 So, welcome everyone. I hope you all had a good lunch. So, today's session will be about leading in a time of complexity, leading people in time of complexity. And it will be a workshop on the challenges of navigating in the post-bath, a snapback in the post-bathemic teaching and learning. And speakers today will be Lloyd Phipps, Peter Vines and Donna Lankbos from the Banford University. Thank you very much. Thank you. So, welcome to this interactive session. It is interactive. You do notice on your desks are pens, papers. There's also a little bit of University Banford swag, which our marketing department has given us to hand around. Please take that swag with you and any other pieces of merchandise that are on the table, except the coloured pens. Except the coloured pens. Exactly right. If you're not at a table with some other people, please make sure you're at a table with other people. Thank you. Right. So, just to introduce ourselves, we are myself, Peter Bryant from Banford, but also visiting at the University of Sydney. We have Lloyd Phipps from Banford as well, but also visiting from Keel University and JISC and Donna Lanklow visiting from Munster in Ireland, as well as being a Banford faculty member. So, we want to talk a little bit to give a bit of context about what we're going to do here. And this context is really important, which will help you have an idea, I guess, about what we're going to do in the session. So, Harvey mentioned the idea of the snapback. It's something that Donna, Laurie and I have talked a lot about since the pandemic started and very much more since the pandemic has started to move into its next phase. And this is the idea that in our sector, we moved so incredibly quickly to a technological solution to a major crisis, but we are moving almost as quickly back to the way we did it before as if 2019 was peak education. And that was the best year in education we've ever had in our lives. And we're snapping back to things like pen and paper exams. We're moving back to face-to-face, which is fine, and there's real benefits to that. But we're losing some of the learnings that came out of the pandemic. Here in this country, many of you will know this particular set of tweets from Michelle Donilon and Nadine Zahawi. As Laurie has pointed out, in many institutions, these had a particular name, didn't they, Laurie? Getting a Michelle. Getting a Michelle from the ministers who, and the similar thing happens in Australia as well. We received very similar emails from the then Minister for Education, which said that online learning is, if you have online learning, you almost got caused to complain. There's such a poor experience that you've got caused to complain about your education. So we call this session the end of learning design. And in some of this is all connected to what we do. We as learning designers, we're developers, educational technologists, and people who are innovators. And it's really important for us to think about how we can collectively, as I say there, collectively rediscover our professional, personal, and institutional equilibrium in this sort of cavalcade of stress that comes from the snapback. So let us first introduce you to the university, which you are now all a part of, the University of Banford. Laurie, the rules of engagement. So we want you to forget about the campus that you've just come from, from the university, whether you're a vendor, we want you to inhabit the University of Banford. Forget everything that you know about your own experiences and think about inhabiting the scenario. Step onto our campus, inhabit the space. And when it comes to doing the workshop and discussing things with colleagues, we want the yes and approach. The improv, yes, and we can do this. There's a thing about when we do these kinds of workshops and we say to people, this is what is, and you say, well, that would never happen at my university. So we're wanting to forget about that. This would never happen at my university. We want you to inhabit the scene so that everything is possible and it can be at your university. As Peter says here, be a teaching badger. Welcome to the University of Banford, a traditional future today at the most modern traditional university. So this is where we are. This is where we're starting. And please have a listen to Professor Lewis Reed, who's come to us via Zoom. Hello, professors. Two of my finest academics, apparently. Good to see you slumming it at a conference I see. You just ensure you're filling out all the relevant expense and claim forms for travel. Actually Vice Chancellor, we're doing a workshop today and these are our esteemed workshops. Is that what they call in going to the pub these days, fellas? A workshop. Well, anyway, it's good to see you surrounded by our best educational and technology people. Now I've got a very important announcement to make to all staff. So please stand by. Hello. I'm Professor Lewis Reed, Vice Chancellor of the University of Banford. Here at Banford, we pride ourselves on breeding successful leaders. We've done so for over 150 years. We all know that teaching online is an inferior experience next to the high quality in person teaching that happens in our classrooms and our lecture theaters. At Banford, we don't want our students distracted by social media and online shopping. We want them doing their readings, learning through listening to our esteemed scholars and engaging in provocative guided debates in their tutorials. Being a student at Banford will be an experience that students will remember for the rest of their lives, like