Visionary Leadership for Digital Transformation: In a Time when Learners Take Ownership of Their Learning
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Abstract
The rethinking of leadership at all levels is required to reach the goals of learning and education in 2030 when learners will take the lead in orchestrating the process and manner of their own learning and in choosing their personal learning journeys. The style and focus of leadership must change in order to prepare learners for a dynamic world that is socially connected by digital technology. To prepare for this change, leaders at all levels can foster sustainable open education activities and initiatives through both top-down and bottom-up transparent approaches. They can pave the way for creating openness by inspiring and empowering people to be lifelong learners. Leaders and managers can enable the cultural change brought by digital transformation within their organizations. The cultivation of the culture of quality is critical, and it must be in everyone’s interest; however, it must be empowered and encouraged by leaders. Hence, there is a need for people who have the knowledge, abilities, competences, and attitudes to lead this process and to analyze and evaluate digital work environments.
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OSSIANNILSSON, E. (2018). Visionary Leadership for Digital Transformation: In a Time when Learners Take Ownership of Their Learning. Asian Journal of Distance Education, 13(1), 128 - 148. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/260
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References
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Sheninger, E. (2017a, November 20). Re: 6 ways administrators can prove the efficacy of digital tools. EdTech focus on K-12. Retrieved from https://edtechmagazine.com/k12/article/ 2017/11/6-ways-administrators-canprove-efficacy-digital-tools Sheninger, E. (2017b, November 26). Re: 3 Simple (yet powerful) leadership lessons: A prinAthabascacipals reflections [Web log message]. Retrieved from http://esheninger.blogspot.se/2017/11/3simple-yet-powerful-leadershiplessons.html Siemens, G., Gasevuc, D., & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Athabasca: Athabasca University Press. UNESCO. (2015a). Sustainable development goal 4 and its targets. Retrieved from https://en.unesco.org/education2030sdg4/targets UNESCO. (2015b). The Incheon declaration. Education 2030. Towards inclusive and equitable quality lifelong learning for all. Retrieved from http://unesdoc.unesco.org/images/0023/ 002338/233813m.pdf UNESCO. (2015c). Education 2030. The Incheon declaration and framework for action for the sustainable goal 4. Retrieved from http://unesdoc.unesco.org/images/0024/ 002456/245656E.pdf UNESCO. (2016). Education needs to change fundamentally to meet global development goals. Retrieved from http://www.unesco.org/new/en/mediaservices/singleview/news/education_needs_to_change _fundamentally_to_meet_global_devel/ UNESCO. (2013) Policy guidelines for mobile learning. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0021/ 002196/219641E.pdf
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Vuorikari R., Punie Y., Carretero-Gomez, S., & Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Brussels: European Commission. Retrieved from http://publications.jrc.ec.europa.eu/repo sitory/bitstream/JRC101254/jrc101254_ digcomp%202.0%20the%20digital%20c ompetence%20framework%20for%20ci tizens.%20update%20phase%201.pdf
Wiley, D. (2013, October 21). Re: What is open pedagogy? Iterating toward openness blog. [Web log message]. Retrieved from http://opencontent.org/blog/archives/297 5
Hase, S., & Kenyon, C. (Eds.). (2013). Selfdetermined learning: Heutagogy in action. New York: Bloomsbury. Hegarty, B. (2015). A model for using open educational resources. Educational Technology, July–August 3–13. ulliksen, J., Ann ant , A., Walldius. ., andblad, ., borg, C. (2015). Digital arbetsmiljö [Digital work environment]. Report 2015:17. Stockholm (Arbetsmiljöverket). Retrieved from https://www.av.se/globalassets/filer/publikatio ner/rapporter/digital_arbetsmiljo-rap-201517.pdf Inamorato dos antos, A., Punie, Y., Casta o- u o , J. (2016). Opening up education: A support framework for higher education institutions. JRC Science for Policy Report, EUR 27938 EN. doi:10.2791/293408. Retrieved from http://publications.jrc.ec.europa.eu/repository/ bitstream/JRC101436/jrc101436.pdf Kirkwood, A., & Price, L. (2016). Handbook of technology-enabled learning implementation. Retrieved from http://oasis.col.org/bitstream/handle/11599/23 