when innovation gets difficult

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

Monday, November 9, 2009

What Business Are We In?

A warm up discussion


http://www.buffalocommons.org/storyimages/ICE-Delivery-Wagon.jpgMonday, November 9, 2009

http://www.buffalocommons.org/storyimages/ICE-Delivery-Wagon.jpg

http://www.buffalocommons.org/storyimages/ICE-Delivery-Wagon.jpg

What Business Are You In?

Bringing people to campus?Gran*ng degrees?

Helping people get jobs?Helping people learn?


The 20th century was a *me of technological innova*on;

the 21st century must be a *me of ins,tu,onal innova*on.


Gap Analysis

Let’s get some context


Capacity Gap

Demand for higher educa*on versus system capacity


39.6% enrolled in higher educa*onMonday, November 9, 2009

Extend This APR Worldwide

150M new students coming intohigher educa*on


Currently at 120M

More new students than current total students


In India Alone

2400 new universi*es in 25 years


Two New Universi*es Per Week

(Just to serve India)


US APR Will Con*nue to Grow

Knowledge economy jobs


Employer Turns*les

US Department of Labor predicts today’s student will have 10-‐14 jobs by age 38


More, More, More

More peopleneed more schooling

more oden


Current System Will Not Scale

Radical -‐ not incremental -‐ improvementsin capacity are necessary


Affordability Gap

Cost higher educa*on versus available funds


What’s the Common Theme?

USC, Carnegie Mellon, Georgetown, Johns Hopkins, Mount Holyoke, Duke,

Vanderbilt, Tuds, Cornell, Oberlin, Vassar


2009-‐2010 Cost > $50,000

Top 100 list ends at $46,860


Tui*on Increases 8% Per Year

Cost doubles every decade(Health care grows at 6% per year)


Textbook Prices Up 62%

In the last decade(General books up 19%)


2009-‐2010 -‐ $1,100 in Textbooks

Average two year program tui*on $2,500


More, More, More

Tui*on costs more,textbooks cost more,

much faster than GDP (4%)


Cost Trends Unsustainable

Radical -‐ not incremental -‐ improvementsin affordability are necessary


Relevance Gap

Distance between higher educa*on and the real world


Then vs NowAnalog ⇒ Digital

Tethered ⇒ Mobile

Isolated ⇒ Connected

Generic ⇒ Personal

Consuming ⇒ Contribu*ng

Closed ⇒ Open


Analog ⇒ Digital

Music, Phones, TV, Newspapers,

Movies, Journals, Communica*ons,

Intelligence, Defense


Tethered ⇒ Mobile

Phones, Internet Access,

Employment



People, Content, Systems



Cars, Computers, Mobile Phones



Radio / Podcas*ng, Newspapers / Blogs

Movies / Vodcas*ng


Closed ⇒ Open

Sodware (OSs, Applica*ons),

Data (Weather, GIS),

Content (Blogs, Wikis)


Then vs NowAnalog ⇒ Digital

Tethered ⇒ Mobile




Closed ⇒ Open


Educa/on vs EverydayAnalog ⇒ Digital

Tethered ⇒ Mobile




Closed ⇒ Open


academic, adj. pointless; irrelevant

e.g., an academic exercise


Wait! We’re Educa,on!

Our historic monopoly is being challenged on almost every front


Why Do Students Come?

Content, Research, Support Services Social Life, Degrees


Content

MIT OpenCourseWare, Wikipedia, Flat World Knowledge, etc.


Research

Public Library of Science, Arxiv.org, Google Scholar, etc.


Support Services

ChaCha, Yahoo! Answers, RateMyProfessor, Email, Instant

Messaging, Twiler, etc.


Social Life

Facebook, MySpace, MMOG,

iPhone loca*on-‐aware apps, etc.


Degrees

MCSE, RHCE, CCNA


The Monopoly Is Being Busted

Everything we provide is now offered by someone else


When Ins*tu*ons Specialize

They usually provide beler quality at a beler price


Higher Ed?

Already men*oned costHow’s our quality?


