning content created for
one purpose (degree) for
another (lifelong learniong)
Partnerships
finding new partners to enable
lfe-long learning

17. Challenges
 Culture – hierarchical and slow
 Control systems – especially
regulatory environment
 Faculty mindset – the lonely but
focused Professor to eco-system
warrior
 Government focused not
industry focused

18. TAFE New South Wales
Technical and Further Education (TAFE), New South Wales

19. Snapshot
 Founded 1833
 500,000 learners – 120,000 online learners
 1 in 10 learners are apprentices
 Apprenticeship through to undergraduate degree
 130 Centres Across NSW including 10 Connected Learning Centres (VR
enabled)
 Bringing 10 different institutions together to form 1 unitary authority

20. Moving from a College to a Unitary Training
Organization
 Significant structural and leadership change
 Creation of:
 9 Industry Vertical Commissioning Units that then commission
 Product Managers to Create new Training Packages that Fully Reflect Industry Needs and Current
Technologies
 Product Managers then Contract the Digital Lab to Create the Digital Resources Needed for the
Packages

21. The Digital Lab – 3 Teams
Innovation
Team
Learning
Analytics
Team
Learning
Design
Team

22. Innovation Team
 What technologies are our 9 industry sectors anticipating using in the next 3-5 years and how do
we embed these in our training packages?
 What learning technologies are emerging that we should explore so as to get to scale?
 How can we enhance our existing technologies (VR,AR,AI, LMS etc) to support learners at scale?

23. Learning Analytics Team
 Application predictive analytics – which applicants will need additional support?
 Predictive analytics – which learner needs our help?
 Design components – is the training package working as we expected?
 What can we see in terms of learner engagement and what do we need to do to improve
engagement?

24. Learning Design Team
 Using data and evidence to design effective digital learning experience for both online and
blended learning.
 Using best practices worldwide to accelerate digitization.
 Assessment as a service

25. Woolf University, Oxford UK

26. Snapshot
 Start-Up
 AI and Blockchain University focused on a personal tutoring model
 Annual fees app. US$19,200
 Seeking to solve three problems: (a) adjunct faculty rather than full-time faculty; (b) excessive
management costs diverting resources from teaching, learning and research; and (c) meaning
and purpose disconnected from the learner.

28. Some Transformation Challenges

29. Some Challenges
 Courageous leadership
 Time to change – 3-4 year journeys – shift can happen in this time (e.g. NZ TEC Review of the
Polytechnic Sector)
 75% of all major change efforts fail or do not deliver expected outcomes
 Change fatigue
 Market shifts faster than the change