FH3 OEB Berlin

We have pulled together all the data that was entered into the google docs at FH3 at OEB in Berlin, Germany in December 2017.  

he task for all the participants in the room was to make an elevator pitch to scale and sustain innovation at your institution, and respond to some of the challenges that will face that.

The first section of the hack is what we call Burnt.  The aim of this activity is expose, share and find common ground amongst many of the hopes, dreams, fears and experiences we have all had in terms of change that in part represent a filter (and sometimes a barrier) to identifying or challenging new ideas or solutions.  Each participant was asked  to write down their victories, disasters/failures and hopes and dreams around the implementation of an educational technology project.   The results will be here for all to see in the next few weeks (Peter has to type up nearly 200 hundred post-it notes!!)

All of this is free and open to use, so go ahead. It would be great to know where you have used and what happened.

Hack 1 - IN THE ROOM

You have a successful but limited scale project. This project has worked in its context. You have evaluated it and the student and staff feedback is excellent. The challenge you have been presented with by your institutional management is, how do we make this part of the institutional strategy for success?

You are pitching to senior management how you are going to make this sustainable or scalable. It is great to have principles for scaling and sustaining technological and pedagogical change. The critical question is how do you make it happen? How do you convert ambition into action? This aim of this hack is to identify the things you need to ask from your institution to make change last and become embedded in your organisation.

Work on paper to generate your thoughts. When the timer we set goes off, take the last few minutes to collect your thoughts, and fill in the template on the Google Doc for your table.

Table 1 - Collaborative assessment

  • Team engagement : ambassadors across the institution sharing success stories and offering didactical and technical support and advices
  • Collaborative leadership : sharing experiences, building on all insights
  • Organize structural evaluation: educational research as follow up; create a dashboard to follow the life of the project with key datas
  • Provide structural support, both technical and didactical (embed it in staff development programs)

Table 2 - Games-based learning

Build competency of game design skill in the organization

Put it on the budget

Considering building our own optimized system.

Clear leadership: explain why and how.

Development plan - find out how many subjects should be covered, and how many students should complete. Milestones.

How to innovate:

System for continuous improvement and revision of the contents

Flexible system

Table 3 - Audio/Visual Feedback

Why:

-by using your voice and your face in giving feedback it gets more personal

-written feedback is less than audio/video feedback

-different learning experiences, learning styles and learning disabilities

-enables 24/7/360˚

Tools:

-moodle lms system integration PoodLL

-O365 class notebook

-tools on social media

How:

-e-tutor, students as digitutors

-”mouth to mouth method”

-enough resources/time to pilot

-pitch talk to encourage to use the method

-management commitment and encouragement

Table 4 - Making

1: Show the success

  • We SHOW that Making has WORKED: we exhibit the successes achieved - physically - in our own institution
  • Show the positive exposure we already have had in external media  (in magazines, web) etc.

2: Why continue?

  • Theoretically sound, but shown practical potential

3: ensure we can get on for at least 5 years:

  • Focus on projects that are useful for all faculties
  • Reserve and create rooms  with equipment for maker education for at least 5 years
  • Assign teaching staff to use ALL of the equipment: let them also teach the teachers,
  • Organize inspiring sessions with makers from elsewhere - open for the whole community.
  • Make connections with business start-ups with businesses that ‘make stuff’.
  • Get the maintenance of equipment and processes in place : assign the responsibility for that formally, and also practically.

Table 5 - Online Learning

  • Create ownership both from management and among teachers
  • Use co-creation
  • Scalability also have to do with resources - it takes time for teachers to get familiar with the new technology
  • On the scaling side, you need a group of people who can make the changes, continuous evaluation building a feedback structure.
  • Make the system agile
  • Being able to adopt new technology and if you have suddenly new student group or a bigger intake,
  • Defining the core structure - and then you can build upon it - a sort of LEGO approach for making specific courses
  • Emergency team - making a support structure - and securing it is sustainable
  • Onboarding activities - workshop for teachers
  • Creating self study material on how to use the new approach
  • Single number of contact
  • Ambassador network - have key people
  • There need to be an incentive -
  • You need a clear strategy - implemented on each management level  (being able to communicate the vision, the Why we are doing this
  • Change management - finding out if there are impediments in some departments and what those are. Being able to anticipate if this is going to work.
  • Make a network analysis - the way the informal network works - influencers in the organization - people who have a lot of followers
  • Management is important to follow up and making sure the new way is used.
  • Make a documentary page - sort of a wiki, where people can share experience with the new approach
  • In the communication - make sure it is concrete, not “You need to be more agile and proactive

