Webinar: Driving Technology Adoption and Success from the Top, University of Salford
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Learn how strong executive leadership helped drive technology adoption at the University of Salford Good leadership is vital to any change process, especially when it comes to introducing new technology within a university. Strong executive sponsorship - a senior leader in the institution who is endorsing and driving the change is key to ensuring that technology adoption aligns with institutional goals and encouraging participation across the institution.
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Webinar: Driving Technology Adoption and Success from the Top, University of Salford
- 1. 1 Where are you today?
- 2. Before We Start: Audio and Asking Questions Can’t hear? Click the Microphone icon or Go to: Tools > Audio > Audio Setup Wizard Audio for this session is available via the in-session voice-over IP only. You must have speakers or headphones to listen. To ask questions, type your question in the chat area. Moderators will queue your questions or answer as needed. Chat
- 3. Presenter: Gillian Fielding Digital Skills Manager, University of Salford Presenter: Gillian Fielding Digital Skills Manager University of Salford Driving Technology Adoption & Success from the Top at the University of Salford Technology Adoption Series Wednesday 10th June 2015, 11am BST
- 4. About the Technology Adoption Series • The webinar series is designed to help you succeed in your own technology adoption initiatives & embrace the deep usage of technology in teaching and learning across your institution. • As part of the series we have created a small book that shows how to make it happen, suggesting practical tips, ideas, resources and real-life examples. http://bbbb.blackboard.com/technology_adoption_series
- 5. Driving Technology Adoption and Success from the Top How strong executive leadership helped drive technology adoption at the University of Salford.
- 6. 6 • Gillian Fielding, Digital Skills Manager • University of Salford – 20000 students – 2000 staff – 250 programmes
- 7. 7 Project Elevate E3 Institutional Transformation Checks Strategic Training • Champions • Helpdesk • Surgeries • #elevatesalford • Blended • Online • Best practice • Mandatory • Benchmarking • Reporting • Student Audit • Project Board • Standards • Assessment Policy Support
- 8. 8 Strategic Direction: Where was he taking us and why? • Student Experience • Transformation Project • Elevate Project Board – Chaired by PVCA – Key stakeholders involved – Prince 2 methodology – Aim: BB upgrade plus…
- 9. 9 Reproduced under Creative Commons licence from BankCardStudentID http://www.flickr.com/photos/75533702@N0 7/8208739166/sizes/m/in/ph
- 10. 10 Strategic Direction: Where was he taking us and why? • Elearning (Blackboard standards) • Teaching & Learning Strategy • Assessment Policy changes – Esubmission with exemptions – Emarking – Efeedback within 3 weeks
- 11. 11 Announcements Essential Effective way of communicating high importance details, reminders on dates, lecture changes etc. Module Information Link to mod spec database Essential Avoid duplication with programme information. This doesn’t have to be one Word/pdf it can be smaller and the detail does need to be available. If you do have a module handbook your module spec needs to be part of that Aims of the module Essential Learning Outcomes Essential Module Schedule/ ’Scheme of work’ Essential Topics/Themes covered during lectures. Usually aligned to weeks of delivery “Contact” ie Staff Information Essential Contact details Essential Email, telephone and office location details of all staff involved in module delivery, not just the module leader. Desirable Photo, Twitter name, LinkedIn name, Skype name Biography Desirable Link to Seek Profile. Brief synopsis of experience and qualification in the module topic Seek profile Essential Availability for drop-in consultations