Increasing Value Through Technology - Education Summit

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?


“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


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


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/


MOOCS - owning the HE platform?


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?


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.


“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


“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’


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


Next generation ‘intelligent tutoring’?

http://futurism.com/artificially-intelligent-lawyer-ross-hired-first-official-law-firm/


Quantum computing

http://www.dwavesys.com/sites/default/files/D-Wave%202X%20Tech%20Collateral_0915F.pdf


‘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


“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)


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.


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Increasing Value Through Technology - Education Summit

Education

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