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.