Download - Why do we do what we do?

August 8, 2001 Snowmass Directors Seminar

Why do we do what we do?

And other hard questions

Jack McCredie

University of California, Berkeley


Alternative Titles

The Geezer Talk

What I did on my Australian vacation

The relevance of proactive IT strategic planning in a post-modern society

“Dogs are more fun” Part II


Why do we do what we do?

Enjoy the processIt’s fun!

Enjoy the results

Enjoy the rewards


We do what we do because:

we must be a tad crazy {56%}we get a great deal of satisfaction and fun doing it {94%}we are working with some of the brightest people on the planet {75%}we are building applications that will improve learning and/or our colleges or universities {88%}


because:

higher education is important and we want to be part of it. {94%}“We are not wimps; we want real challenges.”“There’s always the chance we are this era’s Gutenbergs.” “If not this, I’d have to get a real job.”“It is etched in our DNA.”


We do what we do because:

“It’s our mission to help students get the technological skills they will need.”“We want to make a difference, and we care about students.”“It’s so challenging and never boring.”“Education is essential to our nation & world.”“IT is at the heart of the education enterprise.”“We have great opportunities to experiment and explore.”“IT is FUN!!”


It is very hard to get things done in higher education

becausea vote of 36 to 1 is usually considered a tie. {52%}

the tenure process inhibits teaching innovation. {43%}

the enormous inertia built into the higher education establishment makes change difficult. {78%}


becausechange is difficult in all organizations & education is not very different. {63%}there are not adequate resources to make the required investments. {61%}improving learning with technology is not cost-effective. {17%}educational technologies have not been shown to improve learning. {36%}faculty members are often not rewarded for teaching excellence. {80%}


because

“institutions of higher learning are very complicated and we often do not understand the political dynamics.”“we are unwilling to take real ‘agent-for-change’ risks.”“we haven’t found a balance between fostering innovation and enterprise support.”“there is poor leadership and bad management.”


because

“we are still in the discovery stage of learning how people learn, with or without technology.”

“faculty members are extremely conservative when it comes to their teaching methods.”

“the complexity of our institutions is an inhibitor of change.”

“academics are focused on debating issues not on taking actions.”


Change is just plain hard!!

Example 1: City planning in Pittsburgh


Change is just plain hard!!

Example 1: City planning in Pittsburgh

Example 2: Developing the ARPAnet

Where wizards stay up late: the origins of the internet, Katie Hafner &l Matthew Lyon

UCLA

SRI IMP #1

IMP #2

Sigma-7

SDS-940

First ARPA Network Map

UCLA

SRI IMP #1

IMP #2

Sigma-7

SDS-940

First ARPA Network Map October, 1969


How can we learn to avoid costly mistakes of

others?“It’s rarely easy to know what needs avoiding.”

“We in IT probably can’t – most decisions are made by faculty, other admin., etc.”

“Communicate, collaborate and share information and experiences.”

“Admit when we make mistakes, and then advertise that we made them.”

“In general we cannot – differences too great.”


How can we learn to avoid costly mistakes of

others?“Ask our peers, listen, collaborate, and work closely with our clients.”“Talk about our mistakes as well as our successes.”“Network, network, & network.”“Don’t punish each other for honest mistakes.”“Learn about best practices.”


How can we help to improve things faster?

“We need more research into the ROI of learning technologies – do they really help?”

“By planning – not wishing.”

“Think like a trustee.”

“Engage the faculty & work with discipline specific professional organizations.”

“Reward teaching excellence more than we do now.”



“Become skilled in facilitation, group processes, and team building.”“Get rid of the dead wood!”“Constantly communicate with faculty, students, administrators, trustees – everyone.”“Listen more to students.”“Become more involved in campus political process.”“Collaborate meaningfully – not just in name.”



“Get out of the way – support the innovators.”

“Ensure that we provide adequate support for faculty and students.”

“Educate presidents and provosts.”

“Gain trust and be active and enthusiastic.”

“We can’t; quit trying to lead with technology.”

“Gain better understanding of human learning.”


Understanding Human Learning

Early lessons from graduate school at CMU

Herb Simon, “What makes Technology Revolutionary,” May/June 2001

Download - Why do we do what we do?

Top Related