1 00:00:03,040 --> 00:00:07,080 Speaker 1: Hey everyone, Welcome to the Restless Ones. I'm Jonathan Strickland. 2 00:00:07,320 --> 00:00:10,720 Speaker 1: As always, my focus is on exploring the intersection of 3 00:00:10,760 --> 00:00:14,440 Speaker 1: technology and business by having conversations with the most forward 4 00:00:14,520 --> 00:00:19,239 Speaker 1: thinking leaders. Throughout my career, I've covered everything from massive 5 00:00:19,280 --> 00:00:24,319 Speaker 1: parallel processing to advanced robotics, but what truly inspires me 6 00:00:24,840 --> 00:00:29,080 Speaker 1: are the stories of innovation and transformation. In this season, 7 00:00:29,200 --> 00:00:34,199 Speaker 1: we'll explore technologies like flexible applications, more capable devices, and 8 00:00:34,320 --> 00:00:37,880 Speaker 1: advance networking like five G that are helping business leaders 9 00:00:37,960 --> 00:00:42,120 Speaker 1: act on their big ideas quickly and unlock mission critical outcomes. 10 00:00:42,600 --> 00:00:45,640 Speaker 1: What's become clear to us after three seasons is that 11 00:00:45,720 --> 00:00:49,040 Speaker 1: we can't change tomorrow by deploying solutions of the past. 12 00:00:49,479 --> 00:00:52,239 Speaker 1: So get ready to be inspired and learn from the 13 00:00:52,280 --> 00:00:59,400 Speaker 1: best today. On the Restless Ones, we have two phenomenal guests, 14 00:00:59,520 --> 00:01:02,880 Speaker 1: each of whom has a background in education. Doctor Amy 15 00:01:02,920 --> 00:01:06,119 Speaker 1: Novak is the president of Saint Ambrose University and has 16 00:01:06,160 --> 00:01:09,440 Speaker 1: worked in education for more than two decades. Doctor Keisha 17 00:01:09,560 --> 00:01:13,080 Speaker 1: King is the Senior National Education Administrator at t Mobile 18 00:01:13,080 --> 00:01:16,760 Speaker 1: for Education. They both have dedicated their careers to furthering 19 00:01:16,760 --> 00:01:20,440 Speaker 1: the education of students, addressing social challenges for the betterment 20 00:01:20,520 --> 00:01:24,440 Speaker 1: of communities and preparing people to be productive, successful members 21 00:01:24,520 --> 00:01:28,080 Speaker 1: of the workforce of tomorrow. It only takes a moment 22 00:01:28,200 --> 00:01:32,319 Speaker 1: of reflection to get a hint of the challenges educators 23 00:01:32,360 --> 00:01:36,039 Speaker 1: face in today's environment. But with the speed of technological 24 00:01:36,080 --> 00:01:39,440 Speaker 1: innovation and how it impacts everything from how we interact 25 00:01:39,440 --> 00:01:42,880 Speaker 1: with one another to how we get work done, meeting 26 00:01:42,920 --> 00:01:46,440 Speaker 1: that goal is a never ending challenge. I sat down 27 00:01:46,480 --> 00:01:48,840 Speaker 1: with doctor Novak and doctor King to get a better 28 00:01:48,920 --> 00:01:52,920 Speaker 1: understanding of technologies role in facilitating education. But before we 29 00:01:52,960 --> 00:01:55,120 Speaker 1: get into all of that, I wanted to learn more 30 00:01:55,160 --> 00:02:03,200 Speaker 1: about my guests, doctor Novak and doctor King. Welcome to 31 00:02:03,280 --> 00:02:04,200 Speaker 1: the restless ones. 32 00:02:04,720 --> 00:02:06,520 Speaker 2: Thank you, Thank you so much. 33 00:02:07,240 --> 00:02:10,560 Speaker 1: I'm really excited to have this conversation. Both of my 34 00:02:10,680 --> 00:02:14,040 Speaker 1: parents were educators. They're both retired now, but my father 35 00:02:14,280 --> 00:02:19,919 Speaker 1: taught college level English, my mother taught elementary level everything. 36 00:02:20,480 --> 00:02:23,480 Speaker 1: So I have been deeply exposed to the world of 37 00:02:23,600 --> 00:02:27,320 Speaker 1: education and seen, both as a student and just in 38 00:02:27,520 --> 00:02:30,720 Speaker 1: my family, some of the challenges that my parents were 39 00:02:30,720 --> 00:02:34,120 Speaker 1: facing every day. So, doctor Novac, I'd love to start 40 00:02:34,120 --> 00:02:36,920 Speaker 1: with you. Can you talk a bit about where in 41 00:02:36,960 --> 00:02:39,680 Speaker 1: your life were you when you decided to really pursue 42 00:02:39,720 --> 00:02:41,480 Speaker 1: a career in education. 43 00:02:42,400 --> 00:02:45,080 Speaker 3: Thanks so much for the question and just the opportunity 44 00:02:45,120 --> 00:02:47,760 Speaker 3: to be in conversation and dialogue with all of you today. 45 00:02:48,240 --> 00:02:51,600 Speaker 3: I had a rather circuitous route to the work in 46 00:02:51,720 --> 00:02:54,800 Speaker 3: higher education, but I think when I look back and 47 00:02:54,840 --> 00:02:57,400 Speaker 3: reflect on how I got here, I spent time in 48 00:02:57,480 --> 00:03:01,120 Speaker 3: corporate settings for the first ten years of my career. Also, 49 00:03:01,440 --> 00:03:04,280 Speaker 3: I am a mom to eight, and as such, the 50 00:03:04,360 --> 00:03:07,960 Speaker 3: reality was each of those young people in my life 51 00:03:08,000 --> 00:03:10,960 Speaker 3: were learning and engaging and learning, and it's something that 52 00:03:11,000 --> 00:03:13,119 Speaker 3: both my husband and I had a deep passion for. 53 00:03:13,680 --> 00:03:17,880 Speaker 3: A series of family circumstances led us back to a 54 00:03:17,880 --> 00:03:20,919 Speaker 3: situation where I came back to my hometown and my 55 00:03:21,040 --> 00:03:24,440 Speaker 3: husband was medically retired from the military, and I thought, 56 00:03:24,480 --> 00:03:26,840 Speaker 3: what am I going to do in my hometown? And 57 00:03:26,880 --> 00:03:29,920 Speaker 3: there happened