Nas integrated education 20170406 v2

Jim Spohrer (IBM)
Tempe, AZ, Thursday April 6, 2017
http://www.slideshare.net/spohrer/nas-integrated-education-20170406-v2
4/2/2017 © IBM Cognitive Open Technologies 2017
1
Integrated Higher Education:
Creating a Future-Ready Workforce of
T-shaped Adaptive Innovators

Today’s Talk: Integrated Education
• Context
• Open Technologies and Age of Accelerations
• Science of Smarter/Wiser Service Systems
• Digital Cognitive Systems: AI vs IA
• Liberal Arts: Knowing + Doing
• Questions and Responses
• (1) Integrated Education = ? (PB_AC_MT_LSE_OT)
• (2) T-shapes = ? (Depth and breadth integrated by
projects; empathy and outcomes that matter)
• (3) Industry wants = ? (T-shaped lifelong learners;
effective resource integrators; adaptive innovators )
4/2/2017 Understanding Cognitive Systems 2
Jim Spohrer
(Maine, MIT, Verbex, Yale, Apple, IBM, …)

4/2/2017 © IBM Cognitive Open Technologies 2017 3
Open Technologies
Spohrer J, Maglio PP, Bailey J, Gruhl D (2017) Steps toward a science of service systems. Computer. 40(1).
Spohrer J, Bassano C, Piciocchi P, Siddike MA (2017) What Makes a System Smart? Wise? In Advances in The
Human Side of Service Engineering 2017 (pp. 23-34). Springer International Publishing.
Service System: Dynamic configuration of people, technology, information, and organizations
connected internally and externally by value propositions. [socio-economic-technical systems]
Smart Service Systems: People and organizations augmented with digital cognitive systems.
Age of Accelerations

Digital Cognitive Systems: AI vs IA
AI is Artificial Intelligence, or
intelligence in machines (smart machines)
IA is Intelligence Augmentation, or
people thinking and working together with smart machines.
IA is what IBM calls “Cognitive Computing” and
the smart machines are called “Watson Solutions” or
more generally “Digital Cognitive Systems (Cogs)”
Cognition as a Service (CaaS):
AI building blocks for IA solutions

Liberal Arts: Knowing + Doing
• Deep understanding of history, culture, literature,
philosophy, mathematics, physical and sociale sciences,
technology, and traditions of interpretation (world
views) with the goal of creating independent thinkers
capable of critical thinking and lifelong learning
• Knowing: Liberals arts can contribute to the breadth of
T-shaped professionals, especially well-informed critical
thinking skills who are lifelong learners
• Doing: Projects also contribute to breadth, especially
teamwork and project management skills, and the right
kind of projects may appeal to future employers
4/2/2017
© IBM Cognitive Open Technologies 2017
5

Question 1
• Do you think that
educational experiences
that integrate the
humanities and arts with
science, technology,
engineering, math, and/or
medicine would better
prepare students for the
workforce than the
traditional liberal arts
model of higher
education? If so, why? If
not, why?
4/2/2017
6
• Yes, PB_AC_MT_LSE_OT
– PB: Project-based
– AC: Authentic challenges/empathy
– MT: Multidisciplinary teams
– LSE: Like startup experience
– OT: Open technologies
• Why?
– Age of accelerations
– Better building blocks (OT)
– Make-a-job, not take-a-job
mindset (grit, growth)
• Requires Hi-Ed culture change
– Old: Prepare + launch
– New: Projects + lifelong learners

Question 2
• If you were going to design
a college curriculum for
someone who hoped to
become a T-shaped
professional, what would
that curriculum look like?
Which aspect of the
curriculum would
contribute to the deep
part of the “T” and which
to the broad parts of the
“T”? Would any parts of
this curriculum be
integrative?
4/2/2017
7
• PB_AC_MT_LSE_OT
• Deep = major courses
• Broad = minors courses
• T = integrated education that
demonstrates empathy and
outcomes via projects
• Every course
– Reflect Hi-Ed culture change
– Courses evolve and include a
mini-project with workforce
partnerships
– Builds a network for learners
– Theme: Rapid rebuilding from
scratch with OT (resource
integration pathways)

Question 3
• What does this
committee need to
know about the
employers perspective
on higher education?
What are employers
looking for and how
can students a.)
develop these skills
and b.) demonstrate to
employers that they
have these skills?
4/2/2017
8
• In the age of accelerations,
industry prefers talent from
acquired companies, over
hiring students
• Employers are looking for
talent that has completed
projects – what would you do
with 100 workers?
• Degrees, courses, and specific
skills, matter most in the
context of projects with clear
empathy and outcomes
– Especially important are
projects that used open
technologies (OT)

9
Hi-Ed Culture Change:
All courses change some every year and include projects.
Faculty, students, and industry professionals as lifelong learners.
• Problem (too static)
– A: Input: Student quality
– B: Process: Faculty motivation
– C: Output: Industry fit
• Solution (change systematically)
– A: -20% eLearning certification
– B. +10% Faculty interest tuning (publications)
– C. +10% On-the-job skills tuning (projects)
Year 1: 20%
Year 2: 20%
Year 3: 20%
Year N: 20%
. . . . . . . .
After a decade the course may look quite different
Service systems are learning systems: productivity, quality, etc.
Projects: Include studying relevant startups/innovators, and building networks to them.

