Increasing Value Through Technology - Education Summit
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The Mind Lab by Unitec | 2016
Increasing value through technology
Higher Education Summit 2016
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Technology in learning and teaching?Evidence has partial influence upon practice with practitioners preferring to consult colleagues and
academic developers(Price & Kirkwood, 2014)
Lifelong Learning?A lifelong learning perspective can help the higher education workforce to adapt while acting as
‘professional role models’ to students(Kukulska-Hulme, 2012)
Strategy?From an ecosystems institutionalization point of view, technology is conceptualized as potentially useful
knowledge, or a value proposition, which is both an outcome and a medium of value co-creation and
innovation.(Vargo, Wieland & Archpru Akaka, 2014)
What are the roles of technology in higher education?
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
“To express this another way, we
won’t experience one hundred
years of technological advance in
the twenty-first century; we will
witness on the order of twenty
thousand years of progress (again,
when measured by today’s rate of
progress), or about one thousand
times greater than what was
achieved in the twentieth century”
(Kurzweil, 2005, p.11)
1)Law of accelerating returns
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Not breakthrough innovation
Existing customers in back plane cannot use it
Simplicity and affordability targets ‘non-consumers’
New plane of competitionDisplaces incumbents
(Christensen, Horn & Johnson, 2008, p. 47).
2) Disruptive Innovation
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
2009-2010: Uber in SF Bay area
March 2016: Uber seeks autonomous fleet - operational by 2025-2030
June 2016: Local Motors (Arizona) -autonomous 3D printed bus (12 people) that talks to passengers (10 hrs to print and 1 hr to assemble)
Industries and disruption
https://nz.pinterest.com/pin/341218109248254640/
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
MOOCS - owning the HE platform?
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Why have incumbents in higher education not been displaced?
“In the past, teaching was difficult to disrupt because its human qualities couldn’t be replicated…
we observed two distinct groups of college students who have different “jobs-to-be-done”.
higher education has seen many new entrants but few exits: alumni and state legislators are ‘customers’ of their institutions. Their support is typically driven not only by public spiritedness but also by deep personal relationships with faculty members and coaches who profoundly moulded their lives”
(Christensen & Eyring, 2011, p. 411).
Disruption in higher education?
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
NMC Horizon Report (HE) 2016Timeframe Trends Developments Challenges
1 - 2 years ● Measuring learning
● Blended learning
designs
● Bring your own
device
● Learning analytics /
adaptive learning
Solvable: Blending formal &
informal learning
Improving digital literacy
3 - 5 years ● Redesigning
learning spaces
● Deeper learning
approaches
● Augmented / virtual
reality
● Makerspaces
Difficult: Competing models
of education
Personalizing learning
5+ years ● Advancing cultures
of innovation
● Rethinking how
institutions work
● Affective computing
● Robotics
Wicked: Balancing
connected and
unconnected lives
Keeping education relevant
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
“There will be one big transformation: viable measures of comparative student learning outcomes, including value added between enrolment and graduation. These measures will be as revolutionary in their effects as global research rankings have been.“
Simon Marginson is professor of international higher education at the UCL Institute of Education, and director of the Economic and Social Research Council/Higher Education Funding Council for England Centre for Global Higher Education.
Retrieved from: https://www.timeshighereducation.com/features/what-will-universities-look-like-in-2030-future-perfect
Measuring learning
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
“Contemporary educational tools are now capable of learning the way people learn. Enabled by machine learning technologies, they can adapt to each student in real time”
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
‘Learning analytics and adaptive learning’
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Case studies suggest:
A tool for quality assurance and qualityimprovement
A tool for boosting retention rates
A tool for assessing and acting upon differential outcomes among the student population
An enabler for the development and introduction of adaptive learning
JISC: Learning analytics
Sclater, N., Peasgood, A. & Mullan, J. (2016). Learning Analytics in Higher Education. A review of UK and International best practice. Retrieved from https://www.jisc.ac.uk/sites/default/files/learning-analytics-in-he-v3.pdf
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Next generation ‘intelligent tutoring’?
http://futurism.com/artificially-intelligent-lawyer-ross-hired-first-official-law-firm/
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Quantum computing
http://www.dwavesys.com/sites/default/files/D-Wave%202X%20Tech%20Collateral_0915F.pdf
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
‘Technology patterning’ for a cohort of ONE
Quantum computing (like D Wave 2X)+
Artificial intelligence (like IBM Watson)+
MOOCS (like EdX)+
Pervasive Learning Analytics and Adaptive Learning
=Next generation intelligent tutoring systems
The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
“Coherence consists of the shared depth of understanding about the purpose and nature of the work” (Fullan & Quinn, 2016, p.1)
Significantly improved learning in an entire province (Ontario) -across 5, 000 schools (Fullan & Quinn,
2016)
The case of Harvard DNA and BYU-Idaho: identify and pursue those things you can do uniquely well (Christensen & Eyring, 2011)
‘Initiativitis’ vs Coherence
(Fullan & Quinn, 2016, p.12)
The Mind Lab by Unitec | 2016
References
Christensen, Clayton M., Horn, Michael B., and Johnson, Curtis W. (2008). Disrupting class. How disruptive innovation will
change the way the world learns. New York: McGraw Hill.
Christensen, Clayton M. & Eyring, Henry, J. (2011). The innovative university: changing the DNA of higher education from the
inside out [Kindle edition]. San Francisco: Jossey- Bass.
Fullan, M. & Quinn, J. (2016). Coherence. The right drivers in action for Schools, Districts and Systems. Thousand Oaks: Corwin.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher
Education Edition. Austin, Texas: The New Media Consortium.
Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for learning and
teaching? Internet and Higher Education, 15, 247-254.
Kurzweil, Ray. 2005. The singularity is near: when humans transcend biology. New York: Viking.
Kurzweil, R. (2013). How to create a mind – the secret of human thought revealed [Kindle Edition]. New York: Penguin.
Marshall, S. (2010). Change, technology and higher education: are universities capable of organizational change? ALT-J:
Research in Learning Technology, 18(3), 179 - 192.
Price, L. & Kirkwood, A. (2014). Higher Education Research & Development, 33 (3), 549–564. doi:
10.1080/07294360.2013.841643
Vargo, Stephen L., Heiko Wieland, and Melissa Archpru Akaka. (2015). Innovation through institutionalization: A service
ecosystems perspective. Industrial Marketing Management 44, 63-72.
The Mind Lab by Unitec | 2016
herbert@themindlab.com
Thank you
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