to be a college there, and I thought, 58 00:03:29,960 --> 00:03:32,519 Speaker 3: you know, I might have some skills that could be valuable, 59 00:03:32,560 --> 00:03:35,320 Speaker 3: and so I applied for a position as a three 60 00:03:35,400 --> 00:03:39,240 Speaker 3: quarter time grant writer of all things, and twenty one 61 00:03:39,320 --> 00:03:43,000 Speaker 3: years later, I have had a just exceptional experience to 62 00:03:43,080 --> 00:03:46,480 Speaker 3: be in a career field where every day I get 63 00:03:46,520 --> 00:03:49,280 Speaker 3: an opportunity to interact with students and really be part 64 00:03:49,360 --> 00:03:54,440 Speaker 3: of a transformative life experience for them, walking alongside students 65 00:03:54,440 --> 00:03:56,640 Speaker 3: as they go from this place of what am I 66 00:03:56,680 --> 00:03:58,640 Speaker 3: going to do with my life to now being able 67 00:03:58,640 --> 00:04:02,120 Speaker 3: to graduate, and really I see a pathway for them 68 00:04:02,280 --> 00:04:07,320 Speaker 3: into careers, but also just into better community leaders, strengthened 69 00:04:07,480 --> 00:04:10,160 Speaker 3: human beings. And so it's a privilege to work in 70 00:04:10,160 --> 00:04:11,040 Speaker 3: that space. 71 00:04:11,320 --> 00:04:14,760 Speaker 1: And to that end, Doctor King, I understand you also 72 00:04:15,000 --> 00:04:19,800 Speaker 1: had a background in education before you transitioned over to 73 00:04:20,200 --> 00:04:22,840 Speaker 1: T Mobile for education, so please tell us a bit 74 00:04:22,880 --> 00:04:23,719 Speaker 1: about your journey. 75 00:04:24,279 --> 00:04:27,080 Speaker 2: I have been an educator, it seems like my entire life. 76 00:04:27,120 --> 00:04:29,720 Speaker 2: But when I was younger, I never wanted to be 77 00:04:29,760 --> 00:04:31,840 Speaker 2: a teacher because I didn't want to make students have 78 00:04:31,880 --> 00:04:34,479 Speaker 2: to sit still. I grew up in Phoenix, and so 79 00:04:34,600 --> 00:04:37,440 Speaker 2: I was working for the City of Phoenix and really 80 00:04:37,440 --> 00:04:40,200 Speaker 2: excited about that. And then I was in Arizona State 81 00:04:40,320 --> 00:04:44,440 Speaker 2: University's Upward Bound program, and that program it was for 82 00:04:44,680 --> 00:04:49,880 Speaker 2: underrepresented first generation college graduates to go to these major 83 00:04:49,960 --> 00:04:55,920 Speaker 2: universities and have support in just this really great experience 84 00:04:56,120 --> 00:04:59,840 Speaker 2: on college campuses prior to enrolling. So I graduated from 85 00:04:59,839 --> 00:05:03,040 Speaker 2: Hoig School and went directly into Arizona State University, at 86 00:05:03,080 --> 00:05:06,880 Speaker 2: sixteen years old, and I started working for the Upperbound 87 00:05:06,960 --> 00:05:11,320 Speaker 2: program as a freshman in college, and through that program, 88 00:05:11,360 --> 00:05:14,560 Speaker 2: I was mentoring other students just like me, and it 89 00:05:14,600 --> 00:05:18,080 Speaker 2: made me really understand that the teaching and learning process 90 00:05:18,200 --> 00:05:22,440 Speaker 2: is so very dynamic, right, especially when in that program 91 00:05:22,480 --> 00:05:27,960 Speaker 2: you go from mentorship to teaching, to tutoring, to residential 92 00:05:28,040 --> 00:05:33,600 Speaker 2: assistance to all these other things, to like mill Hall assistants. 93 00:05:33,800 --> 00:05:36,320 Speaker 2: And when I graduated, I started teaching at a school 94 00:05:36,320 --> 00:05:40,039 Speaker 2: district of seventy thousand students and from there I went 95 00:05:40,080 --> 00:05:44,400 Speaker 2: into building virtual learning programs and expanding opportunities, and then 96 00:05:44,480 --> 00:05:47,479 Speaker 2: became the director of online Learning. I led curriculum and 97 00:05:47,520 --> 00:05:51,320 Speaker 2: technology integration and started really honing in on how do 98 00:05:51,360 --> 00:05:53,440 Speaker 2: you put devices into the hands of students, but then 99 00:05:53,480 --> 00:05:57,200 Speaker 2: beyond that, how do you create content that allows them 100 00:05:57,200 --> 00:06:00,160 Speaker 2: to have opportunities to graduate, opportunities to enter in to 101 00:06:00,279 --> 00:06:04,599 Speaker 2: post secondary education, opportunities to really be exposed to new 102 00:06:04,680 --> 00:06:08,440 Speaker 2: careers that maybe they wouldn't have access to. And so 103 00:06:08,680 --> 00:06:12,200 Speaker 2: really got excited about that work because that absolutely loved 104 00:06:12,279 --> 00:06:13,400 Speaker 2: working with kiddos. 105 00:06:13,800 --> 00:06:16,719 Speaker 1: Fantastic. I'm curious, doctor Novac, if you can talk a 106 00:06:16,720 --> 00:06:22,599 Speaker 1: little bit about some of the truly disruptive or influential 107 00:06:22,880 --> 00:06:26,279 Speaker 1: changes in technology that you've witnessed over the last decade, 108 00:06:26,760 --> 00:06:30,360 Speaker 1: and how those are having an impact in what you do. 109 00:06:31,040 --> 00:06:33,400 Speaker 3: Great question, and I want to just go back a 110 00:06:33,400 --> 00:06:37,080 Speaker 3: couple of steps first and say that one of the 111 00:06:37,080 --> 00:06:39,640 Speaker 3: things that we've been doing, and I think I want 112 00:06:39,680 --> 00:06:43,120 Speaker 3: to provide this context for this conversation, is that we 113 00:06:43,360 --> 00:06:48,120 Speaker 3: have been hosting an innovation summit, and the rationale for 114 00:06:48,160 --> 00:06:51,919 Speaker 3: that was what we were recognizing