Transcript Online Support for Distance Education Graduate Students

Leadership and
Pedagogical Change
M. Cleveland-Innes, PhD
Athabasca University/KTH
Lena Gumaelius, PhD
KTH Royal Institute of Technology
Ann-Sofie Henriksson LL.M.
KTH Royal Institute of Technology
CSSHE 2013 Victoria, B.C.
Accidental, Ad-Hoc, or Arranged?
1
The context
Changes at KTH
in Sweden
Preliminary
Comparison
Discussion
CSSHE 2013 Victoria, B.C
Agenda
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Many forces are driving the need for
change in higher education
Demands for
accountability
Information
explosion
Financial and
funding support
Globalization
of
human activities
21st Century
core capabilities
Costs
Employment
sector
transformations
Technology
Quality of
instruction
Student
demographics
Inter-institutional
competition
• Learner centered rather than faculty centered
• Affordable, cost-effective, and increasingly supported
by the private marketplace
• Stressing lifelong learning, with extensive
opportunities for adults
• Providing learning environments more compatible
with lifestyles and career needs
• Serving global rather than merely regional markets
• Utilizing technology to provide anytime-anywhere
learning opportunities
• Stressing highly customized learning experiences
tailored to a diverse clientele
• Capable of rapid evolution to serve a rapidly
changing world
Duderstat, 2002
Duderstadt, James J., Daniel E. Atkins, and Douglas Van Houweling. 2002. Higher
Education in the Digital Age: Technology Issues and Strategies for American
Colleges and Universities. Westport, CT: Praeger.
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Transformed higher education
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… custodian of the
role of technology
in society …..
responsibility for
its impact: creating
innovative
solutions to global
challenges
CSSHE 2013 Victoria, B.C
…… removal of barriers
that restrict access to and
success in university-level
study ……. increasing
equality of educational
opportunity for adult
learners worldwide
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KTH
“KTH in Stockholm is the largest, oldest and most
international technical university in Sweden”.
Facts:
14 000 students
1 700 graduate students
4 600 employees
http://www.kth.se/polopoly_fs/1.178308!/Menu/general/columncontent/attachment/v2027en%20slutversion.pdf
CSSHE 2013 Victoria, B.C
“Information technology as an integral part of
everyday life has altered conditions for university
studies fundamentally by 2027. Competition is
becoming global when courses, to an ever larger
extent, are offered via cloud computing networks
and when teaching materials are becoming
omnipresent. e-education is a self-evident part of
competitive bids for university studies. There is a
special challenge in acquiring and maintaining a
leading position in both ICT research and eeducation.”
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”The generation that is now looking to higher education have
grown up with the Internet as a natural part of life, and there
are rapid developments in e-learning. Consequences for
universities who do not respond to this development may be
significant.”
One of the major goals in the plan: E-learning to be an integral
part of kth educational programmes
CSSHE 2013 Victoria, B.C
KTH Strategic plan 2013-2016
The strategic plan is specified in a ”Vision for e-learning at KTH
2016”
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School of Education and Communication in
Engineering Sciences (ECE)
A new School at KTH since 2011
(Library, Language education, Customized education for
businesses and organizations, Faculty training, Outreach,
Teacher education, Net based education and IT
environment)
Teaching and Learning in Higher Education Unit:
Enhance e-learning that is learning supported by digital
tools. This includes designing learning acitivities (videos,
clickers, discussion foras) and relevant support for efficient
administration of educational acitivities (such as processes
for assignments, course evaluations etc.).
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Implementation according to research
done and proven experience
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Research based development
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• Building up a research team in the subject Engineering
education whish has expertize in net-based learning and who
can study outcomes of implementing new methods.
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Support and training for middle management
educational leaders
• Network for program leaders
• Support to leaders: program development, group
development of teaching teams, seminars and workshops for
teachers as a starting point for development.
• Roles for a faculty development unit: support, catalyst, critical
friends, experts, teachers, process leaders, link to KTH
managment…
Congress 2011 CSSHE
• Leadership program for educational leaders (program
directors, directors of studies, educational directors)
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A Swedish perspective on implementing
pedagogical change
1. Compulsory faculty training courses
3. Policy documents
4. Support and training for middle management
educational leaders
Congress 2011 CSSHE
2. Changes in society, debate on e-learning
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“It is unrealistic to expect higher education faculty to have
sound, current, content expertise, a productive research
program, an active service commitment AND be expert
online teachers.“
“All the teaching development and technology training
possible will not yield the teaching change required in the
21st century, even for the most motivated, until the context
changes, such that teaching is a central focus, rewarded and
supported in ways that it has not in the past .”
SSHRC-funded research on pedagogical change at Canadian institutions
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Canadian higher education and
pedagogical change
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The increasing need for ID/ED
Embedded
material
Technology
X Factor
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Learning theory +
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Testing Faculty views
OR
By 2020, higher education will be quite different from the way it is today. There
will be mass adoption of teleconferencing and distance learning to leverage
expert resources. Significant numbers of learning activities will move to
individualized, just-in-time learning approaches. There will be a transition to
“hybrid” classes that combine online learning components with less-frequent
on-campus, in-person class meetings. Most universities’ assessment of
learning will take into account more individually-oriented outcomes and
capacities that are relevant to subject mastery. Requirements for graduation
will be significantly shifted to customized outcomes.
CSSHE 2013 Victoria, B.C
In 2020, higher education will not be much different from the way it is today.
While people will be accessing more resources in classrooms through the use
of large screens, teleconferencing, and personal wireless smart devices, most
universities will mostly require in-person, on-campus attendance of students
most of the time at courses featuring a lot of traditional lectures. Most
universities’ assessment of learning and their requirements for graduation will
be about the same as they are now.
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“The combined need for institutional and
faculty role change points to the need for a
new conceptualization of leadership, one
that is more in keeping with the rapid,
pervasive change which characterizes the
current context of higher education . One
possible approach, more collegial and
collaborative than usual top-down,
hierarchical structures, is distributed
leadership.”
Cleveland-Innes, Hrastinski, Balter & Wiseman (in press).
CSSHE 2013 Victoria, B.C
Leadership insights
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Leadership insights
• Unique history and culture
…. affects the way a
university operates & type
of leadership
• Institutional resource and
bureaucratic constraints
are key
• Faculty will lead classroom
change
• Faculty are not open to
change in response to
changing economics
Swedish faculty
• Individual teachers can
not solve problems that
are more complex than
their own room for
maneuver allow.
• "Grassroots Leaders" are
key to have impact from
educational
development.
• These leaders need
networks, support and
inspiration.
CSSHE 2013 Victoria, B.C
Canadian faculty
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In summary ….
1. The need for pedagogical change is embedded in institutional culture and
responses to other pressures that are occurring at the same time.
2. Faculty need to stay faculty, and design work and technological expertise
need to come from support functions.
http://www1.tiaacref.org/institute/research/advancing_higher_education/ahe_nextmodel04112.html
CSSHE 2013 Victoria, B.C
3. The leadership required to move toward and manage the new higher
education is not the leadership that brought us here.
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THANK YOU
I would like to acknowledge the support of the Academic Research
Committee at Athabasca University in the form of a Mission Critical
Research Grant and the Social Sciences and Humanities Research
Council for their support of this research.