Essential Office hours that students can see you without the need for an appointment. The recommended number of hours per week is x hrs. (See your school for no of hours) Learning Materials Essential Structured according to student/delivery needs eg week-by-week or arranged by topic Powerpoint/SMART/Keyn ote Lecture slides Essential Content that is used in or supporting teaching activity. Provision of lecture content in an electronic format in advance of delivery is vital for meeting our obligations under student support plans and the Disability Discrimination Act Part 4 Essential The type of TEL you choose should be decided as a module team. eg Podcasts, videos, animations, diagrams, photos, links to websites eg TedTalks, YouTube. Live feeds from other websites eg RSS feeds, widgets. Tutorial/Seminar Briefings Essential Assessment Essential Link to Academic Regulations. This should also include your feedback policy. My Grades (at the top level) Essential Link to My Grades Components and weighting Essential Assessed components – examinations, presentations, reports – and the relevant contribution towards module mark. One folder per item. Exam dates Essential Dates of examinations, even if this only notifies students of the academic weeks that exams will occur in Assignment 1 Essential Includes assignment briefing, submission folder, University declaration, submission dates/time, where/how to submit Assignment 2 Essential Identical structure to Assignment 1. Grade Descriptors Essential University of Salford Standards for Blackboard modules
- 12. 12 Strategic Direction Rewards • Conferences – Bb Teaching & Learning – Professional bodies • Awards – Internal teaching – Times Higher Education • Case studies – Internal and external – BB, JISC, UCISA, etc
- 13. 13 Project Elevate E3 Institutional Transformation Checks Strategic Training • Champions • Helpdesk • Surgeries • #elevatesalford • Blended • Online • Best practice • Mandatory • Benchmarking • Reporting • Student Audit • Project Board • Standards • Assessment Policy Support
- 14. 14 Training Blended solution (mandatory) Pre-workshop activity Video Activity (putting them in the students shoes Survey Reflection Workshop Best pedagogic practice “Workshop” Innovative Online learning
- 15. 15 Project Elevate E3 Institutional Transformation Checks Strategic Training • Champions • Helpdesk • Surgeries • #elevatesalford • Blended • Online • Best practice • Mandatory • Benchmarking • Reporting • Student Audit • Project Board • Standards • Assessment Policy Support
- 16. 16 Support • 22 TEL Champions – 1 per School – Time off teaching • Helpdesk • Drop-In Surgeries • #elevatesalford Reproduced under Creative Commons License from Bertop http://www.flickr.com/photos/bertop/2621801965/sizes/z/in/photostream/
- 17. 17 Project Elevate E3 Institutional Transformation Checks Strategic Training • Champions • Helpdesk • Surgeries • #elevatesalford • Blended • Online • Best practice • Mandatory • Benchmarking • Reporting • Student Audit • Project Board • Standards • Assessment Policy Support
- 18. 18 Checks • Benchmarking survey • “State of nation”, from the UCISA TEL survey • 50% of staff accessed most days • Reporting (on training) • Weekly Reports to the University Executive • Fortnightly Reports to HoS (attendance registers) • Student Audit
- 19. 19 Reports to the Executive
- 20. 20 Head of schools report
- 21. 21 Is strong leadership necessary to drive technology adoption? Vote using the polling button – Possible answers a) Yes b) No c) Maybe d) Don’t know e) Other http://newsroom.uts.edu.au/news/2007/10/u ts-top-ranked-in-teaching-and-learning Shirley Alexander University of Technology, Syndey Learning 2014
- 22. 22 Is strong leadership necessary? Vote using the polling button UCISA Case study Successful delivery fell significantly when it was removed from strategy and their VC shifted the institution’s focus.
- 23. 23 How do you get strong leadership - if you haven’t got it already? £1m?