is that sometimes in 115 00:06:52,000 --> 00:06:54,080 Speaker 3: higher ed we tend to do things in a vacuum, 116 00:06:54,320 --> 00:06:56,840 Speaker 3: or we sort of say this is what the student needs, 117 00:06:56,839 --> 00:06:58,520 Speaker 3: and we know that this is what the student needs 118 00:06:58,600 --> 00:07:01,440 Speaker 3: because this is what we like to teach, and I'm 119 00:07:01,480 --> 00:07:04,080 Speaker 3: not sure that's the framework that we want to approach 120 00:07:04,120 --> 00:07:06,599 Speaker 3: this work by. What we really need to say is 121 00:07:06,680 --> 00:07:09,159 Speaker 3: what is it that our business and industry partners are 122 00:07:09,200 --> 00:07:12,560 Speaker 3: telling us about our graduates, What might be the strengths, 123 00:07:12,560 --> 00:07:14,960 Speaker 3: what might be the deficits, and then how do we 124 00:07:15,280 --> 00:07:20,120 Speaker 3: bridge the types of experiences we create to ensure that 125 00:07:20,200 --> 00:07:24,640 Speaker 3: when they enter the workforce they are really relevantly prepared 126 00:07:24,680 --> 00:07:27,280 Speaker 3: for the work they're doing. One of the things we 127 00:07:27,320 --> 00:07:29,640 Speaker 3: talked about at this year's summit was the development of 128 00:07:29,640 --> 00:07:33,120 Speaker 3: a growth mindset. Sometimes we think it's all about the technology, 129 00:07:33,160 --> 00:07:36,120 Speaker 3: what it is really about is how do we develop 130 00:07:36,240 --> 00:07:41,520 Speaker 3: a mindset of being continually curious, continually willing to learn. 131 00:07:42,000 --> 00:07:44,520 Speaker 3: And so we need to do that both among our 132 00:07:44,600 --> 00:07:47,680 Speaker 3: faculty and our staff in the university community, as much 133 00:07:47,680 --> 00:07:49,840 Speaker 3: as we need to do that with our students. And 134 00:07:49,880 --> 00:07:52,160 Speaker 3: I hope business and industry sees the need to keep 135 00:07:52,320 --> 00:07:56,720 Speaker 3: nurturing that, supporting that incentivizing that mindset in their workplaces. 136 00:07:57,160 --> 00:07:59,800 Speaker 3: So when I look back at the way that we 137 00:08:00,320 --> 00:08:03,360 Speaker 3: sort of seen the evolution of technology, I think we 138 00:08:03,480 --> 00:08:06,000 Speaker 3: had a major leap when we had the invention of 139 00:08:06,040 --> 00:08:10,800 Speaker 3: the iPhone because we were carrying frankly, more technology on 140 00:08:10,840 --> 00:08:13,720 Speaker 3: our phone than we had on the first manned spaceflight. 141 00:08:14,360 --> 00:08:19,080 Speaker 3: And that was probably a really notable disruptor. And as 142 00:08:19,240 --> 00:08:22,320 Speaker 3: all of that was happening, what I have found particularly 143 00:08:22,360 --> 00:08:26,360 Speaker 3: fascinating is if you talk to cognitive learning scientists, they'll 144 00:08:26,360 --> 00:08:29,600 Speaker 3: tell you our human brain was also changing, and how 145 00:08:29,640 --> 00:08:34,160 Speaker 3: we were reacting and responding to the content we accessed 146 00:08:34,640 --> 00:08:38,960 Speaker 3: was changing. How we interact, We're continuing to evolve. So 147 00:08:39,440 --> 00:08:42,960 Speaker 3: as we entered the second decade of the twentieth century, 148 00:08:43,320 --> 00:08:46,360 Speaker 3: when we're sitting there in twenty ten, twenty eleven, twenty twelve, 149 00:08:46,640 --> 00:08:50,600 Speaker 3: and we're really seeing the discussion around Mooch's you know, 150 00:08:50,720 --> 00:08:54,640 Speaker 3: massively open classes that people can now access education. All 151 00:08:54,679 --> 00:08:58,160 Speaker 3: of these were ways of us trying to figure it out. 152 00:08:58,640 --> 00:09:00,520 Speaker 3: And you know, people say to me, were they valuable? 153 00:09:00,559 --> 00:09:03,440 Speaker 3: I'm like, absolutely, because we just got a little bit 154 00:09:03,559 --> 00:09:07,720 Speaker 3: better about understanding how we could open doors of access, 155 00:09:08,080 --> 00:09:11,240 Speaker 3: how we could make education more affordable, how we could 156 00:09:11,280 --> 00:09:14,880 Speaker 3: in many respects, break down the digital divide, but perhaps 157 00:09:15,040 --> 00:09:19,880 Speaker 3: most importantly, how we could strengthen student learning. And so 158 00:09:20,480 --> 00:09:24,600 Speaker 3: it's okay to have thousands of pages of content, but 159 00:09:24,679 --> 00:09:27,440 Speaker 3: if we don't really understand what that means and how 160 00:09:27,480 --> 00:09:30,600 Speaker 3: to use it and how to manipulate it, or how 161 00:09:30,600 --> 00:09:33,720 Speaker 3: to be able to synthesize it or analyze it, it's 162 00:09:33,760 --> 00:09:37,680 Speaker 3: really not that particularly relevant. What has happened as a 163 00:09:37,720 --> 00:09:40,560 Speaker 3: result of the evolution of technology, I think are two 164 00:09:40,679 --> 00:09:44,480 Speaker 3: major things. One is it's forced higher education to ask 165 00:09:44,559 --> 00:09:47,920 Speaker 3: itself how do we teach and how does learning best occur? 166 00:09:48,480 --> 00:09:52,000 Speaker 3: And how do we use technology to enhance that? And two, 167 00:09:52,240 --> 00:09:55,320 Speaker 3: I think it's also opened the door to access and 168 00:09:55,400 --> 00:09:59,760 Speaker 3: affordability when used appropriately. And what I mean by that 169 00:09:59,920 --> 00:10:03,440 Speaker 3: is is we are no longer place bound in education. 170 00:10:04,040 --> 00:10:08,239 Speaker 3: We can actually broaden that and ensure that somebody anywhere 171 00:10:08,280 --> 00:10:11,560 Speaker 3: in the country or the world can have access to education. 