8.1. Implementing Change
This section of the infoKit should probably be titled 'Planning for Embedding', as the research done has not indicated that MLEs are embedded in any UK institution in the sense described below. It does not address issues of technology or its implementation directly.
This section addresses questions of:
What approaches can/are being taken to address embedding?
How can embedding be integrated into institutional strategies?
How can embedding be integrated into operational planning?
8.1.1. What's 'embedding'?
Successful implementation of an MLE represents a significant change in the way an institution carries out its primary activities, and will result in changes in the practice of almost all staff, academic or service/support. Inevitably, this will lead to further change in light of experience, as strengths and weaknesses emerge, and as technology changes. This requires that an institution is able to adapt its strategies to be able to support evaluation and on-going development, and to be adaptable to change (to use a new phrase, the institution needs to become agile). It also needs to put in place processes that allow new staff and students to be inducted into the full use of the MLE. This section will provide guidance on the specific areas of concern, and where possible, to illustrate this with case studies.
The use of MLEs can be considered to be fully embedded into an institution when all of the policies, procedures, roles and responsibilities that pertain to the use of an MLE are fully integrated - not just with each other but with those which apply to the institution in its normal practice. In other words, whilst a full road map could and should be produced of everything applying to the use of MLEs, this would be done by extracting the required information from statements of policies etc which cover the institution holistically, rather than it existing as a special set of statements on its own.
Equally, embedding also implies that the use of MLEs has become part of the CULTURE of the institution, and is seen by educators, learners, administrators and managers (and indeed all other stakeholders in the institution) as part of their normal working practice. This means that use of an MLE is seen by both teachers and learners as part of the normal portfolio of approaches available to facilitate learning. Equally, management and administrative practice is aligned to the use of the MLE, which is integrated into the systems used, is viewed as part of day-to-day operation and at the same time forms part of longer-term planning and strategy.
It must be stressed that many of the components of both educational and business practice associated with the use of MLEs have little to do with technology in a direct sense, and that many will exist entirely outside of the technologies employed. Embedding implies however, that the technologies are employed seamlessly in cohort with them.
The Department for Education and Skills (DfES) has launched an e-learning strategy that was available for consultation until 30 January 2004. It comments:
'Embedding e-learning will not happen fast. This is a long-term strategy that looks ahead to years when the technology will probably have evolved further. That is all part of the strategy - how we prepare ourselves, through our education system, to cope with an ever-changing world.
Most importantly, this is a unified e-learning strategy for the whole of England. There are e-learning strategies being developed at every level - in the four countries of the UK, in local authorities, institutions, agencies, and departments, as well as in private sector organisations. E-learning does not recognise these physical boundaries. Coming together to consider how best to blend e-learning with our existing systems will benefit all partners.'
Looking at strategies from UK institutions available on the Web, it is clear that whilst introduction and implementation of MLEs/VLEs/e-learning is often quite clearly addressed, the sustaining and embedding of these things is not. Generic guides aimed at core teaching and learning practice commonly do not mention issues around MLEs/eLearning. For example the LTSN guide 'Assessment: A Guide for Heads of Department', an otherwise excellent resource aimed at advising its audience on writing departmental assessment strategies, nevertheless makes no mention of how the use of MLEs, e-learning or Computer Aided Assessment might complicate this process.
Because strategies are by their nature forward looking, it will require considerable institutional will to ensure that embedding of MLEs is carried through into the on-going development of all of an institution's business and educational policies and procedures.
There is no right answer to approaching organisational change, but any approach should:
Evaluate 'where have we got to?'
Identify 'what's not working?'
Identify 'what strategies and plans are not joined up?'
Identify 'what policies and procedures are not joined up ?'
Identify 'who's role has changed/is still changing?'
Identify 'who needs help to cope with these changes?'
Identify 'what policies, procedures, roles and responsibilities still need to change'
Involve those who own the things that need to change
Ensure resulting changes are still owned by those affected
There is more useful information and advice to help you with this process in the section 'Understanding Your Organisation'.
8.1.2. Culture change methods
This part addresses questions of:
How can changing the attitude and practice of managers, administrators, teachers and learners be addressed?
How can the research-oriented community of the institution be involved?
The first thing to stress is how important it is not to forget those in management, administrative and support roles. These are stakeholders who either own the processes and procedures to which successful embedding is important, or who carry roles which, if not considered in this context, can seriously impede successful use by the other stakeholders - learners and teachers.
Another group of stakeholders in which culture is likely to be an issue are those representing external organisations such as accrediting bodies, professional associations, and quality authorities. They have major impact in the context of validations, exam bodies, course reviews etc, and can be very traditional in their outlook.
With all of these groups, including the learners and teachers, the issue focuses very much around getting each group to see real benefit in the use of an MLE and in changing their culture in terms of their working/learning/teaching practice.
It cannot be overstressed that work on cultural change via staff development etc. can be completely overturned if the necessary accompanying changes in policies, procedures, roles and responsibilities are not also made.
Equally it is important to remember that change in behaviour can be achieved by altering rules and procedures!
Follow this link for key resources for this section (these open in a new window)
