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Working Successfully with Emerging Technologies and Innovations


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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. How should incubator models be structured? What should be the goals of innovation within our technology portfolios? How should we select technologies to pilot? What processes or rubrics are effective in pilots? Resources:

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Working Successfully with Emerging Technologies and Innovations

  1. 1. Working Successfully with Emerging Technologies and Innovations Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE June 2013
  2. 2. Resources
  3. 3. 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
  4. 4. Working Successfully with Emerging Technologies and Innovations
  5. 5. Discover Pilot ? Now What ?
  6. 6. Feeding Core Services Through Disruptive Innovation
  7. 7. 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
  8. 8. 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
  9. 9. Increase  agility  and   innova1on  in  the   other  por4olio  areas  
  10. 10. http:// drvdiaz
  11. 11. Innovation should be about gathering as much learning as possible through the process of launching an innovation.
  12. 12. 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.
  13. 13. Allow individuals to be passionate about their interests.
  14. 14. You are your own brand. Allow each person to build their own paths of exploration and expertise in areas that interest them.
  15. 15. Leadership is a reflection, not a vision. Avoid directing and instead reflect. You’re not an arrow; you’re a mirror.
  16. 16. Don’t predetermine the outcome— instead, focus on the process.
  17. 17. Those active in disruptive innovation, the 10%, should be questioning what the organization is about to discover what it is not.
  18. 18. 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
  19. 19. Pilots 101
  20. 20. What nuggets from the innovative space should you import to the core? AND how?
  21. 21. Discover Pilot ? Now What ?
  22. 22. Institutional Example: Penn State’s Hot Teams §  Rapid investigation §  Goals: §  learn more §  quickly develop understanding §  Recommends: §  should we implement and to what extent
  23. 23. 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
  24. 24. 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).
  25. 25. 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 (
  26. 26. Hot Team: Personal Video Collaboration Tools ELI’s 7 Things You Should Know About…
  27. 27. Discover Pilot ? Now What ?
  28. 28. Resources
  29. 29. Gyorke/Penn State Rubric West FL Rubric utility strategic alignment creativity potential value efficacy student count impact feasibility ROI risk resources resistance student engagement impact Hopkins Rubric Duke Rubric curriculum connection analysis methodology authenticity data gathering feedback analysis differentiation drafting recommendations user friendliness advocacy student motivation reporting
  30. 30. 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
  31. 31. Resources
  32. 32.
  33. 33. ELI 2012 Fall Focus Session Working Successfully with Emerging Technologies and Innovations
  34. 34.
  35. 35. Focus Session Resources
  36. 36. Contact Veronica Diaz, PhD: Associate Director EDUCAUSE Learning Initiative EDUCAUSE