- 24. 24 How do you get strong leadership? Write your ideas below using the text tool
- 25. 25 How do you get strong leadership? WIIFT Who What is their agenda? Examples (demonstrating benefits) PVCA, Heads of School Student experience NSS scores Learning, Teaching, Assessment strategy, Internationalisation Changing pedagogy/delivery methods eg. flexible, distance, online, flipped classes No 1 driver from TEL Survey Elevate Vice Chancellors Learning, teaching and assessment The competition Shirley Alexander, VC at UTS Finance Directors Cost savings Online delivery Resource utilisation, eg rooms/virtual classrooms Reduced travel costs HR Directors Greater efficiency/effectiveness of staff Staff recruitment, retention and Staff development using technology Having a digitally capable institution (if they “get it”) Digital capabilities of staff Registrar Cost savings Collaborate for virtual meetings/events, IT Directors Efficiencies Maximisation of their investment Piggy back on system roll-outs, eg use of Collaborate for Agresso training AV training promoting and supported by BB Estates Director Utilisation of the estate Virtual estate Task Groups Eg Retention and £s saved Retention centre
- 26. 26 How do you get strong leadership if you don’t have it? Help our leaders to “get it” 1. Reports, articles, headlines 2. Surveys to complete to promote discussion 3. Survey results 4. Events 5. International groups 6. Volunteer input into strategies and policies 7. Piggy back on other roll-outs/initiatives 1. Personal tutoring 2. Leadership and management training 3. Agresso training 8. Lead by example
- 27. 27 Things to take away 1. Get Executive support 2. And a Project Board 3. With key stakeholders on (students, PVC A, etc) 4. Project Plan 5. Align to University goals/strategies Set standards 6. Have training AND support 7. Do checks and measures 8. Take remedial action quickly 9. Influence key players 10. Use other opportunities
- 28. 28 Thank you! Contact details: • Gillian Fielding, Digital Skills Manager • About.Me https://about.me/gilliandfielding • Email: g.d.fielding@salford.ac.uk • LinkedIn: https://www.linkedin.com/profile/view?id=23902897&trk=nav_resp onsive_tab_profile_pic • Twitter: g_fielding • Tel: 0161 295 2451 Slides available on SlideShare
- 29. Thank you for taking part in today’s session. Join us for the next two webinars in the series: Title: Best Practices in Driving Technology Adoption Presenter: Bryony Bramer, Learning Technology Manager, Regent's University London Date: Thursday 25th June, 11:00am BST Link: http://bbbb.blackboard.com/DrivingAdoptionAtRegentsUniversity Title: Encouraging Deeper Engagement With Technology Enhanced Learning Presenter: Brian Irwin, Head of Digital Capability & Ian Glover, Senior Lecturer in Technology Enhanced Learning, Sheffield Hallam University Date: Thursday 2nd July, 11:00am BST Link: http://bbbb.blackboard.com/SheffieldHallamUniversityWebinar Questions? Email AskUs@blackboard.com29 Thank you!
Hinweis der Redaktion
- Let’s make sure you’re able to hear me and setup to use the audio features of Blackboard Collaborate. If you have a microphone on your computer, go ahead and click the microphone-with-gear icon in the audio/video panel to bring up the Audio Setup Wizard, or select “Tools > Audio > Audio Setup Wizard” and follow the instructions.
- Penny to introduce the technology adoption series.