172 00:10:12,320 --> 00:10:16,720 Speaker 3: We are also no longer bound to a model that 173 00:10:16,880 --> 00:10:20,400 Speaker 3: says the faculty is the only person who has knowledge. 174 00:10:20,840 --> 00:10:23,480 Speaker 3: Now we actually have what I would call inner state 175 00:10:23,640 --> 00:10:26,440 Speaker 3: of knowledge in which everyone in the room can be 176 00:10:26,520 --> 00:10:30,719 Speaker 3: contributing in a way that I think is extraordinarily powerful. 177 00:10:31,320 --> 00:10:35,319 Speaker 3: So we launched our Nanoonago Online School of Nursing. We've 178 00:10:35,360 --> 00:10:38,880 Speaker 3: had a long history of health science education and on 179 00:10:38,960 --> 00:10:43,520 Speaker 3: ground nursing at this institution going back seventy years. What 180 00:10:43,600 --> 00:10:46,520 Speaker 3: we decided though, is that in order to meet the 181 00:10:46,520 --> 00:10:49,960 Speaker 3: needs of rural America, where people are in fact place 182 00:10:50,040 --> 00:10:53,920 Speaker 3: bound in education, deserts where they don't have the privilege 183 00:10:54,040 --> 00:10:57,480 Speaker 3: or the access to drive four hours to a campus 184 00:10:57,559 --> 00:10:59,800 Speaker 3: or three hours to a campus and be able to 185 00:11:00,080 --> 00:11:03,480 Speaker 3: somehow get to a course at nine am and then 186 00:11:03,520 --> 00:11:05,760 Speaker 3: another one at eleven AM, and then another one at 187 00:11:05,800 --> 00:11:10,559 Speaker 3: three that doesn't really allow them to keep working alongside 188 00:11:10,600 --> 00:11:11,360 Speaker 3: their learning. 189 00:11:11,840 --> 00:11:12,640 Speaker 1: We said that. 190 00:11:12,559 --> 00:11:16,600 Speaker 3: Model is not going to meet the needs of many Americans. 191 00:11:16,600 --> 00:11:19,360 Speaker 3: Who haven't completed a degree, or who simply want to 192 00:11:19,400 --> 00:11:23,000 Speaker 3: be upskilled or reskilled, or who are simply place bound 193 00:11:23,520 --> 00:11:26,960 Speaker 3: and need an opportunity for economic social and I would 194 00:11:27,040 --> 00:11:30,880 Speaker 3: argue spiritual mobility. And so what technology has really allowed 195 00:11:30,920 --> 00:11:33,480 Speaker 3: us to do is open doors that I think are 196 00:11:33,520 --> 00:11:35,920 Speaker 3: really exciting. And now we can explore ways to do 197 00:11:35,960 --> 00:11:41,280 Speaker 3: clinical simulation using virtual and augmented reality. We can rethink 198 00:11:41,440 --> 00:11:44,120 Speaker 3: all of the assumptions we had about having to be 199 00:11:44,880 --> 00:11:47,520 Speaker 3: in a clinic setting or in a hospital to learn 200 00:11:47,600 --> 00:11:50,400 Speaker 3: this content. That's not to say we're going away from 201 00:11:50,440 --> 00:11:53,080 Speaker 3: having skills check offs and things like that where students 202 00:11:53,080 --> 00:11:55,840 Speaker 3: need to demonstrate that, but boy, we can supplement their 203 00:11:55,920 --> 00:11:58,240 Speaker 3: learning with a whole lot of tools right now in 204 00:11:58,280 --> 00:12:01,480 Speaker 3: the technology sphere that I think have power to unleash 205 00:12:01,640 --> 00:12:04,960 Speaker 3: learning for people who've been placed bound for many, many years. 206 00:12:05,200 --> 00:12:07,520 Speaker 1: It is phenomenal. And to that end, doctor King, I 207 00:12:07,559 --> 00:12:12,160 Speaker 1: wanted to talk to you about how connectivity has really 208 00:12:12,280 --> 00:12:17,920 Speaker 1: opened up this capacity for reaching people who otherwise would 209 00:12:18,000 --> 00:12:20,360 Speaker 1: have these struggles where they wouldn't have the opportunity to 210 00:12:20,400 --> 00:12:23,840 Speaker 1: pursue the sort of education because of where they are. 211 00:12:24,520 --> 00:12:26,840 Speaker 2: I mean, the biggest concern we've seen across the country. 212 00:12:26,840 --> 00:12:31,280 Speaker 2: Are these just broadband deserts places where especially in rural America, 213 00:12:31,320 --> 00:12:33,920 Speaker 2: where there's so many companies that just don't want to 214 00:12:33,920 --> 00:12:38,000 Speaker 2: make the investment because they're concerned with the return on investment. Right, 215 00:12:38,080 --> 00:12:40,160 Speaker 2: there's not enough people there and so we don't want 216 00:12:40,160 --> 00:12:43,800 Speaker 2: to make an investment in providing these services. Well, I mean, 217 00:12:43,800 --> 00:12:47,199 Speaker 2: the access is critical and it's really priceless, and making 218 00:12:47,240 --> 00:12:50,200 Speaker 2: sure that we do make these investments. So that's where 219 00:12:50,200 --> 00:12:52,360 Speaker 2: I'm just so proud of the work that T Mobile 220 00:12:52,400 --> 00:12:55,880 Speaker 2: has done and making sure that across rural America we 221 00:12:56,000 --> 00:12:58,960 Speaker 2: have these really strong commitments and making billions of dollars 222 00:12:59,000 --> 00:13:01,760 Speaker 2: in investments in the netw work and growing out what 223 00:13:01,840 --> 00:13:04,120 Speaker 2: five G looks like across rural America. And I think 224 00:13:04,120 --> 00:13:06,800 Speaker 2: we're really going to be dependent on this five G 225 00:13:06,920 --> 00:13:11,040 Speaker 2: infrastructure growing across rural America to make sure that we're 226 00:13:11,080 --> 00:13:14,600 Speaker 2: driving these advancements. Specific to what doctor Novac said, I 227 00:13:14,640 --> 00:13:18,840 Speaker 2: think for healthcare during the pandemic, health care consultations and 228 00:13:19,559 --> 00:13:23,840 Speaker 2: telemedicine has never been more prevalent. Right, How we're training 229 00:13:23,880 --> 00:13:28,240 Speaker 2: our medical staff, how we're preparing them, whether it's using 230 00:13:28,679 --> 00:13:32,920 Speaker 2: AR goggles or ARVR driven health care models or practices. 