0:00:00.275,0:00:02.745
(Moderator) We have with us someone[br]who has been involved

0:00:02.745,0:00:05.741
in digital learning innovation [br]for more than 20 years

0:00:05.741,0:00:09.471
Please welcome the University of Western[br]Australia's Pro Vice-Chancellor

0:00:09.471,0:00:12.123
of Education Innovation,[br]Gilly Salmon.

0:00:12.123,0:00:17.388
(Applause)

0:00:17.388,0:00:20.905
(Gilly Salmon) So I'm going to talk to you[br]about the impossible.

0:00:21.283,0:00:24.882
So if you're easily scared, [br]you can leave now or at any time,

0:00:24.882,0:00:26.864
that's OK with me.

0:00:27.273,0:00:30.866
So I come from the very young country [br]of Australia.

0:00:31.277,0:00:35.364
Most of you know I'm not Australian, but [br]I've been living there nearly 5 years now.

0:00:35.805,0:00:38.503
Probably another 20 if they will accept me[br](check)

0:00:41.131,0:00:46.851
But in the young country of Australia,[br]a university that's 100-years old

0:00:46.851,0:00:48.944
is very, very, very old.

0:00:48.944,0:00:53.041
So, and now, the University of Western[br]Australia is very, very old.

0:00:53.570,0:00:58.752
It's a research-intensive, one of the [br]most gorgeous campuses in the world,

0:00:59.249,0:01:02.407
on the mouth of the Swan River,[br]in Western Australia,

0:01:02.817,0:01:09.118
and I'm going to show you a 1-minute movie[br]to get a glimpse of our environment

0:01:09.434,0:01:12.006
and also our dreams.

0:01:12.301,0:01:16.383
So, you need to watch very carefully,[br]because I'm going to talk about

0:01:16.383,0:01:21.906
the brief glimpse you get of the buildings[br]because that's where my center is,

0:01:21.906,0:01:24.674
the Centre for Education Futures.

0:01:24.674,0:01:32.034
So, we will move to the movie, please.

0:01:37.914,0:01:48.993
(strong rhythmic music)

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(sirens, shouts)

0:02:16.373,0:02:24.395
(panting)

0:02:26.472,0:02:30.360
(narrator) When we stop moving forward,[br]the world stops with us.

0:02:30.360,0:02:36.283
(strong wind in branches - panting)

0:02:36.283,0:02:41.560
(narrator) So chase your dream.[br]It's only impossible until it's done.

0:02:43.473,0:02:45.364
[Pursue impossible]

0:02:45.364,0:02:47.924
[The University of Western Australia]

0:02:48.583,0:02:52.753
(Applause)[br](Salmon) Thank you. (Applause)

0:02:52.753,0:02:56.631
We made that movie to try and inspire[br]our students

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but we actually found it inspires us[br]even more.

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So, right at the beginning you saw[br]some work for

0:03:06.747,0:03:11.083
the University of Western Australia,[br]our true heritage buildings.

0:03:11.458,0:03:16.243
And I -- in there, we've put[br]a futures observatory

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and a learning design studio, [br]to try and inspire the impossible

0:03:22.500,0:03:27.711
in both our faculty members and ultimately[br]our students, through new design.

0:03:29.383,0:03:31.978
So, I've got this weird job title,

0:03:31.978,0:03:34.741
Pro Vice-Chancellor, [br]Education Innovation.

0:03:34.741,0:03:37.601
I'm sure when I was appointed, [br]just over 12 months ago,

0:03:37.601,0:03:39.397
nobody knew what that meant.

0:03:39.663,0:03:43.287
Fortunately, they did allow me to[br]invent it.

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While you're listening to me, [br]just to say there's going to be

0:03:46.642,0:03:49.172
a bit of a poll at the end.

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If you got the My OEB app, [br]you can look it up,

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if not, there is a website there, [br]so I'll leave that up

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so that you can take part in the poll[br]in a bit.

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Now, I actually think an incredible[br]number of words have been written

0:04:08.862,0:04:17.030
about innovation, especially in the scope[br]of educational innovation

0:04:17.030,0:04:19.166
and disruptive technology.

0:04:20.518,0:04:23.512
And I did a bit of a survey.

0:04:24.740,0:04:28.941
I wasn't as knowledgeable [br]as some of those people

0:04:28.941,0:04:31.116
that you've just heard speaking,

0:04:31.809,0:04:37.983
but it was rather odd that probably[br]one of the very top things

0:04:37.983,0:04:42.442
that you can see, was how to promote[br]innovation

0:04:43.293,0:04:45.803
in the changing modes of teaching,

0:04:45.803,0:04:49.048
which I think is probably [br]one of our biggest challenges of all.