- Slides on Slideshare now. Copious notes. What I am going to talk about: 1. How strong executive leadership helped drive technology adoption at the University of Salford. Largely using one example of a university-wide change project called “Project Elevate” which implemented or brought about: Changes - University-wide elearning (with our BB standards), esubmission (virtually all esubmission), and emarking OUTPUTS Changes - in roles for academic staff and some administrative staff Changes - in the way we delivered and supported a project Can we drive technology adoption without senior leadership support? How do we get senior leadership support if we haven’t got it? ---- Largely using one example of a university-wide change project called “Project Elevate” which implemented or brought about: University-wide elearning (with our BB standards) Changes in our Assessment Policy - esubmission (for the all submission except “exemptions”) Text based - via Turnitin Gradebook Non text based – eg presentations, audio, via BBd assignment/GradeCentre Bbd/GC tools such as tests, wikis, blogs Physical artefacts emarking Grade entry into Bb at least Qualitative feedback electronically in BB or Gradebook text or audio or video feedback Changes in roles for academic staff and some administrative staff Changes in the way we delivered and supported a project Project plan using Prince 2 Project board Mandatory training TEL Champions in schools (24) 2. Can we drive change without senior leadership support? 3. How do we get senior leadership support if we haven’t got it? And left a legacy which set expectations
- Digital Skills Manager at UoS for 10.5 years. Linked In Gillian Fielding Twitter g_fielding University of Salford Next door to Manchester (United) 20000 students 2000 staff 250 programmes A significant number of first-in family and locals students
- Student Experience The student experience was variable. Students wanted the same experience (and not to be lost when they went from one BB module to another). No.1 driver for implementing technology adoption (UCISA TEL, BB 6 Characteristics to increase technology adoption) We had the Chair of the Student Union on the Project – the key factor here this gave us a compelling argument to deliver the change. If the students had said this is what they wanted, it made it difficult for staff to argue with it. One key message from that student voice was the vast differences in Blackboard modules. When students moved from one module to another, then they struggled to find things, some modules had a different layout, different headings, reading lists/no reading lists; also some modules had more content or made different use of Blackboard, some making extensive use of it, others not. (nb this wasn’t just a discipline issue but BB modules could vary hugely within the same programme areas.) Students wanted to be able to navigate easily, to be able to find the same basic information in each other their modules. Transformation Project The University was undergoing a several wide-reaching cultural changes at the time. Academic Portfolio review, One meant that the roles of academic staff and professional services staff were changing. Administration of Blackboard was moving to academics. No longer would admin staff upload content for academics, the academics were expected to take ownership of their BB modules and do this themselves. Elevate Project Board Chaired and actively led by the PVC A, Prince 2 Including representative key - stakeholders Students Union Staff: Academic, IT technical, IT project manager, IT support desk, Human Resources, Academic Development Unit, Library, School Operation Managers BB upgrade project v8 – 9.1 PLUS:…….
- Hamolavern http://www.flickr.com/photos/48995590@N06/4488371847/otostream/
- Elearning Module standards Linked to ASPIRES - Teaching and learning strategy pedagogically excellent theme Access to higher education Student focused Pedagogically excellent Internationally orientated Research underpinned Employability and enterprise Sustainable Assessment Policy changes Changes esubmission (for the all submission except “exemptions”) Text based - via Turnitin Gradebook Non text based – eg presentations, audio, via BBd assignment/GradeCentre Bbd/GC tools such as tests, wikis, blogs Physical artefacts emarking Grade entry into Bb at least Qualitative feedback electronically in BB or Gradebook text or audio or video feedback Within 15 working days And left a legacy which set expectations
- One we have achieved for Elevate are in bold, others are suggestions Rewards Conferences – speaking opportunities Bb Teaching and Learning Conference HEA JISC UCISA CILIP LILAC Awards Internal teaching THES Case studies Internal External BB, JISC, UCISA, etc
