Digital transformation in education: A mixed methods study of teachers and systems

The growth in digital transformation in many societies is outpacing its uptake in education. Leaders in education are seeking guidance about best practices to achieve their transformation goals, from mobile innovation for classroom teachers to system wide digital transformational change. The goal of this thesis is to offer insights, strategies and guidance for education leaders as they implement digital technologies for the purpose of transforming teaching, learning and administration. The mixed methods study utilised teacher interviews and surveys in a hospital school to gather data for descriptive statistics and inductive analysis, and qualitative thematic content analysis of existing industry and education digital transformation frameworks. The findings are presented in three articles, the first two from the hospital school setting. The focus of Paper One is teachers’ professional learning needs to enable effective mobile technology integration in a hospital school setting. Paper Two examines the effectiveness of a customised professional development program for teachers to facilitate integration of mobile technologies with digital pedagogies. The findings of the hospital school-based research identified three types of teacher professional learning needs to enable the effective use of mobile technology: technological, pedagogical, and personal support. Participation in a customised professional development program resulted in notable improvement in hospital teachers’ perceived preparedness to use mobile technology to transform pedagogical practices. Furthermore, technology needs were significantly impacted as teachers gained confidence and collaborated as a learning community. The third Paper used thematic content analysis to identify critical components that provide guidance for education leaders embarking on digital transformation. This Paper recognised four key digital transformation needs: leadership, people, experience, and technology. The thesis affirms that identifying the needs of key stakeholders is a fundamental first step when embarking on transformative initiatives in education, and offers guidance on developing a coherent strategy that addresses drivers for scalable and sustainable change

RE:Learning

is project aims to visualize possible future scenarios for higher education learning and how it will be transformed through ubiquitous computing. The project draws on the theories of learning, a brief history of higher education, elements of ubiquitous computing and current trends in education, to build a foundation for possible learning changes. The project generated three scenarios that depicted parameters from a morphological analysis. These scenarios take readers to 2035 and give them a creative view of alternative learning landscapes. Three Fictional personas are introduced who live within each scenario. Readers are then exposed to possible curricula that encapsulate the changes and the ubiquity of computing in learning and higher education. The aim is to to view learning as a lifelong experience and the currency by which we survive

Finding Umoja: Reimagining Mentoring of New Black Teachers

Abstract In the United States approximately 20% of new teachers leave within the first 3 years (Hayes, 2004 and Henke et al., 2000), and within 5 years up to 50% leave the profession (Ingersoll, 2003). Attrition rates were highest in urban schools and schools serving low-income and minority students leading to an inequitable distribution of quality and experienced teachers (Lankford et al., 2002, OECD, 2005 and Provasnik & Dorfman, 2005a). The purpose of this study was to reimagine mentoring as a part of the induction program, the Umoja Model, to support new Black teachers as they join urban educational environments. This qualitative study was conducted over five months. An action research framework in conjunction with grounded theory framework was used to understand what was happening to and with new Black teachers in an urban school. Using face-to-face interviews, observations and collected artifacts, an understanding of the supports necessary to reduce the attrition of new Black teachers from urban schools was sought. Attributes necessary for participation included Black teachers who were novice, 1 to 3 years teaching in the urban school. The data collected in this study showed that participants required four things in order to have a successful first year: consistency, personal connections, affirmation of their racial identity and experiences, and self-care. These themes contributed to the development of a reimagined mentoring program called the Umoja Model, which included two components: 1) best-fit mentorship; and 2) an induction program specifically tailored to new Black teachers

Antécédents des effets du coaching : exploration des rôles des personnes coachées, coachs et des organisations

