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

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in digital learning innovation 
for more than 20 years

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

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of Education Innovation,
Gilly Salmon.

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(Applause)

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

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

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that's OK with me.

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So I come from the very young country 
of Australia.

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

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Probably another 20 if they will accept me
(check)

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

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is very, very, very old.

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

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

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

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

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and also our dreams.

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

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

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the Centre for Education Futures.

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So, we will move to the movie, please.

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(strong rhythmic music)

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(sirens, shouts)

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(panting)

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

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(strong wind in branches - panting)

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

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[Pursue impossible]

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[The University of Western Australia]

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

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We made that movie to try and inspire
our students

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but we actually found it inspires us
even more.

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So, right at the beginning you saw
some work for

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the University of Western Australia,
our true heritage buildings.

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

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

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

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So, I've got this weird job title,

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Pro Vice-Chancellor, 
Education Innovation.

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

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nobody knew what that meant.

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Fortunately, they did allow me to
invent it.

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

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a bit of a poll at the end.

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

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

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

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

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about innovation, especially in the scope
of educational innovation

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and disruptive technology.

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And I did a bit of a survey.

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I wasn't as knowledgeable 
as some of those people

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that you've just heard speaking,

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

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that you can see, was how to promote
innovation

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in the changing modes of teaching,

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

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And actually, creating an evidence base
for that,

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

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

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

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

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And everyone, just everyone has still
really not got into

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achieving true innovation.

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

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it's really rather extraordinary that
everyone in education,

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

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and yet most organizations,
most institutions

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are still striving to reorientate
themselves to an innovation culture.

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What will distinguish them,
what will differentiate them?

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What they offer their students
and stakeholders.

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So, we could very very easily blame it

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on the level of dogmatic approaches
and resistance.

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

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

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

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

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

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that's one answer.

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So, some of my answers:

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

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But I do actually think that 
this may apply

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to many of the other sectors 
represented in this room.

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The higher education sector, 
across the world,

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is very compressed but also
highly competitive now,

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but also marginally differentiated.

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

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

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And also, everyone is upright

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in an increasingly less and less and less
regulated world.

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

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in the front here......

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if you're not too frightened.

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Now, governments around the world
are pressing for larger proportions

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of their populations to attend university.

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

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have made paying for the experience
a lifelong one.

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For most students, and even that
has done little

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to dampen the enthusiasm 
for higher education,

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

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Our children and our grandchildren 
are going to go

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forward and forward and forward.

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

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reliable growth in the market place.

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So therefore, we need to innovate.

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We need to find ways 
of reaching that growth.

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

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that the number of university campuses
would have to increase

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at an incredible alarming rate.

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

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

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

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

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So therefore, innovation, again,
is needed.

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

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

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with the right skills,

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nor will they graduate with the ability
to undertake multiple careers

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during their life times.

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

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

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So in short, the nature of work 
is changing.

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

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

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

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

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is one of my questions.

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But one of the things I've done,

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

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and as I mentioned, we put 
a physical space.

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

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a bit of a makers' space too;

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

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

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Most universities in the world 
are changing their libraries

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

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so we thought we might do that 
for staff too.

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And we called it The Futures Observatory.

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So why put some technology in it?

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

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

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

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technology has had this unique role,

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empowering growth 
and transforming economic value.

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It has to be technology.

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Technology represents in itself
new ways of doing things

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and once mastered, creates lasting change

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

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we won't immediately unlearn, you know:

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

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finally, through technologies, the ideas
become implanted as innovations

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and our world starts to move faster.

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We can make it faster.

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

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is that some technologies 
have the potential

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to disrupt the status quo in education,

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

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and lead finally to true innovation 
in the service of learning

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

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assess their ability, 
instill new cultures in them,

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so they live and work differently 
in the future:

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in practice, create entirely new products
and services.

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And others simply do not.

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

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

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

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to disrupt and drive our innovations.

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

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

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

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

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

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I've just chosen a new Learning Management
System

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for the University of Western Australia.

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I got the best I could, 
but the original values

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

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

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

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

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

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

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to stop being 12 white men 
sitting around the table,

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

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

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

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

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

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is very unclear.

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And of course, 
there are still surprises to come.

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

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Nobody can be certain.

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We need now to understand 
how we can experiment,

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

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how we can prototype.

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

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In short, create 
much more radical innovation

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

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This is the Futures Observatory.

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Objectives we saw are 
in this rather nice buildings

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that look a little bit like Stanford
at the beginning,

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but flow by the river.

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And we are reaching out to the impossible.

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

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to achieve the impossible.

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We're looking to partner with those
who say Yes

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rather than shake their heads in sorrow.

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We're seeing the Observatory for staff

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as a location used for observing
terrestrial and celestial events.

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Historically, of course, observatories
were as simple as containing

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an astronomical sextant 
for measuring the distance between stars

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or perhaps something like Stonehenge,

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which has some alignments
on the astronomical phenomenon.

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

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

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and educational purposes.

