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Paul Kim Chief Technology Officer Stanford University School of Education

Does Academic Technology Competency Make CIO 2.0?. Paul Kim Chief Technology Officer Stanford University School of Education. Discussion Topics. * Transformation of CIO roles in the higher education space * Parallelism paradox in academic technology R&D * Creating new traditions.

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Paul Kim Chief Technology Officer Stanford University School of Education

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  1. Does Academic Technology Competency Make CIO 2.0? Paul Kim Chief Technology Officer Stanford University School of Education

  2. Discussion Topics * Transformation of CIO roles in the higher education space * Parallelism paradox in academic technology R&D * Creating new traditions

  3. Traditional Foci (CIO1.x) • Connectivity • Legacy systems • E-mail service management • File servers, computer labs, desktop support

  4. Traditional Foci (CIO1.x) • ERP Designing (More of dreaming) • Too busy putting out the fire • Getting the best systems engineers (Network/Server)

  5. Evolved Traditions (CIO 2.x) • Productivity • Security & IP Protection • A/VOD/ Wireless coverage/Web portals

  6. Evolved Traditions (CIO 2.x) • ERP for E-Learning and U-Access CMS, Classroom Technology, Mobile Learning • Too busy trying and learning new solutions • Get the best systems developers (Application development and integration)

  7. Emerging Challenges (CIO 3.x) • Accountability • Intelligence-based tracking in all areas • Resource Virtualization/Streaming Apps/Fast backup & restore/Just-in-time stuff • Learning Outcomes as mROI • E-portfolio system, Learning outcome matrices

  8. Emerging Challenges (CIO 3.x) • ERP to best accommodate teaching and research while maximizing learning • Too busy convincing the Faculty Senate • Get the most experienced academic technology specialists

  9. After all, it is an academic enterprise we are working for. • How is your IT relevant to what students demonstrate as competencies and what your faculty publish?

  10. Parallelism Paradox in Academic Technology R&D

  11. Research Trends • High tech innovations • Tend to work with schools that have well developed infrastructure • ICT research too often follows technology innovations, not vice versa

  12. Research Outcomes

  13. Positive Outcomes • Instructors • More technology enthusiasts • Better adopters • Well controlled experiments • Smaller sample populations • Stakeholder support

  14. Disappointing Outcomes (One-size fits none)

  15. Replications Not Feasible • Large and real settings • Multiple complex dimensions • Highly heterogeneous learners • Less technology enthusiasts • Instructors with much administrative tasks • Not enough support

  16. What might have made a difference… • Large and real settings • Need more in-depth situation-specific needs analysis • Multiple complex dimensions • Tackle one dimension at a time • Highly heterogeneous classes • Class management technology and Self-remedy solution • Less technology enthusiasts • Build a community of support first • Instructors with much administrative tasks • Unbundling roles • Not enough support • No learning curve solution • Overall, they were in need of simple, highly adaptive and flexible technology that is most relevant to the learning context

  17. Creating New Traditions In Academic Technology

  18. Early Interests (AT 1.x) • Cognition • Learn better • Metacognition • Better manage learning • Retention • Better remember what was learned • Transfer • Better apply what was learned • Motivation • Better chances to do all the above

  19. Evolved interests (AT 2.x) • Situation Specificity • Cultural Sensitivity • Practical Usability • Theoretical Applicability • Economic Scalability • Viable Sustainability

  20. Emerging Interests (AT 3.x) • Educational entrepreneurship • Tangible impact (Either for-profit or non-profit) • Bridging with social innovations • Local, regional, and global community needs

  21. Why AT3.x? • Supports the ultimate role of higher education in multiple aspects • Much more visible outcomes • In the future, there will be only two kinds of leaders in the higher education space: • Highly visible leading universities in at least one academic specialty area or • Highly accessible, efficient, and convenient education providers

  22. Conclusion

  23. No update, no gain • Technology gets old too fast • Need to learn to learn better

  24. No transformation, no chances • Make time to examine the changes and patterns in the education space • Become adaptable to the new environments • Respond to the new needs

  25. Questions for you: • What are the new competencies for today’s CIOs? • What do researchers do and say about academic technology? • Should Academic Technology be lead by CIOs? • When people take 99.9% uptime for granted, what happens to the IT department? • What are you? Are you CIO X.X?

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