generations before them. At the University of Banford, we are the human university. We are a community learning from the finest scholars in the country and we are a faculty helping you be the best leader you can be. We inhabit the finest traditions of face to face learning and we are the most modern, traditional university. So there you have it. We're snapping back to being a proper post pandemic university and we're stopping all this digital nonsense. There won't be any job losses. So this is not a restructure but I need you to consider what your role is going to be in our newly analogue university. I need you to write me up a new learning and teaching strategy and I know all you people are techies but here's your chance to think outside the server room. Professors, team, I'm going to leave that with you but I want the new approach on A4 in a folder on my desk by the end of the session. Explain it with the mic. I will do that. Thank you. Right. So you might have got the idea that the Vice Chancellor has got a few strategic priorities for the University of Banford. They're listed here. They're not out of the ordinary. He wants to zero percent government funding in five years and a 10 percent annual revenue growth across all these faculties. He wants a one million euro investment in teaching, learning and research buildings. He'll put pounds in there if you want for dollars, in which case it's about 19 million. You have a 10 percent year on year student growth and you are the most human centric administration, ministry services in the sector and surprise, surprise, like absolutely no other university in the world wants to be H-100 Global University. So that is what he would like from you and what he wants you to do, collect over your tables on your big bit of paper is to redesign the university's teaching and learning strategy. So what we want you to do is rank your table, start working on what should be in the teaching and learning strategy for the University of Banford with the vision that Professor Reid has outlined with the objectives that you've been given. Come up with four or five points about what should be in the teaching and learning strategy, noting that you don't have technology, that you've got face to face and you've got the sort of aims and objectives. We'll put those back up for you. Off you go. I think we've got big tables. So those of you who are in groups that are smaller than four, if you want, like just, you know, again, yes, Anne. Yes, Anne. Yeah. A group of eight is kind of unwieldy. If you're comfortable with a group of eight, fine. Do your thing. Off you go. Go. There you go. There you go. How long do they have? As long as you need. One of the two. Okay. Let's hear some noise. There's no more button. Oh. Yeah, there's one here. It's not going to work. It's too light. Oh, there you go. Okay. Six minutes before we begin. Oh, yeah. Oh, that's right. Oh, sorry. Yeah, true. True. But, you know, I mean, this is what I mean about the life as a whole. All right, let's talk about this. Working on it. Let's let's talk to the chair. In about one minute. Those things can see at about there. I should be able to look at it. It's been a super sauce. Yeah, it is. Well, sorry. The students. The. The. No, that. I think I wonder. I think it's done out. People get up to three or four points. They have something like it. Is the next two or eight. We didn't get. I think. I think we do quickly. Some of those. I can do. I'm just like someone. I could come up. I could just like. I would. I would. I would. I would control that side. I would. I reckon we give them at least. Just to really get in because we can speed up. The next 2. I think we're getting. He's got this. I think we're getting. I think it's like that. How it. Because I know. It was. I'll put the staff. That out. I'm gonna do a table. I mean. I wanted a table. I'm going to. And then we need to bring folks like that. So I think that the most important thing to do is to get that in place by groups. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. If, if you haven't started writing something down, you probably should start writing something down. So I see some blank pages. So maybe write things down. I know, of course, he's never been here for a minute. I think this wants to be in the start. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Just make sure you've got stuck down on paper. Just make sure you've got some of your ideas down. Yeah. I do need a whistle and a light for attracting attention. Yeah. Yeah. Yeah. Yeah. All right, ladies and gentlemen, just a bit of pause for a second. I know these conversations are going well, which is excellent. But we've had a what's that message or teams message from Danford. I'd like to add a few issues that they've been experiencing with the new vision. So I'd like to introduce to our chief financial officer. If I can. It'll click through. Still at the workshop. How's all the work? Just out there. Professors. Oh, well, we'll keep working on your work. We'll just we'll try and get this working together back in. That's all right. Carry on. Carry on. I just did. We'll do students first. Okay. All right. While we're getting the students up now, we want to have an intervention as well from our vice chancellor. So we'll go back to our vice chancellor. Let us read. Still at the workshop. How's all the work? Two points or three. Now, apparently my announcement about 2023 University Banford has caused quite the stir. So I've asked some of the stakeholders to come down and have a word to you. And you need to ensure that all their concerns are addressed