La recherche et la pratique du coaching ont connu une impressionnante montée en popularité dans les dernières années. S’il est aujourd’hui possible d’affirmer que le coaching est une méthode de développement qui fonctionne, il n’en demeure pas moins qu’un manque dans la littérature scientifique persiste. Plus précisément, les recherches actuelles et futures devraient (1) porter plus d’attention sur les antécédents individuels, relationnels et organisationnels des effets du coaching, (2) clarifier la contribution de l’interaction entre ces types d’antécédents et (3) mettre davantage d’emphase sur les facteurs organisationnels influençant une démarche de coaching. Dans le cadre de cette recherche doctorale, qui se focalise uniquement sur le coaching individuel et professionnel, l’objectif de déterminer la contribution de certaines variables individuelles, relationnelles et organisationnelles dans une démarche de coaching est poursuivi. Deux sous-objectifs, qui ont été adressés respectivement dans deux articles scientifiques, découlent de ce but général: (1) vérifier les effets directs et l’interaction entre certains antécédents associés aux effets du coaching en mettant à l’épreuve un modèle théorique et ; (2) mieux comprendre le rôle des variables organisationnelles impliquées dans un processus de coaching. « L’individu coaché, la personne coach et l’organisation : Comment leur interaction influence-elle un processus de coaching? » est le premier article de cette recherche doctorale et tente de mieux comprendre le rôle d’une variable individuelle, d’une variable relationnelle et de trois variables organisationnelles sur une variable dépendante largement documentée en coaching, le sentiment d’efficacité personnelle de la personne coachée. Menée auprès de 211 participants gestionnaires d’une entreprise manufacturière Nord-Américaine, cette étude a examiné le modèle proposé à l’aide de modélisation par équations structurelles. Les résultats obtenus soutiennent partiellement les hypothèses émises. Le second article qui a pour titre « The role of the organization in a coaching process : A scoping study of the professional and scientific literature » vise à approfondir l’apport singulier des variables organisationnelles impliquées dans un processus de coaching. Pour ce faire, une scoping study a été réalisé. Sur les 5 785 documents recensés, 63 écrits empiriques, théoriques et pratiques ont été compilés et analysés. Au total, trois grandes catégories de facteurs organisationnels regroupant huit sous-catégories ont été identifiées : la culture organisationnelle (l’approche de coaching, l’ouverture au changement, le climat de sécurité psychologique), le soutien (organisationnel, managérial, des pairs) et le but commun (le cadre de préparation et de suivi, l’alignement des parties prenantes). En plus d’identifier et de proposer une catégorisation des antécédents organisationnels contribuant aux effets du coaching, cette thèse contribue à affiner la compréhension de l’interaction entre des variables individuelles, relationnelles et organisationnelles en coaching. En outre, elle offre des pistes de recherche et d’action aux personnes chercheures et praticiennes, ainsi qu’aux organisations souhaitant maximiser les effets des processus de coaching de leurs membres.Abstract: Coaching research and practice have experienced an impressive rise in popularity in recent years. While it is now possible to claim that coaching is a developmental method that works, a gap in the scientific literature remains. Specifically, current and future research should (1) pay more attention to the individual, relational, and organizational antecedents of coaching effects, (2) clarify the contribution of the interaction between these types of antecedents, and (3) place more emphasis on the organizational factors influencing a coaching approach. In this doctoral research, which focuses solely on individual and professional coaching, the objective is to determine the contribution of certain individual, relational and organizational variables in a coaching process. Two sub-objectives, which were addressed in two scientific articles, arise from this general goal: (1) to verify the direct effects and the interaction between certain antecedents associated with the effects of coaching by testing a theoretical model and; (2) to better understand the role of organizational variables involved in a coaching process. "The coachee, the coach, and the organization: How do they interact in a coaching process?" is the first article of this doctoral research and attempts to better understand the role of an individual variable, a relational variable and three organizational variables on a widely documented dependent variable in coaching, the coachee's self-efficacy. This study examined the proposed model using structural equation modeling with 211 managerial participants from a North American manufacturing company. The results obtained partially support the hypotheses put forward. "The role of the organization in a coaching process: A scoping study of the professional and scientific literature", the second article of this doctoral research, aims to further investigate the singular contribution of organizational variables involved in a coaching process. To do so, a scoping study was conducted. Out of 5,785 documents, 63 empirical, theoretical and practical writings were compiled and analyzed. In total, three main categories of organizational factors were identified, grouping together eight subcategories: organizational culture (coaching approach, openness to change, psychological safety climate), support (organizational, managerial, peer), and common purpose (preparation/follow-up framework, stakeholder alignment). In addition to identifying and proposing a categorization of organizational antecedents contributing to coaching effects, this thesis contributes to a more refined understanding of the interaction between individual, relational, and organizational variables in coaching. In addition, it offers avenues for research and action to researchers and practitioners, as well as to organizations wishing to maximize the effects of coaching processes on their members

Full Issue: Spring 2016

In this issue of DePaul Magazine we look at collaborative projects launched by the Office of Academic Affairs’ Innovation through Collaboration Initiative. Plus, find out how DePaul faculty educating students about the electoral process, learn about a new refugee and forced migration studies program, and meet a School of Music student who recounts her journey to DePaul from war-torn Syria

Improving Hybrid Brainstorming Outcomes with Scripting and Group Awareness Support

Previous research has shown that hybrid brainstorming, which combines individual and group methods, generates more ideas than either approach alone. However, the quality of these ideas remains similar across different methods. This study, guided by the dual-pathway to creativity model, tested two computer-supported scaffolds – scripting and group awareness support – for enhancing idea quality in hybrid brainstorming. 94 higher education students,grouped into triads, were tasked with generating ideas in three conditions. The Control condition used standard hybrid brainstorming without extra support. In the Experimental 1 condition, students received scripting support during individual brainstorming, and students in the Experimental 2 condition were provided with group awareness support during the group phase in addition. While the quantity of ideas was similar across all conditions, the Experimental 2 condition produced ideas of higher quality, and the Experimental 1 condition also showed improved idea quality in the individual phase compared to the Control condition

