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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 Pro Vice-Chancellor

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of Education Innovation,
Gilly Salmon (0:12)

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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 .... except 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 with the 
most schools and 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 Future.

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So, we will move to the movie, please.

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(strong-beat music)

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(shouts)

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(panting)

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(narrator) When we start moving forward,
the world starts 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. 2:52

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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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University of Western Australia
are true heritage buildings.

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And I -- in there, we've put
a future's 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, to 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 is a link there 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' word,

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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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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 everyone 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 Future's 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, 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 a curriculum,

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assess their ability, 
instill new coaches 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. 13:19