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And actually, creating an evidence base[br]for that,

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because you all know, in universities,[br]that's the way it goes:

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If you haven't got evidence for it,[br]it doesn't exist.

0:05:01.863,0:05:04.929
And so, we did a bit of a survey; [br]there were the top universities,

0:05:04.929,0:05:09.360
we did some visits as well, in the US[br]as well as other parts in the world.

0:05:09.360,0:05:15.027
And everyone, just everyone has still[br]really not got into

0:05:15.027,0:05:17.519
achieving true innovation.

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And so for me, that's [br]still a bit of a mystery, and I think

0:05:23.048,0:05:29.369
it's really rather extraordinary that[br]everyone in education,

0:05:29.369,0:05:33.724
all of you, at every level, [br]is trying to do this

0:05:34.070,0:05:39.093
and yet most organizations,[br]most institutions

0:05:40.323,0:05:45.109
are still striving to reorientate[br]themselves to an innovation culture.

0:05:45.855,0:05:49.358
What will distinguish them,[br]what will differentiate them?

0:05:49.361,0:05:52.626
What they offer their students[br]and stakeholders.

0:05:53.642,0:05:57.798
So, we could very very easily blame it

0:05:57.798,0:06:02.043
on the level of dogmatic approaches[br]and resistance.

0:06:02.775,0:06:08.005
And yet, by their nature, don't you think[br]that most staff working in education

0:06:09.455,0:06:13.860
are often the most open to change[br]and development, would you agree?

0:06:15.196,0:06:20.485
So I found it really quite a conundrum[br]to tackle this.

0:06:21.845,0:06:26.630
So, maybe, you heard the first keynote[br]this morning, David Price.

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Maybe we're in denial [br]that we even need to change, possibly:

0:06:32.030,0:06:33.548
that's one answer.

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So, some of my answers:

0:06:36.155,0:06:40.173
I know the university sector best, [br]so I'll talk about that.

0:06:40.173,0:06:43.583
But I do actually think that [br]this may apply

0:06:43.583,0:06:47.296
to many of the other sectors [br]represented in this room.

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The higher education sector, [br]across the world,

0:06:51.747,0:06:57.224
is very compressed but also[br]highly competitive now,

0:06:57.895,0:07:01.599
but also marginally differentiated.

0:07:01.599,0:07:06.858
It's mainly differentiated by [br].......... (check) research profile,

0:07:07.227,0:07:12.355
research orientation,.........[br]reputation.

0:07:13.242,0:07:15.322
And also, everyone is upright

0:07:15.322,0:07:21.559
in an increasingly less and less and less[br]regulated world.

0:07:21.559,0:07:25.779
Those of you standing, there's a few[br]white pods, you can sit on them

0:07:25.779,0:07:26.707
in the front here......

0:07:28.035,0:07:29.830
if you're not too frightened.

0:07:30.854,0:07:37.031
Now, governments around the world[br]are pressing for larger proportions

0:07:37.031,0:07:41.491
of their populations to attend university.

0:07:41.875,0:07:46.433
Most of them, not here in Germany, [br]I understand, but most of us

0:07:46.850,0:07:50.347
have made paying for the experience[br]a lifelong one.

0:07:50.347,0:07:53.923
For most students, and even that[br]has done little

0:07:54.222,0:07:59.838
to dampen the enthusiasm [br]for higher education,

0:08:00.415,0:08:06.820
There's more people going to university[br]than really ever has in our lifetime.

0:08:06.820,0:08:09.290
Our children and our grandchildren [br]are going to go

0:08:09.290,0:08:11.428
forward and forward and forward.

0:08:11.961,0:08:17.446
So there does appear to be, using[br]the entrepreneurs' words,

0:08:17.446,0:08:20.519
reliable growth in the market place.

0:08:20.519,0:08:23.199
So therefore, we need to innovate.

0:08:23.199,0:08:26.616
We need to find ways [br]of reaching that growth.

0:08:27.214,0:08:32.219
Second. Of course we know -- it has just[br]been mentioned in the session just now --

0:08:32.951,0:08:37.127
that the number of university campuses[br]would have to increase

0:08:37.127,0:08:39.677
at an incredible alarming rate.

0:08:40.258,0:08:45.625
I've heard something like 1 per month[br]for the next 10 years

0:08:45.625,0:08:51.361
in order to meet the requirements[br]of teaching in traditional ways.

