Hong Kong University elearning

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1 Hong Kong University elearning Dr. Iain Doherty Associate Professor Director elearning Pedagogical Support Unit Centre for the Enhancement of Teaching and Learning 22 nd February 2012

2 Overview elearning Pedagogical Support Unit elearning Philosophy elearning Strategy elearning Operations

3 elearning Pedagogical Support Unit The elearning Pedagogical Support Unit (EPSU) has been established to realize The University of Hong Kong s strategic elearning aims. Staffing (eventually): Director x 1 Instructional Designer x 2 Multimedia Development Officer x 1 Computer Officer x 1 3

4 Hong Kong University 10 Faculties 130 Centers 1,499 regular academic staff 1,547 temporary academic staff 3,046 honorary / visiting staff 23,00 students (approximately) 4

5 Doing the Maths 5 people / University of Hong Kong = The need to think intelligently and creatively about how to realize the University s strategic elearning aims Another way to put it is how do we turn the EPSU presence into this kind of presence? Given that the LTU had more people and more funding for a Faculty, the answer is to be found in thinking differently to find alternative solutions. 5

6 elearning Philosophy Learning led and technology enabled which means that one should always begin with either a teaching opportunity to be realized or a teaching challenge to be overcome Technologies are employed only when they can provide a way to realize an opportunity or when they can provide the means for overcoming a challenge This philosophy aligns with the HKU elearning strategy 6

7 elearning Strategy In the HKU strategic document elearning focuses on the use of all types of technologies to enhance teaching and learning in conjunction with face-to-face learning. The aim of [the] elearning strategy is to enhance student learning through effective use of technologies. It emphasizes the centrality of learning and the use of technologies as a tool to enrich the quality of learning and open up new opportunities for learning. 7

8 elearning Strategy Level 1 Teaching and learning is assisted by technology for efficiency and cost-effectiveness. Students are provided with on-line access to: Information regarding their programmes of study, including administrative procedures relating to course enrolment, assessments, degree audit, student evaluation of teaching and learning (SETL); and resources for learning, including all course outlines and digital materials, course learning outcomes and assessments. 8

9 elearning Strategy Level 1 9

10 elearning Strategy Level 2 Teaching and learning is enriched by technology through enhancing opportunities for active learning within and beyond the classroom, provision of links to digital library resources, provision of just-in-time formative and summative feedback and assessment for learning, fostering teaching-research nexus, establishing a closer link with schools, community partners and employers. 10

11 elearning Strategy Level 2 11

12 elearning Strategy Level 3 Innovative pedagogy, curriculum design and assessment are brought to new heights by technology, including, but not restricted to, internationalization of the curriculum, collaborative teaching and learning within HKU courses and with overseas universities, integration of campus-based and experiential learning, involvement of employers and community partners in the learning processes. 12

13 elearning Strategy Level 3 13

14 Operational Overview Educational change is complex and needs to be managed 14

15 1 People Issues It is critical in learning and teaching transformation to address the concerns and perceptions of academic staff in the light of the need for changing their attitudes and to ensuring ownership by academic staff (Uys, 2010). Think about, for example teaching research challenges lack of technological knowledge reward and recognition structures 15

16 2- Create and Maintain Sense of Urgency There is a difference between an imposed sense of urgency and a sense of intrinsic urgency For example the WebCT to Moodle migration has created a sense of urgency but the extent to which academics feel a sense of intrinsic urgency is an open question Intrinsic urgency It is important to me that I do this as opposed to I have to get this done 16

17 3 Collaboratively Guide Change Process It is important that all relevant stakeholders are involved in the change process both in order to ensure that the process is informed by the insights and perspectives of all stakeholders and to ensure buy in at all levels within the University 17

18 4 - Create Alignment Here we are talking about alignment between multiple elements within the organizational structure e.g. Alignment of elearning strategic goals with University strategic goals Alignment of elearning strategic goals with Faculty strategic goals Alignment of individual academics motivations with Faculty strategic goals 18

19 5 - Communicate the Vision Without appropriate communication there is simply a lack of understanding along with confusion to one degree or another One needs to create the perception that there is an elearning strategy that is being operationalized through a central unit that has overall responsibility for realizing the vision This is about creating the sense that the educational change process is being managed by an accountable party 19

