To weather the complex fluctuations in the whirlwind of technology and the global economy, larger organizations are usually best served with senior roles devoted to stay on top of change. Think “Chief Change Officer“, or “Chief Transformation Officer” (to dispute the reputable CTO acronym). In education, and particularly EdTech (educational technologies), such a role would challenge business as usual to tackle the uncertainty of the future and find opportunities for value.
Moodlerooms’ E-Learn magazine showcases one such role in education. An interview with Henri Isaac, Vice President of Digital Transformation at the Paris-Dauphine University, helps explain how Isaac and Paris-Dauphine instill a dynamic approach to understanding EdTech as it expands and finds a better fit for their higher education offerings.
The VPDT position has only existed since 2013, and even though Paris-Dauphine would like to take full credit for the pioneering move, they concede due credit to the “Fioraso Law“: which sets rules, among other things, on the role of technology, Open Source software, and the relationship between graduate education and national research. The law pushed many French universities to launch active efforts to develop infrastructure, integrate physical and digital realms, and foster cultural transformation, all in support of new technologies.
Since then, the soon to be 50 years young alma mater has expanded nationally and abroad, with French-speaking programmes ―including an MBA― in Tunisia and, soon, Morocco campuses. This in addition to existing offerings in several North African countries.
What Isaac has championed in the past years involves the exploration of new, tech-based formats, and aligning them with the pedagogical strategies supported by Paris-Dauphine. He talks fondly of “Project Based Learning” and “Learning By Doing” as those among the most effective practices. He is also interested in making sense of the latest gizmos and apps and turn it into value for the faculty.