OK, I intend to write a book. There I said it, so I'll have to do it.

I intend to write a book called "What's wrong with Higher Education"!  I don't consider myself a writer.  I'd like to consider myself a doer, but in truth I'm just a lazy engineer.  That has served me well enough as, throughout my career, I have always looked for the most efficient way of achieving whatever task was in front of me.  Finding the most efficient way to do things did not always save me time, but it was much more fun.  

A downturn in the construction industry had me stumbling into higher education in the early eighties, where I had no intention of staying.  However, among other things, the autonomy of the lecturing job was wonderful, and so I never left.

However, I was surprised to find that most of my colleagues did not share my joy in implementing new ways of doing things.  This was not an issue when I was purely responsible for my own teaching, but as I took on responsibilities for institutional innovation, I began to see, not only the general resistance to innovation, but the extent to which inefficient and often perverse practices were common through our institution, as well as most other similar institutions and even external organisations controlling or influencing our operation.

Over time, I also began to realise how complex higher education is, with a huge number of variables and a large number of stakeholders, mostly (naturally) acting in their own interests.  I have felt for some time that I may not be qualified to write about higher education (no, not because I don't have a PhD) because it is so complex, but I have come to the conclusion that nobody really fully understands higher education and my particular perspective may be useful for those who are in different roles.

I have also observed that my general position, that higher education is highly dysfunctional and should either radically reinvent itself or else gently (or maybe not so gently) contract, is not common in educational circles around the world, and almost non-existent in Ireland.  That's my motivation for writing.

I'm not a researcher either, although I appreciate good research.  So the book will be largely opinion informed by experiences and attempts to overcome my own confirmation bias by wide reading.  I hope to develop the book by blogging the ideas and getting feedback to modify my position where my reasoning is weak or where there is evidence to the contrary.

So now that I've said that I'll do it, I have to.  Your feedback is welcome. And the more feedback the better so please share if you think this could be interesting or useful.

Fine words butter no parsnips - Gemini summarises my presentation on the need for a strategic approach to using learning technologies.

 I did a 12 minute recording of a presentation I gave 2 days ago called "Fine words butter no parsnips" on the need to move from small scale EdTech projects in higher education towards a more strategic approach.  You can view it here: https://youtu.be/w7rS7xmbPOc

I then asked Gemini Advanced to summarise the text generated by Youtube.  Here it is. 

Absolutely! Here's a blog summary of the video's content, based on the provided transcript. I've focused on making it readable and highlighting the key discussion points.

Title: Beyond Buzzwords: A Call for Strategic Implementation of Learning Technologies in Higher Education

Intro

In this insightful presentation, Brian Mulligan (Education Futures) challenges higher education institutions to move beyond feel-good buzzwords like "transformation" and "excellence" when talking about educational technology (EdTech). He advocates for a strategic, focused approach to reap the real benefits of EdTech for students and institutions alike.

The Problem with "Motherhood and Apple Pie" Approaches

Mulligan argues that well-intended initiatives and scattered projects often fail to bring about meaningful transformation. A strategic approach is needed to ensure EdTech truly enhances teaching and learning.

Understanding What Students Actually Want (and Need)

Students aren't clamoring for flashy tech for its own sake. They value tools that give them flexibility (like recordings) and transparency (clear grading, timely feedback). Mulligan links these desires to the development of skills crucial for their future employability.

EdTech's Transformative Potential: New Models of Learning

Mulligan emphasizes the difference between "digitizing" traditional approaches and real digital transformation that unlocks new, student-centered ways of teaching and learning. He presents a list of models with transformative potential, including:

• Self-directed learning (with robust assessment methods)
• Competency-based education
• Formative assessment for learning
• Flipped and project-based learning
• Hybrid/HyFlex models
• Workplace-based learning
• Stacked micro-credentials

Barriers and a Non-Zero-Sum Approach

Mulligan acknowledges the challenges to implementing change, stressing that many barriers are "people-based" rather than strictly technological or pedagogical. He advocates for overcoming these barriers with a mindset that benefits all stakeholders – a better learning experience for students improves outcomes for the institution, too.

The Strategic Imperative

Brian Mulligan urges institutions to think big, set priorities, and prioritize impactful projects. Key takeaways include:

• The importance of an "agile" approach with streamlined processes
• Testing minimum viable versions of new EdTech models
• Scaling up successful initiatives

Let me know if you'd like any of the sections expanded or want me to add additional commentary to make it even more blog-like!