Exploring the culture and complexity of three British Columbia post-secondary institutions in their support of instructors using educational technologies
Bibliographic record
Abstract
The purpose of this study was to explore how faculty at three post-secondary institutions are supported in their use of educational technologies, given the changing landscape of institutions and the demands placed on them by the government, community, industry, and students. This study used organizational complexity and a competing values framework to examine the culture of these institutions with respect to the opportunities and challenges provided for instructors by the latest educational technologies for teaching. As a qualitative exploratory study, it employed a qualitative methodology based on literature, strategic plans, and 15 interviews with participants from three post-secondary institutions in the Vancouver lower mainland in British Columbia, Canada. The research design used was carried out in three phases. First, it examined the current strategic plans and the directions and goals of the three institutions. Second, to understand the complexity and dynamics within these institutions, it reviewed the literature available on educational and disruptive technologies, organizational culture, trends in higher education, strategic plans, and theoretical frameworks. Third, it considered the direct experiences of eight instructors and seven administrators who work at the three institutions. The study made four key recommendations: 1) adopt an “in the moment concept” with respect to support for educational technologies as needed, 2) set up an “educational technology playground” for instructors to give them an opportunity to play with the latest educational technologies, 3) rethink the culture and complexity of post-secondary institutions prior to the preparation of “strategic plans,” and 4) require “administrators” to have a better understanding of what their instructors are dealing with in regard to how they are supported in their use of educational technologies.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.021 | 0.007 |
| Scholarly communication | 0.009 | 0.001 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".