231 00:13:33,360 --> 00:13:37,680 Speaker 2: It requires high bandwidth, it requires fast communication, it requires 232 00:13:37,679 --> 00:13:40,680 Speaker 2: a little latency, and all of that means that five 233 00:13:40,760 --> 00:13:46,040 Speaker 2: G has a very meaningful influence on how we're providing 234 00:13:46,080 --> 00:13:48,920 Speaker 2: these services to the folks who are going to need 235 00:13:48,960 --> 00:13:52,400 Speaker 2: them the most. And you mentioned just that digital divide piece. 236 00:13:53,040 --> 00:13:55,800 Speaker 2: T Mobile has a ten point seven billion dollar commitment 237 00:13:55,840 --> 00:13:58,760 Speaker 2: to bridge the digital divide, and that's Project ten million. 238 00:13:59,320 --> 00:14:01,439 Speaker 2: And what I love about Project ten million is that 239 00:14:01,640 --> 00:14:04,520 Speaker 2: it's available to every student that qualifies for the National 240 00:14:04,559 --> 00:14:08,360 Speaker 2: School Lunch Program across the country, every student household. It 241 00:14:08,400 --> 00:14:11,640 Speaker 2: provides a free hotspot and one hundred gigs of internet 242 00:14:11,679 --> 00:14:15,000 Speaker 2: access per year for five years for every single student 243 00:14:15,040 --> 00:14:19,600 Speaker 2: household that qualifies. That is really changing the landscape of 244 00:14:19,640 --> 00:14:22,760 Speaker 2: how we see access. Now, does that mean that we 245 00:14:22,760 --> 00:14:25,160 Speaker 2: don't need to go that extra mile? Absolutely we do. 246 00:14:25,640 --> 00:14:28,080 Speaker 2: And so when we think about fixed wireless access, when 247 00:14:28,120 --> 00:14:31,200 Speaker 2: we think about the Emergency Connectivity Fund and all of 248 00:14:31,240 --> 00:14:33,720 Speaker 2: the other things in place to make sure that we're 249 00:14:33,800 --> 00:14:36,360 Speaker 2: driving the access, that piece is going to be critical 250 00:14:36,400 --> 00:14:45,040 Speaker 2: as well. 251 00:14:45,240 --> 00:14:47,280 Speaker 1: One thing that I wanted to talk about with you, 252 00:14:47,320 --> 00:14:51,880 Speaker 1: doctor Novak, I was fascinated to learn about the sort 253 00:14:51,880 --> 00:14:55,480 Speaker 1: of test run with mixed reality and how that could 254 00:14:55,520 --> 00:15:00,160 Speaker 1: play a role in education moving forward. Obviously, connectivity is 255 00:15:00,160 --> 00:15:03,680 Speaker 1: is at the very foundation to make that technology possible, 256 00:15:04,040 --> 00:15:08,000 Speaker 1: But beyond that, what is the utility of mixed reality 257 00:15:08,040 --> 00:15:10,880 Speaker 1: in your eyes? What opportunities does it present. 258 00:15:11,280 --> 00:15:14,400 Speaker 3: When we think about the multiverse and how we do 259 00:15:14,480 --> 00:15:18,080 Speaker 3: this right? I think it's untapped in terms of what 260 00:15:18,280 --> 00:15:20,800 Speaker 3: it will mean for Higher ED. I want to be 261 00:15:20,880 --> 00:15:23,240 Speaker 3: really clear here. We're just at the front end of 262 00:15:23,240 --> 00:15:26,880 Speaker 3: this conversation, and what I mean by that is there 263 00:15:26,880 --> 00:15:29,920 Speaker 3: hasn't been a lot of content developed for Higher ED 264 00:15:30,000 --> 00:15:33,840 Speaker 3: in this space. We have a huge investment that will 265 00:15:33,840 --> 00:15:36,000 Speaker 3: need to be made in what I call the faculty 266 00:15:36,040 --> 00:15:39,000 Speaker 3: of the future, in other words, equipping people for this 267 00:15:39,200 --> 00:15:43,640 Speaker 3: sort of learning and work and understanding is it working 268 00:15:43,960 --> 00:15:46,680 Speaker 3: and how does it best work. We have to be 269 00:15:47,200 --> 00:15:51,600 Speaker 3: equipped with partners like t Mobile, Qualcom, others who are 270 00:15:51,720 --> 00:15:55,920 Speaker 3: walking alongside us and asking the critical questions around what 271 00:15:55,960 --> 00:15:59,520 Speaker 3: are we learning about the technological interface? Where does it work, 272 00:16:00,000 --> 00:16:02,960 Speaker 3: doesn't at work? Where are the limitations? I called it 273 00:16:03,000 --> 00:16:06,640 Speaker 3: a pilot of the willing in Higher ED. Sometimes saying 274 00:16:06,680 --> 00:16:08,520 Speaker 3: to someone you have to do this is kind of 275 00:16:08,560 --> 00:16:11,400 Speaker 3: the kiss of death. So the strategy for me is 276 00:16:11,920 --> 00:16:14,440 Speaker 3: who wants to give this a shot. We had all 277 00:16:14,440 --> 00:16:17,320 Speaker 3: our faculty go through a micro credential in which they 278 00:16:17,320 --> 00:16:21,920 Speaker 3: spent about fifteen hours really learning about the tools, exploring it, 279 00:16:22,560 --> 00:16:26,240 Speaker 3: understanding their capacity, and then we delved into about five 280 00:16:26,280 --> 00:16:33,720 Speaker 3: different disciplinary areas engineering, biology, nursing, history, art, philosophy, and 281 00:16:33,800 --> 00:16:36,640 Speaker 3: really just said let's see what we can learn. And 282 00:16:36,720 --> 00:16:40,200 Speaker 3: so my request of those faculty was to see if 283 00:16:40,200 --> 00:16:42,840 Speaker 3: we could integrate it into maybe five or six lessons 284 00:16:42,880 --> 00:16:46,800 Speaker 3: within their content of a semester, and then we would 285 00:16:46,800 --> 00:16:49,520 Speaker 3: meet weekly and just sort of discern what was working, 286 00:16:49,560 --> 00:16:50,360 Speaker 3: what was not working. 