Practice Example: Managing Change Activity
The following activity was used in a leadership in digital learning course to help pilot the Rethink Learning resource model. It is a learning design that focuses on choice and prompts learners to use the perspective framework to respond, reframe or rethink to current practice problems that have been shared by colleagues who take a critical approach to issues and strategies around implementing and leading in educational learning technology environments. Students have used a variety of perspectives to share how they might tackle change in a variety of settings and through different lenses.
Background and Blog Posts
The following are some examples of learning technology projects that various project leads have blogged about over the last few years. Each post highlights different kinds of change that each leader has managed or is trying to manage in their own context. One common theme throughout all the posts is that implementing new technologies is hard. Developing the strategies to do this successfully is hard, but good planning can help. Each of the authors talks about the complexity they have encountered, identifies some challenges, and highlights some strategies they have used.
D’arcy Norman is a learning technologist at U of C and has been involved in a variety of learning technology implementations. This blog post from 2017 provides great insight into one of the projects that was implemented as part of the overall plan for the university. Norman, D. (2017, March 11).
Dave Cormier’s reflection on the recent discourse from the technology sector and their claims to be able to “fix” education. He discusses a recent project developing a digital strategy at UPEI and touches on privacy, student needs and project management. Cormier, D. (2017, December 8).
Clint Lalonde is a project manager at BCcampus and one of the instructors in this program. Here are two posts related to the Open Homework Systems project he is currently leading:
Neil Selwyn is a Professor in the School of Education at Monash University. He has written a variety of recent articles on AI in education, and this one presents discussion some of the issues to consider in decision-making “The future of AI and education: Some cautionary notes”
Anne-Marie Scott, Deputy Provost of Academic Operations at Athabasca University (most recently at Edinburgh University) wrote the following post “Why we need learning technology developers” about the challenges of creating a learning technology landscape.
Reflect, Respond, Reframe
1.
Read one of the posts provided or find another post or example from your own professional context to consider. Identify some of the main topics that the author addresses (see the list below for some highlights).
2.
As you read, jot down what you think the successful elements of planning for change were identified, what barriers were encountered (or anticipated), and ways that the author suggests for moving forward. Consider one of the main topics that were raised in the post (see again below) and try thinking about how you might tackle introducing a change from a different perspective.
3.
We have provided a “perspective framework” that outlines four different elements, issues, settings, lenses, and role perspectives that might help you identify an alternative view.
Instructions on how to post: Choose one or more of the different elements (try for two at the minimum) and use those to help shift your thinking or approach your change from a different angle. Create a short post on this page (at the bottom of the page), by choosing one of the main elements. There are four buttons at the bottom of this page that aligns with the four elements in the framework, choose the one that best matches the main angle of your post. Make sure you add your name or a pseudonym. Your post should be 250-400 words.
4.
Once you posted, view a few others and comment, ask/questions and probe further. Your responses will be collected at the bottom of this page.
Main Topics (this list is not exhaustive)
- Digital citizenship/digital literacy
- Diversity in our learning technologies and communities
- Managing student data and privacy
- Open source publishing (software)
- Sustainability and stewardship (for technologies and projects)
Example:
In her post, Anne-Marie talks about the need to include diverse voices when implementing learning technologies (so one of her Main topics would be diversity). If I were in a K-12 setting and wanted to introduce a new educational tool – what different lenses might I need to consider? What kind of questions about change would I need to consider if I took an Indigenizing or Decolonizing lens in my planning? What would including diversity look like? What would this look like in a different setting (ie corporate)? As Sandra, Christy and Christina all highlighted in their discussions about implementing tools, considering equitable access is an important element in planning for change.
Digital Citizenship in K-12 Education
On his blog, Dave Cormier shares his experience of helping K-12 teachers use sustainable technology to support learning in their classrooms. He addresses the concern around digital citizenship and the dilemma many educators face around using new innovative technologies while managing the hidden upsells of these new technologies. As a K-12 educator, I examined the [...]Read More...
Sustainability and learning technology developers
From an issue perspective, Anne-Marie Scott presented in her post sustainability as an opportunity for change. This is a topic that I am deeply passionate about and therefore, I would explore the environmental impact of the learning technologies and the role learning technologists can play in the adoption of climate smart digital practices? Macgilchrist et [...]Read More...
