9:59:59.000,9:59:59.000 (Moderator) We have with us someone[br]who has been involved 9:59:59.000,9:59:59.000 in digital learning innovation [br]for more than 20 years 9:59:59.000,9:59:59.000 Please welcome the University of Western[br]Australia Pro Vice-Chancellor 9:59:59.000,9:59:59.000 of Education Innovation,[br]Gilly Salmon (0:12) 9:59:59.000,9:59:59.000 (Applause) 9:59:59.000,9:59:59.000 (Gilly Salmon) So I'm going to talk to you[br]about the impossible. 9:59:59.000,9:59:59.000 So if you're easily scared, [br]you can leave now or at any time, 9:59:59.000,9:59:59.000 that's OK with me. 9:59:59.000,9:59:59.000 So I come from the very young country [br]of Australia. 9:59:59.000,9:59:59.000 Most of you know I'm not Australian, but [br]I've been living there nearly 5 years now. 9:59:59.000,9:59:59.000 Probably another 20 .... except me (check) 9:59:59.000,9:59:59.000 But in the young country of Australia,[br]a university that's 100-years old 9:59:59.000,9:59:59.000 is very, very, very old. 9:59:59.000,9:59:59.000 So, and now, the University of Western[br]Australia is very, very old. 9:59:59.000,9:59:59.000 It's a research-intensive, one with the [br]most schools and campuses in the world, 9:59:59.000,9:59:59.000 on the mouth of the Swan River,[br]in Western Australia, 9:59:59.000,9:59:59.000 and I'm going to show you a 1-minute movie[br]to get a glimpse of our environment 9:59:59.000,9:59:59.000 and also our dreams. 9:59:59.000,9:59:59.000 So, you need to watch very carefully,[br]because I'm going to talk about 9:59:59.000,9:59:59.000 the brief glimpse you get of the buildings[br]because that's where my center is, 9:59:59.000,9:59:59.000 the Centre for Education Future. 9:59:59.000,9:59:59.000 So, we will move to the movie, please. 9:59:59.000,9:59:59.000 (strong-beat music) 9:59:59.000,9:59:59.000 (shouts) 9:59:59.000,9:59:59.000 (panting) 9:59:59.000,9:59:59.000 (narrator) When we start moving forward,[br]the world starts with us. 9:59:59.000,9:59:59.000 (strong wind in branches - panting) 9:59:59.000,9:59:59.000 (narrator) So chase your dream.[br]It's only impossible until it's done. 9:59:59.000,9:59:59.000 [Pursue impossible] 9:59:59.000,9:59:59.000 [The University of Western Australia] 9:59:59.000,9:59:59.000 (Applause)[br](Salmon) Thank you. 2:52 9:59:59.000,9:59:59.000 We made that movie to try and inspire[br]our students 9:59:59.000,9:59:59.000 but we actually found it inspires us[br]even more. 9:59:59.000,9:59:59.000 So, right at the beginning you saw[br]some work for 9:59:59.000,9:59:59.000 University of Western Australia[br]are true heritage buildings. 9:59:59.000,9:59:59.000 And I -- in there, we've put[br]a future's observatory 9:59:59.000,9:59:59.000 and a learning design studio, [br]to try and inspire the impossible 9:59:59.000,9:59:59.000 in both our faculty members and ultimately[br]our students, to new design. 9:59:59.000,9:59:59.000 So, I've got this weird job title, 9:59:59.000,9:59:59.000 Pro Vice-Chancellor [br]Education Innovation. 9:59:59.000,9:59:59.000 I'm sure when I was appointed, [br]just over 12 months ago, 9:59:59.000,9:59:59.000 nobody knew what that meant. 9:59:59.000,9:59:59.000 Fortunately, they did allow me to[br]invent it. 9:59:59.000,9:59:59.000 While you're listening to me, [br]just to say there's going to be 9:59:59.000,9:59:59.000 a bit of a poll at the end. 9:59:59.000,9:59:59.000 If you got the My OEB app, [br]you can look it up, 9:59:59.000,9:59:59.000 if not, there is a website, [br]there is a link there up, 9:59:59.000,9:59:59.000 so that you can take part in the poll[br]in a bit. 9:59:59.000,9:59:59.000 Now, I actually think an incredible[br]number of words have been written 9:59:59.000,9:59:59.000 about innovation, especially in the scope[br]of educational innovation 9:59:59.000,9:59:59.000 and disruptive technology. 