Moving Toward Pedagogical Change: Faculty, Teaching with Technology and Leadership

Dr. M. Cleveland-Innes

Athabasca University

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The argument“All the teaching development and technology training possible will not yield the teaching change required in the 21st century, even for the most motivated, until the context changes, such that teaching is a central focus, rewarded and supported in ways that it has not in the past .” SSHRC proposal 2011

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Pedagogical Development

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Learning theory +

Embedded material

TechnologyX Factor

Pedagogical Development

1. Plan for the creation of open communication and trust2. Plan for critical reflection and discourse3. Establish community and cohesion4. Establish inquiry dynamics (purposeful inquiry)5. Sustain respect and responsibility6. Sustain inquiry that moves to resolution7. Ensure assessment is congruent with intended processes

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Post-industrial Characteristics• understaning of the purpose of education, and its role in society.

Education is fundamentally characterized by a quest for improving the human condition. It is to overcome social and economic challenges, resolve inequities, promote societal power and prowess and allow for individual development.

Schofield, 1999 • ….. the newly emerging society requires an education system that

takes advantage of the democratization and contestation of knowledge and promotes technological and cross-cultural citizenship.

Bloland, 2006

• a network of interacting individuals and partnerships• flexibility, boundary openness• dispersed complexity, variability • concerted, collaborative action through relationships• central support

• Adapted from Bennett, 2002

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Post-industrial StructuresIn 2020, higher education will not be much different from the way it is today. While people will be accessing more resources in classrooms through the use of large screens, teleconferencing, and personal wireless smart devices, most universities will mostly require in-person, on-campus attendance of students most of the time at courses featuring a lot of traditional lectures. Most universities’ assessment of learning and their requirements for graduation will be about the same as they are now. OR

By 2020, higher education will be quite different from the way it is today. There will be mass adoption of teleconferencing and distance learning to leverage expert resources. Significant numbers of learning activities will move to individualized, just-in-time learning approaches. There will be a transition to “hybrid” classes that combine online learning components with less-frequent on-campus, in-person class meetings. Most universities’ assessment of learning will take into account more individually-oriented outcomes and capacities that are relevant to subject mastery. Requirements for graduation will be significantly shifted to customized outcomes.

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Leadership Strategy

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Leadership Strategy

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……an entrepreneurial culture is emerging in education, and that multiple leadership strategies are required to embed this new culture and make the resulting changes to organizational structures and processes. This context is critical to our considerations of leadership in education, made even more interesting by changing technology and other societal changes.

Latchem, C., & Hanna, D. E. (2001). Leadership in open and flexible learning. In C. Latchem & D. E. Hanna (Eds.), Leadership for 21st century learning: Global perspectives from educational innovators (pp. 53-62). Oxon, UK: Routledge

Leadership Strategy

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(The higher education leader) All those involved in education of the 21st century will exhibit strong character, well-developed personal skills and the ability to create and communicate vision (Garrison & Vaughan 2008). In addition to these personal traits, (this new leader) these people will be willing and able to 1. manage change and innovation 2. listen to and assist stakeholders, maintaining and enhancing relationships between the institution and relevant partners, 3. embrace the realities of network environments and 4. ensure transformation to a new model of teaching and learning. (Cleveland-Innes & Sangra, 2011).

Leadership Strategy

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To what extent is the transition to blended and online learning in higher education, where is does or could occur, following leadership models for 21st century post-industrial society?

Uncovering the dark spots

Some interesting referencesAllen, I. E., & Seaman, J. (2010). Learning on Demand: Online Education in the United States. Newburyport, MA: The Sloan Consortium.

Atkinson, M.P. (2001). The scholarship of teaching and learning: Reconceptualizing scholarship and transforming the academy.Social Forces 79(4), 1217-1229

Blau, J.R. & Goodman, N., eds. (1995). Social roles & social institutions. New Brunswick: Transaction Publishers.

Cleveland-Innes, M. & Garrison, D. R. (2010). An introduction to distance education: Understanding teaching and learning in a new era. New York: Routledge.

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Cleveland-Innes, M. & Garrison, D.R. (2009). The role of learner in an online community of inquiry: Instructor support for first time online learners. In N. Karacapilidis (Ed.), Solutions and innovations in web-based technologies for augmented learning: Improved platforms, tools and applications. p. 167-184. Hershey, PA, USA: IGI Global.

Cleveland-Innes, M., Sangra-Morer, A., & Garrison, R. (October, 2008). The art of teaching in an online community of inquiry: The online teacher as bricoleur. Paper presented at 5th European Distance Education Network Research Workshop, Paris, France.

Davidson-Shivers, G. V. (2009). Frequency and types of instructor-interactions in online instruction. Journal of Interactive Online Learning 8(1). Retrieved September 28, 2010 from www.ncolr.org/jiol/issues/PDF/8.1.2.pdf 13

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Fairweather, J. S. (2002). The mythologies of faculty productivity: Implications for institutional policy and decision making. The Journal of Higher Education 73(1). Retrieved September 23, 2010 from http://202.198.141.77/upload/soft/0000/73.1fairweather02%5B1%5D.pdf

Gudea, S.R. (2008). Expectations and demands in online teaching: Practical experiences. USA: IGI Publishing.

Kanwar, M. & Swenson, D. (2000). Canadian Sociology. Iowa: Kendall/Hunt Publishing Company.

Kendall, D., Murray, J., & Linden, R. Sociology in our times. (2nd ed.). Ontario: Canadian Cataloguing in Publication

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Maxwell, J.A. (2005). Qualitative research design. An interactive approach, 2nd edition. New York: Sage Publications.

Rhoades, G. (2006). The higher education we choose: A question of balance. The Review of Higher Education 29(3), 381-404. Retrieved August 25, 2010, from Project MUSE database.

Rhoades, G. & Maitland, C. (2004). Bargaining Workload and Workforce on the High Tech Campus. The NEA 2004 Almanac of Higher Education (pp.75-81). Retrieved from http://www.nea.org/assets/img/PubAlmanac/ALM_04_06.pdf

Tomei, L. (2004). The impact of online teaching on faculty load: Computing the ideal class size for online courses. International Journal of Instructional Technology & Distance Learning 1(1). Retrieved from http://www.itdl.org/journal/Jan_04/article04.htm

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Yick, A., Patrick, P., & Costin, A. (2005). Navigating distance and traditional higher education: Online faculty experiences. The International Review Of Research In Open And Distance Learning, 6(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/235

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THANK YOU

I would like to acknowledge the support of the Academic Research Committee at Athabasca University in the form of a Mission Critical Research Grant and the Social Sciences and Humanities Research Council for their support of this research.