Month: February 2023

 For this assignment, we were asked to create a visual document with corresponding text that conveys how leaders in a digital learning environment (DLE) address change. Research, consultation, and consideration of the scope of the task led me to create Figure 1, depicting four common shared themes that contribute to successful change implemented by leaders in a DLE: Communication, Collaboration, Consideration, Contemplation.

The Visual Explained

The visual depicts the shared themes as a circular process because I consider change in a DLE an iterative process. Planning is paramount to the success of change efforts (Biech, 2007) and is central to change regardless of the time allowance for enacting change. The Luecke method (as cited in Al-Haddad & Kotnour, 2015) notes the importance of “monitoring and adjusting” (p. 250) change initiatives in its last step, which integrates into the contemplation theme in the process. This, combined with the dynamic nature of DLEs and conversations about revisiting and revising post-change (N. Kulikova, personal communication, February 10, 2023), contributed to conveying the themes as a process compared to a linear design.

Communication

Communication is essential to change, whether it be communicating objectives, the change itself or using it to engage people. Communication in a change process can be viewed as “open, honest, frequent and strategic sharing of relevant information” (Page, 2011, p. 19), with communicating openly and honestly being an ethical consideration of change (Biech, 2007). Open communication, regular meetings (before, during and after the change), and sharing experiences were part of the change process discussed with my colleague (N. Kulikova, personal communication, February 10, 2023). Al-Haddid and Kotnour’s (2015) overview of change models displays various change management methods that include communication as part of the process, indicating its importance. Communication about how and who communicates what (the chain of communication) is also important in a change process (Boyce & Harrison, n.d.; Page, 2011) to ensure that what is meant to be communicated is accurate and recognised as official. Communication from the leadership of resources (people and technology) being used and the roles that people have in the change can help create community, comfort stakeholders (Page, 2011) and create a space for collaboration.

Collaboration

Collaboration was a consistent theme that came up throughout this research. The Luecke method and Six Step (as cited in Al-Haddad & Kotnour, 2015) include creating/developing a shared vision which infers collaboration. Creating safe spaces where people “bounce ideas” (Time 2:48) with colleagues and peers (Flynn & Harrison, n.d.), share concerns and make decisions together (Norum & Harrison, n.d.) is essential to the change process to ensure that all outcomes have been considered and encourage endorsement of the change (Page, 2011). My colleague noted that when a particular change was happening in the DLE across the university, they were told what the change was by the administration, but as a team came together regularly to discuss ideas, challenges and pathways to enact change (N. Kulikova, personal communication, February 10, 2023). A leader in a DLE should facilitate and encourage collaboration to ensure that barriers to change are mitigated and that all possible outcomes are considered.

Consideration

Consideration to me includes leadership considering what support systems are needed to facilitate change and the capacity of those involved in the change: skills, access to resources and support needed. Resource availability speaks to the organisational readiness and capacity of those who are part of the change, which can impact change effectiveness (Weiner, 2009). The need to consider inclusion and access of the user in a DLE (Jones & Harrison, n.d.; Norum & Harrison, n.d.) and consider our biases when developing educational tools (Jones & Harrison, n.d) is needed when inciting change in a DLE. Considering the digital literacy of the user and providing support systems to help those who need to be digitally literate (Boyce & Harrison, n.d; Norum & Harrison, n.d.). Ultimately, a leader in a DLE needs to consider the impact of the change on all users and what is needed to mitigate barriers and support all stakeholders to make the change happen.

Contemplation

Contemplating the change’s success and adjusting accordingly is a consistent theme in change models and my colleague’s discussion. The Luecke Method, Jick and Kanter Method Leading Change Method, PAR, Wheel, Lean Thinking and Six Step all contain elements of reviewing and adjusting (as cited in Al-Haddad & Kotnour, 2015). My colleague mentioned that several meetings post-change to monitor change tend to occur: one immediately after to reflect and make immediate changes that are needed; furthermore, one or more as the progress of the change is monitored where potential updates to technology are introduced/ considered or to determine if the same support is needed (N. Kulikova, personal communication, February 10, 2023).  This often occurs when the users have surpassed the introduction level support needs of the potential tool being introduced (N. Kulikova, personal communication, February 10, 2023).  Leaders in a DLE need to understand that just because a change is “done,” the dynamic nature of technology and a DLE needs to be continually monitored and adjusted when and where needed.

Change in My Context

These themes are part of successful change based on research and my experience working in a DLE.  One workplace has supportive leadership that embodies all that is in the model.  I see change being implemented smoothly when it is communicated to instructors and students.  Conversely, another workplace has a top-down approach where change is implemented in a DLE with limited digital literacy (both leadership, staff and students) and users with multiple access issues that are never considered. Change here is never smooth, well-received or successful, but without contemplation, there is no space for feedback or improvement.  

References

Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: A model for successful change. Journal of Organizational Change Management, 28(2), 234–262. https://doi.org/10.1108/jocm-11-2013-0215

Biech, E. (2007). Thriving through change: A leader’s practical guide to change mastery. Association for Talent Development.

