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This session addresses the gaps between institutional needs and vendor solutions for analytics to improve student success. It discusses the preliminary findings of an assessment of the analytics practices and strategies of 40 leading institutions and the current analytics offerings and future strategies of 20 vendors (ERP, BI, LMS, analytics, retention).
This session will explore the practicalities of introducing, accelerating and leveraging M-learning and the e-Lifestyle. It will draw on examples from around the globe of universities, professional schools, colleges and communities of practice that are planning for and leveraging these tools and practices. It will discuss and provide references on new research on the how the patterns, cadences, and rhythms of 21st Century, digitally-supported thinking, knowing and doing will be different from traditional practices.
On September 24, 2011, Donald Norris facilitated a strategic planning symposium at the University of the Pacific. It featured a keynote address by Anaya Kamenetz, author of DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. The planning process is focusing on “The Future of Learning, Work, and Professional Practice” and will be completed over the next 16 months.
Strategic Initiatives has been awarded a 12-month consulting services agreement from the Bill & Melinda Gates Foundation to conduct a survey of institutions and vendors to determine the state of supply ad demand for analytics products, services, and solutions and to accelerate the closing of any supply/demand gap. Strategic Initiatives is also developing an outline for a Primer on Developing Organizational Capacity in Analytics and other materials.
Donald Norris will facilitate a 12-16 month planning process at the University of the Pacific. This process will build on the Core Values, Aspirations, and Strategic Directions established in the 2007 Strategic Plan, Pacific Rising. The new planning process will address the challenges and opportunities facing the University as it seeks to leverage its three campus locations, prepare students for the world of professional practice they will face in the future, and enhance the learning, co-curricular and service learning experiences.
Donald Norris, Linda Baer and Paul Lefrere are presenting a paper at the IMS Global Learning Consortium on May 16, 2001. The title of the paper is “Transforming Online Learning to Enhance Performance, Productivity, and Value” and it extends on Dr. Norris’ keynote speech at the Lumina Conference on Academic Productivity in November 2010. The focus is on utilizing transformed online learning as a strategic instrument in institutional adaptation to The New Normal.
Donald Norris is speaking to the monthly meeting of the Iowa Board of Regents on April 27, 2011 on the subject of “Transforming Learning, Employability, and Entrepreneurship.” He will also meet with the Counci of Provosts on related issues.
Brazil abstract: This presentation offers examples of how schools can transform themselves to meet modern needs; how they can get better and better at this, by combining technology innovation and practices of learning organizations; and how schools can use their own experiences of transformations, and the experiences of others who have changed, to prepare learners and teachers to respond to challenges they will face. As examples will show, schools that are Learning Organisations (Learning Schools) do most or all of the following:
ITK Finland abstract: The Learning Schools approach facilitates recognition of the need to change, and shared preparation for change. It entails "environmental scanning; develop shared goals; establish collaborative teaching and learning environments; encourage initiatives and risk taking…” (Silins, Zarins and Mumford, 2002). The approach becomes more effective if there is a flexible meld of classroom design, if teachers have discretion in what they bring to the curriculum; discretion in how they do that; and discretion in how they use ICT and use their classroom. There is a close correlation between giving people discretion about how they go about their tasks in a changing environment, and their ability to achieve high standards in that changing environment (eg as measured in schools by PISA tests). R&D is a potentially-large driver of educational change, and so examples were given of several major projects in education: TELMAP (Observatory, Shaping Futures) looking at ways to anticipate and track changes that affect the employability of graduates and encourage self-directed learning, entrepreneurship and cross-border projects. STELLAR (Grand Challenges in TEL). OpenScout and OPAL (Open Educational Resources, Open Educational Quality Initiative, Open Practices - OEP). ROLE (Empowering Users, Mash-ups). This presentation outlines some ways in which technology innovation can facilitate each of those. Creating a climate for innovative practices is made easier if schools introduce symbolic and practical innovations. An example is how rooms are used during teaching, as in the Brazilian Revoluti Room™. This permits rapid changes to classroom layout, maybe even during class sessions. Such changes signify that school practices can embody change, and need no longer be oppressed by the past, in the form of the desk layouts of a century ago. In setting out what can be achieved, examples will be given of sustainable innovations based on ICT (called ITC in Brazil) that can spread useful ideas, examples, benchmarks, and best practices. This helps to spark innovative leadership and management practices, and to cut risks and share benefits. To illustrate: phones can be used to support teachers and students in gathering data and analyzing it in scientific ways that are useful in many contexts (good), or phones can be used to bully students and entrap teachers (bad). Those risks can be cut if schools know how to use ITC in a managerial way, to detect attempts to mis-use ITC and to prevent those bad uses yet allow the good uses to happen. Using technology innovation to manage technology innovation can eliminate the need to ban technology from schools and can facilitate sustainable change that schools can be confident with.
The Strategic Initiatives Team of Drs. Donald Norris, Bassem Khafagy, and Paul Lefrere facilitated “e-Learning Week” at the University of Dammam in Saudi Arabia on March 25-29, 2011. Over that period, they engaged a wide range of campus leaders, faculty, staff, and students in rich blend of hands-on demonstrations, discussions about how to leverage e-learning practices to achieve strategic institutional goals, and discussions of the University’s Strategic Plan for e-Learning and Distance Learning. They also engaged a special meeting of corporate leaders in discussing how to build employability and life success skills in new and recent graduates and how the University could support talent management efforts of the employers…
Donald Norris made a keynote presentation at the Lumina Foundation’s November 15-16 2010 Academic Productivity Conference. He discussed the stages of evolution of online learning and competence building and the emergence of truly transformed approaches that are dealing with new business models, greater value, and enhanced employability for learners.
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