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Food for Thought:Technology, Tradition and
Transformation in Higher Education
Professor José-Marie GriffithsUniversity of Michigan Chief Information Officer
Executive Director, Information Technology Division
Professor, School of Information
March, 1999
Food for Thought: A Metaphor
People Changes
• more students• new student demographics• new student lifestyles and attitudes
Technology Changes
• personal availability• distance learning availability
Technology change impacts: same time, same place
• Traditionally, higher education has operated in a “same time, same place” mode — faculty and students
at the same time in the same place.
Technology change impacts: same time, different place
• Technology can expand the scope to same time, different place — faculty in the classroom,
student who knows where?
Technology change impacts: different time, same place
• Technology can expand the scope to different time, same place —
student and faculty do not have to be in the classroom at the same time.
Technology change impacts: different time, different place
• Technology can expand the scope to different time, different place —
no restraint on either time or place.• E-mail, electronic conferencing, electronic
data transfer, etc.
Responses• more use of technology at “traditional”
universities• more outreach to communities by traditional
universities• redefinition of communities by traditional
universities
Responses
• new model for institutions of higher education
• consortia model for institutions of higher education
• for-profit, technology-based educational institutions
• corporate education efforts growing
Responses
• change in the role of faculty• change in the goals of students• new instructional
technology approaches
Responses
Need to examine what it means to change the role of faculty — issue of presence: – Physical– Electronic, not seen– Telepresence– Virtual– Simulated
What is the future for traditional colleges and universities?
• Knowledge Communities: groups of individuals with common or complementary interests who join together as they pursue common or complementary goals around the creation, enhancement, or sharing of knowledge.
Knowledge Communities
• Educational institutions are the most easily identifiable Knowledge Communities.
• Technology creates potential for Knowledge Communities where none existed before.
• Knowledge Community activities take place at various levels of expertise, sophistication and complexity.
Knowledge Communities: a spectrum of activity
• Address the desires and needs of particular student groups.
• Can assist in enhancing income and vocational opportunities.
• Provide mass higher education.• Can provide customized
learning programs.
Knowledge Communities: The Role of Virtual Universities
• Must become enculturated into what it means to think and work like a scholar or researcher.
• Must know not only the answers but how to fashion the questions that are yet to be asked in the discipline.
Research Universities:Enculturation
• looking to technology to enhance the master/apprentice experience.
• expand the opportunities available to our more traditional market — advanced placement courses in high schools; ongoing professional education.
Research Universities: Enculturation
• University of Michigan — over 25% of all undergraduates participate in research with faculty.
Research Universities: the community of scholars
• The traditional higher education experience is still desired by many.
• In 1998 University of Michigan received close to 19,000 applications for admission to a freshman class with 5,500 openings.
Research Universities: the community of scholars
• Graduates are familiar with not only the historical background of their chosen discipline but are also current with leading edge scholarship and research results.
Research Universities: students sharing in research
• Research universities have a responsibility to produce the next generation of faculty and researchers
• Students gain experience in leading-edge research techniques and methodologies.
• Students graduate with established relationships with other scholars.
Research Universities: the next generation of scholars
• Research universities can provide an institutional and physical structure in which collaboration with industry and other external partners can be facilitated and supported.
Research Universities: collaboration with external partners
• University of Michigan Strategic Alliance Program — internal federation, external “hands on” involvement.
• Opportunities for shared research and development, technical exchange, staff enrichment, deep product discounts.
Research Universities: new models for partnerships
• Innovation, discovery and creativity need a stimulating and receptive context in which to develop.
• We need industry involved in the higher education environment.
Research Universities: industry must participate
• Issues of developing instructional technology that can scale and make migration of courses to electronic delivery easier.
• Media Union - coordinated approach to instructional technology.
Research Universities: instructional technology development
• Guiding Principles
The University of Michigan Information Technology Directions
Guiding Principles for implementing information technology
Add Value Draw People Together
Add Value Draw People Together
Accessible,
Equitable
Balance
Guiding Principles for implementing information technology
Research Universities: managing our priorities
Research Universities: managing our priorities
Research Universities: managing our priorities
TRADITION
TECHNOLOGY
TRANSFORMATION
Food for Thought:
Professor José-Marie GriffithsUniversity of Michigan Chief Information Officer
Executive Director, Information Technology DivisionProfessor, School of Information
E-mail: jmgriff@umich.eduCIO Web Site: http://www.cio.umich.edu
5085 Fleming Administration BuildingUniversity of Michigan
Ann Arbor, Michigan 48109U.S.A.
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