Leadership in High Achieving Blended Learning Schools

The use of blended learning in kindergarten–12 (K–12) schools in the past decade has seen a dramatic increase, but the research on the effectiveness of blended learning has shown mixed results. However, some schools use blended learning that would be considered successful. The purpose of this study was to explore the lived experience of principals in high-performing schools that use blended learning. A post-intentional phenomenological methodology was used to explore the lived experience of the principals in this study. The primary source of data collection was semi-structured interviews of 12 school principals. The principals in this study had common experiences related to (a) collaboration, (b) cultivating culture and climate, (d) development and evaluation of instruction, and (e) desk work. This study indicates that the experience of a principal in a blended school is like the experience of a principal in a school that does not use blended learning, except in the manifestation related to using data to inform development and evaluation of instruction. Additional research should be conducted on factors related to successful blended learning schools to those that are not successful. The definition of blended learning needs further examination as the definition of blended learning and hybrid learning is too broad in most research related to blended learning. Findings from this research will help future research on blended learning and help the leaders of hybrid and other schools that use blended learning

Teacher Perceptions of Personalized Teaching & Learning in an Instructional Technology Graduate Course: A Phenomenographical Case Study

With the growing focus and popularity of personalized learning in K-12 education, the need to support educators in their ability to implement personalized learning pedagogy grows. The paradigm shift towards personalized learning includes necessary iteration to the types of professional development offered to practicing teachers. This study explored the perceptions of teachers experiencing the meta-learning phenomenon of both teaching and learning about Personalized Learning (PL) in a six-week, online graduate-level course. Inquiry was focused on uncovering how in-service K-12 teachers\u27 experience, understanding of PL, and ability to design PL evolve during a six-week graduate-level education course on personalized learning, ITEC 7600. Additionally, the study explored how ITEC 7600 help in-service teachers taking it to leverage personalized learning pedagogy while learning about personalized learning. Finally, a composite allowed the voice of the instructors to describe the experiences of their students’ understanding of PL, and ability to design PL as it evolves during a six-week graduate-level education course on personalized learning. Results illuminate that while a personalized path towards acquisition of PL pedagogy should be expected due to the qualitatively unique ways participants experience this course, a modeled meta-learning phenomenon is found to support educators’ growth in their ability to understand and design personalized learning environments. Results show ways in which the overall design of this course have an impact on current and future practice and research of personalized learning

Legal Education: A New Growth Vision: Part III—The Path Forward: Being Both Human and Digital

In the decades ahead, innovative and status quo–breaking law schools will leverage and combine multidisciplinary, multigenerational human expertise with digital platform and artificial intelligence (AI) technologies to create vibrant legal education ecosystems. These combinations will deliver market-valued knowledge and skill transfer and development services that are high-quality, cost-effective, omnichannel, pedagogically sound, data-validated, personalized, on-demand or just-in-time, and multiformat (e.g., hybrid, HyFlex, digitalfirst, digital-live, etc.). Modern business models (e.g., platform and open) will provide these future-focused law schools with solid foundations for reimagining legal education. These agile, shape-shifting programs are also likely to discover diverse revenue opportunities by offering complementary services to adjacent markets. Growth opportunities for inventive law schools abound, so long as entrepreneurial program leaders embrace a human-AI integrated future. Simply put, digital and business model innovations represent the only firewalls to obsolescence. I. Introduction: Platforms Are Eating the World II. Path Forward: Being Both Human and Digital ... A. Envisioning Innovation Mission Trajectories … B. Aligning Action with Innovation Mission Trajectories ... 1. Step 1: Build Multidisciplinary Digital Innovation Teams ... 2. Step 2: Foster Conditions Where Innovation Can Thrive III. Designing Education for the Future ... A. Platform-Based Education ... 1. From Pipeline to Platforms: Business Model ... 2. From Pipeline to Platforms: Teaching and Learning ... 3. Platform Potential: Enhance Program Visibility and Increase Market Share ... 4. Platform Design: Open versus Closed ... B. Data and Metrics ... 1. Data and Learning Metrics: Students and Teachers ... 2. Data and Innovation Metrics: Program and Platforms ... C. Pricing Models, Strategic Cannibalization, and Cost Containment ... 1. Pricing Models and Strategic Cannibalization … 2. Cost Containment and Process Efficiencies ... D. Current Offerings and Room for Growth ... 1. MOOCs: Minimum Viable Products (MVPs) with Promise ... 2. Future of Education: Human Expertise United with Omnichannel Platforms and AI IV. Planning and Moving Forward ... A. Innovation Frameworks ... 1. 70/20/10 ... 2. Three Horizons ... B. Moving Forward ... 1. Day 1 Mindset Shift ... 2. Organizational Shift: Being Both Human and Digital ... 3. OKRs: A Brief Introduction to an Effective and Coherent Transformation Management System … C. Sample Plans V. Conclusions Appendix I: T-Shaped Skills for Knowledge Professionals Appendix II: Multimedia Resources Appendix III: Glossary of Key Term