by your strategies. You can't afford to lose them or their money from our community. What's your name? Hello, my name's Maureen and I'm a third year science student studying physics. And to be honest, I'm really angry about this new directive from the BC. I need my laptop. I mean, I'm not on Facebook wasting time. I don't even have a Facebook account. If anything, I prefer TikTok. But I use my laptop all the time. I use it to take notes, to look up formula, to ask questions about content that I didn't get to ask my mates in class about. I can't be cut off from the internet in the Morrison lecture theater. What happens if I get an urgent WhatsApp? What am I going to do? I want to learn face to face, but having a laptop open and connected doesn't stop that. It makes it more effective. What is your name and role at Bamford? My role at Bamford, I don't actually have a role at Bamford. I am the CEO of One Consulting, one of the biggest consulting groups in this region. Okay, sure. But what is your name? My name is Nicholas Larson. As I said before, I am the CEO of One Consulting. We have a large footprint in this part of the world and globally, actually, our reach includes the UK, the EU, and we also do a lot of business in the Asia Pacific. We work with about 500 graduates from Bamford University each year, so our annual intake focuses on that kind of top tier of job-ready graduates. We need graduates that are ready to hit the ground running when we place them with an employer, so they need those sort of digital skills to work in distributed teams, digital management, software skills. A lot of those skills are in high demand at the moment, so actually I've become quite concerned in the direction that Bamford is taking. Going back to pencil and paper exams, moving beyond that sort of digital ecosystem, that's just not going to work for us. Frankly, that concern has made me look at other options, so I'm currently thinking about working maybe with Bamford City, because at the moment they seem to be doing a much better job preparing their graduates, and that's how I really feel about this. Right, so you've had some interventions there from students and from industry. How does your teaching and learning strategy stand up to that? Does it still work? Do you need to change it? Is there any additions you want to make? Any subtractions you want to do? Anything you want to take out or put back in? Keep working on your strategies. Cone them. Once again, as the Vice-Chancellor says, we don't want to lose these fine contributors to our community or their money. That's all right. I've got the new link. I'll just open up a second. Oh yeah, I know. It's a good job. I'll just open up another. Hang on. Yeah. Let me find it. You show me. I'll find the link. Let me just get my... I've got Joan on a separate video. That starts to stand up. Yeah. I don't know what it is. I don't know what it is. I don't know what it is. I don't know what it is. I don't know what it is. I don't know. I don't know. I don't know. I don't know. I'm just abstract tens of hundreds. So we'll look up your power there to appropriately I'm just going to get you all the music and then the music. It's very, very simple. Yeah. It's so good. It's a great album. It's a great area. I'm ready to start off here at the same time. So. Yeah. Two or three minutes. Sorry. Yeah. Just well, 31. Right. So I reckon. Yeah. We've been able to correct the link, the same link to our CFO. And this might give you another layer of consideration for your strategy. So let us introduce our CFO. Joan Kale. You've muted money. Sorry. Hello, professors. Two of my clients. Apparently. It's weird. Unless that's now got it in the embedded in it. No. There it is. Got it. Colleagues, the quarterly financial position of the university is now available to interrogate by the shared financial report printed on a four in the blue folder located on candy's desk in the main administration building. The main headlines are that our forecasted revenue position is misaligned with our utilization priorities and our optics and capex requirements continue to be underserved by our student driven resourcing and ongoing alumni engagement. The third and fourth quarter projections based on the pipeline of anticipated student recruitment and the current less than optimal staff student ratios are for an income shortfall that is our borrowing capacity. There will need to be significant vacancy and efficiency adjustments unless we diversify our income base subject to consideration of overall capacities and pressure points unless we can widen the recruitment pipeline without extending the staffing envelope. I have spoken with Vice Chancellor Reed and he's decided we need to upscale our capacity, generate more student revenue and enhance our ability to cross fund our groundbreaking research with significantly increased fees income from our education portfolio. The senior leadership group are looking forward to seeing how you're going with your work on the new teaching and learning strategy and how it might adapt to this critical directive from the VC. You heard the CFO. How does your teaching and learning strategy hold up to that? This university is now struggling with student revenue struggling with the numbers coming in and struggling with the model. But that model still holds true. It still has to be a face to face university. The world's most modern traditional university. Start working on your strategy and does it need to adapt change? What comes in? What stays out? Or have you got it absolutely right, James Clay? Yeah. Yeah. Yeah. Okay. Okay. So, um, we