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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
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Food for Thought: A Metaphor
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People Changes
• more students• new student demographics• new student lifestyles and attitudes
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Technology Changes
• personal availability• distance learning availability
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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.
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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?
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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.
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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.
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Responses• more use of technology at “traditional”
universities• more outreach to communities by traditional
universities• redefinition of communities by traditional
universities
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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
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Responses
• change in the role of faculty• change in the goals of students• new instructional
technology approaches
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Responses
Need to examine what it means to change the role of faculty — issue of presence: – Physical– Electronic, not seen– Telepresence– Virtual– Simulated
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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.
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Knowledge Communities
• Educational institutions are the most easily identifiable Knowledge Communities.
• Technology creates potential for Knowledge Communities where none existed before.
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• Knowledge Community activities take place at various levels of expertise, sophistication and complexity.
Knowledge Communities: a spectrum of activity
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• 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
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• 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
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• 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
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• University of Michigan — over 25% of all undergraduates participate in research with faculty.
Research Universities: the community of scholars
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• Guiding Principles
The University of Michigan Information Technology Directions
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Guiding Principles for implementing information technology
Add Value Draw People Together
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Add Value Draw People Together
Accessible,
Equitable
Balance
Guiding Principles for implementing information technology
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Research Universities: managing our priorities
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Research Universities: managing our priorities
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Research Universities: managing our priorities
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TRADITION
TECHNOLOGY
TRANSFORMATION
Food for Thought:
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Professor José-Marie GriffithsUniversity of Michigan Chief Information Officer
Executive Director, Information Technology DivisionProfessor, School of Information
E-mail: [email protected] Web Site: http://www.cio.umich.edu
5085 Fleming Administration BuildingUniversity of Michigan
Ann Arbor, Michigan 48109U.S.A.