“The best way to predict the future is to inspire the
next generation of students to build a better world”
Digital Natives Transportation Water Manufacturing
Energy Construction ICT Retail
Finance Healthcare Education Government

Next Generation Future-Ready Workforce:
T-Shaped Adaptive Innovators
Many disciplines
Many sectors
Many regions/cultures
(understanding & communications)
Deepinonesector
Deepinoneregion/culture
Deepinonediscipline
“No one knows everything, but a well-chosen team of T-shapes has empathy to learn anything.”

Mindset of T-Shapes
Grit = Passion + Persistencehttp:/tsummit.org/t

4/2/2017
13

Computing: Then, Now, Projected
4/2/2017 14
2035
2055

Steps Toward a Next Generation
Cognitive Curriculum
• 2016
• “How to build a cognitive system for Q&A task.”
• 9 months to 40% question answering accuracy
• 1-2 years for 90% accuracy, which questions to reject
• 2026
• “How to use cognitive assistants to be a better professional X.”
• Tools to build a student level Q&A from textbook in 1 week
• 2036
• “How to use your cognitive mediator to build a startup.”
• Tools to build faculty level Q&A for textbook in one day
• Cognitive mediator knows a person better (in some ways)
than they know themselves (identity & responsibility)
• 2046 & 2056
• “How to manage your workforce of digital workers.”
• 2046: 10 digital workers each; 2056: 100 digital workers each
4/2/2017 15

4/2/2017 16
1955 1975 1995 2015 2035 2055
Can better service help us be wiser?
Cognitive Mediator (by 2035): Tool, Assistant, Collaborator, Coach, Mediator
Open Technologies will enable this and more…
1972: Jim’s first program Today: Better building blocks

Spohrer JC, Engelbart DC (2004) Converging technologies for enhancing human performance:
Science and business perspectives. Annals of the New York Academy of Sciences.1013(1):50-82.
Roco MC, Bainbridge WS (2002) Converging technologies for improving human performance:
Nanotechnology, biotechnology, information technology, and cognitive science. WTEC.
https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/bioecon-%28%23%20023SUPP%29%20NSF-NBIC.pdf

Engineering Tools to Augment
4/2/2017
19
Harris S, Karkauer D (2016) Complexity& Stupidity. A Conversation with David Krakauer. Sam Harris Podcast

Market for Exoskeletons
4/2/2017
20

4/2/2017
21

4/2/2017
22

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23

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Engineering Robots We Will
Live In and Learn With
• Exoskeletons Clothing
• Driveless Cars
• Furniture, Chairs, Beds
• Robotic Houses
• Healthy Neighborhoods
• Robotic Cities
4/2/2017
25
Amigos do Jean Paul Jacob
https://www.facebook.com/groups/jeanpauljacob/

Some paths to becoming 64x smarter:
Improving learning and performance
• 2x from Learning sciences (methods)
– Better models of concepts
– Better models of learners
• 2x from Learning technology (tools)
– Guided learning paths
– Elimination of “thrashing”
• 2x from Quantity effect (overlaps)
– More you know, faster you go
– Advanced organizers
• 2x from Lifelong learning (time)
– Longer lives and longer careers
– Keeps “learning-mode” activated
• 2x from Early learning (time)
– Start earlier: Challenged-based approach
– STEM-2D in K-12 (SSME+DAPP Design of Smart Service Systems)
• 2x from Cognitive systems (performance support)
– Technology & Infrastructure Interactions
– Organizations & Others Interactions

Top 10 Skills

Jobs of the Future

In sum, the top job of the future will be…
• Knowing what to do with 100 people working for you!
• What is the most productive purpose to point them towards?
• What goals create the most value for business and society?
• That is the world we are entering with digital cognitive systems (DCS)
• No shortage of DCS workers…
• …but what would you do with 100 people/DCS working for you?
• Most people don’t have any idea…
• However, great entrepreneurs do have an idea
• Education of the future must teach students to work in teams
• Work on challenges in teams with no solutions
• This will require T-shaped professionals with depth and breadth