just got another, uh, what's up? So we have another message apparently from the VC. Uh, so let's see what he's got to say. This time around. Um, it sounded urgent. I'm so excited to meet you all. Oh, we were expecting. Professor being something. I'm sorry. This has been a little bit sudden. Oh, I am the new vice chancellor at the university of Banford, professor and the war hope. I've been in the job for a few weeks. Um, and with our ranking position, graduate, employability, and student revenue. Um, and with our ranking position, graduate employability and student recruitment, experiencing some tiny challenges at the Senate decided that Banford needed to make some changes. So let me introduce to you today. The new university of Banford at tech you. Welcome to the new university of Banford. Welcome to at tech you a digital tomorrow today. Banford will transform and prepare the digital leaders of the future by exploring emerging areas of cutting edge research, embracing the new realities of personalized learning and shaping the policy and social paradigms that define digital citizenship of a globalized world. The new will be the leading university in the fourth industrial revolution by developing graduates and partnerships build on AI, transdisciplinary and new smarter vision of the future. All our graduates will be digital leaders for a sustainable future. We will develop and deliver education that leverages the power of collective intelligence, learning and connected learning. We are a digital first university for a post crisis new normal. Right. I hope you're as excited as I am. So here is your chance. Build me the learning design educational development and technology team you have always dreamed about. And I promise I will make that a reality. Now get to action professors and team. So how many times have we as people sat around adult conferences or having coffee together as learning technologists and said, you know what, if only they would fund us to do exactly what we want to do. If only we had the opportunity to build the university that we wanted to build digitally. Well, we've just got a new vice chancellor who has said to me, you can do what you want and I will make it a reality. You've just been through the trauma of becoming analog of stripping away all the things that you are doing. We've seen all of the things around the finances. We've seen the things around employability, the student needs. And it's all now been stripped away by the new vice chancellor who said, you can build the university that you want. I'm asking you to design an organization chart for an ed tech team of up to 50 people at the University of Bamford to deliver the VC's vision that you've just seen. Key things to remember, you're starting from scratch. You've got no history, strip away everything that you've done and build this now. Your group are the only staff left. Your group are the ones that are left, but you can assemble the dream team. It's up to you how you design the university that you're going to take forward to deliver the dream Andy Warhol just outlined. What does it look like? That's the, that's the task. Go. Turn your papers over now. Or get the spare bit. There's an extra one. Is that okay? Yeah. Yeah. I did my grown first. Yeah. Yeah. I just don't know. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. So I have a post-life stuff. Yeah. And then the body. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. So. Yeah. I will take it. Thank you. Okay. I'm going to be able to get a bit of the idea. But we can take the question. I just really want to get a bit of the discussion. Yeah. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. You know, there's random notes that go along with this. And I just want to make sure I have enough on my mind that I'm going to be able to play that every moment. I'm going to be able to play that every moment. So there's a random note that I'm going to play. And I'm going to put this under my eyes. I'm going to be able to play that every moment. And she doesn't like it. She doesn't like it. She doesn't like it. She doesn't like it. She doesn't like it. I would like to play that next. She doesn't like it. I'm going to wrap it up. I'm going to wrap it. We're getting close to time, and I never want to run over time. Can I just ask, in redesigning what you've built today, how many people put a VLE manager in? Okay, one or two, yeah? Technically, but you didn't actually name the VLE. What's a VLE, yeah. This is interesting. I started thinking about the learning spaces. Yeah. Okay. How many people focused? How many people have got in their learning technology team, their dream team we asked you to build? How many people have got the words pedagogy on the sheet? Okay. Yeah. We start seeing where what we really want and what we really want to do. In terms of the kinds of people that you put into the team, how many people had a senior manager at the top? Okay, let's have a show for head of. Okay, a head of. Let's have a show of director. Let's have a show of hands for the DVC. Yeah. DVC, two DVCs in the room. Yeah. How important is it for us all to have that senior management buying to make the change? And when the drive comes from Andy, makes it so much more important. We're going to be here for the next three days. And this is a 90 minute workshop that we ran in an hour. So yeah, I know. So Peter's going to do some reflection. Excellent. Always like when I get handed the mic. And I'm going to take that as well. So I can move around. So the question I want to ask is a simple one. Are we snapping back as well? Do