Reflections from Convergence 2025: Lessons in Agility, Leadership, and Lifelong Learning

The University of Iceland managed to implement Eduframe in just three months, an incredible feat that showcased not just technical execution but deep organizational alignment. Their success was not only about moving fast – it was about moving together. Before the project even started, Iris and Elva had already built internal commitment by making the process visible: presentations, shared timelines, open Q&A sessions, and regular staff involvement. They ensured that everyone felt part of the transformation – not as bystanders, but as contributors.

This resonated deeply with me, especially because at Convergence this year, many sessions underscored that staff buy-in is the make-or-break factor in digital transformation. The University of Iceland turned that principle into action. Their approach embodies something I often repeat: there may be massive differences between institutions worldwide, but the commonalities always outweigh them. The language, titles, or structures might differ, but the human elements – trust, communication, and shared purpose – remain the same.

Their agility also reflects what I would call the emerging “COLO mindset” – drawn from The Chief Online Learning Officer’s Guidebook by Jocelyn Widmer and Thomas Cavanagh. While Elva and Iris might not hold that exact title, they demonstrate the same core traits described in the book: adaptability, collaboration, vision, and the ability to bridge strategy and execution. In Iceland’s case, that leadership led to remarkable speed – not reckless urgency, but structured momentum.

Their golden nugget was their ability to create speed to course – building and launching courses within weeks. They embraced experimentation, accepted that around 30% of courses might never go live, and viewed that not as failure but as evidence of responsiveness. By working closely with companies, associations, and unions to understand emerging needs, they ensured every offering aligned with real workforce demand. It’s a pragmatic form of innovation – one that values progress over perfection.

What stood out was their shared emphasis on clarity. Both institutions stressed the importance of defining what terms like CLR, LER, and digital credentialing actually mean in their context. These concepts can still feel “fluffy” or abstract to many, but by articulating their institutional definitions clearly and turning those into something visual, they’re making these frameworks actionable and trusted.

Also read: Unpacking ‘Stackability’ in Continuing Education: Promoting Flexibility Whilst Avoiding Fragmentation

UMGC and Morgan also reinforced a powerful truth: you don’t need to wait for perfection to begin. Both universities have built strong foundations for CLR and LER, but acknowledged that these systems will always evolve. The key is to start, learn, and iterate – not to stall in pursuit of an unattainable ideal. This principle mirrors the Icelandic approach: act with intention, then refine with insight.

Perhaps most importantly, both institutions highlighted that learning data – when well-structured and shared – doesn’t just serve administrators; it empowers learners. CLRs and LERs make skills visible and portable, allowing learners to present verifiable evidence of what they know and can do. This shift ties directly to the growing movement toward skills-based hiring and Prior Learning Assessment (PLA) – areas that bridge academia and the workforce more closely than ever.

Institutions like the University of Iceland, UMGC, and Morgan State exemplify what happens when universities build living bridges to the workforce. They design courses with employers, recognize informal learning through PLA, and create records that travel beyond institutional walls. This responsiveness is not just operational agility – it’s a moral imperative. Learners deserve systems that keep pace with the realities of modern work. 

During my own Industry Insights session at Convergence, I shared how these global trends are unfolding across institutions we work with worldwide – from Europe to North America and beyond. What struck me most is that while every context is unique, the underlying drivers are the same: agility, clarity, and the ability to connect learning to employability. The discussions reinforced that continuing education isn’t an afterthought anymore; it’s becoming the blueprint for how institutions adapt to lifelong learning at scale.

As one speaker put it beautifully, “Lifelong learning is no longer a slogan – it’s the infrastructure of employability.” I couldn’t agree more.

At Drieam, we see this every day: when institutions reduce the time between course design and course launch, they’re not simply increasing efficiency – they’re creating access. Learners can engage faster, apply new skills sooner, and (re-)enter the workforce with momentum. Clean, connected data systems make that possible. And that’s where technology, when done right, becomes an enabler of transformation rather than an obstacle.

Too often, systems are designed around technology rather than pedagogy. But when technology enables purpose – when it strengthens relationships, simplifies workflows, and supports the learner’s journey – transformation accelerates. The partnership model between universities and EdTech providers has to reflect that shared accountability.