when innovation gets difficult
DESCRIPTION
Keynote address delivered at the 2009 annual Midwestern Higher Education Compact meeting in Fargo, ND, November 9, 2009.TRANSCRIPT
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When Innova*on Gets Difficult
David Wiley, PhD
Department of Instruc*onal Psychology & Technology
Brigham Young University
From technological to ins*tu*onal innova*on
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What Business Are We In?
A warm up discussion
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http://www.buffalocommons.org/storyimages/ICE-Delivery-Wagon.jpgMonday, November 9, 2009
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What Business Are You In?
Bringing people to campus?Gran*ng degrees?
Helping people get jobs?Helping people learn?
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The 20th century was a *me of technological innova*on;
the 21st century must be a *me of ins,tu,onal innova*on.
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Gap Analysis
Let’s get some context
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Capacity Gap
Demand for higher educa*on versus system capacity
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39.6% enrolled in higher educa*onMonday, November 9, 2009
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Extend This APR Worldwide
150M new students coming intohigher educa*on
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Currently at 120M
More new students than current total students
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In India Alone
2400 new universi*es in 25 years
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Two New Universi*es Per Week
(Just to serve India)
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US APR Will Con*nue to Grow
Knowledge economy jobs
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Employer Turns*les
US Department of Labor predicts today’s student will have 10-‐14 jobs by age 38
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More, More, More
More peopleneed more schooling
more oden
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Current System Will Not Scale
Radical -‐ not incremental -‐ improvementsin capacity are necessary
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Affordability Gap
Cost higher educa*on versus available funds
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What’s the Common Theme?
USC, Carnegie Mellon, Georgetown, Johns Hopkins, Mount Holyoke, Duke,
Vanderbilt, Tuds, Cornell, Oberlin, Vassar
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2009-‐2010 Cost > $50,000
Top 100 list ends at $46,860
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Tui*on Increases 8% Per Year
Cost doubles every decade(Health care grows at 6% per year)
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Textbook Prices Up 62%
In the last decade(General books up 19%)
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2009-‐2010 -‐ $1,100 in Textbooks
Average two year program tui*on $2,500
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More, More, More
Tui*on costs more,textbooks cost more,
much faster than GDP (4%)
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Cost Trends Unsustainable
Radical -‐ not incremental -‐ improvementsin affordability are necessary
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Relevance Gap
Distance between higher educa*on and the real world
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Then vs NowAnalog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personal
Consuming ⇒ Contribu*ng
Closed ⇒ Open
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Analog ⇒ Digital
Music, Phones, TV, Newspapers,
Movies, Journals, Communica*ons,
Intelligence, Defense
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Tethered ⇒ Mobile
Phones, Internet Access,
Employment
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Isolated ⇒ Connected
People, Content, Systems
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Generic ⇒ Personal
Cars, Computers, Mobile Phones
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Consuming ⇒ Contribu*ng
Radio / Podcas*ng, Newspapers / Blogs
Movies / Vodcas*ng
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Closed ⇒ Open
Sodware (OSs, Applica*ons),
Data (Weather, GIS),
Content (Blogs, Wikis)
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Then vs NowAnalog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personal
Consuming ⇒ Contribu*ng
Closed ⇒ Open
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Educa/on vs EverydayAnalog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personal
Consuming ⇒ Contribu*ng
Closed ⇒ Open
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academic, adj. pointless; irrelevant
e.g., an academic exercise
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Wait! We’re Educa,on!
Our historic monopoly is being challenged on almost every front
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Why Do Students Come?
Content, Research, Support Services Social Life, Degrees
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Content
MIT OpenCourseWare, Wikipedia, Flat World Knowledge, etc.
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Research
Public Library of Science, Arxiv.org, Google Scholar, etc.
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Support Services
ChaCha, Yahoo! Answers, RateMyProfessor, Email, Instant
Messaging, Twiler, etc.
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Social Life
Facebook, MySpace, MMOG,
iPhone loca*on-‐aware apps, etc.
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Degrees
MCSE, RHCE, CCNA
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The Monopoly Is Being Busted
Everything we provide is now offered by someone else
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When Ins*tu*ons Specialize
They usually provide beler quality at a beler price
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Higher Ed?
Already men*oned costHow’s our quality?
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Industries Failing Everywhere
Banks, Insurance, Automobiles
Higher Educa*on?
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A Bail Out for Higher Ed?
More like double-‐digit budget cuts
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No, No, No
No feeling of relevance
No monopoly posi*on
No bail out coming
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Quintessen*al Crisis
We can’t muster sufficient capacity,many who need us most can’t afford us,
and our budgets are being slashed.
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Ignoring the Problem is Not a Strategy
Christensen’s Crucial Conversa,ons
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The 20th century was a *me of technological innova*on;
the 21st century must be a *me of ins,tu,onal innova*on.