Table 6 - Social Media Learning

Scaling

  • Raise awareness in regards to the benefits of using social media
  • Workshops in the use of social media - didactics and pedagogy
  • A catalogue with ideas on how to use social media

Sustaining

  • Create ownership
  • Write principles for ethics and security
  • Share best practices across the institution, so lecturers can be inspired from others on the use of social media
  • Social media hotline
  • Be up front in regards to new kinds of social media - should or should we not implement

Table 7 - Practice-based learning

SCALING

  1. Give us space in the curriculum
  2. Adopt action based learning pedagogy
  3. Top down mandate; embed into every course
  4. Train academics
  5. Build communities of practice/villages/champions/ambassadors
  6. Track and reward participation
  7. Create a prize / pitch sessions
  8. Connect to research
  9. Use as competitive differentiator - make it visible - signalling is critical
  10. Publish the Voice of the Student
  11. Create demand from industry - get industry to give employment advantage to students from the project and communicate this

 

SUSTAIN/STAGE 2 - super successful - we can charge industry to participate:)

Commercialise outcomes

Communication is critical - success stories

Annual hack the project sessions

Table 8 - Collaborative assessment

Scaling

  1. Making outcomes and benefits clear to everybody: WHY are we doing this - and make sure that strategic goals and plans for the institution will be connected to this goal
  2. A implementation plan and enough courses for everyone
  3. A project leader and a network organization with ambassadors/change makers in each faculty and institute.

Sustaining

  1. Do the necessary capacity building in the involved running part of the organisation.
  2. Continue development
  3. Create user groups on different levels
  4. Sustaining it means continuing developing it (one needs to understand the costs)

Hack 2 - IN THE ROOM (part II) - with a business context

You have a successful but limited scale project. This project has worked in its context. You have evaluated it and the student and staff feedback is excellent. The challenge you have been presented with by your institutional management is, how do we make this part of the institutional strategy for success?

You are pitching to senior management how you are going to make this sustainable or scalable. It is great to have principles for scaling and sustaining technological and pedagogical change. The critical question is how do you make it happen? How do you convert ambition into action? This aim of this hack is to identify the things you need to ask from your institution to make change last and become embedded in your organisation.

Work on paper to generate your thoughts. When the timer we set goes off, take the last few minutes to collect your thoughts, and fill in the template on the Google Doc for your table.

Table 1 - Games-based learning (International)

  1. Analyse the intercultural differences
  2. Secure human and financial resources.
  3. Be self sustainable : hiring learning specialist, buying or building platform or software or collaborate with other department of the institution
  4. Research : the purpose is both working on other disciplines and on other countries applications (learn from the datas that are collected)
  5. Muliply the learning context and design the application for all the context (on and off line, computers or smartphones...)

Table 2 - Audio/video feedback (Online)

  • Make clear what are the benefits and outcomes for every stakeholder (do not forget the student!)
  • Invest in infrastructure for larger scale
  • Organize dissemination (both online as well as f-2-f to involve the ones not automatically going online) and support: training, community, good practices in a growing number of contexts

Table 3 - Making (International)

  1. Make it simple to understand
  2. Avoid unnecessary complexity
  3. Collaborate with leaders and teachers in other countries
  4. Start with only one other country
  5. Make aims for every country, adopting each countries needs
  6. Understand cultural differences

Sustainability:

  1. Make regular meeting points
  2. Look at milestones - evaluate
  3. Adopt a digital mindset!
  4. Make people understand what a digital mindset is.

