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EACOS NMC Summer 2013 Presentation
1. EACOS: A Framework for
Reinventing Education
NMC Summer Conference 2013
Tom Haymes
Director of Technology, HCC-Northwest
June 6, 2013
âThere are only two kinds of artists -
revolutionaries and plagiarists.â
- Paul Gaugin
Wednesday, June 5, 13
2. Rice, Chess,
& Mooreâs Law
âDigital technologies change
rapidly, but organizations and
skills arenât keeping pace. As a
result, millions of people are
being left behind. Their incomes
and jobs are being destroyed,
leaving them worse off in
absolute purchasing power
than before the digital
revolution.â
-Brynjolfsson and McAfee,
Race Against the Machine
Source: http://
bit.ly/XDU6kF
Wednesday, June 5, 13
3. The Best
Chess Players?
âThe winner was revealed to be not a
grandmaster with a state-of-the-art PC but
a pair of amateur American chess players
using three computers at the same time.
Their skill at manipulating and âcoachingâ
their computers to look very deeply into
positions effectively counteracted the
superior chess understanding of their
grandmaster opponents and the greater
computational power of other participants.
Weak human + machine +better process
was superior to a strong computer alone
and, more remarkably, superior to a strong
human + machine + inferior process.â
- Gary Kasparov
http://www.nybooks.com/articles/archives/
2010/feb/11/the-chess-master-and-the-
computer/
Wednesday, June 5, 13
4. Pinkâs
Three
Questions
1. Can someone overseas do
it cheaper?
2. Can a computer do it
faster?
3. Is what Iâm offering in
demand in an age of
abundance?
http://www.youtube.com/watch?v=syo6ecgclR0&feature=youtu.be
âThe future belongs to... creators and empathizers, pattern recognizers, and
meaning makers. These people - artists, inventors, designers, storytellers,
caregivers, consolers, big picture thinkers - will now reap societyâs richest
rewards and share its greatest joys.â
- Daniel Pink
Wednesday, June 5, 13
6. The Existential
Challenge
Wicked Problems identiďŹed at the
2013 NMC Horizon Report Future of
Education Summit:
1. Rethink what it means to teach
and reinvent everything about
teaching
2. Reimagine online learning
3. Allow failure to be as powerful a
learning mode as success
4. Make innovation part of the
learning ethic
5. Preserve digital expressions of
our culture and knowledge
âOne way to look at what we
were doing is that we were
trying to make new kinds of
books, and telescopes and
microscopes, etc., to advance
âseeing and thinking,â but if
you give a microscope to a
monkey they only will hold it
up to admire their reďŹection in
a shiny glass barrel. And I
think this is what happened.
Education never got on the
bus and âaugmentation of
human intellectâ (which is right
there) got completely
overwhelmed by
the mirror eďŹect.â
- Alan Kay
SOURCE: http://www.nmc.org/news/
communique-2013-future-education-summit
Is Education ready for the oncoming
technological tidal wave?
Wednesday, June 5, 13
7. Another Problem:
We resist and norm
the unexpected
⢠We have to be careful about only
seeing the current paradigm
⢠It is easy to imagine that the
technology of today is a logical
iteration of the technology of the last
thirty years. How do we know it isnât
a false start?
⢠For instance: Large computer labs
could easily go the way of the
steam-powered automobile
â1) Anything thatâs already in the world when youâre
born is just normal.
2) Anything that gets invented between then and when
you turn thirty is incredibly exciting and creative and
with any luck you can make a career of it.
3) Anything that gets invented after youâre thirty is
against the natural order of things and the beginning of
the end of civilisation as we know it.â
- Douglas Adams
Wednesday, June 5, 13
8. How do we
systematically rethink
our perceptions of
Wicked Problems?
The problem is in most
cases no longer the
technology.
It is us.
Wednesday, June 5, 13
9. Lessons from Silicon
Valley Entrepreneurship
New ideas begin with a spark but
they require the right conditions to
become a ďŹre.