0:08:52.244,0:08:56.284
And clearly, that's not going to happen,[br]it's also not practical to extend

0:08:56.284,0:09:02.103
the existing campuses that we have[br]with physical capacity and real estate.

0:09:02.633,0:09:06.604
So therefore, innovation, again,[br]is needed.

0:09:09.112,0:09:14.448
Third. We know much of the way[br]that we are teaching in Universities

0:09:14.448,0:09:19.629
at the moment, will not provide [br]the citizens of the future

0:09:19.629,0:09:21.704
with the right skills,

0:09:22.078,0:09:28.073
nor will they graduate with the ability[br]to undertake multiple careers

0:09:28.073,0:09:29.906
during their life times.

0:09:29.906,0:09:36.447
We've also heard most babies being born[br]today will live to over 100.

0:09:36.447,0:09:42.039
I mean, we really need to be educating [br]those people, don't we? Not ourselves.

0:09:42.739,0:09:45.632
So in short, the nature of work [br]is changing.

0:09:45.632,0:09:52.400
So whatever our educational purposes,[br]the need for change is striking.

0:09:52.400,0:09:57.809
And every single one of us has [br]a shared responsibility, as educators,

0:09:57.809,0:10:02.425
to innovate to meet these and [br]many other challenges that we face.

0:10:04.725,0:10:13.153
So, why would we turn to technology[br]to assist us in this conundrum

0:10:13.153,0:10:15.324
is one of my questions.

0:10:18.552,0:10:20.258
But one of the things I've done,

0:10:20.258,0:10:23.111
since I've been at the University [br]of Western Australia,

0:10:23.937,0:10:27.346
and as I mentioned, we put [br]a physical space.

0:10:27.346,0:10:32.588
It's kind of a cross between a space[br]for the community to gather,

0:10:33.367,0:10:35.927
a bit of a makers' space too;

0:10:37.883,0:10:42.520
somewhere a bit different,[br]a bit different from the traditional areas

0:10:42.520,0:10:45.721
and it's actually for staff, [br]not for students.

0:10:46.037,0:10:50.088
Most universities in the world [br]are changing their libraries

0:10:50.088,0:10:54.775
and many of their traditional buildings[br]into informal spaces for students,

0:10:54.775,0:10:57.684
so we thought we might do that [br]for staff too.

0:10:57.684,0:11:00.455
And we called it The Futures Observatory.

0:11:02.138,0:11:05.085
So why put some technology in it?

0:11:05.085,0:11:08.919
Well, many forces, of course, [br]in our society,

0:11:08.919,0:11:14.994
can bring about large scale changes[br]in economics and societies, but

0:11:15.921,0:11:21.574
since the Industrial Revolution, say,[br]the late 18th, early 19th centuries,

0:11:21.574,0:11:25.004
technology has had this unique role,

0:11:25.461,0:11:30.006
empowering growth [br]and transforming economic value.

0:11:30.531,0:11:32.722
It has to be technology.

0:11:33.869,0:11:38.623
Technology represents in itself[br]new ways of doing things

0:11:38.623,0:11:43.405
and once mastered, creates lasting change

0:11:44.824,0:11:50.276
which, applied to universities [br]and schools, and training of all kind,

0:11:50.276,0:11:54.766
we won't immediately unlearn, you know:

0:11:54.767,0:11:59.917
our teachers and ways of teaching, [br]our campuses, physical and virtual,

0:12:01.682,0:12:07.976
finally, through technologies, the ideas[br]become implanted as innovations

0:12:08.786,0:12:12.572
and our world starts to move faster.

0:12:12.572,0:12:14.815
We can make it faster.

0:12:16.662,0:12:20.911
So, the most interesting part of this,[br]for me,

0:12:21.765,0:12:24.934
is that some technologies [br]have the potential

0:12:24.934,0:12:28.476
to disrupt the status quo in education,

0:12:28.479,0:12:30.824
-- and we've just been talking about[br]some of them --

0:12:31.965,0:12:36.155
and lead finally to true innovation [br]in the service of learning

0:12:36.504,0:12:42.887
and alter the way we imagine our teaching,[br]teach our students, choose a curriculum,

0:12:42.887,0:12:47.909
assess their ability, [br]instill new coaches in them,

0:12:48.407,0:12:51.112
so they live and work differently [br]in the future:

0:12:51.659,0:12:55.677
in practice, create entirely new products[br]and services.

0:12:55.677,0:12:57.850
And others simply do not.

0:12:58.558,0:13:02.758
And for me, things like lecture capture[br]simply does not,

0:13:03.170,0:13:10.282
because it reproduces the ways[br]we've undertaken learning for centuries.

