Reflections on the inaugural empower online learning leadership v2
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Presentation regarding the EOLLA Academy experience at the EADTU Conference in Rome.
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Reflections on the inaugural empower online learning leadership v2
- 1. Reflections on the inaugural Empower Online Learning Leadership Academy (EOLLA) 1st – 3rd June 2016 EADTU Conference 19th – 21st October 2016, hosted by Universitá Telematica Internazionale, Rome
- 2. Tom Farrelly Institute of Technology, Tralee, Ireland tom.farrelly@staff.ittralee.ie Ana García-Serrano ETSI Informática – UNED, Spain agarcia@lsi.uned.es Ruth Schaldach Hamburg University of Technology, Germany ruth.schaldach@tu-harburg.de Jeroen Thys UC Leuven-Limburg, Belgium jeroen.thys@ucll.be
- 3. EOLLA The EOLLA academy (http://empower.eadtu.eu/eolla) is part of a joint initiative from the EADTU Empower programme and the European Consortium of Innovative Universities (http://www.eciu.org/).
- 4. Approach (Pre-activities) Primer – prior readings (Google) and asynchronous forum (Basecamp)
- 5. Pre-workshop Task: 3 Questions Thought Leader Closer to my home Pedro De Bruyckere (http://theeconomyofmeaning.com) is always on top of latest research, although not limited to online or blended learning. Publication I'm currently reading, in Dutch, High Impact Learning that Lasts (Dochy et al., 2015) (https://www.boomhogeronderwijs.nl/kernproduct/518/Bouwstenen-voor- High-Impact-Learning) bringing together research about effective learning. 'Rethinking Education' by UNESCO is interesting to transfer to online/blended learning as well (http://unesdoc.unesco.org/images/0023/002325/232555e.pdf) Event or conference +1 for Online Educa Berlin. For practice research, I quite like EAPRIL (http://eapril.com). Exposing us to different influences
- 6. Approach (Experienced Leaders) A number of senior institutional leaders in teaching provided attenders with contextualization and challenges in leading, developing or implementing new technology-enhanced models of teaching and learning. • Antoine Rauzy (antoine.rauzy@upmc.fr) • Covadonga Rodrigo (covadonga@lsi.uned.es) • Fred de Vries (Fred.deVries@ou.nl) • Mark Brown (mark.brown@dcu.ie)
- 7. Providing the framework Taking the lead in an era of change Introduction and Practical Work supervision Making the right choices for your institution Building a culture of learning innovation Scaling up within and across your institution Looking to the future Future Challenges Scenarios
- 8. Future Challenges Scenarios Descriptive Name Established Oldish University 1698 Newish University 1987 Resource University 1967 Expansive University 1930 Alliance University 1970 Newish University Whether the institution should develop a digital badging initiative to help better recognise and showcase to employers a wider range of skill and qualities of graduates.
- 9. The Newish University - Current Position • Great IT infrastructure & blended learning experience • Strong industry links • Top 100 – Under 50 years of age • Strong in providing access to non- traditional student groups • Good growth in student numbers but we need to be mindful to identify further opportunities
- 10. First Things First - Mission Statement To be recognised as a university that has a commitment to providing an environment that fosters innovative and creative thinking that has strong links to industry and the wider community.
- 11. Plan of Action Q3 2016 – Q2 2017 Scoping, Platform Design and New Services & Planning Q3 2017 – Q3 2019 Industry Pilot Ongoing Evaluation Starting Q1 2018 2020 – Onwards Expansion with State & NGOs partners
- 12. Reflections – The Approach • The scenario based case study approach coupled with expert speakers to help inform and stimulate was a lively and engaging couple of days. • By working through a scenario based case study … explore the different values and approaches that we brought to the academy from our different institutions and countries.
- 13. Reflections - Different Priorities • Priorities that are important in one country may not even register in another and thus the shape and thrust of a programme will vary. • One of the most striking aspects of the academy was the realisation that the design of a strategic programme can vary from country to country depending on constraints and priorities.
- 14. Reflections • There is a realisation that management and leadership are not the same thing, even if they are sometimes used synonymously • “It is about aligning people to the vision, that means buy-in and communication, motivation and inspiration.” (John Kotter, Harvard University) • EOLLA fellows are better placed to shape and influence the direction of digital provision both at an individual with respect to their peers and though a ripple effect at an institutional level
- 15. Reflections – Leaders, born or made? Initiatives such as EOLLA strongly suggest that leadership attributes can be honed and improved.
- 16. Reflections - Outcomes • Through EOLLA we brought our different perspectives and experiences to bear and in turn helped to foster a better understanding about the issues that both separate and bind us; • In short, the creation of a European network of distance leaders.
Notes de l'éditeur
- People who could not be described as senior managers but are to differing degrees acknowledged as digital leaders in their respective institutions.
- It’s very easy, especially for those of us in the English speaking world to see the world through an Anglo world and not appreciate the level of expertise and wealth of experience for authors, practitioners and researchers writing in other languages. Taking part in this activity allowed the different participants from around Europe to expose the others to thought leaders, conferences or events and publications they may not have been aware of.
- The ‘class’ were divided into groups of three and four people but were given the chance to pick which of the five institutions they wished to be. Interestingly enough there was no overlap with each of the groups picking to be one of the five institutions listed in table one.
- Having established the university’s mission statement and its wider strategic imperatives the group were set with addressing a specific issue; in this instance the issue of micro-credentials. The University wants to be the first in the country to take advantage of the emerging micro-credentialing and digital badging movements. The Senior Leadership initial concern is that any attempt to recognise a wider range of skills through new credentials could potentially risk the University’s growing international reputation. The working group at EOLLA had to investigate whether the institution should develop a digital badging initiative to help better recognise and showcase to employers a wider range of skill and qualities of graduates.
- This was an interesting first exercise as we would not be people who world normally be in a position to define an institution’s macro policy as articulated in a mission statement.
- In formulating a plan we had to consider issues raised in the experts briefings, issues that we may not have previously considered. At a lower level we may become focussed on micro and meso issues.
- Even though we are all members of the EU there are different priorities for different countries depending on their circumstances and needs.
- There is a realisation that management and leadership are not the same thing, even if they are sometimes used synonymously. John Kotter (cited in Ratcliffe, 2013), the Konosuke Matsushita professor of leadership at Harvard University defines leadership in the following terms: “It is about aligning people to the vision, that means buy-in and communication, motivation and inspiration.” Many of the EOLLA attendees did not occupy positions that could be described as managerial; however, many were to a greater or lesser extent ‘digital leaders’ in their respective institutions. As such, though communication and inspiration they are in a position to shape and influence the direction of digital provision both at an individual with respect to their peers and though a ripple effect at an institutional level.
- We are often presented with the concept of the charismatic leader, the late Steve Jobs being one such example. Leadership, we are told is something innate and cannot be taught; you either have it or you don’t have it is the inference. However, in reality there will only be a limited number of hugely charismatic leaders. Initiatives such as EOLLA strongly suggest that leadership attributes can be honed and improved albeit with people who are already having achieved some degree of leadership within their respective institutions. Overall, the Newish University working group were very positive about the EOLLA experience.