Shall we Dance? Managing Change from Print-based to Interactive Networked Learning

By Cherry Stewart and Rachael Adlington.

Published by The Organization Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This case study reflects on the process of change as academics in a regional Australian university, where traditional print-based distance education has successfully dominated the scene for almost fifty years, move towards implementation of interactive networked learning. A dance metaphor is used to describe the multi-faceted change movements. As we engage in a process of unlearning and learning anew, the roles and activities negotiated within the change process are complex and multi-dimensional. What are the perceived issues and change strategies prior to a change implementation; and are these the factors that actually impact the project? Can change agents anticipate what is needed to achieve a planned change? How is the complex network of personal, professional and institutional needs navigated to achieve a successful outcome for all involved?

Analysis of the change elements in this case has indicated that it is important for change agents to focus on personal relationships, the building of trust, and reflective thinking before a productive and personal change process may be engaged. Further, the analysis indicates that management support in the form of identified time for reflection, impacts on that personal change process. Overtime the interplay of all the change forces evolves into an intricate dance as all the individual and organisational needs, agendas, fears, and hopes jostle for space on the dance floor, engaged in the dance of change.

Keywords: Force-field Analysis, Professional Learning, Organisational Learning, Organisational Culture, Changing Roles, Mental-models

International Journal of Knowledge, Culture and Change Management, Volume 9, Issue 9, pp.93-104. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.394MB).

Cherry Stewart

Academic Developer, Faculty , Professions, Macquarie University, ARMIDALE, NSW, Australia

Cherry Stewart is academic developer across the Education and Nursing schools supporting the change process from print-based De to technology supported learning strategies. Cherry has extensive experience in primary, secondary and tertiary educational environments including faculty management in NSW TAFE and project management for community and industry. She has been creating learning ecologies involving technologies since 1990. Her current research interests are in interactive technologies, organisational leadership and change, professional learning, and virtual learning ecologies. Cherry participated in the international professional development project, Ikarus, managed by Saarland University, contributing a chapter to the book Ikarus-Experiences in Teaching and Learning in a Virtual Online Environment.

Rachael Adlington

University of New England, NSW, Australia

Rachael Adlington is an academic in the School of Education, Faculty of the Professions, University of New England. She specializes in Information and Communication Technologies in education. Rachael works with Education students and staff to become proficient users of Information and Communication Technologies to enhance teaching and learning. She is also an experienced primary school teacher, specializing in the teaching of literacy, technology and music. Rachael’s current research interests include the role of technology in all levels of education, and the new literacy practices emerging alongside new technologies.


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