- Training – had PVCA involvement, vetted the lesson plan and learning materials. Attended the pilot training. Whilst we needed senior management support we needed other elements too, such as training (my bit!) Blended solution Pre-workshop activity Video to contextualise Activity (putting them in the students shoes Survey Reflection– reflect on own BB modules and bring ideas/files Workshop (751 attendees in 8 weeks, 61 x 3 hrs) Best pedagogic practice “Workshop” – doing what they had to do anyway but in a supported environemnt Innovative - (packed with ideas for everyone) OERs , QR codes, Online evaluation forms (MEQs), #elevatesalford Online learning (3 modules, 9 hrs study time) Mandatory
- TEL Champions Min. 1 per School, total 22 – worked with HoS Line managed by HoS but guided by the centre. Time off teaching Helpdesk (dedicated to BB and Tii) Drop-In Surgeries 3x3hr Surgeries per week Held on 2 campuses #elevatesalford
- Previously we were knew there were patches of technology adoption but we wanted more and to know how much STRATEGIC INFO - characteristic 6 in BB guide (understanding of the current level of adoption) Benchmarking survey “State of nation”, from the UCISA TEL survey Use of technologies including video, social media, audio, etc 321 staff completed 50% of staff accessed most days Reporting (on training) Weekly Reports to the University Executive Fortnightly Reports to HoS (attendance registers) Student Audit Completed by students (Course Rep’s) Paid in Amazon vouchers Semester 1 – 519 modules audited Semester 2 – 1500 modules audited
- Vote using the polling button Possible answers a) Yes b) No c) Maybe d) Don’t know e) Other Prof Shirley Alexander – an inspirational leader and proactive driver of TEL at Uni of Technology in Sydney Watch this 3 minute video. It’s fabulous
- Vote –Yes, no, maybe, don’t know Indications suggest yes E.g. UCISA Case study “One institution found their ability to deliver successfully on DC projects and initiatives fell significantly when it was removed from strategy and their VC shifted the institution’s focus. They lost their senior management champion and the strategic direction too. DC needs this to drive the agenda until its embedded”. www.ucisa.ac.uk/digcap available July 2015 Digital strategies are appearing in institutions or digital is being embedded in other strategies, or not
- Suggestions please write on the whiteboard.
- Suggestions please write on the whiteboard.
- Target them with WIIFT - What’s in it for them? What is that person’s agenda or their goal, or concern Help them to be successful in their role. Target the most influential – on Exec board Or those you can comfortably lobby
- Help you leaders “get it” – pass it to them with soundbites which speak to their agenda. 1. Pass on reports, articles, headlines BBC Richard Dimbleby lecture (see iplayer) - Martha Lane-Fox “businesses” need Executives who “gets it” ie what technology can do for their business/us. She went on to ask what executive discussions do not have a digital element? Shouldn’t at least one person on our Exec’s “get it”? House of Lords and THES shock headline https://www.timeshighereducation.co.uk/news/digital-skills-crisis-looming-peers-warn/2018572.article NUS Charter on Technology in HE - http://www.nusconnect.org.uk/news/article/highereducation/2489/ JISC digital student resources eg digital student research - http://digitalstudent.jiscinvolve.org/wp/outcomes/enhancing-the-digital-experience-for-students-cards/ Horizon report - http://www.nmc.org/publication-type/horizon-report/ UCISA Technology Enhanced Learning (TEL) Report - https://www.ucisa.ac.uk/tel/ Mintel reports –social media, digital markets – try your digital library Gartner – try your digital library 2. Get them to complete surveys eg UCISA TEL (which will be out Jan 2016) - it promotes discussion 3. Survey results - another opportunity to discuss. 4. Events Jisc Change Agents Network webinars - http://can.jiscinvolve.org/wp/webinars-upcoming-webinars-and-recordings-of-past-webinars/ I sent this to our Dean of students and he attended and is looking at co-creation and student iChamps to drive TEL HEA events Changing the learning landscape - http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm?utm_source=development&utm_campaign=cll UCISA webinars - http://www.ucisa.ac.uk/digcap and http://www.ucisa.ac.uk/events BETT, London, Brasil – largely aimed at schools (but increasingly HE) but if schools are doing exciting things with TEL what will our incoming students expect? 5. Other international groups of IT Directors: EUNIS, Educause, Caudit - http://www.eunis.org/cheita/members/ 6. Volunteer input into strategies and policies 7. Piggy back on other roll-outs/initiatives – ask if you can review the content with a digital/TEL eye Personal tutoring Leadership and management training Agresso training Lead by example PVC/VC doing webinars Executive using Blackboard for Exec papers HR using BB for softskills and other development and flexible, distance and online learning, and webinars….
- Get Executive support And a Project Board With key stakeholders on (students, PVC A, etc) Project Plan Align to University goals/strategies (Student Experience) Set standards Have training AND support Do checks and measures – audits, reports and feedback quickly Take remedial action quickly
- Penny to end session.