A LONG JOURNEY TO KMUTT 3.0
What is your dot?
With KMUTT 3.0 as the main mission, C4ED is formed as a virtual organisation where people can start working together with no boundaries of traditional organisation to generate ideas, adjust processes, and most of the time, reinvent new ways of working toward the same vision. The cluster has a loose structure and is divided based on the main functions of what the university believes to be essential foundations for the success of the future: People, Experience and Support - formally and traditionally known as Faculty Development (FD), Instructional Development (ID) and Organisational Development (OD) accordingly.
Viewed as the 3 core axes toward KMUTT 3.0, People (P), Experience (X) and Support (S) provide a connected triangle frame to guide the way for a revolutionary lead into the 3.0 era. Acting both as a rough guideline and framework for areas of actions required, the 3 axes help KMUTT focus on areas of activities that matter most for the long term success, encompassing as much flexibility as possible. Each action is given a ‘Dot ID’ to recognise its impact and contributions. Each ‘Dot’ contains deliberate efforts to design, build, implement, analyze, redesign and, quite often, challenge the way the university is now.
Extended beyond the faculty members, the P axis is aimed at all learning facilitators and other staff supporting learning - both in face-to-face and in online scenarios. Along the P axis, it is very obvious that high quality teachers will be the lifeblood of the 3.0 era. To influence its people to be passionate in learning and teaching and to maintain their productiveness in a highly distributed environment, KMUTT needs to make several deliberate policy choices and build up a comprehensive system of selecting, training, compensating and developing teachers. Core mechanisms of the People axis lie under the responsibility of the KMUTT faculty development unit named Centre for Effective Learning and Teaching (CELT), which was founded to provide new professional development models, processes and systems to support and sustain the professional and personal development of KMUTT people. To support their balanced lives, as well as ambitious efforts necessary for cultivating those 21st century skills in the students, CELT gathers and forms multiple relationships with other ‘dots’ within the C4ED environment to collaborate and design effective strategies to advance its service offering.
Providing a direction for curriculum and experience design development, the X axis guides how KMUTT experiences are designed and redesigned from the scale as large as massive online experience to micro classes tailored for specific learning goals of students. It is quite possible that KMUTT will need to develop and/or seek to engage staff who are learning experience designers/specialists with an ability in both learning for science and technology to help faculty (as a team) design strategies to engage student learning, to assess evidence of learning, and to design digital experiences for both online and face-toface modes. With the fast pace of the knowledge cycle and the many unknown jobs that have yet to be developed, more and more employers have changed their focus on competency based hiring rather than on the major of graduates’ degrees. Such a quantum shift in perspective would raise core competency development (similar to KMUTT QF mentioned) to the spotlight of curriculum design. With such benefits of developing a wellrounded person now an essential value of being an educated person, many more ‘dots’ need to be identified and included to develop a new model for core competency development or re-design of the general education curriculum to address the emerging skills and attributes such as leadership, creativity, or the appreciation of complexity and ambiguity.
Along the S axis, it is essential to work along the way of organizational structure, policies and processes that are formed to allow efficient and effective support for faculty, students and learning. Moving closer to KMUTT 3.0, many Dots are created to provide the right support in career development paths, reward/recognition and systems to enrich collaboration and allow innovative actions and their relationships to form across the university.
For example, system enabled adjunct-led courses to collaboratively reach high-level learning outcomes and to access real time information required for personalised education. Much can be done by designing a system to incorporate intelligent agents, automatic assessment engines, or feedback tools to maintain consistent quality and education experience across the modes/platforms offering.
Looking from a cross-section, it is possible to view people centric dots, such as Community of Practices or faculty training courses, together with support dots such as policy on professional development, as well as the experience dots such as an experiment on various instructional strategies on the same plane, meaning that they require tight collaboration and need to complement each other at the right place and time. In another sense, each dot is essentially required to sing the same tune for KMUTT to move along the axes toward the goal together.
In this early stage of the long journey toward 3.0, many milestones have been put in place and an endless number of ‘dots’ have been generated within the community, showing evidence of many ‘jigsaws’ for the future. Although often viewed as a bold undertaking and, for many critics, as too difficult to accomplish, KMUTT transformation toward 3.0 is not just a good idea. It is an imperative —not only because what is done now will determine the future of the university, but also because, whether ready or not, tomorrow will come.
Some dot examples: P = People X = Experience S = Support F = Framework
E = Experiment O = Organization C = Community S = Service