D-TRANSFORM Leadership School Program From ‘distance’ to ‘digital’ to ‘open’: the changing landscape of higher education and implications for strategy and leadership Stylianos Hatzipanagos University of West London & King’s College London May 2017, Université de Lorraine, France

Overview of presentation Developing strategies to support Technology Enhanced Learning (TEL) Dimensions of Open and Distance Learning: implications for strategy development Open educational resources MOOCs and their influence Emerging landscape in HE provision and how it is affecting the sector

Constructing a TEL strategy Objectives: Construct a regularly updated TEL Strategy Should be integrated with Learning & Teaching Strategy and related to Open and Distance Learning strategy. TEL strategy with an implementation time plan that could have a positive impact on TEL uptake. Influenced by HEFCE's revised approach to strategy for e-learning (2009) Hatzipanagos & Russell (2014)

Collecting evidence to inform strategy and planning: Benchmarking exercise at King’s College London Based on the HEFCE-funded e-learning benchmarking and pathfinder programme led by the HEA, UK and the JISC. Main goal for the benchmarking of TEL was to undertake a fundamental analysis of: e-learning processes provision and practice, upon which future development decisions could be based.

Collecting evidence to inform future strategy and planning Employ learning analytics to investigate and visualise large institutional data sets, in the service of improving learning and education (Buckingham Shum & Ferguson, 2012). Observing learner behaviour in blended learning environments to inform the development of ODL and strategic planning: what are the metrics?

Evaluating design of online courses Measures used to establish standards for quality in course design across a programme or Institution. Benchmarking from HE institutions King’s College TEL benchmarks Other institutions with significant inputs e.g. Framework of St John University. Rubrics Chico State Rubric for online instruction Quality Matters (QM) Rubric Standards

The Themes

Some questions

Dimensions of ODL System design Programme design, approval and review The management of programme delivery Student development and support Student communication and representation Student assessment (Collaborative provision and flexible and distributed learning (including TEL), QAA 2010

Models of ODL? Autonomy or collaboration? Establishing local franchises to support student learning and students–staff interaction. Mode of operation depends on the technological infrastructure of various national settings. Consortia-type ventures in which a number of universities join forces, either within national higher education systems or as an international enterprise. Consortia, as partnerships between universities and the corporate world, such as publishing houses.

Open academic practice, open educational resources (OERs): how are they used? Opportunity to energise disciplines by sharing resources Breaking down the institutional silos Opportunity to work collaboratively beyond national barriers Declare contribution to knowedge by assigning appropriate licenses (e.g. Creative Commons) But : constrained by institutional prior conceptions of intellectual property. Perceived value, the ‘not made here’ syndrome. Intial enthusiasm has waned

E-QUAL: A strategic alliance under an Indo-European initiative Objective: to enhance the quality, access and governance of undergraduate education in India, through Indo-EU Higher Education partnerships and collaborations. Disciplinary focus on four areas: Critical Thinking, Cultural Studies, Human Ecology, and Natural Resource Management & Sustainable Development. Developed OERs to be used by partners and sustainably beyond the project lifetime through Indian government SWAYAM platform www.equalcourses.net

The emergence and proliferation of MOOCs How do MOOCs align with strategic directions Where is the elusive business model? How do MOOCs fit into existing TEL strategy practices and infrastructure The aftermath: how useful are they for more traditional blended learning and teaching? E.g. implications for staff’s academic development.

MOOC pilots (Hatzipanagos & Tait 2015; 2017) Learning design characteristics of MOOCs that are essential for independent learning and student support.   The extent to which these are implicit or explicit in the design of MOOCs, and the various ways in which they are embedded in the MOOC platform as well as introduced by individual MOOC designers.  Interviews and discussions with learning designers, academics and teaching practitioners that are involved in MOOCs: Coursera and FutureLearn platforms

Social learning as rhetoric Constraints Positive impact Social learning as rhetoric Lecturers found own ideas challenged within the MOOC environment Scale up the discussion and ‘running a wild elephant’ effect Individual MOOC teams coming up with their own approach to moderate discussions.   Not having the control designers and module leaders are used to Become creative within these constraints Prioritise quizzes and implement several stages of feedback Change disciplinary approaches to assessment, e.g. MCQs in social sciences Combining peer learning and learning from the expert Exploit social media features in the design of the platform Content presented as video: a directive Improve the quality of videos; use audio in addition to/rather than video Learning analytics Formative evaluation aspect of the Analytics (for each week) Learning as a narrative, learning journey No similar destination for all; lots of different ones depending on prior knowledge Battles about branding and usability issues

An emerging landscape in TEL provision and how it is affecting HE strategies Strategic alliances are here to stay Exploiting advances elsewhere: OERs’ and MOOCs’ legacy as useful experiences to engage students Developing pedagogical models that focus on student-centred teaching and support. Logistics? Adaptive short term and long term strategic plans and associated business models.

Thank you any comments or feedback s.hatzipanagos@uwl.ac.uk