Leadership Practices of Successful Digital Learning Leaders

Donna Petherbridge, Vice Provost, Digital Education & Learning Technology Applications, North Carolina State University

Donna Petherbridge, Vice Provost, Digital Education & Learning Technology Applications, North Carolina State University

Digital learning can be broadly defined as learning facilitated or supported by technology. Ultimately, the goal of digital learning initiatives is to support student success, and successful digital learning leaders (DLLs) will be able to articulate the “why” behind leveraging digital solutions.

Digital learning encompasses a continuum of offerings, from in-person instruction supplemented with instructional tools to fully online remote courses. Digital technology enables students to learn via different mediums (e.g. via virtual simulations or games on a mobile device) and/or provides students some control over the time and place where learning occurs (e.g. taking an online course). Digital learning can also provide personalized learning, allowing students to become proficient in a subject at their own pace.

Successful digital learning leaders (DLLs) need an understanding of learning theory and design, with prior experience in the educational space. Formal training in educational technology, instructional and learning experience design, multimedia design and development or similar fields is beneficial. Understanding what it takes to use a variety of tools to create learner-centered, accessible and inclusive design is important, as well as being able to discern the effectiveness of digital learning solutions. Learning-centric backgrounds help DLLs articulate a clear vision of how digital technologies can support instructors and students. From an institutional perspective, this mindset helps DLLs engage various stakeholders in the change management cycles necessary for considering, adopting and evaluating technologies.

Given the swift evolution of technology, it is not feasible for a DLL to stay fully up-to-date on every new tool and pedagogical approach. However, DLLs must have an awareness of teaching and learning trends as well as a grasp of technological developments and their potential impact on educational practices and outcomes. DLLs should especially pay attention to disruptive technologies [e.g., artificial intelligence (AI), virtual and augmented reality, blockchain in education, adaptive learning systems, open educational resources, micro credentialing] that not only impact teaching and learning, but that can upend existing business models as well.

DLLs should approach new technologies with optimism for a tool’s possibilities combined with a healthy dose of skepticism. For example, DLLs should not be overly concerned about robot overlords, however, DLLs should be concerned about the real implications of AI bias, and be active in conversations about AI governance and usage. Ultimately, DLLs need to lead from a framework of optimistic, feasible realism — consistently collaborating to craft digital spaces that optimize learning experiences.

Every new technology comes with its hype cycle, starting with high expectations. Inevitably, the implementation reveals the messiness of the technology, expectations then become more realistic, and if all goes well, the technology becomes part of our lives and is no longer considered disruptive. It is easy to be distracted by the metaphorical “bright and shiny” technology innovations, thus DLLs need to remember that everything has both roots and wings. Yes, digital technology may indeed help teaching and learning soar, but the success of its usage must be grounded in the context of the resources available to nurture and sustain its use. DLLs must remain focused on a given technology’s application to ensure that any implementation is rooted in the essential question “How can this innovation support student success?”

"The relentless pace of change necessitates an agile approach in implementing emerging tools and practices, requiring a work culture where diverse experiences and an acceptance of risk are valued"

To stay informed of this rapidly changing space, DLLs must be lifelong learners, willing to experiment with emerging technologies as part of their work. DLLs should also embrace a fail-forward leadership approach that encourages others to try something new with the understanding that even if it doesn’t work, it will be a valuable learning experience. DLLs should be engaged with their teams, attuned to the projects their teams are working on, listening to the instructional challenges team members are solving in collaboration with instructors, and learning about the various tools and pedagogical solutions being applied in various disciplinary contexts. After all, the staff closest to the work know more than the DLL does about the most recent learning innovations. DLLs must also actively network with a variety of stakeholders, conversing with partners to remain engaged with the needs and opportunities for digital learning across the campus.

In addition to being highly engaged in the digital learning field, DLLs should embrace leadership practices that create innovative cultures where experimentation flourishes and staff is empowered to lead the way in exploring digital learning solutions. The relentless pace of change necessitates an agile approach in implementing emerging tools and practices, requiring a work culture where diverse experiences and an acceptance of risk are valued. By empowering and recognizing the strengths of all the individuals on digital learning teams, encouraging curiosity, communicating transparently, and embracing an authentic and emotionally intelligent leadership style, DLLs can create the type of environments needed for digital learning professionals to flourish, allowing teams to design, create and support extraordinary digital learning experiences.