63/2016_TELIHandbook.pdf?sequence=1&isAllowed=y Kotter, J. B. (2007). Leading change. Why transformation efforts fail. Harvard Business Review, (pp. 4-11). Laughlin, C. & Lee, M. (2008). The three P’s of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10– 27. OECD. (2015). New approach needed to deliver on technology’s potential in schools. Retrieved from http://www.oecd.org/education/new-approachneeded-to-deliver-on-technologys-potentialin-schools.htm Ossiannilsson, E. (2012). Benchmarking e-learning in higher education: Lessons learned from international projects. (Doctoral dissertation). Retrieved from http://jultika.oulu.fi/files/isbn9789526200415. pdf Ossiannilsson, E., Williams, K., Camilleri, A., & Brown, M. (2015). Quality models around the globe: State of the art. Oslo: ICDE. Retrieved from https://pdfs.semanticscholar.org/1045/367f43d 3df300e2294ce8c7f63ba770b52a0.pdf
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Ossiannilsson, E. (2017a). Promoting active and meaningful learning for digital learners. In J. Keengwe (Ed.), Handbook of research on mobile technology, constructivism and meaningful learning (pp. 294–315). Ossiannilsson, E. (2017b). Leadership in global open, online, and distance learning. In J. Keengwe & P. H. Bull (Eds.), Handbook of research on transformative digital content and learning technologies (pp. 345–373). Hershey: IGI Global. Ossiannilsson. E. (2018). Leadership: In a time when learners take ownership of their own learning. In K. Buyuk, S. Kocdar, & A. Bozkurt (Eds.), Administrative leadership in open and distance learning programs (pp. 1–33). Hershey: IGI Global. Puentedura (2006). SAMR model. Transformation, Technology, and Education. Retrieved from http://hippasus.com/resources/sweden2 010/SAMR_TPCK_IntroToAdvancedP ractice.pdf Rosengren, C. (2017). Det gränslösa arbetslivet [The boundless working life]. Vetenskap & hälsa. E. Bartonek Roxå (Ed). (n.p). Schwab, K. (2016). The fourth Industrial Revolution: What it means, how to respond. World Economic Forum. Retrieved from https://www.weforum.org/agenda/2016/ 01/the-fourth-industrial-revolutionwhat-it-means-and-how-to-respond/ Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks: Sage Publications Inc. Sheninger, E. (2016, March 27). Re: Return on Instruction (ROI). [Web log message]. Retrieved from http://esheninger.blogspot.se/2016/03/s ubstance-over-assumptions-and.html Sheninger, E., & Murray, T. C. (2017, May 31). EdSurge. Learning Strategies: 8 keys to designing tomorrow’s schools, today. [Web log message]. Retrieved from https://www.edsurge.com/news/201705-31-8-keys-to-designing-tomorrow-sschools-today
Sheninger, E. (2017a, November 20). Re: 6 ways administrators can prove the efficacy of digital tools. EdTech focus on K-12. Retrieved from https://edtechmagazine.com/k12/article/ 2017/11/6-ways-administrators-canprove-efficacy-digital-tools Sheninger, E. (2017b, November 26). Re: 3 Simple (yet powerful) leadership lessons: A prinAthabascacipals reflections [Web log message]. Retrieved from http://esheninger.blogspot.se/2017/11/3simple-yet-powerful-leadershiplessons.html Siemens, G., Gasevuc, D., & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Athabasca: Athabasca University Press. UNESCO. (2015a). Sustainable development goal 4 and its targets. Retrieved from https://en.unesco.org/education2030sdg4/targets UNESCO. (2015b). The Incheon declaration. Education 2030. Towards inclusive and equitable quality lifelong learning for all. Retrieved from http://unesdoc.unesco.org/images/0023/ 002338/233813m.pdf UNESCO. (2015c). Education 2030. The Incheon declaration and framework for action for the sustainable goal 4. Retrieved from http://unesdoc.unesco.org/images/0024/ 002456/245656E.pdf UNESCO. (2016). Education needs to change fundamentally to meet global development goals. Retrieved from http://www.unesco.org/new/en/mediaservices/singleview/news/education_needs_to_change _fundamentally_to_meet_global_devel/ UNESCO. (2013) Policy guidelines for mobile learning. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0021/ 002196/219641E.pdf
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Vuorikari R., Punie Y., Carretero-Gomez, S., & Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Brussels: European Commission. Retrieved from http://publications.jrc.ec.europa.eu/repo sitory/bitstream/JRC101254/jrc101254_ digcomp%202.0%20the%20digital%20c ompetence%20framework%20for%20ci tizens.%20update%20phase%201.pdf
Wiley, D. (2013, October 21). Re: What is open pedagogy? Iterating toward openness blog. [Web log message]. Retrieved from http://opencontent.org/blog/archives/297 5