CSMS 2002 Computing Services Management Symposium XXIX Infrastructure Is Not The Issue

1. CSMS 2002 Computing Services Management Symposium XXIX Infrastructure Is Not The Issue Carole A. Barone, EDUCAUSE St. Louis March 12, 2002

2. Infrastructure Is not the Issue • Technological determinism is a fallacy • Technological, economic, and social forces are driving institution-wide transformation • Institutional characteristics (culture, values, politics) & leadership style affect the viability of strategic choices • Current support methods do not scale (NLII Findings 2000)

3. Transformation • …to change or alter completely in nature, form or function • (Webster’s Dictionary), • i.e., taking away

4. It’s Different Than It Was “IT support staff cannot claim success just because they deliver product, nor can IT customers expect satisfaction without thinking about what they want.” (Gregory Jackson, “Ya Can Talk All Ya Want, But IT’s Different Than It Was: Conundrums in Support of Information Technology,” ER, Sept/Oct 2001.)

5. Concept Map of Key Themes New business models (partnerships, consortia, collaboration) Ubiquitous, transparent technology Learner centered by design & practice • Education that is • Active & learner-centered • Dynamic and lifelong • Collaborative • Cost-effective • High quality • Accessible Learning materials & services markets Pedagogy/learning theory Faculty engagement and support Student support services Assessment Knowledge management Online communities E-learning Policy

6. Why are we worrying about this? • Perceived Failures • Supportability • Expectations

7. EXPECTATIONS ! • Students expect professional quality courseware • Faculty expect independence • Administrators expect to be held blameless

8. FILL IN THE BLANKS:A E F H I K L M _ _ _ W X Y Z(Source: NY Times 6/25/00)

9. STUDENTS EXPECT • Active learning situations • Convenience/Customized learning environments – “swirling” (Johnstone, et.al) • Interaction and Collaboration-blending of academic & social environments • Faculty to share their cognition

10. Emerging Faculty Role Designing active learning and knowledge creation environments that immerse students in the cognitive style of the discipline.

11. Convergence of Technology & Pedagogy Discipline/ Specific Applications Systemic Applications (NLII) Classroom Presentations Technology Literacy Individual Collaboration

12. Faculty Types & Expectations • Entrepreneurs (Cottage Industry) • Risk-Avoiders (Boutique Solutions) • Careerists (Consistency) • Reluctants (Prove It!) Paul R. Hagner, “Faculty Engagement and Support in the New Learning Environment”, ER, Sept./Oct. 2000, pp26-37..

13. Administration • Administrators expect the CIO to handle matters of technology • Leaders expect to focus on external relations • Leaders expect to use rhetoric to guide transition

14. Breakthrough Leadership (HBR Nov/Dec 01) Institutions require a new style of courageous, focused, visible and emotionally intelligent leadership with a deeper level of internal executive engagement.

15. Service Dilemma Dealing with the friction created by the need for a dynamic, blended service environment to support individual faculty members in a culture that abhors risk and values linearity, critical scrutiny, and consensus building governance conventions.

16. “Changing Roles, Changing Rules” • Blend support for academic and administrative, teaching and research computing • Blend local control into service concept(Brown & Jackson, NLII02) • Package consistency to respect process and independence • Promote learning objects over individual course redesign • Design “help” around new learning and working strategies • Align IT and institutional planning and assessment • Collaborate!

17. Systemic Approach Policy Technology Software Products Relationships Best Practices Support Services Standards Business Models Space

18. Readiness for Transformation • Awareness + Attitude = Readiness • The institution must know why it is doing this and must make informedchoices • Leaders must create an environment that can accept change

20. READY TOOL PURPOSE • Conceptual framework for complex decisions • Context for creating a dialog about key questions and issues • Interactive medium for dissemination • Gauge of campus readiness for change www.educause.edu/ready/

21. Review & AssessLearning Components Post/Host Learning Components SolicitLearningComponents Develop Discipline Communities Track & Assess Usage MERLOT Major Activities Result • High Quality Learning Components • Support for Faculty Development

22. Guiding Principles • Never try to get the faculty to do something they do not think they are already trying to do • Consider the bizarre but don’t frighten the horses • You cannot avoid dealing with those who “spray and pray” • Know thyself …and thy president • Tie your camel

23. Sources and Resources • Ready Tool – www.educause.edu/ready • MERLOT – www.merlot.org • National Learning Infrastructure Initiative (NLII) www.educause.edu/nlii/keythemes • Carole A. Barone and Paul R. Hagner, eds. Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus, Leadership Series, Vol 5, Jossey-Bass, 2001. • Jason L. Frand, “Students’ Information Age Mindset”, ER, Sept./Oct. 2000, pp.14-24. • EDUCAUSE Quarterly, Vol. 25, No.1 • ACE/EDUCAUSE Series – Distributed Education: Challenges, Choices and a New Environment

24. CSMS 2002 Computing Services Management Symposium XXIX Infrastructure Is Not The Issue Carole A. Barone, EDUCAUSE St. Louis March 12, 2002