Assignment 2 | Toolkit for Leading the Implementation of Digital Technologies (Team)

Any implementation of a learning technology and the accompanying changes to process, policy and/or curriculum will take planning at all levels of an organization. For this assignment you will work in small teams to develop a planning toolkit for the implementation of a learning technology within an organization.

What is a toolkit? It is a series of resources that can help guide users through a process and could include activities, templates, methods and/or guided steps to help users get to an outcome. Toolkits can be linear or non-linear, the goal is to help guide the users through a planning process.

A few questions to consider as you work in your teams:

  • What kind of change would you like to see? Are you planning for a new technological tool, or just determining if your organization is ready for a change?
  • What are the goals for the change? How might you communicate them (and/or develop these with a team if that needs to come first).
  • Who might be interested in the change? How will you consult with them (and what change approach might you use?)?
  • Based on your readings about leadership, change and planning, what elements do you think are the most salient to include in planning for your purpose?
  • How would you introduce this toolkit to others? What is its purpose, and how should users engage with it? Who is your target audience?

In planning your toolkit make sure that you consider which elements for planning for change are most salient. Depending on your project and its focus these might include leadership approaches, alignment with organizational goals/vision, determination of readiness, stakeholder (internal/external) needs and consultation, exploration of organizational culture, resource management and costing (if applicable), roles, tasks, timelines, outcomes and evaluation. You could also delve more deeply into one aspect of planning, such as determining readiness or focus on developing planning around one aspect of an initiative (ie training for the implementation of a new LMS).

Guidelines:

  • The format of the toolkit is up to you, but it could be a document or online experience (website, diagram, or other). Your toolkit should contain a minimum of 1500 and maximum of 2000 words.
  • You are expected to adhere to APA standards for citations and references and to back up your statements with appropriate academic literature.

We will be sharing our toolkits in the padlet, but also in a synchronous gallery walk where you can give a short overview to your course colleagues. This gallery walk will be scheduled for week 7 (after the toolkits are due).

Examples of toolkits:

The scope of these toolkits is beyond what is expected for this course, but may give you some ideas about types of elements that could be included.

This toolkit was developed by the University of Florida to help other organizations think about the different organizational changes needed to develop a blended learning program. Though it is more targeted at course development (which is just one aspect of implementing blended learning), we are including it as it provides a good outline for what you might put into your own planning tool (institutional readiness checklist, resources, research, process, training/professional development). UCF, Blended Learning Toolkit.

The Collective Action Toolkit was designed to help facilitate group problem solving for anyone, anywhere. There may be some ideas for the types of activities you could include in a planning tool. Frog Design, Collective Action Toolkit.

Working in teams

We encourage you to visit the Royal Roads Teamwork page to explore practical strategies for working in teams. The “How will we work together” section provides resources and links to templates to develop team charters. Identifying your team goals, your role, equitable workloads and what final outputs are needed are important steps in working successfully toward completing your project.

Value: 25%

Submit: to the Assignment 2 dropbox in Moodle and as a post on a team member’s blog.

 

Course Learning Outcome/Assessment Criteria Excellent
(A+ to A)
Proficient
(A- to B+)
Satisfactory
(B to B-)
Unsatisfactory
(F)
Citation and APA format All citations and APA format are correct. Most citations and APA formatting are correct. Some citations and APA formatting are correct. Few citations and APA formatting are correct.
Style, Grammar, Spelling All aspects of grammar and spelling are correct. Most aspects of grammar and spelling are correct. Some aspects of grammar and spelling are correct. Significant spelling and grammar errors.
Demonstrates an understanding of the interrelationship between innovation, change and digital learning environments Toolkit provides a framework for planning for change in digital learning environments and includes a comprehensive list of elements for managing change identified in the literature. Toolkit provides elements for planning change which are identified in literature, but an overall framework or model may not be evident Toolkit may provide elements for planning change, but may be missing key components identified in the literature No reference to project and change management literature evident in toolkit.
Organizes material coherently and concisely. Toolkit provides explanatory text and resources for end-users.

The toolkit provides clear explanation of how to use the toolkit, identifies the structure and intention for different components and users.

Toolkit organization is not always coherent with sections not proceeding in an organized, logical pattern. The reader can periodically follow the main points of the argument or sequence of ideas. Toolkit organization needs significant improvement. Missing transitions lead to incoherent. It is difficult for the reader to follow the main points of the presentation. Toolkit and presentation not organized in a way that the reader can make sense of the intended use.
Demonstrates ability to think critically about information/arguments. Supporting statements and explanatory resources are backed by evidence from the literature and information is discussed, not just stated. Supporting information is summarized but not synthesized/connected with other perspectives. Synthesis is minimal or lacking. Supportive information is stated and not summarized or backed by supporting evidence from the literature. Information is stated but lacks relevance and connection to the position statement. Statements are not backed by evidence from the literature.