Transitioning Learning Technologies from a “Catch All” workplace solution, to a part of a learning ecosystem
In her blog, Ann-Marie Scott speaks on many issues related to learning technologists (or more aptly – the lack thereof), and one revelation that she speaks of is the need to look at how we are using digital technologies currently and investigate how we may be able to take their usage further, moving away from [...]Read More...
Digital Literacy and learning technology developers
After reading the blog post, Why we need learning technology developers by Anne-Marie Scott, I found one of the main issues that unexpectedly resonated me was digital literacy; as it relates to the role of learning technologists as well as faculty and students. I found myself agreeing to Scott’s inclusion of digital literacy as a [...]Read More...
Keep going… it’s working.
Cormier’s 2017 post, our schools aren’t broken, they’re hard he explores how changes to grade school learning experiences in PEI are adopting to the technology age and brings awareness to the thread of one-size-fixes-everything solutions. Instead, he exemplifies activities change leaders can implement to build momentum, tackle a project with adequate resources, and achieve continued [...]Read More...
Accessibility and Universal Design for Learning
In his post, “Our schools aren’t broken, they’re hard,” Dave Comier (2017) shares his ongoing efforts to create sustainable technology-supported education. He addresses issues pertaining to sustainability and stewardship (for technology and projects) in K-12 settings by offering four pearls of wisdom that support lasting positive change for students and teachers. They include: Building trust [...]Read More...
Evaluating sustainability
As a follow-up to my post on Scott’s sustainability and the role learning technologists can play in the adoption of smart digital practices, the literature provided some thinking to consider. But first, sustainability and educational technologies is a topic that is not yet specifically explored (Selwyn, 2021). There is existing data available in the greater [...]Read More...
Unit 3 Activity 1 Gathering Data – Revisiting Managing Change in Digital Learning
Considering How I understand Data Admittedly, my first response to this assignment and this unit at the mere mention of wading through data via analytics was a wholehearted no way, much like the companies Zettelmeyer mentions. “But many business leaders, overwhelmed by this constant blizzard of metrics, are hesitant to get involved in what [...]Read More...
Data & Sports Coaching
In my last post, I explored how Cormier’s work enacting change at an educational organization in PEI involved social cognition and momentum theory. This week’s post asks us to discuss the impact of data analytics to support change and moderate associated risks of big data. Switching gears to my line of work of developing cycling [...]Read More...
When Compliance Hinders Innovation: A Reflection on Technology in Schools
In his blog post Our Schools Aren’t Broken, They’re Hard (2017), Dave Cormier explores the complexities of integrating technology in education. One of the key challenges he raises is the tension between adopting innovative tools and navigating institutional policies, particularly when it comes to managing student data and privacy. This reminds me of my own [...]Read More...
Safe Environment
D’arcy Norman in their blog post presents an initiative at the Taylor Insitute of Technology, where a dedicated learning space was developed architecturally to be open and flexible for learning and integrate high quality AV equipment in order to promote high quality education. Success was reported, Norman, in their second paragraph, states, “It’s been a [...]Read More...
Balancing Transparency, Privacy, and Pedagogy
In his reflection on designing the audio/visual (AV) systems for the Taylor Institute (TI) at the University of Calgary, D’Arcy Norman highlighted the most important design principles followed throughout the build: transparency and flexibility. The studio spaces in the TI needed to embrace and complement the grand, light-filled open areas while enabling inspiring, adaptable, collaborative, [...]Read More...
Critically Engaging with AI in Education: A Balanced Perspective
In my reflection, I explore the gap between AI’s marketed potential in education and its real-world impact, drawing on Selwyn’s (2022) critique of “AI theatre.” If AI-driven tools are often more about branding than true machine learning, what should educators consider when integrating these technologies? How can we evaluate claims of personalization to ensure they [...]Read More...
Some strategies for the OHS project – Issues
Lalonde’s goal was to create the ability to offer open licensed systems for educators to utilize for courses, with wide adoptability and adaptability within the BC post-secondary system and beyond. I wouldn’t necessarily call these barriers, but they will have added more work: reviewing all of the areas that required different platforms, and then narrowing [...]Read More...
Change from the Perspective of Administration in HE
In her post Anne-Marie discusses how open source and higher education collaborations can be part of the solution to encourage innovations in HE and become less reliant on market based services. From the perspective of academic upper management questions I would consider are about cost, time, meeting the goals of the strategic plan and reputation. [...]Read More...