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

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

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

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

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so it's focusing very much on collaboration,

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

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And of course, we're trying 
virtual reality:

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everyone is in there playing around.

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

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see how it works.

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None of this is costing us this much:

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

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

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

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

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and helping them to understand
a bit about coding.

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So we've learned quite a lot ourselves.

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

235
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So we're actually bringing it to the staff
to enable them to play, and to hope

236
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they can imagine the pedagogical purposes.

237
00:18:17,966 --> 00:18:22,232
And this is one of the key differences
between consumer technology

238
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and stuff that's been produced
for learning purposes.

239
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You invent the pedagogy, 
you identify the learning challenge

240
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and then work out 
how the technology can support it,

241
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not the other way round.

242
00:18:36,766 --> 00:18:39,606
So, do you get the idea?

243
00:18:42,093 --> 00:18:46,415
You got a bit of a wow, (check)
of what these technologies might actually

244
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help you.

245
00:18:47,859 --> 00:18:52,652
Does anyone want to go back to the URL
at the beginning, there?

246
00:18:54,005 --> 00:18:57,066
You should be able to find it on your
My OEB.

247
00:18:57,639 --> 00:19:02,542
I've given you 10 -- are we going back? ..

248
00:19:02,542 --> 00:19:05,445
I've given you 10: robotics, 3D printing,

249
00:19:05,445 --> 00:19:10,026
internet of things, Wearables,
Virtual reality, Space exploration

250
00:19:10,026 --> 00:19:13,803
Predictive and cognitive analytics
Mobile scanning and ultrasounds

251
00:19:13,803 --> 00:19:16,305
Renewable Energy, Augmented reality.

252
00:19:16,660 --> 00:19:19,841
Now, opportunity with this particular
software to add your own three.

253
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You'll have to pick three, one vote each
for those.

254
00:19:23,091 --> 00:19:26,655
And just to remind you, these are
some of the things

255
00:19:26,655 --> 00:19:29,491
that you might like to look at.

256
00:19:29,491 --> 00:19:32,010
We're looking for fast development.

257
00:19:32,010 --> 00:19:35,506
We want something that if we found
a pedagogical purpose for it,

258
00:19:35,506 --> 00:19:37,931
it would be easy to embed it.

259
00:19:37,945 --> 00:19:41,185
We want very wide and broad potential

260
00:19:41,405 --> 00:19:47,193
and we definitely want to disrupt
age-old educational models.

261
00:19:47,512 --> 00:19:50,590
So if you can't choose, use those three.

262
00:19:50,590 --> 00:19:53,069
So we'll give you a bit of time to vote

263
00:19:53,069 --> 00:19:55,947
and then we'll be able to get it up 
on the screen, yes?

264
00:20:01,097 --> 00:20:03,369
So, all vote now.

265
00:20:04,583 --> 00:20:10,816
OK - can you see it? Quite small.
can you see, at the back?

266
00:20:11,274 --> 00:20:17,686
No? OK, so the top one we're getting
is virtual reality,

267
00:20:17,686 --> 00:20:19,939
almost everyone voting for that.

268
00:20:20,463 --> 00:20:24,273
I think there's one -- no votes
for wearables, I'm surprised about that.

269
00:20:24,273 --> 00:20:25,957
Keep going, it'll keep coming.

270
00:20:27,935 --> 00:20:31,778
renewable energy, augmented reality
analytics.

271
00:20:32,383 --> 00:20:34,160
OK, I'll just leave you a few moments.

272
00:20:34,160 --> 00:20:37,722
Has everyone finished voting?
Anyone still voting?

273
00:20:40,632 --> 00:20:42,082
Still shifting.

274
00:20:45,208 --> 00:20:49,289
I think this will stay on the app,
so you can have a look later if you want.

275
00:20:49,678 --> 00:20:52,389
So it looks to -- 
oh no, we're still moving,

276
00:20:52,389 --> 00:20:54,087
Somebody else has just got in.

277
00:20:56,897 --> 00:21:03,490
So it looks to me like Internet of things,
Virtual reality

278
00:21:03,490 --> 00:21:06,456
and Predictive and cognitive analytics

279
00:21:06,456 --> 00:21:11,562
are ..... (check) with augmented reality,
3D printing coming soon after.

280
00:21:12,699 --> 00:21:16,176
My challenge to you is to take
some of the wackier ones,

281
00:21:16,176 --> 00:21:20,628
like the Space exploration and the
Mobile scanning and ultrasounds

282
00:21:20,628 --> 00:21:23,191
and see how they may affect your teaching,

283
00:21:23,191 --> 00:21:27,384
because within the riskier ones 
is the greatest potential.

284
00:21:28,179 --> 00:21:30,385
So thank you very much for taking part.

285
00:21:30,385 --> 00:21:32,653
Have we any time for questions?

286
00:21:33,110 --> 00:21:34,648
Yes, sure, OK.

287
00:21:35,842 --> 00:21:37,835
So, questions and challenges...