Developing a strategy for flexible learning programmes

Case Study

Flexible Learning Manager

@

Vasi Doncheva

NorthTec

Regional Polytechnic in Northland:

• Over 300 staff

• Average 4,500 to 6,500 learners equivalent to 2,800 full time students

• Learners of all ages fromsecondary school through to retirement

• Learning sites range from a large central campus, several satellite campuses, Marae, community halls, local farms and also Ngawha Corrections Facility

• Over the last 5 years more than 70,000 people have undertaken courses with NorthTec

Social footprint

NorthTec interacts with a wide range of areas including:

Schools Industry/businesses Community groups Individual students Iwi Local and central government

(e.g. Councils, Health, Social Development)

Community footprint

Learning Sites

2 Campuses

3 Learning Centres

and many Delivery Points and mobile learning sites across Northland

Our Students

Our programmes

• Access• Financial • Education for everyone!

The challenges

Source: Wikimedia Courtesy of Svilen.milev

• Traditional face-to-face

• Blended

• Video Conferencing

• Online

• In community

Reaching learners

How we developed and implemented

an institutional flexible learning strategy

It’s a change strategy

The 8-Step Process for Leading Change (Kotter)

The guiding coalition

2

NorthTec’s vision for flexible learning is to use networked and flexible delivery options to improve accessibility and participation for learners in the Northern region.

Clear vision

3

Flexible Learning is that mixture of educational philosophy, pedagogical strategies, delivery modalities and administrative structures which allows maximum choice for differences in student learning needs, styles and circumstances.

Shared definition

3

Flexible Learning means :• a shift in the emphasis from the teacher to the

learner;

• use of a range of teaching and learning strategies;

• the ability of the learner to negotiate various aspects of the learning;

What does it mean?

4

• flexibility within the curriculum to provide learners with alternative pathways;

• a range of delivery systems, including the use of ICT and eLearning;

• flexible administrative procedures; and support services.

What does it mean? cont.

4

Visualized

4

Developed a aStrategic Framework

5

3

key elements for successFlexible Learning Strategy

5

3

Integration of current

and emerging tools with

organizational systems

and structures

Selecting and managing tools

effectively

Provision of appropriate

tools to create and implement

flexible learning

Tool kit

Institutional capability development strategy addressing

diverse training needs and providing staff with the ability to

become increasingly self-sufficient in their jobs

Core ICT skills for teaching and learning

Core skills for educators in a

flexible learning environment

Training

TLT training and support

“One-stop- shop”

knowledge repository for people involved in

flexible learning and their

information needs

Standards and best practice

Templates Reusable learning objects

Support

Flexible Learning Portal

Flexible learning project

lifecycle and work

back schedule

Policy, procedures and

evaluation

Flexible learning

prioritization tool and

development process

Processes

People

focus on capability

development

Develop Capability

Implementation plan

6

Monitor and report

Continue to inspire

• Get input prior to planning – involve key people from all levels to get them

on board• Collective review of data, trends, issues

– ensure shared vision and objectives• Review proposed strategy seek feedback and input

– involve leaders and implementers from all areas• Establishing metrics to measure success

– set goals, link them to projects, monitor and celebrate success

Key to success

• Promote key projects and initiatives- visibility is key to increase awareness

• Pilot and then embed into practice- ensure wider adoption of good practice

• Keep the momentum and continue to inspire- It is not a destination it is a journey

Key to success cont.

Leading change initiatives and embedding them

into practice

2004 – 5 Building network infrastructure and piloting Moodle

2006 – 7 Establishing technology foundations to meet needs

2008 – 9 Establishing quality, LMS framework and developing capabilities

2010 -11 Moving to Open Educational Practice (OERu)

2012 -13 Reconceptualising teaching and learning

Leading innovation

Integrating technology in practice

Changing values and culture

Piloting and adopting technologyEstablishing infrastructure/ platformImplementing quality standards

The journey

Change initiatives- producing more change

7 • Paperless SMT meetings <- leading by example

• Technology Leadership Programme <- for all

• Monthly staff meetings <- showcasing and celebrating success

• Collaborative staff development <- we are in this together

• More projects across the institution <- the new way is the way

How we use technologies to engage, inspire

learners and create accessible learning opportunities

www.youtube.com/watch?v=eHSt9xvbyIw

Learn in a 3D world

Engage in a Virtual World

Second Life Education New Zealand

SLENZ

http://www.youtube.com/watch?v=0sfDtvIKFKA

Bridging Education Interview Skills in Second Life

iPad2learn

Enable learning now

Access learning in the past

Have a PAL to help

Get a POODLE

• Portable Moodle – an offline version of Moodle for Windows

• On USB drive, DVD or CD

• Used to deliver NorthNet courses in an offline format

• quality of learning experiences• learning accessible from anywhere on and off line

• continuous learning• student experiences • tutor experiences• effective peer review and moderation• ongoing improvement

 

Making a difference and making it stick

8

It’s a change strategy

Source: http://leadershipthoughts.com/wp-content/uploads/2012/07/kotter.jpg

This is how we effectively integrated technology

strategically into teaching and learning

Thank you

Vasi Donchevavdoncheva@northtec.ac.nz

playnice_nz

Source: Wikimedia Courtesy of Rugby471