9:59:59.000,9:59:59.000 And I did a bit of a survey. 9:59:59.000,9:59:59.000 i wasn't as knowledgeable [br]as some of those people 9:59:59.000,9:59:59.000 that you've just heard speaking, 9:59:59.000,9:59:59.000 but it was rather odd that probably[br]one of the very top things 9:59:59.000,9:59:59.000 that you can see, was how to promote[br]innovation 9:59:59.000,9:59:59.000 in the changing modes of teaching, 9:59:59.000,9:59:59.000 which I think is probably [br]one of our biggest challenges of all. 9:59:59.000,9:59:59.000 And actually, creating an evidence base[br]for that, 9:59:59.000,9:59:59.000 because you all know, in universities,[br]that's the way it goes: 9:59:59.000,9:59:59.000 If you haven't got evidence for it,[br]it doesn't exist. 9:59:59.000,9:59:59.000 And so, we did a bit of a survey; [br]there were the top universities, 9:59:59.000,9:59:59.000 we did some visits as well, in the US[br]as well as other parts in the world. 9:59:59.000,9:59:59.000 And everyone, just everyone has still[br]really not got into 9:59:59.000,9:59:59.000 achieving true innovation. 9:59:59.000,9:59:59.000 And so for me, that's [br]still a bit of a mystery, and I think 9:59:59.000,9:59:59.000 it's really rather extraordinary that[br]everyone in education, 9:59:59.000,9:59:59.000 all of you, at every level, [br]is trying to do this 9:59:59.000,9:59:59.000 and yet most organizations,[br]most institutions 9:59:59.000,9:59:59.000 are still striving to reorientate[br]themselves to an innovation culture. 9:59:59.000,9:59:59.000 What will distinguish them,[br]what will differentiate them? 9:59:59.000,9:59:59.000 What they offer their students[br]and stakeholders. 9:59:59.000,9:59:59.000 So, we could very very easily blame it 9:59:59.000,9:59:59.000 on the level of dogmatic approaches[br]and resistance. 9:59:59.000,9:59:59.000 And yet, by their nature, don't you think[br]that most staff working in education 9:59:59.000,9:59:59.000 are often the most open to change[br]and development, would you agree? 9:59:59.000,9:59:59.000 So I found it really quite a conundrum[br]to tackle this. 9:59:59.000,9:59:59.000 So, maybe, you heard the first keynote[br]this morning, David Price. 9:59:59.000,9:59:59.000 Maybe we're in denial [br]that we even need to change, possibly: 9:59:59.000,9:59:59.000 that's one answer. 9:59:59.000,9:59:59.000 So some of my answers: 9:59:59.000,9:59:59.000 I know the university sector best, [br]so I'll talk about that. 9:59:59.000,9:59:59.000 But I do actually think that [br]this may apply 9:59:59.000,9:59:59.000 to many of the other sectors [br]represented in this room. 9:59:59.000,9:59:59.000 The higher education sector, [br]across the world, 9:59:59.000,9:59:59.000 is very compressed but also[br]highly competitive now, 9:59:59.000,9:59:59.000 but also marginally differentiated. 9:59:59.000,9:59:59.000 It's mainly differentiated by [br].......... (check) research profile, 9:59:59.000,9:59:59.000 research orientation,.........[br]reputation. 9:59:59.000,9:59:59.000 And also, everyone is upright 9:59:59.000,9:59:59.000 in an increasingly less and less and less[br]regulated world. 9:59:59.000,9:59:59.000 Those of you standing, there's a few[br]white pods, you can sit on them 9:59:59.000,9:59:59.000 in the front here...... 9:59:59.000,9:59:59.000 if you're not too frightened. 9:59:59.000,9:59:59.000 Now, governments around the world[br]are pressing for larger proportions 9:59:59.000,9:59:59.000 of their populations to attend university. 