Leadership Perspectives: Mainstreaming Education Technology Research and Scaling Innovation
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In the third installation of the CAULLT webinar series we offer the opportunity to participate in a guided exploration of the future of educational technology research and the challenges that all institutions face in how to scale innovation. This session will be led by George Siemens and Shane Dawson from UniSA who have been working across the domains of learning analytics, AI, and organisational complexity. They will draw on research from the Centre for Change and Complexity in Learning (C3L) which focuses on the complex relationship between human and artificial cognition, how it changes society, knowledge processes, and teaching and learning. The C3L uses complexity science methodologies, promotes the uptake of applied research and engages with the community, government agencies (healthcare, education, defence, cultural) and industry to research the lifespan of learning and the role of UniSA in serving all stages of knowledge and learning processes.
George Siemens, Professor and Director of the Centre for Change and Complexity in Learning at the University of South Australia
Professor George Siemens researches networks, analytics, and human and artificial cognition in education. He has delivered keynote addresses in more than 35 countries on the influence of technology and media on education, organisations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. He has served as PI or Co-PI on grants with funding from NSF, SSHRC (Canada), Intel, Bill & Melinda Gates Foundation, Boeing, and the Soros Foundation. He has served as a collaborator on international grants in European Union, Singapore, Australia, Senegal, Ghana, and UK. He has received numerous awards, including honorary doctorates from Universidad de San Martín de Porres and Fraser Valley University for his pioneering work in learning, technology, and networks. He holds an honorary professorship with University of Edinburgh. Professor Siemens is a founding President of the Society for Learning Analytics Research. In 2008, he pioneered massive open online courses (MOOCs).
Shane Dawson, Professor, Executive Dean Education Futures, Co-Director of the Centre for Change and Complexity in Learning University of South Australia
Shane Dawson is the Executive Dean Education Futures and Professor of Learning Analytics at the University of South Australia. Shane’s research focuses on the use of social network analysis and learner ICT interaction data to inform and benchmark teaching and learning quality. Shane is a founding executive member of the Society for Learning Analytics Research and past program and conference chair of the International Learning Analytics and Knowledge conference. He is a co-developer of numerous open source software including the Online Video Annotations for Learning (OVAL) and SNAPP a social network visualisation tool designed for teaching staff to better understand, identify and evaluate student learning, engagement, academic performance and creative capacity
Part A: Mainstreaming Education Technology Research (George Siemens)
About 40 minutes
A conversation with George Siemens on the increasing prominence of Education Technology research units. Globally, there is massive investment in education technology research – particularly in the field of AI and Education. George will outline how universities are building capacity in education technology and the role and impact learning and teaching units can and should play. A focus will be on EdTech research and developing a “scholarship of teaching, learning, and EdTech” on campuses (15 to 20 minutes before opening to questions and conversation)
Part B: Scaling Innovation (Shane Dawson)
About 40 minutes
The ability to mainstream and scale innovations is core for any organisation – yet in education we have long struggled to streamline this process. In the past 50 years two key innovations in education technology development occurred – namely MOOCs and LMS. These innovations were initiated in universities but were quickly outsourced and commercialised and in short failed to make an impact in their own institutions. This discussion outlines the role of Complexity Leadership in supporting the shift of high potential education innovations from grassroots to mainstream. (15 to 20 minutes before opening to questions and conversation)