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, [br]there are still surprises to come.

9:59:59.000,9:59:59.000
The future is like that,[br]the future is like that.

9:59:59.000,9:59:59.000
Nobody can be certain.

9:59:59.000,9:59:59.000
We need now to understand [br]how we can experiment,

9:59:59.000,9:59:59.000
how we can take risks,[br]how we can ............. (check)

9:59:59.000,9:59:59.000
how we can prototype.

9:59:59.000,9:59:59.000
In practice, to learn from the future[br]as it emerges; be ready to respond.

9:59:59.000,9:59:59.000
In short, create [br]much more radical innovation

9:59:59.000,9:59:59.000
and stop taking baby steps: [br]it's time to shift.

9:59:59.000,9:59:59.000
This is the Future's Observatory.

9:59:59.000,9:59:59.000
Objectives we saw are [br]in this rather nice buildings

9:59:59.000,9:59:59.000
that look a little bit like Stanford[br]at the beginning,

9:59:59.000,9:59:59.000
but flow by the river.

9:59:59.000,9:59:59.000
And we are reaching out to the impossible.

9:59:59.000,9:59:59.000
So I'm trying all sorts of different ways[br]to try and reach out,

9:59:59.000,9:59:59.000
to achieve the impossible.

9:59:59.000,9:59:59.000
We're looking to partner with those[br]who say Yes

9:59:59.000,9:59:59.000
rather than shake their heads in sorrow.

9:59:59.000,9:59:59.000
We're seeing the Observatory for staff

9:59:59.000,9:59:59.000
as a location used for observing[br]terrestrial and celestial events.

9:59:59.000,9:59:59.000
Historically, of course, observatories[br]were as simple as containing

9:59:59.000,9:59:59.000
an astronomical sextant [br]for measuring the distance between stars

9:59:59.000,9:59:59.000
or perhaps something like Stonehenge,

9:59:59.000,9:59:59.000
which has some alignments[br]on the astronomical phenomenon.

9:59:59.000,9:59:59.000
Now, the way we're seeing this, is[br]we're trying to observe the future.

9:59:59.000,9:59:59.000
And I guess, some of the celestial events[br]will be some of the digital life

9:59:59.000,9:59:59.000
and educational purposes.

9:59:59.000,9:59:59.000
So, it's a metaphor, OK, but[br]we're trying to push people to understand

9:59:59.000,9:59:59.000
how a technology might help you[br]to imagine an action, a future.

9:59:59.000,9:59:59.000
So this is what we're doing in here, and[br]we've got some technologies in there,

9:59:59.000,9:59:59.000
I mean, this -- you can see the cruiser table[br]that you can stand around,

9:59:59.000,9:59:59.000
so it's focusing very much on collaboration,

9:59:59.000,9:59:59.000
which a lot of our students tell us[br]they actually want.

9:59:59.000,9:59:59.000
And of course, we're trying [br]virtual reality:

9:59:59.000,9:59:59.000
everyone is in there playing around.

9:59:59.000,9:59:59.000
Yes, try some ramification (check),[br]bring it into the classroom,

9:59:59.000,9:59:59.000
see how it works.

9:59:59.000,9:59:59.000
None of this is costing us this much:

9:59:59.000,9:59:59.000
it's all consumer technology [br]that we can readily buy.

9:59:59.000,9:59:59.000
Obviously, we're trying out[br]the robotic stuff too,

9:59:59.000,9:59:59.000
and we've had quite a lot of fun[br]with that, actually.

9:59:59.000,9:59:59.000
I think someone mentioned earlier [br]how much fun that is working with students

9:59:59.000,9:59:59.000
and helping them to understand[br]a bit about coding.

9:59:59.000,9:59:59.000
So we've learned quite a lot ourselves.

9:59:59.000,9:59:59.000
.............. that sort of thing (check)

9:59:59.000,9:59:59.000
So we're actually bringing it to the staff[br]to enable them to play, and to hope

9:59:59.000,9:59:59.000
they can imagine the pedagogical purposes.

9:59:59.000,9:59:59.000
And this is one of the key differences[br]between consumer technology

9:59:59.000,9:59:59.000
and stuff that's been produced[br]for learning purposes.

9:59:59.000,9:59:59.000
You invent the pedagogy, [br]you identify the learning challenge

9:59:59.000,9:59:59.000
and then work out [br]how the technology can support it,

9:59:59.000,9:59:59.000
not the other way round.

9:59:59.000,9:59:59.000
So, did you get the idea?

9:59:59.000,9:59:59.000
You got a bit of the how,[br]of what these technologies might actually

9:59:59.000,9:59:59.000
help you.

9:59:59.000,9:59:59.000
Does anyone want to go back to the URL[br]at the beginning, there?

9:59:59.000,9:59:59.000
You should be able to find it on your[br]My OEB.

9:59:59.000,9:59:59.000
I've given you 10 -- are we going back? ..

9:59:59.000,9:59:59.000
I've given you 10: robotics, 3D printing,

9:59:59.000,9:59:59.000
internet of things where both[br]virtual reality, space exploration

9:59:59.000,9:59:59.000
predictive and cognitive analytics[br](check list on big player)

9:59:59.000,9:59:59.000
Now, opportunity with this particular[br]software to add your own three.

9:59:59.000,9:59:59.000
You'll have to pick three, one vote each[br]for those.

9:59:59.000,9:59:59.000
Just to remind you, these are[br]some of the things

9:59:59.000,9:59:59.000
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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......... (check) 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. 21:23