287 00:16:50,400 --> 00:16:51,160 Speaker 1: We got back. 288 00:16:51,000 --> 00:16:53,520 Speaker 3: Together with some of the programmers and said time out, 289 00:16:54,040 --> 00:16:56,400 Speaker 3: we can't do this in this classroom because we've got 290 00:16:56,680 --> 00:17:00,880 Speaker 3: bandwidth issues or we have students who weren't sure how 291 00:17:00,920 --> 00:17:04,040 Speaker 3: to use the technology. So we ran into a lot 292 00:17:04,040 --> 00:17:07,000 Speaker 3: of opportunities for what I would say learning. But we 293 00:17:07,200 --> 00:17:10,960 Speaker 3: also discovered that when students are in this engaged space, 294 00:17:11,200 --> 00:17:14,879 Speaker 3: when they've got a set of goggles on, you can't multitask, 295 00:17:15,040 --> 00:17:17,280 Speaker 3: you can't be on your phone and your laptop and 296 00:17:17,320 --> 00:17:20,920 Speaker 3: your other device. You're just immersed in the learning. And 297 00:17:21,080 --> 00:17:25,199 Speaker 3: thus the outcomes for how they retained and engaged in. 298 00:17:25,240 --> 00:17:29,919 Speaker 3: The content was so much more robust. So I believe 299 00:17:29,960 --> 00:17:34,080 Speaker 3: there is a strong future in this multiverse where we 300 00:17:34,160 --> 00:17:38,119 Speaker 3: have this integration of both virtual and augmented reality, and 301 00:17:38,160 --> 00:17:41,200 Speaker 3: I think it's only going to continue to evolve. What's 302 00:17:41,320 --> 00:17:45,320 Speaker 3: really critical is that we have industry partners working right 303 00:17:45,359 --> 00:17:49,879 Speaker 3: alongside faculty and the people trying to implement this work, 304 00:17:50,280 --> 00:17:52,840 Speaker 3: and in so doing, we don't do this work in 305 00:17:52,880 --> 00:17:55,680 Speaker 3: a vacuum, because I've seen a lot of technology in 306 00:17:55,720 --> 00:17:59,320 Speaker 3: the past that's been designed for higher ED without any 307 00:17:59,400 --> 00:18:03,240 Speaker 3: higher ED expertise around the table, and the result of 308 00:18:03,280 --> 00:18:05,919 Speaker 3: which is we don't use it. And so what's so 309 00:18:06,000 --> 00:18:09,000 Speaker 3: exciting about the collaboration we have with Victory XR, with 310 00:18:09,119 --> 00:18:12,080 Speaker 3: T Mobile, with Qualcom and some of these conversations is 311 00:18:12,560 --> 00:18:16,280 Speaker 3: we're all around the table, we're all listening to one another, 312 00:18:16,520 --> 00:18:19,919 Speaker 3: We're all understanding the limitations as well as our aspirations, 313 00:18:20,440 --> 00:18:24,040 Speaker 3: and I think that makes this a really powerful pilot. 314 00:18:24,200 --> 00:18:26,440 Speaker 3: We're really understanding where this technology can. 315 00:18:26,359 --> 00:18:29,000 Speaker 2: Go and just to piggyback off of that. This is 316 00:18:29,040 --> 00:18:31,200 Speaker 2: why it's been so important for T Mobile to bring 317 00:18:31,240 --> 00:18:35,680 Speaker 2: in these industry experts as well, even working alongside doctor Novak. 318 00:18:36,119 --> 00:18:40,159 Speaker 2: We've taken the opportunity to bring in the former CIO 319 00:18:40,320 --> 00:18:44,679 Speaker 2: of Penn State University, Michael Kubick. We've brought in doctor 320 00:18:44,680 --> 00:18:49,480 Speaker 2: Ann Clancy, the former vice PROVOS for Chicago Community Colleges. 321 00:18:49,840 --> 00:18:51,760 Speaker 2: This is not something that you can come in and 322 00:18:51,800 --> 00:18:55,280 Speaker 2: be prescriptive about. I think research and development is also 323 00:18:55,320 --> 00:18:57,080 Speaker 2: a really key piece of this work. 324 00:18:57,520 --> 00:19:00,600 Speaker 3: I would concur I think this is a a really 325 00:19:00,640 --> 00:19:05,159 Speaker 3: big opportunity for higher education and again working alongside business 326 00:19:05,160 --> 00:19:09,280 Speaker 3: partners to really explore where can this go and how 327 00:19:09,320 --> 00:19:13,000 Speaker 3: we go about doing that matters. And you early on 328 00:19:13,080 --> 00:19:17,000 Speaker 3: doctor King mentioned who we put in the room matters, 329 00:19:17,160 --> 00:19:21,679 Speaker 3: so that the content we're developing, we can ensure is 330 00:19:21,800 --> 00:19:27,520 Speaker 3: representative of the real diversity that exists in our society today, 331 00:19:28,200 --> 00:19:32,240 Speaker 3: and we honor that lens of our diversity as a 332 00:19:32,280 --> 00:19:35,800 Speaker 3: country and as a world in the content we create 333 00:19:36,640 --> 00:19:41,320 Speaker 3: and ensure access as well through that process. So we 334 00:19:41,359 --> 00:19:44,040 Speaker 3: don't want to have all of one type of person 335 00:19:44,160 --> 00:19:48,320 Speaker 3: or one way of thinking influencing how we create content, 336 00:19:49,040 --> 00:19:52,040 Speaker 3: or I think we will really have missed our opportunity. 