Future Technology Tiger Team An update for the Trustees Jeremy Haefner Provost November 2011 Charge to Tiger Team • To develop a set of recommendations for new approaches in learning methodologies and educational technologies that will add value to RIT’s position in the higher education market. – Investigate the latest scientific research on what motivates students to learn and how students learn. – Research how other institutions are using new technologies to deliver education. – Explain how social media, mobile, and new interactive technologies might be tapped for a new learning environment at RIT? Then recommend scenarios, models, and approaches for interactive online learning that would be important for RIT to build and that will distinguish RIT as a leader in a new paradigm for higher education. Membership • Therese Hannigan, Associate Professor, New Media Design & Imaging, CIAS (co-chair) • Andrew Phelps, Professor & Director, School of Interactive Games & Media, GCCIS (co-chair) • Donna Dickson, Director of Faculty Development, The Wallace Center, RIT • Jeanne Casares, CIO, Information Technology Services, RIT • Jennifer Hinton, Assistant Director of Student Experience, School of IGM, GCCIS Work to date • Met with BoT members David Koretz and Kevin Surace (more to come) • Met with Provost Haefner and President Destler • Met with Dr. Mayberry, Dr. Wild and Dr. Haefner in drafting the charge and activities for town hall meeting • Collected data and opinions through these exercises at the town hall meeting (which we are now reviewing) Initial Thoughts… • Let’s dissect the current practices surrounding educational technology on a number of different axis… A 3-Axis Model of Differentiation The current ‘state of the art’ ? • The current ‘mass state’ of educational technology / distance learning is near stage 1. • Most of the campuses that have offerings are currently seeking to augment a traditional residential model, and/or a satellite campus. • Taking place in “easier” to model programs that are more typically dependent on traditional modes of delivery such as text, image, and video. A few have discovered scale • Mass-scale distance education through asynchronous technology (i.e. Phoenix Online). We call these Stage 2. • No physical campus of comparable infrastructure. • Typically these programs are in similar fields as those found in Stage 1, but at a scale and level of production that often exceeds the technological capabilities of more traditional campuses. Stage 3: Virtual Labs & Studios • There has been substantial movement to recreate or digitally extend experiential laboratory environments online through simulation and visualization, particularly in the fields of introductory science and telemedicine. • The educational effectiveness of these methods is as yet unproven when compared to the ‘traditional laboratory’ beyond a few specific fields and/or use cases. Stage 4: Immersion & Experience • Characteristics of an RIT education are: – a deeply immersive, experiential education – characterized by the “making of things” as a critical form of study • Q: how can this be extended to online, digital study in a wide variety of fields? How can the “brand” of an RIT education hold specific meaning relative to its competition in the digital era at a scale and model that is beneficial to the Institute and affordable to potential students and families? Expectations… • We expect to meet with a large constituency across campus, and the board, to garner a wide range of opinions on the issue(s). • We expect a great deal of diversity in these views. • We expect that our final recommendations will be non-traditional and possibly entrepreneurial in nature… • We expect that any implementation will need to reach beyond traditional entities and/or processes currently within the Institute. What if… • A modern university will take the lead in this area in the next 20 years. There is no question of if, there is only a question of when. • There are ramifications if this is or isn’t RIT. See You in the Spring • Our goal is to have a detailed report as well as possible implementation strategies and future plans at the Spring BoT meeting.