- Teaching staff get the support, incentives and guidance for the development work. The relevance of their choices and their effort becomes clear to them.
- Students get a clear picture of what to expect in terms of teaching and learning culture, and also of what is expected from them as active learners.
- Management’s claims for specific development in the teaching and learning practice can be legitimately put forward with reference to the strategies and policies.
Based on data and experiences from the project, we have formulated an organisational design frame to guide the future development of the teaching and learning culture. The design frame describes three levels of policy, resources and procedures in the organisation:
- The strategic level, which presents the design frame defined by the organisation and the goals connected to it
- The tactical level, which describes the organisational support for elearning design, capacity building, IT-support, managerial support and interest, etc.
- The operational level, which describes the teaching and learning philosophy and clearly outlines the freedom to act for the teaching professionals
The design frame should describe overall decisions and strategic goals (e.g. increased access for students, expansion of the teaching repertoire of the staff, development of high quality on line learning, etc.). The tactical level should describe how the organisation is prepared to reach the goals in question, and the operational level describes procedures, tool, methods, etc. Based on specific examples from development projects in a university college, the paper will describe challenges encountered in developing existing teaching practices in a school of continuing education in the direction of greater use of IT in teaching and learning. Furthermore, the examples illustrate how the organisational design frame needs to be adapted to suit the specific projects undertaken. To aim for general capacity seems insufficient, or in other words, it becomes important to clarify the underlying pedagogical model and principles of the on line learning aimed for.
Conole, G. (2013). Designing for learning in an open world. New York: Springer.
Ryberg, T. et al. 2015. Introducing the Collaborative E-Learning Design Method (CoED). In Y Mor, B Craft & M Maina (eds.), Art & Science of Learning Design. Sense Publishers.
Unfortunately this session will no longer be presented as the speaker has had to withdraw due to ill health