Mirroring the Learning Experience from School
D’Arcy’s post about designing a transparent and flexible AV system in the new learning space speaks about sustainability and stewardship for technologies and programs. Although not directly mentioned, the open access for students and instructors to use the collaborative technology freely also promotes digital literacy and the ability to increase diversity in both the technological [...]Read More...
Role of learning technologies with diversity
In her post, Anne-Marie Scott discussed commitment, skills, and digital resources as change enablers of a learning technology ecosystem. She viewed diversity as a prime commitment with the inclusion of various voices in a learning community of an ecosystem. She further believed in an expanded role for learning technologists. And she cautioned decision-making based only [...]Read More...
Thoughts on AV systems and Healthcare
D’arcy Norman posts about the successes and challenges with the AV systems design at the Taylor Institute with transparency and flexibility as the key design principles guiding the design. If I were in a healthcare setting considering the sustainability and stewardship of implementing this type of system for virtual healthcare appointments, I would want to [...]Read More...
AV system design
Image Source In his blog post, D’Arcy Norman shares his perception of some of the challenges of designing the Audio Visual (AV) systems at the Taylor Institute for Teaching and Learning’s new building. He also shares his admiration for the architectural and technological design throughout the building which was mainly inspired by the design principles [...]Read More...
Designer, Leader, Change-Maker: What K-12 Public Education Can Learn From Innovative Doers
In his blog post, Some strategies for the Open Homework Systems project, Clint Lalonde begins by acknowledging that the process of developing a list of strategies for Open Homework Systems (OHS) project required collaboration from various groups. Lalonde offers thanks to these groups and shares that they were included within his gathering of knowledge and [...]Read More...
Context Is Key
Context is key, and much of the work is front-loaded in leading change. Diversity of role perspectives is a major contextual factor that must be explored and considered prior to instigating change, then throughout change processes, and even in ongoing maintenance and support. Dave Cormier notes the complexity of this in his blog post, Our [...]Read More...
All for one or one for all?
In my previous post, I explored the role perspective of the student in D’Arcy’s post about implementing a new AV system at their institution. A few of the questions I mentioned included the impact of a new AV system on learning and socioeconomic barriers, access to technology at home, and personal device compatibility with the [...]Read More...
AV Systems Design
D’arcy’s post Lessons learned: AV systems design in the Taylor Institute highlighted for me some of the things that my organisation needs to do. Although our Welcome House Centre was built in 2012 by renowned architect Henrique and Partners who sought to design a building that would be a socially responsible community development and could [...]Read More...
Gathering Data from Different Perspectives
I appreciate the indication from Marsh, Pane, and Hamilton’s research (2006) that anecdotal or quasi-qualitative data such as observations from “learning walks” and interviews may provide valuable information alongside quantitative data such as summative testing. I believe that gathering feedback from stakeholders throughout a change process is the key to initial planning plus iterations of [...]Read More...
Using data to build a case for Virtual Healthcare
In my previous post, I examined different stakeholder’s perspectives on the implementation of an AV systems design for virtual healthcare appointments. I suggested that Senior leadership would question whether it was necessary to implement an AV system across all health units or only to a select few. In order to answer that question, it would [...]Read More...
How Data Could be Used to Influence Change in K-12 Education
After exploring data-driven decision-making literature, I have re-examined Dave Cormier’s blog post Our Schools aren’t broken, they are hard. When I read through the article, I challenged myself to look at it through the perspectives of roles and how data could influence change through each of the various roles. Teacher – How can data support [...]Read More...
Learning Technologist – Using data to drive design, upgrades and support
From my perspective as a Learning Technologist, my primary focus for data driven decisions is focused on maintaining, supporting, upgrading, and exploring digital learning tools. This perspective is highlighted by Sclater et al. (2016) explaining the inclusion of support staff benefits in ensuring technical and organizational systems to create a cohesive data strategy. Of course [...]Read More...
A Different Perspective on Open Homework Systems
In his post, Some Strategies for the Open Homework Systems Project, Clint Lalonde described his efforts as project lead, preparing for the 2-year timeline. Along with months of research, information gathering, and networking within the post-secondary sector, he established an advisory committee and created a working definition of an Open Online Homework System. In alignment [...]Read More...