0:13:11.291,0:13:16.102
So I think we need to be very careful[br]in what technologies we choose

0:13:16.118,0:13:19.417
to disrupt and drive our innovations.

0:13:19.417,0:13:25.847
Otherwise, we simply embed the old better[br]than we did before.

0:13:26.344,0:13:31.788
And the other thing to say is that[br]education leaders cannot wait

0:13:31.788,0:13:38.433
until the meager, meager evolution that [br]I've seen in my 20 years in this field

0:13:39.728,0:13:44.796
catch up, somehow, and we're not going [br]to do it with Learning Management Systems

0:13:45.198,0:13:48.054
and we'll really not, you know, they're[br]simply not moving.

0:13:48.054,0:13:51.712
I've just chosen a new Learning Management[br]System

0:13:51.712,0:13:54.085
for the University of Western Australia.

0:13:54.085,0:13:57.944
I got the best I could, [br]but the original values

0:13:57.944,0:14:01.290
of the way people teach and learn[br]are still in there,

0:14:01.658,0:14:05.390
and we need to change that, we need[br]to move forward on that.

0:14:07.199,0:14:13.342
And we also cannot be held back [br]by other industries on which we depend.

0:14:13.835,0:14:18.682
You know, so the patch defense, going on,[br]for example, with publishers.

0:14:18.682,0:14:22.189
We cannot let that happen, [br]we do need to change this.

0:14:22.803,0:14:27.888
So it's time -- referring back [br]to this morning --

0:14:27.888,0:14:31.778
to stop being 12 white men [br]sitting around the table,

0:14:32.396,0:14:39.497
to stop rearranging the furniture[br]and actually move on with the world.

0:14:39.497,0:14:42.609
And if we don't do it, [br]no one else is going to.

0:14:42.609,0:14:45.741
It's those of you who are here[br]with me today

0:14:46.047,0:14:50.801
that's actually going to do that run[br]that you saw my students do earlier.

0:14:51.527,0:14:58.001
So at the moment, the link definitely[br]between height and potential

0:14:58.001,0:15:00.105
is very unclear.

0:15:00.632,0:15:03.284
And of course, [br]there are still surprises to come.

0:15:04.644,0:15:07.702
The future is like that,[br]the future is like that.

0:15:07.702,0:15:09.527
Nobody can be certain.

0:15:10.052,0:15:14.922
We need now to understand [br]how we can experiment,

0:15:14.922,0:15:18.352
how we can take risks,[br]how we can ............. (check)

0:15:18.352,0:15:20.169
how we can prototype.

0:15:20.474,0:15:28.364
In practice, to learn from the future[br]as it emerges; be ready to respond.

0:15:29.453,0:15:34.240
In short, create [br]much more radical innovation

0:15:34.563,0:15:39.050
and stop taking baby steps: [br]it's time to shift.

0:15:40.652,0:15:43.908
This is the Futures Observatory.

0:15:43.908,0:15:48.102
Objectives we saw are [br]in this rather nice buildings

0:15:48.102,0:15:50.275
that look a little bit like Stanford[br]at the beginning,

0:15:50.275,0:15:52.563
but flow by the river.

0:15:54.502,0:15:57.687
And we are reaching out to the impossible.

0:15:57.699,0:16:02.965
So I'm trying all sorts of different ways[br]to try and reach out,

0:16:02.965,0:16:04.900
to achieve the impossible.

0:16:04.900,0:16:09.151
We're looking to partner with those[br]who say Yes

0:16:09.500,0:16:12.619
rather than shake their heads in sorrow.

0:16:14.631,0:16:17.672
We're seeing the Observatory for staff

0:16:17.672,0:16:23.717
as a location used for observing[br]terrestrial and celestial events.

0:16:23.717,0:16:28.635
Historically, of course, observatories[br]were as simple as containing

0:16:29.022,0:16:33.810
an astronomical sextant [br]for measuring the distance between stars

0:16:34.147,0:16:36.028
or perhaps something like Stonehenge,

0:16:36.615,0:16:40.539
which has some alignments[br]on the astronomical phenomenon.

0:16:41.184,0:16:45.808
Now, the way we're seeing this, is[br]we're trying to observe the future.

0:16:46.438,0:16:52.282
And I guess, some of the celestial events[br]will be some of our digital life

0:16:52.282,0:16:55.543
and educational purposes.

0:16:55.543,0:17:00.895
So, it's a metaphor, OK, but[br]we're trying to push people to understand

0:17:00.895,0:17:07.585
how a technology might help you[br]to imagine an action, a future.