Wednesday, June 5, 13
10. Creating a Teaching
Incubator
⢠Rapid Prototyping
⢠Frequent Iteration (Pivots)
⢠Data collection
⢠ScientiďŹc analysis
⢠Information sharing and
collaboration
Using Eric Riesâs Lean Startup Model
Wednesday, June 5, 13
11. This has been done before:
⢠In 1962, Douglas Engelbart laid out a framework designed to
âAugment Human Intellectâ
⢠In six years he reinvented our conception of computing by reinventing
the research paradigm of his lab
⢠He called it âbootstrappingâ
A Research Center for Pivoting Education
The EACOS Project
seeks to follow
Engelbartâs model by
bootstrapping
pedagogical innovation
in much the same way
he bootstrapped
technological innovation.
Wednesday, June 5, 13
12. ⢠Understand the ultimate Ends of
your institutional and teaching
strategies
⢠Use technology to Augment teaching
⢠Leverage technology to enable
Creativity in overcoming barriers
⢠Always be on the lookout for
Opportunities created by technology
⢠Take a Systemic approach to
technology
EACOS:
The Theoretical
Framework
Wednesday, June 5, 13
13. What are the Ends of
Education?
⢠We need to think strategically about
what weâre doing by deďŹning the ends
of our enterprise
⢠We need to start by agreeing on what
kind of educational products
(graduates) we are seeking to create
⢠Are we focusing too much on content
in an environment characterized by
content abundance? (Remember
Pinkâs third question)
âThe purpose of education is knowledge, and yet
education is blind to the realities of human knowledge, its
systems, inďŹrmities, and its propensity to error and
illusion. Education does not bother to teach what
knowledge is.â
- Edgar Morin
Wednesday, June 5, 13
14. One Approach to Finding Ends:
Remixing Ruben Puentedura
http://youtu.be/cpK7h4mjUhM
âIf you have an LMS and you canât gossip in it, it isnât going anywhere.â
- Ruben Puentedura
Wednesday, June 5, 13
15. âWe refer to a way of life in an integrated domain
where hunches, cut-and-try, intangibles, and the
human âfeel for a situationâ usefully coexist with
powerful concepts, streamlined technology and
notation, sophisticated methods, and high-powered
electronic aids.â
- Douglas Engelbart, 1962
Ask yourself how your
application of technology
will Augment pedagogy
⢠Technology is much more iterative than it was
even a few years ago and organizations that
can leverage that capacity will have an
advantage
⢠Can we adopt a nimble, entrepreneurial
approach to technology systems?
Wednesday, June 5, 13
16. âScience is one of humanityâs most creative
pursuits. I believe that applying it to
entrepreneurship will unlock a vast
storehouse of human potential.â
- Eric Ries
Using
Technology
to Augment
⢠Engelbart is the meta-narrative as well as
a component of the EACOS approach
⢠Needs should drive design and design
should drive technology, not the other
way around
⢠Accept failure and iteration as parts of
the technological design process - this is
a central feature of âbootstrappingâ
⢠Integrate your insights into the larger
goal and move to the next step
⢠Never accept technological shackles as
a given
Wednesday, June 5, 13
17. âThe computer is simply an instrument whose
music is ideas.â - Alan Kay
How do we technologically
enable Creativity?
⢠Technology should liberate us, not conďŹne us
⢠Creativity is an inherent advantage humans have over machines (remember the chess players)
⢠Computing technology offers the greatest potential for liberating creativity in human history
⢠Creativity will be the element that keeps us human in a technological world
Wednesday, June 5, 13
18. For most of computing history weâve viewed
technologies in isolation from ends, the human
element, and other technologies.
Liberating Creativity
by Breaking the
Priesthood
âGuardianship of the computer can
no longer be left to a priesthood. I
see this as just one example of the
creeping evil of Professionalism,
the control of
aspects of society
by cliques of insiders.â
- Ted Nelson
Wednesday, June 5, 13
19. ⢠Technology constantly
reinvents the game and it is
not a straight path
⢠Advancing on the chessboard
will create technological
opportunities for education
⢠Sweeping change can
restructure the landscape in
positive ways - bringing the
human back to the center
Be on the lookout
for technological
Opportunities
âThe new age fairly glitters with opportunity but it is as
unkind to the slow of foot as it is to the rigid of mind.â
- Daniel Pink
Wednesday, June 5, 13
20. One Opportunity:
Reshaping Teaching
by Reducing the
Tech Footprint
The 1980s Technology Model
The 21st Century Technology Model?
