1. 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

2. 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

3. 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)

4. 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.

5. 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?

6. 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

7. The Themes

8. Some questions

9. 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

10. 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.

11. 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

12. 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

13. 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.

14. 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

15. 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

16. 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.

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