Industries Failing Everywhere

Banks, Insurance, Automobiles

Higher Educa*on?


A Bail Out for Higher Ed?

More like double-‐digit budget cuts


No, No, No

No feeling of relevance

No monopoly posi*on

No bail out coming


Quintessen*al Crisis

We can’t muster sufficient capacity,many who need us most can’t afford us,

and our budgets are being slashed.


Ignoring the Problem is Not a Strategy

Christensen’s Crucial Conversa,ons


Technology Gap

Technology use in higher educa*on and the real world


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


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


Technology Integrated in Courses?

74% of faculty say yes

62% of students say no


Administra*ve Efficiency

Streamlined applica*on, registra*on, handout distribu*on, homework submission


No Improvement of Core Business

Teaching and Learning


Improving Core Business

Amazon’s recommended books

Grocery store’s personalized coupons


What About E-‐learning?


What About E-‐learning?

Quite innova*ve in 1995!


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


Openness is the Cornerstone

Openness underpins everything interes*ng happening online and is “what they expect”


Let’s ask Alexa what the 50 most popular sites on the web are…

Why Make Such a Claim?


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


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


Connec*ng

You can’t connect to something if you don’t have access to it


Personalizing

You can’t adapt or localize somethingif you don’t have the rights to modify it


Contribu*ng

You can’t contribute if there’s no outlet for your work


What Does Openness Mean for HE?


The Open Access Movement

Providing access to the research created at the university


The Open Educa*on Movement

Providing access to the teaching and learning materials created at the university


74


75


77


78


79


80


These Are Bolt-‐Ons

Not radical innova*onswith openness as a core value


We’ve Moved Beyond the Garage

Ins*tu*onal innova*on is infinitely more difficult than technical innova*on


E.g., Stakeholders

Is innova*on by commilee possible?


E.g., Accredita*on

How innova*ve can you be without sacrificing accredita*on?


Would You Rather Be...

Accredited and out of business?

Unaccredited and s*ll in business?


Ins*tu*ons are Designed En**es

Not naturally occurring en**es


Design

“Purposive choice under constraint”


Constraints

Are at least as different a6er the Internetas they were a6er Gutenberg


E.g., From Cheap to Free

Gutenberg made copies cheap, but the Internet made them nonrivalrous


Previous vs CurrentAnalog ⇒ Digital

Tethered ⇒ Mobile




Closed ⇒ Open


New Constraints Require New Designs

Not post hoc, bolted-‐on fixes


Food for Thought 1

Western Governor’s University


Dynamic Specializa*on

Hagel and Brown


Food for Thought 2

Open University of the Netherlands


The EMO

An intriguing lifelong learning model


Food for Thought 3

University of the People


Give Away the Razor, Sell the Blades

Raymond’s The Magic Cauldron


Food for Thought 4

The Open High School of Utah


Data-‐Driven Teaching

Real-‐*me pedagogy via dashboards


OER for Con*nuous Improvement

Local control means rapid gains


Food for Thought 5

Bologna Process and theEuropean Higher Educa*on Area


http://en.wikipedia.org/wiki/European_higher_education_area

http://en.wikipedia.org/wiki/European_higher_education_area

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?


Food for Thought 6

Land-‐grant University 2.0(Hint: it would include openness)


Food for Thought 7

Morrill Act III(Hint: it would include openness)


Only You (Policymakers) Can Innovate

You can’t wait for two guys in a garage to fix higher educa*on’s problems


You Must Become Conversant

The affordances of the Internet cannot remain the exclusive province of gearheads


The Technology Exists

(The technology caused the change in our constraints / context!)


Is the Will to Innovate There?

There will be very real costs(either way)


“It is not necessary to change. Survival is not mandatory.”

W. E. Deming


Thank You

[email protected]

hlp://davidwiley.org/


when innovation gets difficult

Education

ng closed openmonday

ngclosed openmonday

ng radiopodcas

content mitopencourseware

degrees mcse

newspapersblogs moviesvodcas

sociallife facebook

closedopen sodwareoss