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Technology Gap
Technology use in higher educa*on and the real world
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Ader applying for admission to the university, registering for classes, and paying tui*on, Jay makes his way into a large, stadium sea*ng-‐style room. Talking during the lecture is forbidden and the professor has a strict “lids down” policy to help students focus on the class. Having read his textbook and reviewed the assigned handouts, Jay joins 150 other students in listening to a 50-‐minute lecture.
Analog, tethered, isolated, generic, consuming, closed
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From his dorm room, a cafe, and a bus, Jay connects to the Internet via his laptop and searches Google for informa*on relevant to tomorrow’s test. Temporarily stymied, he chats with friends on the phone to see if they can assist in his search. Finding a good source, he follows links to explore related informa*on, ignoring irrelevant material. Later that evening at study group Jay shares his find with friends.
Digital, mobile, connected, personal, contribu*ng, open
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Technology Integrated in Courses?
74% of faculty say yes
62% of students say no
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Administra*ve Efficiency
Streamlined applica*on, registra*on, handout distribu*on, homework submission
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No Improvement of Core Business
Teaching and Learning
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Improving Core Business
Amazon’s recommended books
Grocery store’s personalized coupons
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What About E-‐learning?
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What About E-‐learning?
Quite innova*ve in 1995!
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Characteris/cs of E-‐learningCharacteris/cs of E-‐learningCharacteris/cs of E-‐learning
Analog or Digital
Tethered or Mobile
Isolated or Connected
Generic or Personal
Consuming or Contribu*ng
Closed or Open
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Openness is the Cornerstone
Openness underpins everything interes*ng happening online and is “what they expect”
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Let’s ask Alexa what the 50 most popular sites on the web are…
Why Make Such a Claim?
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Sites Where Anyone Can...
Share a video, share a photo, share a blog post, share their personal info, share their ra*ngs,
share their files, share their exper*se
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Characteris/cs of E-‐learningCharacteris/cs of E-‐learningCharacteris/cs of E-‐learning
Analog or Digital
Tethered or Mobile
Isolated or Connected
Generic or Personal
Consuming or Contribu*ng
Closed or Open
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Connec*ng
You can’t connect to something if you don’t have access to it
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Personalizing
You can’t adapt or localize somethingif you don’t have the rights to modify it
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Contribu*ng
You can’t contribute if there’s no outlet for your work
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What Does Openness Mean for HE?
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The Open Access Movement
Providing access to the research created at the university
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The Open Educa*on Movement
Providing access to the teaching and learning materials created at the university
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These Are Bolt-‐Ons
Not radical innova*onswith openness as a core value
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The 20th century was a *me of technological innova*on;
the 21st century must be a *me of ins,tu,onal innova*on.
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We’ve Moved Beyond the Garage
Ins*tu*onal innova*on is infinitely more difficult than technical innova*on
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E.g., Stakeholders
Is innova*on by commilee possible?
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E.g., Accredita*on
How innova*ve can you be without sacrificing accredita*on?
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Would You Rather Be...
Accredited and out of business?
Unaccredited and s*ll in business?
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Ins*tu*ons are Designed En**es
Not naturally occurring en**es
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Design
“Purposive choice under constraint”
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Constraints
Are at least as different a6er the Internetas they were a6er Gutenberg
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E.g., From Cheap to Free
Gutenberg made copies cheap, but the Internet made them nonrivalrous
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Previous vs CurrentAnalog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personal
Consuming ⇒ Contribu*ng
Closed ⇒ Open
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New Constraints Require New Designs
Not post hoc, bolted-‐on fixes
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Food for Thought 1
Western Governor’s University
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Dynamic Specializa*on
Hagel and Brown
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Food for Thought 2
Open University of the Netherlands
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The EMO
An intriguing lifelong learning model
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Food for Thought 3
University of the People
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Give Away the Razor, Sell the Blades
Raymond’s The Magic Cauldron
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Food for Thought 4
The Open High School of Utah
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Data-‐Driven Teaching
Real-‐*me pedagogy via dashboards
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OER for Con*nuous Improvement
Local control means rapid gains
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Food for Thought 5
Bologna Process and theEuropean Higher Educa*on Area
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A la Carte Degrees
Why not take math at MIT, physics at Berkeley, law at Stanford, classics at Chicago, New Testament at BYU, etc.,
and call it a degree?
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Food for Thought 6
Land-‐grant University 2.0(Hint: it would include openness)
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Food for Thought 7
Morrill Act III(Hint: it would include openness)
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The 20th century was a *me of technological innova*on;
the 21st century must be a *me of ins,tu,onal innova*on.
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Only You (Policymakers) Can Innovate
You can’t wait for two guys in a garage to fix higher educa*on’s problems
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You Must Become Conversant
The affordances of the Internet cannot remain the exclusive province of gearheads
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The Technology Exists
(The technology caused the change in our constraints / context!)
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Is the Will to Innovate There?
There will be very real costs(either way)
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“It is not necessary to change. Survival is not mandatory.”
W. E. Deming
Monday, November 9, 2009