9:59:59.000,9:59:59.000 Most of them, not here in Germany, [br]I understand, but most of us 9:59:59.000,9:59:59.000 have made paying for the experience[br]a lifelong one. 9:59:59.000,9:59:59.000 For most students, and even that[br]has done little 9:59:59.000,9:59:59.000 to dampen the enthusiasm [br]for higher education, 9:59:59.000,9:59:59.000 There's more people going to university[br]than really ever has in our lifetime. 9:59:59.000,9:59:59.000 Our children and our grandchildren [br]are going to go 9:59:59.000,9:59:59.000 forward and forward and forward. 9:59:59.000,9:59:59.000 So there does appear to be, using[br]the entrepreneurs' word, 9:59:59.000,9:59:59.000 reliable growth in the market place. 9:59:59.000,9:59:59.000 So therefore, we need to innovate. 9:59:59.000,9:59:59.000 We need to find ways [br]of reaching that growth. 9:59:59.000,9:59:59.000 Second. Of course we know -- it has just[br]been mentioned in the session just now -- 9:59:59.000,9:59:59.000 that the number of university campuses[br]would have to increase 9:59:59.000,9:59:59.000 at an incredible alarming rate. 9:59:59.000,9:59:59.000 I've heard something like 1 per month[br]for the next 10 years 9:59:59.000,9:59:59.000 in order to meet the requirements[br]of teaching in traditional ways. 9:59:59.000,9:59:59.000 Clearly, that's not going to happen,[br]it's also not practical to extend 9:59:59.000,9:59:59.000 the existing campuses that we have[br]with physical capacity and real estate. 9:59:59.000,9:59:59.000 So therefore, innovation, again,[br]is needed. 9:59:59.000,9:59:59.000 Third. We know much of the way[br]that we are teaching in Universities 9:59:59.000,9:59:59.000 at the moment, will not provide [br]the citizens of the future 9:59:59.000,9:59:59.000 with the right skills, 9:59:59.000,9:59:59.000 nor will they graduate with the ability[br]to undertake multiple careers 9:59:59.000,9:59:59.000 during their life times. 9:59:59.000,9:59:59.000 We've also heard most babies being born[br]today will live to over 100. 9:59:59.000,9:59:59.000 I mean, we really need to be educating [br]those people, don't we? Not ourselves. 9:59:59.000,9:59:59.000 So in short, the nature of work [br]is changing. 9:59:59.000,9:59:59.000 So whatever our educational purposes,[br]the need for change is striking. 9:59:59.000,9:59:59.000 And everyone of us has [br]a shared responsibility, as educators, 9:59:59.000,9:59:59.000 to innovate to meet these and [br]many other challenges that we face. 9:59:59.000,9:59:59.000 So, why would we turn to technology[br]to assist us in this conundrum 9:59:59.000,9:59:59.000 is one of my questions. 9:59:59.000,9:59:59.000 But one of the things I've done, 9:59:59.000,9:59:59.000 since I've been at the University [br]of Western Australia, 9:59:59.000,9:59:59.000 and as I mentioned, we put [br]a physical space. 9:59:59.000,9:59:59.000 It's kind of a cross between a space[br]for the community to gather, 9:59:59.000,9:59:59.000 a bit of a makers' space too; 9:59:59.000,9:59:59.000 somewhere a bit different,[br]a bit different from the traditional areas 9:59:59.000,9:59:59.000 and it's actually for staff, [br]not for students. 9:59:59.000,9:59:59.000 Most universities in the world [br]are changing their libraries 9:59:59.000,9:59:59.000 and many of their traditional buildings[br]into informal spaces for students, 9:59:59.000,9:59:59.000 so we thought we might do that [br]for staff too. 9:59:59.000,9:59:59.000 And we called it The Future's Observatory. 9:59:59.000,9:59:59.000 So why put some technology in it? 9:59:59.000,9:59:59.000 Well, many forces, of course, [br]in our society, 9:59:59.000,9:59:59.000 can bring about large scale changes[br]in economics and societies, but 9:59:59.000,9:59:59.000 since the Industrial Revolution, say,[br]the late 18th, early 19th centuries, 9:59:59.000,9:59:59.000 technology has had this unique role, 9:59:59.000,9:59:59.000 empowering growth [br]and transforming economic value. 