20 6 - Empower and Remove Barriers Perceived behavioral control People have to believe that they are capable of performing a particular action Actual behavioral control Resources and opportunities must to some extent dictate likelihood of success in performing action We need people to believe that they can make changes to their teaching and we need them to actually be able to make changes to their teaching (Azjen, 1996) 20

21 7 - Achieve Short Term Wins Short term wins are important as They help to create a sense of immediate success for individuals Provide the foundation for engaging at a broader level with Faculties Provide the foundation for engaging at a broader level across the University They can be used across the University to showcase good practice / celebrate teaching and learning 21

22 8 - Consolidate Improvements It is not straightforwardly obvious what is meant by consolidating improvements Here consolidation is understood in terms of elearning becoming rooted in shared values and social norms of the University In other words we are talking about social / cultural change such that elearning is simply a part of the way that HKU does things (Kotter, 1995). 22

23 Top Down and Bottom Up Operational Plan incorporates a top down and bottom up approach Top down includes senior management direction and support thereby conveying the sense of strategic importance Bottom up approach engages elearning Officers, Faculty and administrative staff to facilitate / achieve change 23

24 Strategic Framework Vision Reward Structure Operations LEADERSHIP ACADEMIC / STUDENT READINES & OWNERSHIP Academic Engagement Professional Development Pilot Programs 24

25 elearning Operations The EPSU operational plan has been written with reference to the three levels of elearning specified within the strategic plan Whilst the aim is obviously to realize HKU s strategic elearning aims, the plan has been written very much with the needs of the Faculties in mind We will look at some of the key strategies and actions in terms of interactions with and support for Faculties 25

26 elearning Operations Level 1 - Assisted The Computer Center has been responsible for a large part of operations in this area through managing the migration of Web CT to Moodle and through providing technically focused training for staff within Faculties However, migration is very much a first stage as we need to support Faculties in making effective pedagogical use of the Moodle tools. This is where the EPSU comes in to the picture 26

27 elearning Operations Level 1 - Assisted 27

28 elearning Operations Level 1 - Assisted The EPSU will: Run a series of elearning workshops that focus on pedagogy and Moodle functions Run a series of elearning seminars featuring good practice in elearning from around the University so that resources, information and knowledge are shared Respond to Faculty requests for technology seminars Work with other CETL staff to integrate technology sessions into the core CETL programs Host one elearning showcase per year 28

29 elearning Operations Level 1 - Assisted 29

30 elearning Operations Level 1 - Assisted 30

31 elearning Operations Level 1 - Assisted 31

32 elearning Operations Level 2 - Enriched The EPSU will: Develop a certificate course in instructional design for Faculty elearning Officers to become instructional designers Develop a central support mechanism for Faculty instructional designers Develop a physical and virtual network of instructional designers at HKU Develop a mechanism for prioritizing elearning initiatives at a Faculty level 32

33 elearning Operations Level 2 - Enriched 33

34 elearning Operations Level 2 - Enriched 34

35 elearning Operations Level 2 - Enriched Establish a working party to coordinate the development of Moodle plug ins within the University Set up an elearning specialist group to systematically evaluate the efficacy of new technologies adopted by students and HEIs worldwide 35

36 elearning Operations Level 3 Cutting Edge The EPSU will: Facilitate and promote intra- and inter-institutional collaboration of elearning initiatives locally and internationally Facilitate the internationalization of the curriculum through providing pedagogical / technological support Facilitate collaborative teaching and learning through providing pedagogical / technological support Develop virtual spaces for the integration of campus based and experiential learning 36

37 elearning Operations Level 3 Cutting Edge Develop virtual spaces where students, employers and community partners might all be involved in the teaching and learning process 37

38 References Ajzen, I. (1996). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), doi: / (91)90020-T Kotter, J. P. (1995). Why Transformation Efforts Fail. Harvard Business Review, March/Apri(61), Retrieved from ar/1 38

39 References Uys, P. M. (2007). Enterprise-Wide Technological Transformation in Higher Education: The LASO Model. International Journal of Educational Management. Retrieved from 08 uyslasomodel.htm Uys, Philip M. (2010). Implementing An Open Source Learning Management System : A Critical Analysis of Change strategies. Australasian Journal of Educational Technology, 26(7), Retrieved from 39

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