0:17:08.856,0:17:13.351
So this is what we're doing in here, and[br]we've got some technologies in there,

0:17:13.351,0:17:18.347
I mean, this -- you can see the cruiser table[br]that you can stand around,

0:17:18.347,0:17:22.237
so it's focusing very much on collaboration,

0:17:22.554,0:17:26.097
which a lot of our students tell us[br]they actually want.

0:17:27.146,0:17:29.691
And of course, we're trying [br]virtual reality:

0:17:29.691,0:17:31.599
everyone is in there playing around.

0:17:33.531,0:17:37.694
Yes, try some ramification (check),[br]bring it into the classroom,

0:17:37.694,0:17:39.186
see how it works.

0:17:39.186,0:17:41.721
None of this is costing us this much:

0:17:41.721,0:17:45.931
it's all consumer technology [br]that we can readily buy.

0:17:46.393,0:17:49.450
Obviously, we're trying out[br]the robotic stuff too,

0:17:50.831,0:17:53.248
and we've had quite a lot of fun[br]with that, actually.

0:17:53.248,0:17:56.801
I think someone mentioned earlier [br]how much fun that is working with students

0:17:56.801,0:18:00.563
and helping them to understand[br]a bit about coding.

0:18:00.892,0:18:03.166
So we've learned quite a lot ourselves.

0:18:05.028,0:18:07.860
And obviously, the 3D printer [br]and that sort of thing.

0:18:07.860,0:18:14.517
So we're actually bringing it to the staff[br]to enable them to play, and to hope

0:18:14.517,0:18:17.638
they can imagine the pedagogical purposes.

0:18:17.966,0:18:22.232
And this is one of the key differences[br]between consumer technology

0:18:22.232,0:18:25.298
and stuff that's been produced[br]for learning purposes.

0:18:25.756,0:18:30.586
You invent the pedagogy, [br]you identify the learning challenge

0:18:30.586,0:18:33.921
and then work out [br]how the technology can support it,

0:18:33.921,0:18:36.004
not the other way round.

0:18:36.766,0:18:39.606
So, do you get the idea?

0:18:42.093,0:18:46.415
You got a bit of a wow, (check)[br]of what these technologies might actually

0:18:46.766,0:18:47.859
help you.

0:18:47.859,0:18:52.652
Does anyone want to go back to the URL[br]at the beginning, there?

0:18:54.005,0:18:57.066
You should be able to find it on your[br]My OEB.

0:18:57.639,0:19:02.542
I've given you 10 -- are we going back? ..

0:19:02.542,0:19:05.445
I've given you 10: robotics, 3D printing,

0:19:05.445,0:19:10.026
internet of things, Wearables,[br]Virtual reality, Space exploration

0:19:10.026,0:19:13.803
Predictive and cognitive analytics[br]Mobile scanning and ultrasounds

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Renewable Energy, Augmented reality.

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Now, opportunity with this particular[br]software to add your own three.

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You'll have to pick three, one vote each[br]for those.

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And just to remind you, these are[br]some of the things

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that you might like to look at.

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We're looking for fast development.

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We want something that if we found[br]a pedagogical purpose for it,

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it would be easy to embed it.

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We want very wide and broad potential

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and we definitely want to disrupt[br]age-old educational models.

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So if you can't choose, use those three.

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So we'll give you a bit of time to vote

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and then we'll be able to get it up [br]on the screen, yes?

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So, all vote now.

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OK - can you see it? Quite small.[br]can you see, at the back?

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No? OK, so the top one we're getting[br]is virtual reality,

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almost everyone voting for that.

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I think there's one -- no votes[br]for wearables, I'm surprised about that.

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Keep going, it'll keep coming.

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renewable energy, augmented reality[br]analytics.

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OK, I'll just leave you a few moments.

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Has everyone finished voting?[br]Anyone still voting?

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Still shifting.

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I think this will stay on the app,[br]so you can have a look later if you want.

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So it looks to -- [br]oh no, we're still moving,

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Somebody else has just got in.

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So it looks to me like Internet of things,[br]Virtual reality

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and Predictive and cognitive analytics

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are ..... (check) with augmented reality,[br]3D printing coming soon after.

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My challenge to you is to take[br]some of the wackier ones,

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like the Space exploration and the[br]Mobile scanning and ultrasounds

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and see how they may affect your teaching,

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because within the riskier ones [br]is the greatest potential.

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So thank you very much for taking part.

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Have we any time for questions?

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Yes, sure, OK.

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So, questions and challenges...