A new lens for LMS in general
One of the challenges in developing learning management systems is that we are still looking at it as a system, a tangible environment that we can develop, control, augment, and arrange to facilitate learning from an insitution. And yet, we can barely agree on what type of environment is best suited for learning; one might [...]Read More...
The potential of Open Homework Systems (OHS) to bridge the gap between K-12 and higher ed
Clint Lalonde discussed his work on developing Open Homework Systems (OHS). This project dealt primarily with the issue of open source publishing and academic digital tools. In identifying a need to develop OHS, Lalonde (2019a) referenced the work of Dave Wiley, who looked at student use of educational technologies to practice skills, primarily in courses [...]Read More...
Learning Analytics & Open Homework Systems (OHS)
As I reflect on what I have learned about learning analytics, my thoughts return to my original post about Clint Lalonde’s work on Open Homework Systems (OHS) (Donahue, 2022). As argued, OHS may be beneficial for students transitioning from K-12 into higher education by addressing skill weaknesses or deficits. Learning analytics, understood as “the measurement, [...]Read More...
AI and change readiness – a modern Pandora’s box
Neil Selwyn’s article on the future of education in AI provides a high-level critique of the potential unrestrained application of AI technology in education and society. One particular issue that Selwyn briefly touches on is the accessibility of AI technology in a global educational context. This topic alone merits thorough consideration and ongoing monitoring. As [...]Read More...
Adjusting Our Lenses
In her blog post, Anne-Marie Scott delves into the intricacies of establishing an effective learning technology landscape. She underscores the indispensable role of learning technology developers in navigating these challenges, making them feel valued and integral to the process. Scott begins by highlighting the rapid evolution of educational technology and the increasing demand for personalized, [...]Read More...
Some strategies for the OHS project – Seeing through the lens of need
Lalond’s OHS system planning began during a time of distress, confusion, and concern for many BC citizens, and the world. A world that required near immediate change to how it was run. To Ash’s point in their post, Ash references COVID-19 as a low tide, exposing “neglect of issues related to inequalities in access and [...]Read More...
Not Just a School, But Also a Workplace
In Cormier’s post, his main topic is Sustainability and Stewardship, specifically of a digital strategy project in a K-12 system. He focused on his perspective as a digital strategist for K-12 education in Canada and talked about the points of view of teachers and school divisions, as well as strategists like himself. He also talked [...]Read More...
Exploring the Need for Learning Technology Developers from a Provicial Credit Union’s Perspective
In her post, Anne-Marie Scott highlights the need to be thoughtful and deliberate about learning technology choices, recognizing that the market cannot always provide and explore the capability to innovate as a sector for specific needs. Anne-Marie recognizes the challenges like budget and resources associated with investing in learning technology development and proposes interesting options [...]Read More...
Challenges for Change in Corporate Learning Settings
Dave Cormier (2017) writes about his experience with a long-term large-scale technology change initiative in the PEI school system. Cormier explains his pragmatic approach to the introduction of new technologies in the school system through a long-term plan that allows space for trial and error and acknowledges the importance of celebrating the small wins along [...]Read More...
Data Use in Corporate Learning Settings
When implementing a digital learning initiative in a corporate setting collecting and analyzing the digital footprints of users could answer several questions to inform future design and development decisions. In my original post, I looked at David Cormier’s experience with change in an education setting and considered the validity of his recommendations in a corporate [...]Read More...
Reflecting on Organizational Change: Lessons from a Failure
Instead of choosing one of the provided blog posts, I reflected on a personal experience of organizational change. None of the posts captured the complexity of the challenges I faced when my former manager, Leon, attempted to merge instructional designers in Canada and Poland at a large international telecommunications company. This situation demonstrated how poorly [...]Read More...
Was this overdone?
In his blog post, D’Arcy Norman reflects on his work with the Sextant Group to provide audio-visual technology solutions for the University of Calgary’s Taylor Institute (TI) for Teaching and Learning. Integrating hardware into an environment designed for open, well-lit learning spaces posed challenges, as most walls were glass, featured high ceilings, or had retractable [...]Read More...
UDL and ongoing feedback towards further change for Taylor Institute
The article by D’arcy Norman from the U of C was quite interesting. Norman, D. (2017, March 11). The idea of collaboration carts piqued my interest even more. At KPU, we have some systems that are coming to the end of their life. The smartboards at each group table and the smartboard at the top [...]Read More...