Flipped Session: Working Successfully with Emerging Technologies and Innovations (166265111)

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Continuously innovating and transforming our current practices is critical to keep pace with teaching and learning as it evolves. While there is no shortage of candidate innovations, the process by which to discover them, to select them for pilots, and to consider full-scale implementation, can be challenging. Join in this flipped session where we'll explore these issues and how they map to higher education units like yours. In short, we'll review the processes that help us identify the innovations and opportunities critical to continued student success. To participate in this flipped session, you'll need to watch this 30 minute introductory video: How to Think about Disruptive Innovation, by Alex Castellarnau of IDEO. and be prepared to discuss it during these session. We'll also be discussing and using some of the rubrics found here: http://tinyurl.com/goodpilot. Please bring a laptop or tablet to the session. http://www.educause.edu/midwest-regional-conference/2013/flipped-session-working-successfully-emerging-technologies-and-innovations

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Flipped Session: Working Successfully with Emerging Technologies and Innovations
Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE

March 2013

Resources

http://tinyurl.com/midwestflip

What we’re doing today:
§  The role of innovation in the portfolio §  Developing the 10% for innovation §  Institutional example: working with emerging technologies §  Rubrics and decision making

Working Successfully with Emerging Technologies and Innovations

Discover Pilot ? Now What ?

Feeding Core Services Through Disruptive Innovation

Over-emphasis on efficiency and quick turnaround tends to produce standard, in-the-box ideas

A “can’t-afford-to-fail” constraint can produce unimaginative, short-term, even short-sighted solutions

Out-of-the-box thinking depends on a conducive, out-ofthe-ordinary work environment

Evolutionary thinking is about either new audiences or new services Truly disruptive thinking is about new audiences and new services The health of the core is nurtured by innovative, out-of-the-box thinking The value of the “disruptive 10%” is learning, which can be imported back into the core

Increase
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http:// pollev.com/ drvdiaz

Innovation should be about gathering as much learning as possible through the process of launching an innovation.

Those involved in innovation should have nearly complete freedom to create and develop and should have radical autonomy, right from the start of their employment with the organization. They should be solely dedicated to innovating.

Allow individuals to be passionate about their interests.

You are your own brand. Allow each person to build their own paths of exploration and expertise in areas that interest them.

Leadership is a reflection, not a vision. Avoid directing and instead reflect. You’re not an arrow; you’re a mirror.

Don’t predetermine the outcome— instead, focus on the process.

Those active in disruptive innovation, the 10%, should be questioning what the organization is about to discover what it is not.

Is this possible?
§  Find
§  A discussion partner or partners

§  Discuss
§  How can you set up the 10% (if not, how else)
§  §  §  §  §  Who would they be What would they do How would they be supported Permanent or temporary Integrated into other units or not

Pilots 101

What nuggets from the innovative space should you import to the core? AND how?

Discover Pilot ? Now What ?

Institutional Example: Penn State’s Hot Teams
§  Rapid investigation §  Goals:
§  learn more §  quickly develop understanding

§  Recommends:
§  should we implement and to what extent

The Team and Tasks
§  4-5 diverse members + ….. intended user and existing user §  Answer 7 things questions
§  §  §  §  §  §  §  What is it? How does it work? Who's doing it? Why is it significant? What are the downsides? Where is it going? What are the implications for higher education?

§  4 weeks

Timeline
§  Week 1: Team meets and shares what they know about the topic and identifies knowledge gaps (benefits, applications). §  Week 2: Team uses the tool or technique, documents their experience, explores what they don’t know, and seeks expert/ practitioner input (downsides, limitations).

Timeline
§  Week 3: Team discusses their findings, answers any remaining questions, and completes a draft of the final document. §  Week 4: Team finalizes the document, and sometimes a video of the tool/technique in action, to be displayed on the Hot Teams website (http://tlt.its.psu.edu/hot-team).

Hot Team: Personal Video Collaboration Tools
http://tlt.its.psu.edu/2013/02/04/hot-team-personal-videocollaboration-tools/

ELI’s 7 Things You Should Know About…
http://www.educause.edu/research-and-publications/7things-you-should-know-about/7-things-you-should-knowabout-learning-technology-topics

Discover Pilot ? Now What ?

Go to Rubrics
http://tinyurl.com/midwestflip

Gyorke/Penn State Rubric
utility creativity efficacy feasibility risk resistance

West FL Rubric
strategic alignment potential value student count impact ROI resources student engagement impact

Hopkins Rubric
curriculum connection authenticity feedback differentiation user friendliness student motivation reporting

Duke Rubric
analysis methodology data gathering analysis drafting recommendations advocacy

Putting It All Together
§  Find a discussion partner or partners §  Discuss which of the rubrics would be most useful to you? Why? §  Share insights and discoveries

Resources

tinyurl.com/seicases

ELI 2012 Fall Focus Session Working Successfully with Emerging Technologies and Innovations

tinyurl.com/ffs12recordings

Focus Session Resources

Contact
Veronica Diaz, PhD: [email protected] Associate Director EDUCAUSE Learning Initiative EDUCAUSE

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