Lean education presentation
1 like130 views
The document discusses applying Lean principles to tertiary education to meet the needs of learners, teachers, and universities in a more efficient way. It outlines the motivation and objectives of using Lean education, which include supporting diverse student backgrounds while providing incentives for lifelong learning. Key Lean principles that could be applied are continuous improvement, respect for people, and focusing on customer requirements. The document also reviews relevant literature on Lean teaching methods and tools that could be used, such as cognitive surplus, online support, and a wider variety of learning content. It proposes that Lean education could enhance student and stakeholder satisfaction while improving cost efficiency.
Lean education presentation
- 1. Dr. Shantha Yahanpath Lou Coenen, MSc., MAICD Shan Yahanpath, MBA Australia and New Zealand Business and Social Science Research Conference, Novotel Sydney Central 17 September 2016 Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 1
- 2. Motivation Today’s environment – multiple pressures on all • Focus is on “in-classroom” optimization of: • Time / money / effort - Need to do more with less – Learners – Teachers / Academics – Administration • Comparison of experiential findings with current research Yahanpath, Coenen, Yahanpath 2Lean Approach to Tertiary Learning
- 3. Lean Education Objectives – Meet Learner, Teacher, and University Needs – Support diverse groups: national origin, culture, language, and educational backgrounds. – Education – not just training – Provide incentives for life-long learning Result = Positive Feedback and Results Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 3
- 4. Lean Principles Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 4 Continuous Improvement Respect for People Focus On Customer Requirements
- 5. Emerging Challenges in Teaching • Learner Pressures: – Diverse backgrounds: language, cultures, wider age range, educational style, skills – Increasing stakeholder expectations • Faculty Pressures: – Time and “expense” of active class preparation in dynamically changing environment – Balance of teaching with research • University Pressures: – Dual burdens of teaching AND research-heavy activities. – Increasing complexities: competition for students, multiple stakeholder concerns, rising costs, etc. Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 5
- 6. Methodology and Research Questions • Research Methodology – (Bryman 2006) – Triangulation – Quantitative, Qualitative, Multi-method • General Research Questions: 1) Can Lean Education deliver better learning experiencesat a lesser cost/effort? What are customer and stakeholder benefits? 2) How would Lean Education assistthe recent developments and trends in higher education classrooms? 3) Is Lean Education consistentwith traditional pedagogic practice 4) How should the qualitative informationbe interpreted? What lessons might be learned from results using Lean? 5) What risks might diminishfor traditional universities from this research? How might it assisttheir market positioning? Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 6
- 7. Literature Review • Emiliani (2015) – Lean teaching methods can improve student engagementand outcomes – Improving value of higher education involves key stakeholder/ student satisfaction • Shirky (2008) – Increasing class effectiveness can be achieved through group work • Selingo (2012) – Teacher competence improves by embracing Lean techniques because it empowers the student and teacher • Christensen and Eyring (2011) – Online learning can be combined with existing methods to improve student outcomes Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 7
- 8. Literature Review (cont’d) • Dragomir and Surugiu (2012) – Identified and examined three cases of successful Lean implementation - in different parts of the University • Doman (2011) – Lean Principles have been used to optimise a university’s grade change admin process • Maguad (2007) – Highlighted that teaching and learning are the most critical school activities – Lean techniques improve operational efficiencies through elimination of waste • Braverman (2007) – Continuing education plays a critical role in improving the corporate performance thru continuous improvement practices Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 8
- 9. Step 1 – Explanation – Pre- and initial class “welcome” contact describing course, expectations, and “process”. – Course core content and support materials available prior to each course session – Establish “learning groups / teams” Step 2 – Modelling – Review material – and show when /why / how it is applicable Step 3 – Guided Practice - Use case studies and other examples of application in class and workshops Step 4 – Independent Practice – At home exercises and assessments (Marzano 2007) Lean Pedagogy - Consistent with past Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 9
- 10. Emerging / Evolving Tools Cognitive Surplus – Use of available / re-used “spare time” to achieve outcomes – Includes readily available videos, guest speakers, external articles, etc. (Shirkey 2008) On Line Support – Easy and quick access to world class resources – Facilitates student collaboration and access to teacher / academics Wider variety – Easily accessible diversity of teaching tools and learning content Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 10
- 11. Lean Education Social Benefits Lean Education helps behaviorism, socio-cultural learning and happiness. • For the Student: – Demonstrated enhanced results and topic retention from effective learning through active involvement in process (Yahanpath and Yahanpath 2015) – Consistent with Gen Y and Gen Z mindset plus emergence of quality educational support material. – Provides a more flexible learning experiences through a variety of communication media and devices – Encourages life-long learning Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 11
- 12. Lean Education Social Benefits (Cont’d) • For the Teacher – Elevates role of teacher from one of “presenter” to one of “advisor”, “coach”, and “facilitator” – Minimises time pressures to develop unique student topic material by leveraging existing resources and tools – Assists teachers to handle more classes per week while being able allocate more time for research • For the University – Enhances student and stakeholder satisfaction – Improves cost efficiency to provide quality education Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 12
- 13. Ongoing Research Topics undergoing further research • Further findingsvalidation through in-class observations • Results comparison with executive coaching programs • Structuredinterviews • Observationsfrom international teaching (Germany, Singapore, Sri Lanka, etc.) • Additional input from conference participants Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 13
- 14. Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 14 Thank You