When Innovation Gets Difficult

When
Innova*on
Gets
Diﬃcult
From
technological
to
ins*tu*onal
innova*on

David
Wiley,
PhD
Department
of
Instruc*onal
Psychology
&
Technology
Brigham
Young
University

Monday, November 9, 2009

What
Business
Are
We
In?

A
warm
up
discussion


http://www.buffalocommons.org/storyimages/ICE-Delivery-Wagon.jpg

What
Business
Are
You
In?

Bringing
people
to
campus?
Gran*ng
degrees?
Helping
people
get
jobs?
Helping
people
learn?


The
20th
century
was
a
*me
of

technological
innova*on;

the
21st
century
must
be
a
*me
of

ins,tu,onal
innova*on.


Gap
Analysis

Let’s
get
some
context


Capacity
Gap

Demand
for
higher
educa*on

versus
system
capacity


39.6%
enrolled
in
higher
educa*on

Extend
This
APR
Worldwide

150M
new
students
coming
into
higher
educa*on


Currently
at
120M

More
new
students
than

current
total
students


In
India
Alone

2400
new
universi*es
in
25
years


Two
New
Universi*es
Per
Week

(Just
to
serve
India)


US
APR
Will
Con*nue
to
Grow

Knowledge
economy
jobs


Employer
Turns*les

US
Department
of
Labor
predicts
today’s

student
will
have
10-‐14
jobs
by
age
38


More,
More,
More

More
people
need
more
schooling

more
oden


Current
System
Will
Not
Scale

Radical
-‐
not
incremental
-‐
improvements
in
capacity
are
necessary


Aﬀordability
Gap

Cost
higher
educa*on

versus
available
funds


What’s
the
Common
Theme?

USC,
Carnegie
Mellon,
Georgetown,

Johns
Hopkins,
Mount
Holyoke,
Duke,

Vanderbilt,
Tuds,
Cornell,
Oberlin,
Vassar


2009-‐2010
Cost

>

$50,000

Top
100
list
ends
at
$46,860


Tui*on
Increases
8%
Per
Year

Cost
doubles
every
decade
(Health
care
grows
at
6%
per
year)


Textbook
Prices
Up
62%

In
the
last
decade
(General
books
up
19%)


2009-‐2010
-‐
$1,100
in
Textbooks

Average
two
year
program
tui*on
$2,500


More,
More,
More

Tui*on
costs
more,
textbooks
cost
more,
much
faster
than
GDP
(4%)


Cost
Trends
Unsustainable

Radical
-‐
not
incremental
-‐
improvements
in
aﬀordability
are
necessary


Relevance
Gap

Distance
between
higher
educa*on

and
the
real
world


Then vs Now
Analog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personal
Consuming ⇒ Contribu*ng
Closed ⇒ Open


Analog
⇒
Digital

Music,
Phones,
TV,
Newspapers,
Movies,
Journals,
Communica*ons,
Intelligence,
Defense


Tethered
⇒
Mobile

Phones,
Internet
Access,
Employment


Isolated
⇒
Connected

People,
Content,
Systems


Generic
⇒
Personal

Cars,
Computers,
Mobile
Phones


Consuming
⇒
Contribu*ng

Radio
/
Podcas*ng,
Newspapers
/
Blogs

Movies
/
Vodcas*ng


Closed
⇒
Open

Sodware
(OSs,
Applica*ons),

Data
(Weather,
GIS),
Content
(Blogs,
Wikis)


Educa/on vs Everyday
Analog ⇒ Digital
Tethered ⇒ Mobile
Closed ⇒ Open


academic,
adj.
pointless;
irrelevant

e.g.,
an
academic
exercise


Wait!

We’re
Educa,on!

Our
historic
monopoly
is
being

challenged
on
almost
every
front


Why
Do
Students
Come?

Content,
Research,
Support
Services

Social
Life,
Degrees


Content

MIT
OpenCourseWare,
Wikipedia,

Flat
World
Knowledge,
etc.


Research

Public
Library
of
Science,
Arxiv.org,

Google
Scholar,
etc.


Support
Services

ChaCha,
Yahoo!
Answers,

RateMyProfessor,
Email,
Instant

Messaging,
Twiler,
etc.


Social
Life

Facebook,
MySpace,
MMOG,
iPhone
loca*on-‐aware
apps,
etc.


Degrees

MCSE,
RHCE,
CCNA


The
Monopoly
Is
Being
Busted

Everything
we
provide
is
now
oﬀered

by
someone
else


When
Ins*tu*ons
Specialize

They
usually
provide
beler
quality

at
a
beler
price


Higher
Ed?

Already
men*oned
cost
How’s
our
quality?


Industries
Failing
Everywhere

Banks,
Insurance,
Automobiles
Higher
Educa*on?


A
Bail
Out
for
Higher
Ed?

More
like
double-‐digit
budget
cuts


No,
No,
No

No
feeling
of
relevance
No
monopoly
posi*on
No
bail
out
coming


Quintessen*al
Crisis

We
can’t
muster
suﬃcient
capacity,
many
who
need
us
most
can’t
aﬀord
us,
and
our
budgets
are
being
slashed.


Ignoring
the
Problem
is
Not
a
Strategy

Christensen’s
Crucial
Conversa,ons


Technology
Gap

Technology
use
in
higher
educa*on

and
the
real
world


Ader
applying
for
admission
to
the
university,

registering
for
classes,
and
paying
tui*on,
Jay

makes
his
way
into
a
large,
stadium
sea*ng-‐
style
room.
Talking
during
the
lecture
is

forbidden
and
the
professor
has
a
strict
“lids

down”
policy
to
help
students
focus
on
the

class.
Having
read
his
textbook
and
reviewed

the
assigned
handouts,
Jay
joins
150
other

students
in
listening
to
a
50-‐minute
lecture.