Table 4 - Online learning (Executive/Corporate)

Strategy for implementation

-cocreation

-support for faculty

Systems and people - resources

-give teachers more time by hiring

-and put development on the schedule

Framework for ”learning”

-”toolbox”

Table 5 - Social Media Learning (International)

  1. Find partners in other countries
  2. Establish a language policy
  3. Communication with other leaders interested in the project
  4. Describing the benefits of the project -they are evident
  5. Start with one country

Table 6 - Practice-based learning (International)

Scaling

  1. Gather e-ambassadors among students and lecturers
  2. Gather ambassadors in the industries
  3. Identify the relevance of PBL
  4. Institutional principles forcing to use PBL


Sustaining

  1. Create a network across institutions and industries globally
  2. Have the relevant and necessary equipment for the lecturers and students
  3. The intentions and relevance  must be clear - e.g. learning goals

Table 7 - Collaborative assessment (Online)

  1. Work with academics to change assessment and exams mindset
  2. More transparent assessment culture; open feedback culture
  3. Work with students to change their perception of groupwork and peer review
  4. Work to develop student peer to peer assessment capability
  5. Integrated backbone/ platform - “feels like single solution” - reduce barriers to adoption across student and academic base - both hate bouncing around: Reduce bounce
  6. Student led development - set parameters and students can build on it
  7. Faculty wide communications training
  8. Use gamification - assessor grading
  9. Make assessment interesting for academics - projects more interesting to grade than exams; the teacher learns…..use AI to automate gruntwork?

Table 8 - Games-based learning (International)

Never Supposed to Start the Pilot because of Lack of strategy

-> MOVE Framework Denmark, Christian Mondro

Scaling up

  • get companies to join in
  • Have participants pay for it

Hack 3 - MAKING IT HAPPEN

Your pitch is successful.  The room loved it.   The VC smiled and offered you exactly what you had asked for.    

What do you need to put in place strategically to deliver your scaled or sustained change? Coming from the BURNT activity, you will get a single real-life cultural/human context of success or failure (we know there are many) to respond to.   What structures (these could be policies, initiatives, support for example) do you need to put in place to implement your initiative and make sure it works?

(Please indicate the BURNT ‘issue’ you are responding to)

Table 1 - Games-based learning

BURNT: We struggle to engage with or satisfy our community of students / stakeholders

  1. Hire someone outside the institution to analyse the reasons of this failure. Someone neutral.
  2. Draw up policies or guidelines to secure that, despite cultural differences, all the parties are on the same page as to WHY we are doing the project; HOW we do it and WHAT we want to achieve.
  3. Restart smaller, cut the project into small pieces, for smaller groups, and adapt some of the contents to a small groups. Get more engagement and then iterate.
  4. Compare the results and the datas to the guidelines at each step.

Table 2 - Audio/video feedback

BURNT: We do not have the infrastructure or strategic capability

  1. Be proactive: if you want to reach ‘this’ you need to invest in that ( other institutes are investing, so be aware of your position)
  2. Communicate to a everyone what is happening and what it could mean for everyone
  3. Be aware of technical possibilities next to buying or developing, make use of existing infrastructure ( but define where you are heading for and need in house)
  4. Spread knowledge and expertise from some providing support to more being able to help ( e.g. from central to decentral)
  5. Collaborate with other institutes (taking into account pace and flavour)

Table 3 - Making

BURNT: We do not have the required resources or staffing

  1. Discuss the values of the project with the staff - make it relevant
  2. Downscale, avoid introducing too much at a time
  3. Consider if more staff might be right
  4. Simplify the system, for instance make a youtube-video explaining how things work, so the teacher doesn’t need to use time for that for every class.

Table 5 - Social Media Learning

BURNT: We cannot influence or change the practices of other academics or staff

  1. Sell it as collaborative learning
  2. We have to focus on the didactic approach to convince the teachers and lecturers

Table 6 - Practice-based learning

BURNT: We do not have the required resources or staffing

  • Make the industries hooked on the idea and make them supply the extra funding
  • Make use of peer to peer learning across institutions  to help develop and maintain PBL. Make use of the students different competences in their learning process
  • Bring in different expertise and collaborate.

Table 7 - Collaborative assessment

BURNT:  We do not have the infrastructure or strategic capability

  1. Hire everybody on table 7
  2. Validate the assumption……….
  3. Identify what exists
  4. Identify what we need and buy it (remember we have loads of cash)
  5. Find someone who is doing it really well - and let them transfer their experience to internal staff by co-creation (working together on the same job)
  6. Train and hire students. Pay them better than for a waiter’s job.
  7. Collaborate with an institution (or industry partner) - use co-creation models
  8. Don’t focus on training academics, focus on students
  9. Make it mandatory for students to become teaching assistants
  10. Leverage professional staff

Table 8 - Games-based learning

BURNT

  • Workshop / Conference - Use Creative Tools
  • Competition with reward !
  • Use online Tools for communication
  • Human Touch->Making Personal connections