337 00:19:52,720 --> 00:19:55,479 Speaker 3: So higher ed needs to make sure it's investing and 338 00:19:55,560 --> 00:19:59,280 Speaker 3: doing the research and development work that is inclusive of 339 00:19:59,400 --> 00:20:02,760 Speaker 3: a lot of different voices, people from rural areas, people 340 00:20:02,800 --> 00:20:05,760 Speaker 3: from urban areas, people of different ethnic backgrounds, people of 341 00:20:05,760 --> 00:20:09,560 Speaker 3: different racial backgrounds, people of different disciplinary backgrounds. Right, so 342 00:20:09,600 --> 00:20:13,280 Speaker 3: that we understand how to maximize the potential of this 343 00:20:13,480 --> 00:20:18,600 Speaker 3: in a manner that is inclusive of voices and understandings 344 00:20:18,640 --> 00:20:22,520 Speaker 3: of the human condition. So in something like engineering, we 345 00:20:22,560 --> 00:20:25,280 Speaker 3: can create a virtual or augmented We've got a sort 346 00:20:25,280 --> 00:20:29,720 Speaker 3: of multiverse welding laboratory. Okay, that doesn't feel as perhaps 347 00:20:30,320 --> 00:20:34,240 Speaker 3: deeply personal, but when we take people into Plato's cave, 348 00:20:34,400 --> 00:20:37,119 Speaker 3: or when we explore history, or when we dive into 349 00:20:37,160 --> 00:20:42,320 Speaker 3: theological context using these tools, it matters if we want 350 00:20:42,359 --> 00:20:44,920 Speaker 3: to go into depth and have these tools really be 351 00:20:45,760 --> 00:20:51,760 Speaker 3: meaningful pedagogies to engage students in learning. It's much more 352 00:20:51,800 --> 00:20:55,399 Speaker 3: than a tactical action like a welding lab It is 353 00:20:55,560 --> 00:20:58,760 Speaker 3: a way of thinking. It is a way of learning, 354 00:20:59,320 --> 00:21:03,600 Speaker 3: and we must have voices around the table creating that. 355 00:21:03,760 --> 00:21:06,160 Speaker 3: So our R and D work needs to be as 356 00:21:06,160 --> 00:21:10,960 Speaker 3: inclusive as possible. And so I'm hopeful that as we 357 00:21:11,000 --> 00:21:14,760 Speaker 3: begin to make strategic investments in higher ed in the 358 00:21:14,800 --> 00:21:18,600 Speaker 3: future of faculty, that we're really mindful about who we 359 00:21:18,600 --> 00:21:21,800 Speaker 3: bring around the table for those conversations. 360 00:21:21,280 --> 00:21:24,360 Speaker 2: And that is the power of private public partnership. 361 00:21:25,240 --> 00:21:29,720 Speaker 1: I could not agree more learning those tools to do good, 362 00:21:29,800 --> 00:21:35,760 Speaker 1: responsible research where you actually are able to look at 363 00:21:35,800 --> 00:21:38,640 Speaker 1: the full chain of where information came from and how 364 00:21:38,680 --> 00:21:41,480 Speaker 1: it's been shaped along its way. To me, that's absolutely 365 00:21:41,480 --> 00:21:43,600 Speaker 1: critical to being able to judge whether or not the 366 00:21:43,640 --> 00:21:47,440 Speaker 1: information you're being presented is reliable or not reliable. And clearly, 367 00:21:47,840 --> 00:21:53,000 Speaker 1: if we're to have technology bring this immersive experience to students, 368 00:21:53,040 --> 00:21:56,800 Speaker 1: we want to be certain that that immersive experience reflects 369 00:21:56,840 --> 00:22:00,560 Speaker 1: that same level of accountability and that same chain of 370 00:22:00,720 --> 00:22:03,760 Speaker 1: a stewardship. Dodr Novic, We've talked a lot about the 371 00:22:03,760 --> 00:22:07,280 Speaker 1: different technologies you saw over your career in education. From 372 00:22:07,320 --> 00:22:10,760 Speaker 1: a leadership perspective, I'm curious what your view is on 373 00:22:11,119 --> 00:22:14,160 Speaker 1: generative AI in general and its role in education in particular. 374 00:22:14,840 --> 00:22:18,360 Speaker 3: Sure, so as soon as chat GPT launched, I had 375 00:22:18,359 --> 00:22:21,199 Speaker 3: an account that day because I'm like, okay, and I 376 00:22:21,240 --> 00:22:24,040 Speaker 3: have Frankly, I've been reading about generative AI for some time, 377 00:22:24,119 --> 00:22:27,720 Speaker 3: and so it wasn't shocking that it was coming. But 378 00:22:28,040 --> 00:22:31,479 Speaker 3: I think I was impressed by I mean My husband 379 00:22:31,480 --> 00:22:33,600 Speaker 3: and I both have advanced degrees, and I'm sitting at 380 00:22:33,600 --> 00:22:36,160 Speaker 3: home and I'm like, give it the most difficult question, 381 00:22:36,280 --> 00:22:37,959 Speaker 3: and we're trying to mess with it to see if 382 00:22:38,000 --> 00:22:42,280 Speaker 3: we can outsmart it. So immediately, like the next week, 383 00:22:42,440 --> 00:22:44,560 Speaker 3: I have sort of these town hall type meetings with 384 00:22:44,600 --> 00:22:47,080 Speaker 3: our faculty and I said to them, friends, it's out 385 00:22:47,080 --> 00:22:49,560 Speaker 3: of the box. You can't say we're going to come 386 00:22:49,640 --> 00:22:52,040 Speaker 3: up with some device to stop this, or we're going 387 00:22:52,119 --> 00:22:56,480 Speaker 3: to be able to outsmart chat GPT from st Ambrose University. 388 00:22:56,520 --> 00:22:59,080 Speaker 3: I mean, that's not going to happen. So the real 389 00:22:59,200 --> 00:23:02,400 Speaker 3: question is how do we begin to think differently about 390 00:23:02,480 --> 00:23:05,520 Speaker 3: how we leverage it, use it, and ask can we 391 00:23:05,680 --> 00:23:07,560 Speaker 3: leverage it in such a way that the way we 392 00:23:07,600 --> 00:23:11,680 Speaker 3: create assignments or the way we create learning opportunities which 393 00:23:11,680 --> 00:23:13,760 Speaker 3: I like to use that phrase even better than assignments, 394 00:23:13,760 --> 00:23:16,600 Speaker 3: but learning opportunities might be to say, let's put this 395 00:23:16,760 --> 00:23:20,000 Speaker 3: question into chat GPT or into some sort of generative 396 00:23:20,040 --> 00:23:23,679 Speaker 3: AI large language model. Let's see what's generated, and then 397 00:23:23,760 --> 00:23:27,800 Speaker 3: let's ask those questions