Developing a strategy for flexible learning programmes at NorthTec
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Transcript of Developing a strategy for flexible learning programmes at NorthTec
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