9:59:59.000,9:59:59.000 It has to be technology. 9:59:59.000,9:59:59.000 Technology represents in itself[br]new ways of doing things 9:59:59.000,9:59:59.000 and once mastered, creates lasting change 9:59:59.000,9:59:59.000 which, applied to universities [br]and schools, and training of all kind, 9:59:59.000,9:59:59.000 we won't immediately unlearn, you know: 9:59:59.000,9:59:59.000 our teachers, ways of teaching, [br]our campuses, physical and virtual, 9:59:59.000,9:59:59.000 finally, through technologies, the ideas[br]become implanted as innovations 9:59:59.000,9:59:59.000 and our world starts to move faster. 9:59:59.000,9:59:59.000 We can make it faster. 9:59:59.000,9:59:59.000 So, the most interesting part of this,[br]for me, 9:59:59.000,9:59:59.000 is that some technologies [br]have the potential 9:59:59.000,9:59:59.000 to disrupt the status quo in education, 9:59:59.000,9:59:59.000 -- and we've just been talking about[br]some of them -- 9:59:59.000,9:59:59.000 and lead finally to true innovation [br]in the service of learning 9:59:59.000,9:59:59.000 and alter the way we imagine our teaching,[br]teach our students, choose a curriculum, 9:59:59.000,9:59:59.000 assess their ability, [br]instill new coaches in them, 9:59:59.000,9:59:59.000 so they live and work differently [br]in the future: 9:59:59.000,9:59:59.000 in practice, create entirely new products[br]and services. 9:59:59.000,9:59:59.000 And others simply do not. 9:59:59.000,9:59:59.000 And for me, things like lecture capture[br]simply does not, 9:59:59.000,9:59:59.000 because it reproduces the ways[br]we've undertaken learning for centuries. 9:59:59.000,9:59:59.000 So I think we need to be very careful[br]in what technologies we choose 9:59:59.000,9:59:59.000 to disrupt and drive our innovations. 9:59:59.000,9:59:59.000 Otherwise, we simply embed the old better[br]than we did before. 9:59:59.000,9:59:59.000 And the other thing to say is that[br]education leaders cannot wait 9:59:59.000,9:59:59.000 until the meager, meager evolution that [br]I've seen in my 20 years in this field 9:59:59.000,9:59:59.000 catch up, somehow, and we're not going [br]to do it with Learning Management Systems 9:59:59.000,9:59:59.000 and we'll really not, you know, they're[br]simply not moving. 9:59:59.000,9:59:59.000 I've just chosen a new Learning Management[br]System 9:59:59.000,9:59:59.000 for the University of Western Australia. 9:59:59.000,9:59:59.000 I got the best I could, [br]but the original values 9:59:59.000,9:59:59.000 of the way people teach and learn[br]are still in there, 9:59:59.000,9:59:59.000 and we need to change that, we need[br]to move forward on that. 9:59:59.000,9:59:59.000 And we also cannot be held back [br]by other industries on which we depend. 9:59:59.000,9:59:59.000 You know, so the patch defense, going on,[br]for example, with publishers. 9:59:59.000,9:59:59.000 We cannot let that happen, [br]we do need to change this. 9:59:59.000,9:59:59.000 So it's time -- referring back [br]to this morning -- 9:59:59.000,9:59:59.000 to stop being 12 white men [br]sitting around the table, 9:59:59.000,9:59:59.000 to stop rearranging the furniture[br]and actually move on with the world. 9:59:59.000,9:59:59.000 And if we don't do it, [br]no one else is going to. 9:59:59.000,9:59:59.000 It's those of you who are here[br]with me today 9:59:59.000,9:59:59.000 that's actually going to do that run[br]that you saw my students do earlier. 9:59:59.000,9:59:59.000 So at the moment, the link definitely[br]between height and potential 9:59:59.000,9:59:59.000 is very unclear. 9:59:59.000,9:59:59.000 And of course, there are still surprises to come. 15:03