⢠Learner-centered, not technology-
centered
⢠Characterized by open learning spaces
⢠Mobile technologies free teaching and
reduce technology clutter
⢠Mobile technologies enable dynamic
student participation
⢠Ubiquitous technologies transform the
entire campus into a learning space
⢠Maker spaces enable rapid
prototyping and entrepreneurship
Wednesday, June 5, 13
21. Think Systemically
About Technology
⢠Technologies do not exist in isolation from one another
⢠Technological systems are increasingly easy to change
these days. Human systems are not.
⢠Advocate for systems that interact seamlessly so that
the focus can be on task, not technology
⢠Donât accept technologies that interfere with teaching
and innovation
âIntellectual life and cultural development thrive in environments
which make it easy to abstract, excerpt, borrow, and remixâ
- John Naughton
Wednesday, June 5, 13
22. Institutional
interests often
work against
systemic solutions
to educational
ends
⢠Business proďŹts from segmentation - donât
mistake coverage for systemic thinking
⢠Business interests will make segmented
approaches attractive
⢠Segmentation is easier for accreditors and
legislatures to measure
⢠Segmentation is antithetical to 21st
educational goals
⢠Good technological and institutional
strategies can overcome segmentation
âIt is an epistemological
mystery why traditional
education has so often
emphasized extensiveness
and coverage over
intensiveness and depth.â
- Jerome S. Bruner
Wednesday, June 5, 13
23. The Goals of EACOS
⢠Create a recursive, systemic
approach to unraveling wicked
problems
⢠Provide a theoretical framework for
challenging technologically-driven
assumptions
⢠Model a bootstrapping approach to
designing teaching incubators
⢠Scale innovation from the classroom
level to the institutional level
Wednesday, June 5, 13
24. Making it Real
1) Begin design work on a Teaching
Innovation Laboratory at Houston
Community College
2) Fall 2013 - Organize a retreat for Houston
Community College faculty to create local
working groups around the ďŹve EACOS
areas
3) Spring 2013 - Start pilot classes
stemming from the retreat
4) Spring 2013 - Begin development of an
online platform for sharing and
disseminating results of pilots
5) Summer/Fall 2015 - Opening of the
Teaching Innovation Laboratory space
Wednesday, June 5, 13
25. Contact Info
Preliminary Project URL: http://tech.nwc.hccs.edu/eacos
This presentation at: http://slidesha.re/11qZBEf
tom.haymes@hccs.edu
(713) 718-5813
Houston Community College
1550 Foxlake Dr.
Houston, TX 77084
All original photography Š 2010-2013 Tom Haymes
Wednesday, June 5, 13
26. Further Reading
⢠Adams, Douglas, âHow to Stop Worrying and
Love the Internetâ at http://bit.ly/1V3v4s
⢠Brynjolfsson, Erik, & McAfee, Andrew Race
Against the Machine (Digital Frontier Press, 2011).
⢠Engelbart, Douglas, âAugmenting Human
Intellectâ at http://stanford.io/3iwwIg.
⢠Naughton, John, From Gutenberg to Zuckerberg:
What You Really Need to Know About the Internet
(London: Querecus, 2012).
⢠Nelson, Ted, Computer Lib/Dream Machines
(excerpt), in Noah Waldrip-Fruin and Nick
Montfort eds., The New Media Reader
(Cambridge, MA: MIT Press, 2003), pp. 301-338.
⢠New Media Consortium, The Horizon Report,
Higher-Ed Edition 2013 at http://bit.ly/wPZ75N.
⢠New Media Consortium, âThe Future of
Educationâ at http://bit.ly/130a4WV.
⢠Pink, Daniel, A Whole New Mind(New York,
Penguin, 2006).
⢠Ries, Eric, The Lean Startup (New York, Crown,
2011).
⢠Shlain, Leonard, Art & Physics (New York,
HarperCollins, 1991, 2007).
Wednesday, June 5, 13
27. Why start at a
community college?
⢠Community Colleges educate more then
50% of US college students
⢠Teaching and Learning are the focus of
our activities
⢠Our students are generally more
challenged by the rigors of traditional
higher education - putting a premium on
innovative teaching methods
Wednesday, June 5, 13