we, as people who are involved in educational technology learning design all of those films, are we thinking safe spaces ourselves? It's been a tough couple of years. It's a crisis timing crisis creates well being problems crisis creates stress crisis creates. Yeah, fear of losing things. Are we ourselves dramatically after that traumatic event transitioning using those wonderful academic word of luminology? Are we moving in ourselves to eliminate spaces? Are we speaking seeking respite from that by going to the uncritical familiar now in true academic sense. And I do have a professor in front of my name. So I do have to use this philosophy talks from Hegel talks about the familiar. What generally the familiar just because it's familiar is not cognitively understood. We often don't know why we revert back to the familiar. But the familiar itself is perhaps not where we need to be reverting back to in understanding liminality liminality is not an ending. Liminality is part of a journey. The point of the liminality is you journey from one state to another state one structure to another structure. We've just got through COVID and we're already facing things like generative AI. You wouldn't get through a session where I was whether without it being mentioned a quality diversity inclusion didactic practice and the return of didactic practice micro credentialing sustainability a key theme of the conference obsolescence. Yeah, precarity or new neoliberalism and marketization. These are things that are going to keep creating liminal space keep creating a liminal journey. And it's quite a challenge. What was really interesting is that the two versions of Banford you saw the one by Lewis read and the one by Andy Verhal. They wouldn't have been universally accepted in any institution. There would have been people who saw Lewis read and said, thank you. That's what I've wanted all along. In my university, I have a professor. I think his statistics line. I can't remember who has publicly in the media told his students that they cannot bring a laptop into his classroom. And his class is about 900 people, I think. And he said the student on there was very much based on his words. He said, I don't want my students looking at Facebook while I'm talking. That's at a large university with 75,000 students and whatever global ranking they like to admit, but it's a very good one. And that's what happens at a university where those kind of perspectives of the Lewis read happen and snap back and forward when Andy Verhal comes on. Some people in the university would look that and go, yes, that's what I wanted. But there'd be other people who go, no, that's the worst possible thing I want. I can imagine in my life. We've just had a situation at my university where a platform that we know helps students and helps students learning was both protested by the students because they believed that it was surveillance and protested by some of the academics who said we shouldn't be using technology. Now, is it a good platform, bad platform? That's kind of not to the point. The point it was there because it was good for students and it worked for students and we know it worked for students and it was banned. I think I used the word to DOM earlier. It's kind of like the footloose product where we banned dancing. We have an opportunity to learn forward, learn from those practices because if we keep going back, we're not going to be in a situation to adapt to that constant series of crises. And learning forward allows us to reimagine our profession, our practices, learning designers, our practices, people who put pedagogy and put the student at the very heart of what we do. And that's hopefully what came through in some of those activities is you were trying to do that in your teaching and learning strategy and trying to do that in your redesign of your team. That, however, to learn forward needs agency and agency is not universal. Not everyone has agency over these decisions to the students of agency. Sometimes not all the time to academics have agency. Sometimes not all the time to professional staff of agency. Sometimes not all the time agency is not universal agency does come from how you are able to be in the room with the right people. At the right time saying the right things. And that is hopefully some of the outcome of these kind of workshops that we've been running is that people can start to see some of the wording and the language that gets that agency across. So I just want to do a massive shout out to all the people who involved in the production of those videos. They all work in Elaine's team over here. And they work for Elaine so thanks Elaine for her team. And to my wonderful actors who are in that Craig Gilliver, who is an academic teaching on a program called leading a post crisis world Tony canal who actually supports nearly 15,000 students to have better academic literacy. Bettina Skidlaric who is the deputy dean research at the University of Sydney business school so we picked high flyers. And who was the last one oh Angela has seen the Mitch, who is an absolute teaching star at the University of Sydney. Who played the role of Joan Kale and thanks also to all of Elaine's team Boyd. We've got down there Jared Olivia Olivia so if Mr Olivia Olivia Costanzo is this was the student who's actually one of our students at the business school. Thank you everybody. Please continue these conversations. I'd like to thank Lori and Donna for their contributions today. And please continue this conversation by yourselves and with us over the next three days. Thank you very much.