(Moderator) We have with us someone
who has been involved

in digital learning innovation 
for more than 20 years

Please welcome the University of Western
Australia's Pro Vice-Chancellor

of Education Innovation,
Gilly Salmon.

(Applause)

(Gilly Salmon) So I'm going to talk to you
about the impossible.

So if you're easily scared, 
you can leave now or at any time,

that's OK with me.

So I come from the very young country 
of Australia.

Most of you know I'm not Australian, but 
I've been living there nearly 5 years now.

Probably another 20 if they will accept me
(check)

But in the young country of Australia,
a university that's 100-years old

is very, very, very old.

So, and now, the University of Western
Australia is very, very old.

It's a research-intensive, one of the 
most gorgeous campuses in the world,

on the mouth of the Swan River,
in Western Australia,

and I'm going to show you a 1-minute movie
to get a glimpse of our environment

and also our dreams.

So, you need to watch very carefully,
because I'm going to talk about

the brief glimpse you get of the buildings
because that's where my center is,

the Centre for Education Futures.

So, we will move to the movie, please.

(strong rhythmic music)

(sirens, shouts)

(panting)

(narrator) When we stop moving forward,
the world stops with us.

(strong wind in branches - panting)

(narrator) So chase your dream.
It's only impossible until it's done.

[Pursue impossible]

[The University of Western Australia]

(Applause)
(Salmon) Thank you. (Applause)

We made that movie to try and inspire
our students

but we actually found it inspires us
even more.

So, right at the beginning you saw
some work for

the University of Western Australia,
our true heritage buildings.

And I -- in there, we've put
a futures observatory

and a learning design studio, 
to try and inspire the impossible

in both our faculty members and ultimately
our students, through new design.

So, I've got this weird job title,

Pro Vice-Chancellor, 
Education Innovation.

I'm sure when I was appointed, 
just over 12 months ago,

nobody knew what that meant.

Fortunately, they did allow me to
invent it.

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

a bit of a poll at the end.

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

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

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

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

about innovation, especially in the scope
of educational innovation

and disruptive technology.

And I did a bit of a survey.

I wasn't as knowledgeable 
as some of those people

that you've just heard speaking,

but it was rather odd that probably
one of the very top things

that you can see, was how to promote
innovation

in the changing modes of teaching,

which I think is probably 
one of our biggest challenges of all.

And actually, creating an evidence base
for that,

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

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

And so, we did a bit of a survey; 
there were the top universities,

we did some visits as well, in the US
as well as other parts in the world.

And everyone, just everyone has still
really not got into

achieving true innovation.

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

it's really rather extraordinary that
everyone in education,

all of you, at every level, 
is trying to do this

and yet most organizations,
most institutions

are still striving to reorientate
themselves to an innovation culture.

What will distinguish them,
what will differentiate them?

What they offer their students
and stakeholders.

So, we could very very easily blame it

on the level of dogmatic approaches
and resistance.

And yet, by their nature, don't you think
that most staff working in education

are often the most open to change
and development, would you agree?

So I found it really quite a conundrum
to tackle this.

So, maybe, you heard the first keynote
this morning, David Price.

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

that's one answer.

So, some of my answers:

I know the university sector best, 
so I'll talk about that.

But I do actually think that 
this may apply

to many of the other sectors 
represented in this room.

The higher education sector, 
across the world,

is very compressed but also
highly competitive now,

but also marginally differentiated.

It's mainly differentiated by 
.......... (check) research profile,

research orientation,.........
reputation.

And also, everyone is upright

in an increasingly less and less and less
regulated world.

Those of you standing, there's a few
white pods, you can sit on them

in the front here......

if you're not too frightened.

Now, governments around the world
are pressing for larger proportions

of their populations to attend university.

Most of them, not here in Germany, 
I understand, but most of us

have made paying for the experience
a lifelong one.

For most students, and even that
has done little

to dampen the enthusiasm 
for higher education,

There's more people going to university
than really ever has in our lifetime.

Our children and our grandchildren 
are going to go

forward and forward and forward.

So there does appear to be, using
the entrepreneurs' words,

reliable growth in the market place.

So therefore, we need to innovate.

We need to find ways 
of reaching that growth.

Second. Of course we know -- it has just
been mentioned in the session just now --

that the number of university campuses
would have to increase

at an incredible alarming rate.

I've heard something like 1 per month
for the next 10 years

in order to meet the requirements
of teaching in traditional ways.

And clearly, that's not going to happen,
it's also not practical to extend

the existing campuses that we have
with physical capacity and real estate.

So therefore, innovation, again,
is needed.

Third. We know much of the way
that we are teaching in Universities

at the moment, will not provide 
the citizens of the future

with the right skills,

nor will they graduate with the ability
to undertake multiple careers

during their life times.

We've also heard most babies being born
today will live to over 100.

I mean, we really need to be educating 
those people, don't we? Not ourselves.

So in short, the nature of work 
is changing.

So whatever our educational purposes,
the need for change is striking.

And every single one of us has 
a shared responsibility, as educators,

to innovate to meet these and 
many other challenges that we face.

So, why would we turn to technology
to assist us in this conundrum

is one of my questions.

But one of the things I've done,

since I've been at the University 
of Western Australia,

and as I mentioned, we put 
a physical space.

It's kind of a cross between a space
for the community to gather,

a bit of a makers' space too;

somewhere a bit different,
a bit different from the traditional areas

and it's actually for staff, 
not for students.

Most universities in the world 
are changing their libraries

and many of their traditional buildings
into informal spaces for students,

so we thought we might do that 
for staff too.

