network technology, disruptive innovation and the future

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This is the presentation I gave to the SAFFIRE launch festival at the University of Canberra on Monday 18 March, 2013



2. PROVOCATEURThe views presented here are mineand do not represent the views ofmy employer.Licensed CC BY-NC-ND 2.0 by greenkozi 3. DISRUPTIVE INNOVATIONSIts been interesting watching this unfoldin music, books, newspapers, TV, butnothing has ever been as interesting tome as watching it happen in my ownbackyard. Higher education is now beingdisrupted; our MP3 is the massive openonline course (or MOOC), and ourNapster is Udacity, the education startup. 4. FORECASTING THE DEMISE OF THEUNIVERSITY"Universities wont survive. The future is outside the traditionalcampus, outside the traditional classroom. Distance learningis coming on fast.- Peter Drucker, Forbes magazine 1997 5. DEFINING DIChristensen describes disruptive innovation as:Generally, disruptive innovations weretechnologically straightforward, consisting of off-the-shelf components put together in a productarchitecture that was often simpler than priorapproaches. They offered less of what customers inestablished markets wanted and so could rarely beinitially employed there. They offered a differentpackage of attributes valued only in emergingmarkets remote from, and unimportant to, themainstream 6. DEFINING DIDisruptive technologies bring to market a verydifferent value proposition than had been availablepreviously. Generally, disruptive technologiesunderperform established products in mainstreammarkets. But they have features that a few fringe(and generally new) customers value. Productsbased on disruptive technologies are typicallycheaper, simpler, smaller and, frequently, moreconvenient to use 7. THE DISRUPTIVEINNOVATION DIAGRAM 8. MOOCS 9. MOOC DEVELOPMENT 10. MOOC CRITICS 11. AND FINALLY 12. THOMAS KUHNPeter Sloep has describedthe difference betweenMOOC protagonists andantagonists as being anexample of Kuhnsincommensurability. 13. MOOC RETENTION RATES 14. STANFORD AI 2011Peter and I taught more students AI, than allAI professors in the world combined.- Sebastian Thrun, 2011 15. 16. OPEN EDUCATIONAL RESOURCESLicensed CC 3.0 17. OPEN BADGES 18. #OPENBADGES 19. CRITICS OF BADGES VIEW THEM LIKE THIS 20. WHICH IS, OF COURSE, ELITIST CLAPTRAPLicensed CC BY-NC-ND 2.0 by lil 21. SOCIAL PROFESSIONAL REPUTATION 22. THE FUTURE 23. MESSY 24. DISPERSED 25. GROWTH 26. SUSTAINABLE 27. LEARNING IN THE WORKPLACE 28. SOME IN UNIVERSITIES QUESTIONWHETHER YOU CAN DEVELOPCRITICAL THINKING SKILLS IF YOUDONT GO TO UNIVERSITY 29. WHICH IS, OF COURSE, ELITIST CLAPTRAPLicensed CC BY-NC-ND 2.0 by lil 30. WHAT SHOULD UNIVERSITIES DO? 31. WHAT DOES A UNIVERSITYDO NOW?The three purposes of the University? Toprovide sex for the students, sports for thealumni, and parking for the faculty.I have sometimes thought of it [theuniversity] as a series of individual facultyentrepreneurs held together by a commongrievance over parking.- Clark Kerr 32. THE MULTIVERSITY 33. COMPETELicensed CC BY-NC-ND 2.0 by stratman2 34. ADAPTLicensed CC BY-NC-ND 2.0 by Peggy2012CREATIVELENZ 35. SPECIALISELicensed CC BY-NC-ND 2.0 by markwitton 36. RETREAT 37. CAN THE UNIVERSITY CHANGE? 38. Licensed CC BY-NC-ND 2.0 by toolmantim 39. Licensed CC BY-NC-ND 2.0 by AZRainman 40. DISRUPTIVE INNOVATIONSIn the academy, we lecture other peopleevery day about learning from history. Now itsour turn, and the risk is that well be the last toknow that the world has changed, becausewe cant imaginereally cannot imaginethat story we tell ourselves about ourselvescould start to fail. Even when its true.Especially when its true.- Clay Shirky, 2012