A VISION FOR TECHNOLOGY
Clouds, widgets, hashmobs or: How I Learned to Stop Worrying and Love the Singularity
Wikimedia Commons, Ray Kurzweil
WHAT DOES TODAYS LEARNER NEED?
Nothing endures but change. Heraclitus (540 BC - 480 BC), from Diogenes Laertius, Lives of Eminent Philosophers
CHANGE HAPPENS
WE IS SMARTER THAN ME CORE PRINCIPLE
TECHNOLOGY IS ABUNDANT CORE PRINCIPLE
INNOVATION IS DISRUPTIVE
57 YEARS
27 YEARS
CORE PRINCIPLE
CHANGE IS A PERSONAL EXPERIENCE
0 Awareness
1 Informational
2 Personal
3 Management
4 Consequence
5 Collaboration
6 Refocusing
Stages of Concern
CORE PRINCIPLE
SUPPORT FOR INSTITUTIONAL ANALYTICS
Enterprise Architecture as Strategy: Creating a Foundation for Business Execution. J. Ross, P/ Weill, D. Robertson, HBS Press, 2006
KEY STRATEGY
ALIGN RESOURCES TO DELIVER KNOWLEDGE
CURRENT STATE FUTURE STATE
Services
Information
Applications
Infrastructure
FACULTY
Services
Information
Applications
Infrastructure
Services
Information
Applications
Infrastructure
STUDENTS ADMINISTRATION Teaching
& Learning
Scholarship Service
PRESENTATION
INFORMATION
CONNECTIVITY
APPLICATIONS
DATA
KEY STRATEGY
KEY STRATEGY PROVIDE FEDERATED SERVICES
B. Mass, UWM; Polley McClure, Cornell: June 2009
SUPPORT FOR NEW WAYS OF THINKING
Equal-population density projection Equal-area projection
Center for the Study of Complex Systems, University of Michigan Michael T. Gastner and M. E. J. Newman
2008
2004
KEY STRATEGY
Principle of 1st Exposure B. Walvoord, Kaneb Center for Teaching and Learning: University of Notre Dame
Student with Teacher in classroom
Student “Study” Time
Teacher Alone
Traditional Lecture Method
First exposure process
response
Interactive Method
process, response
first exposure
• First exposure: student first hears/sees new information, concepts, procedures, etc.
• Process: student applies, critiques, contrasts, synthesizes, argues, analyzes, etc. This usually results in a product: test, exam, assignment, lab or clinic performance, etc.
• Response: teacher, assistant, or peer responds to the product
SUPPORT FOR NEW WAYS OF TEACHING KEY STRATEGY
“Technology can promote active learning when instructional resources are carefully designed to provide distributed intelligence.” Roy Pea, 1993 Distributed intelligence refers to the process of off-loading mental processes to technologies in order that learners can invest mental effort in higher-order thinking.
SUPPORT FOR NEW WAYS OF LEARNING KEY STRATEGY
Alice: Would you tell me, please, which way I ought to go from here? Cheshire Cat: That depends a good deal on where you want to get to.
Alice: I don't much care where. Cheshire Cat: Then it doesn't matter which way you go.
DEFINE YOUR GOAL MEASURING SUCCESS
"Understanding the impact of computers in higher education means understanding the complex net of reciprocal relationships between people and situations, it means examining the use and impact of technology in context.” Kozma and Johnston, 1991
THE HIGHER EDUCATION CONTEXT MEASURING SUCCESS
A FRAMEWORK FOR PLANNING
INPUTS ACTIVITIES OUTPUTS OUTCOMES
Support the educational mission and administrative effectiveness by enhancing the technological environment
Enrollment dashboard to deliver real-time data
Identify dashboard requirements Design and test prototype
Appropriate technology toolset Staff skill sets X hrs for test and development
MEASURING SUCCESS
SELECT INDICATORS
Reduce costs • Mitigate risk • Leverage automation to reduce
costs elsewhere • Increased staff engagement in professional activities • Senior and Executive leadership can
identify the value IT provides • Senior and Executive leadership seeks
out IT partnership because of the value it provides them •
Cross-functional collaboration is easier •
When partners can craft data into actionable information •
Regional and national recognition for innovation
MEASURING SUCCESS
RECALIBRATE WHEN NEEDED MEASURING SUCCESS
AN EXAMPLE MEASURING SUCCESS
STRATEGIES MEASURES OF SUCCESS Strengthen support for ins>tu>onal analy>cs Senior and Execu>ve leadership report beGer decision-‐
making as a result.
Align resources to deliver knowledge Customers report sa>sfac>on in obtaining resources on demand
Provide federated services Increased cross-‐func>onal investment in technology ini>a>ves
Support for new ways of thinking, learning, and teaching
Faculty report improved student outcomes
THE VISION
As an intelligent tool, technology supports the institutional mission when it
is abundantly deployed - in accordance with our priorities - to
differentiate the individual experience and to achieve common goals.
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