Analog,
tethered,
isolated,

generic,
consuming,
closed


From
his
dorm
room,
a
cafe,
and
a
bus,
Jay

connects
to
the
Internet
via
his
laptop
and

searches
Google
for
informa*on
relevant
to

tomorrow’s
test.
Temporarily
stymied,
he
chats

with
friends
on
the
phone
to
see
if
they
can
assist

in
his
search.
Finding
a
good
source,
he
follows

links
to
explore
related
informa*on,
ignoring

irrelevant
material.
Later
that
evening
at
study

group
Jay
shares
his
ﬁnd
with
friends.

Digital,
mobile,
connected,

personal,
contribu*ng,
open


Technology
Integrated
in
Courses?

74%
of
faculty
say
yes
62%
of
students
say
no


Administra*ve
Eﬃciency

Streamlined
applica*on,
registra*on,

handout
distribu*on,
homework
submission


No
Improvement
of
Core
Business

Teaching
and
Learning


Improving
Core
Business

Amazon’s
recommended
books
Grocery
store’s
personalized
coupons


What
About
E-‐learning?


What
About
E-‐learning?

Quite
innova*ve
in
1995!


Characteris/cs
of
E-‐learning
Analog or Digital
Tethered or Mobile
Isolated or Connected
Generic or Personal
Consuming or Contribu*ng
Closed or Open


Openness
is
the
Cornerstone

Openness
underpins
everything
interes*ng

happening
online
and
is
“what
they
expect”


Why
Make
Such
a
Claim?

Let’s
ask
Alexa
what
the
50
most

popular
sites
on
the
web
are…


Sites
Where
Anyone
Can...

Share
a
video,
share
a
photo,
share
a
blog
post,

share
their
personal
info,
share
their
ra*ngs,

share
their
ﬁles,
share
their
exper*se


Connec*ng

You
can’t
connect
to
something
if
you

don’t
have
access
to
it


Personalizing

You
can’t
adapt
or
localize
something
if
you
don’t
have
the
rights
to
modify
it


Contribu*ng

You
can’t
contribute
if
there’s

no
outlet
for
your
work


What
Does
Openness
Mean
for
HE?


The
Open
Access
Movement

Providing
access
to
the
research

created
at
the
university


The
Open
Educa*on
Movement

Providing
access
to
the
teaching
and

learning
materials
created
at
the
university


These
Are
Bolt-‐Ons

Not
radical
innova*ons
with
openness
as
a
core
value


We’ve
Moved
Beyond
the
Garage

Ins*tu*onal
innova*on
is
inﬁnitely

more
diﬃcult
than
technical
innova*on


E.g.,
Stakeholders

Is
innova*on
by
commilee
possible?


E.g.,
Accredita*on

How
innova*ve
can
you
be
without

sacriﬁcing
accredita*on?


Would
You
Rather
Be...

Accredited
and
out
of
business?

Unaccredited
and
s*ll
in
business?


Ins*tu*ons
are
Designed
En**es

Not
naturally
occurring
en**es


Design

“Purposive
choice
under
constraint”


Constraints

Are
at
least
as
diﬀerent
a6er
the
Internet
as
they
were
a6er
Gutenberg


E.g.,
From
Cheap
to
Free

Gutenberg
made
copies
cheap,

but
the
Internet
made
them
nonrivalrous


Previous vs Current
Analog ⇒ Digital
Tethered ⇒ Mobile
Closed ⇒ Open


New
Constraints
Require
New
Designs

Not
post
hoc,
bolted-‐on
ﬁxes


Food
for
Thought
1

Western
Governor’s
University


Dynamic
Specializa*on

Hagel
and
Brown


Food
for
Thought
2

Open
University
of
the
Netherlands


The
EMO

An
intriguing
lifelong
learning
model


Food
for
Thought
3

University
of
the
People


Give
Away
the
Razor,
Sell
the
Blades

Raymond’s
The
Magic
Cauldron


Food
for
Thought
4

The
Open
High
School
of
Utah


Data-‐Driven
Teaching

Real-‐*me
pedagogy
via
dashboards


OER
for
Con*nuous
Improvement

Local
control
means
rapid
gains


Food
for
Thought
5

Bologna
Process
and
the
European
Higher
Educa*on
Area


A
la
Carte
Degrees

Why
not
take
math
at
MIT,
physics
at

Berkeley,
law
at
Stanford,
classics
at

Chicago,
New
Testament
at
BYU,
etc.,

and
call
it
a
degree?


Food
for
Thought
6

Land-‐grant
University
2.0
(Hint:
it
would
include
openness)


Food
for
Thought
7

Morrill
Act
III
(Hint:
it
would
include
openness)


Only
You
(Policymakers)
Can
Innovate

You
can’t
wait
for
two
guys
in
a
garage

to
ﬁx
higher
educa*on’s
problems


You
Must
Become
Conversant

The
aﬀordances
of
the
Internet
cannot

remain
the
exclusive
province
of
gearheads


The
Technology
Exists

(The
technology
caused
the
change

in
our
constraints
/
context!)


Is
the
Will
to
Innovate
There?

There
will
be
very
real
costs
(either
way)


“It
is
not
necessary
to
change.

Survival
is
not
mandatory.”
W.
E.
Deming


Thank
You

david.wiley@byu.edu

hlp://davidwiley.org/


When Innovation Gets Difficult

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