Service Science
• Service System Entities
– Types: Businesses, Universities, Governments, etc.
– Nested & Networked Globally
– SD Logic (A2A; Resource Integrators)
• Value Co-Creation Interactions
– Types: Value-Proposition & Governance Mech-based
– Collaboration & Competition Blended
– SD Logic (Operant & Operant Resources)
• Builds On…
– Decades of Service Research (Marketing, Operations, etc.)
– SSME+D; From I to T to Pi-shapes… and beyond!
– T Summit (March 24-25, 2014)
• Measures
– Productivity, Quality, Compliance, Sustainable Innovation
– Holistic Service Systems
• Quality of Life, Balance Challenge & Routine
• Innovativeness, Equity, Sustainability, Resilience

Service Systems Fundamental Abstraction of Service Science:
ISSIP portal to Disciplines (23), Professional Associations (39), Journals (20), Conferences (31), Workshops (7)
IBM SSME Centennial Icon of Progress
Discipline Association
Marketing AMA
Operations Research INFORMS
Information
Systems
AIS
Computer Science
and Engineering
ACM, IEEE
Human Factors AHFE
Operations
Management
POMS
Systems Science ISSS
Design SDN
Systems Engineering IIE
… …
Serviceology SfS
(SSME+DAPP) ISSIP

Holistic Service Systems (HSS)
4/2/2017
© IBM 2013 IBM University Programs
worldwide accelerating regional
development (IBM UPward)
32
http://www.service-science.info/archives/1056
Nation
State/Province
City/Region
University
College
K-12
Cultural &
Conference
Hotels
Hospital
Medical
Research
Worker
(professional)
Family
(household)
For-profits:
Business Entrepreneurship
Non-profits
Social Entrepreneurship
U-BEE
Job Creator/Sustainer
U-BEEs = University-Based Entrepreneurial Ecosystems
“The future is already
here (at universities),
it is just not evenly
distributed.”
“The best way to
predict the future
is to (inspire the next
generation of students
to) build it better.”
“Multilevel nested,
networked
holistic service
systems (HSS)
that provision
whole service (WS) to
the people inside them.
WS includes
flows (transportation,
water, food, energy, com
development (buildings,
retail ,finance, health,
education),
and governance (city,
state, nation). ”
University Four Missions
1. Learning
2. Discovery
3. Engagement
4. Integration

Why ISSIP? T-shapes for
Teamwork
• Our world is becoming more
interconnected and complex
• Yet most organizations
operate is silos
• Most professional
organizations do a great job
of focusing on one
discipline, function, or
industry sector
ISSIP is a professional society designed
to focus on the interconnected nature
of value co-creation for smart service
systems (tech, biz, social, etc.)
BREADTH
DEPTH
T-Shape
professionals can
innovate across
traditional
boundaries

ISSIP Ambassadors
• More than 15 Ambassadors
and growing…
• Link ISSIP to other
professional associations,
research centers, conferences,
etc.
• Help ISSIP co-sponsor
activities in other conferences
more...
http://www.issip.org/learningcenter/valuen
twork/

The Well-Read Service Scientist
(The top 300 papers – together over 100,000 citations)
• http://service-science.info/archives/2708

Service-Dominant Logic
Prof. Stephen VARGO Prof. Robert LUSCH
Vargo, S. L., & Lusch, R. F. (2004). Evolving to a
new dominant logic for marketing. Journal of
marketing, 1-17. (Oct. 2013, ~4500 citations)
Claude Frédéric Bastiat David Ricardo Colin Clark Richard Normann John Riordan

Service Thinking
Saperstein & Hastings: Book, Course, ISSIP Certificate
All value is co-created
Service systems we live and work in
Componentized business architecture
Global-mobile-social scalable platforms
Run-Transform-Innovate
Multi-sided metrics
CVC Group, LLC 38

39
“Order of Magnitude” Observation:
Modeling Holistic Service Systems
Level AKA ~No. People ~No. Entities Example
0. Individual Person 1 10,000,000,000 Jim
1. Family Household 10 1,000,000,000 Spohrer’s
2.Neighborhood Street 100 100,000,000 Kensington
3. Community Block 1000 10,000,000 Bird Land
4. Urban-Zone District 10,000 1,000,000 SC Unified
5. Urban-Center City 100,0000 100,000 Santa Clara
6.Metro-Region County 1,000,000 10,000 SC County
7. State Province 10,000,000 1,000 CA
8. Nation Country 100,000,000 100 USA
9. Continent Union 1,000,000,000 10 NAFTA
10. Planet World 10,000,000,000 1 UN

In Summary
“A service science
perspective considers
the evolving ecology of
service system entities,
their value co-creation and
capability co-elevation
interactions, and their
capabilities, constraints,
rights, and responsibilities.”
Cognitive Systems
Entities
Service
Systems
Entities With
Cognitive
Mediators
Add Rights &
Responsibilities

But this stuff is still really hard…

Nas integrated education 20170406 v2

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