And we called it The Futures Observatory.

So why put some technology in it?

Well, many forces, of course, 
in our society,

can bring about large scale changes
in economics and societies, but

since the Industrial Revolution, say,
the late 18th, early 19th centuries,

technology has had this unique role,

empowering growth 
and transforming economic value.

It has to be technology.

Technology represents in itself
new ways of doing things

and once mastered, creates lasting change

which, applied to universities 
and schools, and training of all kind,

we won't immediately unlearn, you know:

our teachers and ways of teaching, 
our campuses, physical and virtual,

finally, through technologies, the ideas
become implanted as innovations

and our world starts to move faster.

We can make it faster.

So, the most interesting part of this,
for me,

is that some technologies 
have the potential

to disrupt the status quo in education,

-- and we've just been talking about
some of them --

and lead finally to true innovation 
in the service of learning

and alter the way we imagine our teaching,
teach our students, choose a curriculum,

assess their ability, 
instill new coaches in them,

so they live and work differently 
in the future:

in practice, create entirely new products
and services.

And others simply do not.

And for me, things like lecture capture
simply does not,

because it reproduces the ways
we've undertaken learning for centuries.

So I think we need to be very careful
in what technologies we choose

to disrupt and drive our innovations.

Otherwise, we simply embed the old better
than we did before.

And the other thing to say is that
education leaders cannot wait

until the meager, meager evolution that 
I've seen in my 20 years in this field

catch up, somehow, and we're not going 
to do it with Learning Management Systems

and we'll really not, you know, they're
simply not moving.

I've just chosen a new Learning Management
System

for the University of Western Australia.

I got the best I could, 
but the original values

of the way people teach and learn
are still in there,

and we need to change that, we need
to move forward on that.

And we also cannot be held back 
by other industries on which we depend.

You know, so the patch defense, going on,
for example, with publishers.

We cannot let that happen, 
we do need to change this.

So it's time -- referring back 
to this morning --

to stop being 12 white men 
sitting around the table,

to stop rearranging the furniture
and actually move on with the world.

And if we don't do it, 
no one else is going to.

It's those of you who are here
with me today

that's actually going to do that run
that you saw my students do earlier.

So at the moment, the link definitely
between height and potential

is very unclear.

And of course, 
there are still surprises to come.

The future is like that,
the future is like that.

Nobody can be certain.

We need now to understand 
how we can experiment,

how we can take risks,
how we can ............. (check)

how we can prototype.

In practice, to learn from the future
as it emerges; be ready to respond.

In short, create 
much more radical innovation

and stop taking baby steps: 
it's time to shift.

This is the Futures Observatory.

Objectives we saw are 
in this rather nice buildings

that look a little bit like Stanford
at the beginning,

but flow by the river.

And we are reaching out to the impossible.

So I'm trying all sorts of different ways
to try and reach out,

to achieve the impossible.

We're looking to partner with those
who say Yes

rather than shake their heads in sorrow.

We're seeing the Observatory for staff

as a location used for observing
terrestrial and celestial events.

Historically, of course, observatories
were as simple as containing

an astronomical sextant 
for measuring the distance between stars

or perhaps something like Stonehenge,

which has some alignments
on the astronomical phenomenon.

Now, the way we're seeing this, is
we're trying to observe the future.

And I guess, some of the celestial events
will be some of our digital life

and educational purposes.

So, it's a metaphor, OK, but
we're trying to push people to understand

how a technology might help you
to imagine an action, a future.

So this is what we're doing in here, and
we've got some technologies in there,

I mean, this -- you can see the cruiser table
that you can stand around,

so it's focusing very much on collaboration,

which a lot of our students tell us
they actually want.

And of course, we're trying 
virtual reality:

everyone is in there playing around.

Yes, try some ramification (check),
bring it into the classroom,

see how it works.

None of this is costing us this much:

it's all consumer technology 
that we can readily buy.

Obviously, we're trying out
the robotic stuff too,

and we've had quite a lot of fun
with that, actually.

I think someone mentioned earlier 
how much fun that is working with students

and helping them to understand
a bit about coding.

So we've learned quite a lot ourselves.

And obviously, the 3D printer 
and that sort of thing.

So we're actually bringing it to the staff
to enable them to play, and to hope

they can imagine the pedagogical purposes.

And this is one of the key differences
between consumer technology

and stuff that's been produced
for learning purposes.

You invent the pedagogy, 
you identify the learning challenge

and then work out 
how the technology can support it,

not the other way round.

So, do you get the idea?

You got a bit of a wow, (check)
of what these technologies might actually

help you.

Does anyone want to go back to the URL
at the beginning, there?

You should be able to find it on your
My OEB.

I've given you 10 -- are we going back? ..

I've given you 10: robotics, 3D printing,

internet of things, Wearables,
Virtual reality, Space exploration

Predictive and cognitive analytics
Mobile scanning and ultrasounds

Renewable Energy, Augmented reality.

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

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

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

that you might like to look at.

We're looking for fast development.

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

it would be easy to embed it.

We want very wide and broad potential

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

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

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

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

So, all vote now.

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

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

almost everyone voting for that.

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

Keep going, it'll keep coming.

renewable energy, augmented reality
analytics.

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

Has everyone finished voting?
Anyone still voting?

Still shifting.

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

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

Somebody else has just got in.

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

and Predictive and cognitive analytics

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

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

like the Space exploration and the
Mobile scanning and ultrasounds

and see how they may affect your teaching,

because within the riskier ones 
is the greatest potential.

So thank you very much for taking part.

Have we any time for questions?

Yes, sure, OK.

So, questions and challenges...