Boyce, C., & Harrison, M. (n.d.). Voices of leadership. MALAT Course Site – LRNT 525. Retrieved February 16, 2023, from https://malat-coursesite.royalroads.ca/lrnt525/schedule/voices/

Flynn, C., & Harrison, M. (n.d.). Voices of leadership. MALAT Course Site- LRNT 525. Retrieved February 14, 2023, from https://malat-coursesite.royalroads.ca/lrnt525/schedule/voices/

Jones, C., & Harrison, M. (n.d.). Voices of leadership. MALAT Course Site- LRNT 525. Retrieved February 16, 2023, from https://malat-coursesite.royalroads.ca/lrnt525/schedule/voices/

Norum, S., & Harrison, M. (n.d.). Voices of leadership. MALAT Course Site – LRNT 525. Retrieved February 16, 2023, from https://malat-coursesite.royalroads.ca/lrnt525/schedule/voices/

Page, M. B. (2011). Change happens: Your guide to navigating change using the 5C model. Authenticity Press.

Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4(1). https://doi.org/10.1186/1748-5908-4-67

For this task were asked to discuss our views on what we think are the most important leadership qualities of a leader in a digital learning environment (DLE). According to Peter Senge, leadership is the “capacity of a human community to shape its future”(Sarder TV & Senge, 2015, Minute 2:44). In the context of a DLE and higher education (HE) in which I work,  I perceive this notion of leadership as a person or group of people who aim to support faculty and students to foster a supportive learning environment that prepares students for the real world by building their capacity to function in a technology-filled world.

Digital leadership is about embracing the current changes in technology and establishing the pathway for change that enhances “school culture through the assistance of technology” (para. 5) and anticipating sustainable changes that contribute to the school’s success (Sheninger, 2022). To me, digital literacy and fluency are essential attributes of leaders in a DLE because, in the context of education, digital leadership is the integration of a series of technologies, tools and instruments (Antonopoulou et al., 2020). Digital literacy is understanding how to use technology and digital tools, while digital fluency is about leveraging those tools to create new knowledge and solve new problems (Sparrow, 2018). One would have to understand the systems and technologies being integrated and be aware of the immediate and future impact of the decision they make regarding technology integration.

Without digital literacy and fluency, it is hard to imagine a leader in a DLE being forward-looking or competent in their role as a leader. Both qualities are rated in the top four qualities of admired leaders in several surveys conducted in 1987, 2002, and 2010 (Kouzes & Posner, 2011) and speak to elements of Sheninger’s (2022) 7 Pillars of Digital Leadership in Education . A leader in this context must be forward-looking and competent to implement these pillars and consider the sense of direction needed for the future. In this instance, competency is implementing sustainable change (Sheninger, 2022) and technological competency. It is also the competency to lead change in an educational setting away from the limiting traditional transactional leadership style Khan (2017) notes that we commonly see in HE and aim to change the traditional view of a  learning space (Sheninger, 2022).

In my group’s discussion on admirable leadership qualities, we pondered the concept of competence and leadership. We considered it more of a managerial need/ value than a leadership quality; however, as I consider a DLE and the different environments I work in, the presence of digital literacy and fluency or lack thereof directly relates to what I feel is the competency of leadership. One has a team of professionals who specialise in digital learning and encourages faculty to enhance their professional practice working in DLEs. While the other has very few people on staff that are digitally literate or fluent despite offering programs in a DLE. The leadership focuses on increasing enrollment by offering online courses without the knowledge or training behind the differences between an in-classroom experience and a DLE or recognising that support and training are needed for the faculty. One institution considers the students’ future and prepares them for life beyond the classroom, while the other considers the number of enrolled students.

Other attributes closely tied to competency and forward thinking are intelligence and self-awareness, which are needed in leadership for a DLE.  Admittedly, they were not attributes high on my list of leadership qualities in the class activity. Still, as I read more about reflective leadership, I believe it is directly related to digital leadership in DLEs because it “is needed to build cultures that expand human potential” (Castelli, 2016, p. 218).  Aligning with earlier mentions of what digital leadership is (Sheninger, 2022).  Furthermore, to be a reflective leader, one must have self-awareness (Castelli, 2016), while being reflective is part of the attribute of intelligence (Kouzes & Posner, 2011). Thus, I believe that intelligence and self-awareness are attributes needed by a leader in a DLE.  

Lastly, I believe caring is a quality that is needed and closely tied to a forward-thinking leader in a DLE. I envision caring leaders in a DLE as concerned for their students and their future by seeking ways to provide them with opportunities and digital skills. To me, caring leaders find ways to provide a learning environment that fosters learning for all students and their challenges while preparing them for the real world.

References

Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2020). Leadership types and digital leadership in higher education: Behavioural data analysis from University of Patras in Greece. International Journal of Learning, Teaching and Educational Research, 19(4), 110–129. https://doi.org/10.26803/ijlter.19.4.8

Castelli, P. (2016). Reflective leadership review: A framework for improving organisational performance. Journal of Management Development, 35(2), 217–236. https://doi.org/10.1108/jmd-08-2015-0112

Khan, N. (2017). Adaptive or transactional leadership in current higher education: A brief comparison. The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.3294

Kouzes, J. M., & Posner, B. Z. (2011). In Credibility: How leaders gain and lose it, why people demand it (2nd ed.). Jossey-Bass.

Sarder TV & Senge, P. (2015, June 9). What makes a great leader? by Peter Senge, Author of The Fifth Discipline [Video]. YouTube . https://youtu.be/5wvJRL0a1Cg

Sheninger, E. (2022, August 31). 7 pillars of digital leadership. HMH. Retrieved February 3, 2023, from https://www.hmhco.com/blog/pillars-of-digital-leadership-in-education

Sparrow, J. (2018, March 12). Digital fluency: Preparing students to create big, bold problems. EDUCAUSE Review. https://er.educause.edu/articles/2018/3/digital-fluency-preparing-students-to-create-big-bold-problems