about reliability and validity, and can 398 00:23:27,840 --> 00:23:31,600 Speaker 3: we ask ourselves to then connect disparate pieces of information 399 00:23:32,280 --> 00:23:36,480 Speaker 3: that isn't real capable of being done through generative AI, 400 00:23:37,000 --> 00:23:41,480 Speaker 3: and so we've begun a pretty robust effort to equip 401 00:23:41,520 --> 00:23:46,080 Speaker 3: our faculty for how to do this work differently going forward, 402 00:23:46,560 --> 00:23:49,439 Speaker 3: because there are things about generative AI that can be 403 00:23:49,520 --> 00:23:52,160 Speaker 3: really powerful and things that can be used I think, 404 00:23:52,200 --> 00:23:56,080 Speaker 3: in really productive ways, just like the scientific calculator. On 405 00:23:56,119 --> 00:23:58,639 Speaker 3: the other hand, there are things that it generates that 406 00:23:58,680 --> 00:24:03,719 Speaker 3: are clearly inaccurate or rampant with bias or not a 407 00:24:03,760 --> 00:24:07,639 Speaker 3: reflection of what i'd say good moral judgment or ethics. 408 00:24:08,080 --> 00:24:10,640 Speaker 3: And so this then affords us the opportunity to really 409 00:24:10,720 --> 00:24:13,200 Speaker 3: use it as a teaching tool, to ask critical questions 410 00:24:13,280 --> 00:24:16,520 Speaker 3: around it. And so I think we have to begin 411 00:24:16,600 --> 00:24:19,920 Speaker 3: to equip both our students and our faculty and staff 412 00:24:20,000 --> 00:24:23,280 Speaker 3: differently for the work that lies ahead. I'm not scared 413 00:24:23,280 --> 00:24:25,720 Speaker 3: of it. I think it can be powerful. It's just 414 00:24:25,840 --> 00:24:30,800 Speaker 3: that again, we're evolving rapidly and it is shifting quickly 415 00:24:31,320 --> 00:24:33,640 Speaker 3: the landscape of how we do the work and hire it. 416 00:24:34,040 --> 00:24:36,879 Speaker 3: And so as a leader, I feel really obligated to 417 00:24:36,960 --> 00:24:41,520 Speaker 3: be ensuring our faculty are as equipped as possible to 418 00:24:41,560 --> 00:24:45,240 Speaker 3: think differently about how teaching and learning happens in this environment. 419 00:24:45,800 --> 00:24:47,920 Speaker 1: And we know that there are companies that are looking 420 00:24:47,960 --> 00:24:52,800 Speaker 1: to use chat GPT in their work in various capacities, 421 00:24:52,880 --> 00:24:56,919 Speaker 1: so students should get at least some exposure since that 422 00:24:57,040 --> 00:24:59,560 Speaker 1: is definitely going to be a component in the workforce 423 00:25:00,119 --> 00:25:05,640 Speaker 1: in the future. So I really appreciate your answer. Before 424 00:25:05,680 --> 00:25:07,800 Speaker 1: I could let my guests go, I needed to ask 425 00:25:08,080 --> 00:25:15,600 Speaker 1: a couple more questions, Doctor King, I'd love to start 426 00:25:15,640 --> 00:25:18,919 Speaker 1: with you. Our show is called The Restless Ones. What 427 00:25:19,080 --> 00:25:22,520 Speaker 1: do you think of when you hear the phrase restless ones. 428 00:25:23,320 --> 00:25:25,840 Speaker 2: When I hear the phrase restless Ones, I think of 429 00:25:26,040 --> 00:25:29,720 Speaker 2: a never ending journey growing out the love of something 430 00:25:30,119 --> 00:25:34,639 Speaker 2: and watching that manifest into something that we use in 431 00:25:34,640 --> 00:25:39,399 Speaker 2: our everyday life, and then watching that transform into something 432 00:25:39,440 --> 00:25:42,280 Speaker 2: that changes the way that we interact with the people 433 00:25:42,320 --> 00:25:45,800 Speaker 2: that we love and the environments that we love, and 434 00:25:45,880 --> 00:25:50,119 Speaker 2: then watching that then transform into how we see our 435 00:25:50,160 --> 00:25:53,199 Speaker 2: future and how we see our potential to grow and 436 00:25:53,280 --> 00:25:57,760 Speaker 2: learn and flourish. And so when I think about restlessness, 437 00:25:58,240 --> 00:26:02,160 Speaker 2: to me, it is really true a trajectory of an 438 00:26:02,200 --> 00:26:06,960 Speaker 2: idea and going into a potential future of something that 439 00:26:07,600 --> 00:26:11,520 Speaker 2: can really only be imagined, and that is really exciting 440 00:26:11,600 --> 00:26:11,840 Speaker 2: to me. 441 00:26:12,720 --> 00:26:16,480 Speaker 1: That's an excellent answer, Doctor Novak. I have a different 442 00:26:16,560 --> 00:26:19,040 Speaker 1: question for you, which is what advice would you give 443 00:26:19,080 --> 00:26:22,399 Speaker 1: to business leaders who have an opportunity to partner with 444 00:26:22,440 --> 00:26:25,760 Speaker 1: the public sector, specifically the education sector. 445 00:26:26,440 --> 00:26:29,399 Speaker 3: I think it's just being willing to be co creators 446 00:26:29,960 --> 00:26:34,240 Speaker 3: and really explore what is the potential when collectively we 447 00:26:34,320 --> 00:26:38,520 Speaker 3: come together to address complex problems, whether it's labor force, 448 00:26:38,720 --> 00:26:44,360 Speaker 3: whether it's upskilling, reskilling, strengthening our communities. We're better together 449 00:26:44,920 --> 00:26:48,040 Speaker 3: and I always tell people when something good happens, all 450 00:26:48,080 --> 00:26:51,960 Speaker 3: boats rise. This is no longer an either or conversation. 451 00:26:53,080 --> 00:26:55,919 Speaker 3: We collectively need to start to co create our future, 452 00:26:55,960 --> 00:26:59,160 Speaker 3: and we do that best in partnership. I think about restlessness, 453 00:26:59,160 --> 00:27:02,040 Speaker 3: I think about creativity, and I think when we talk 454 00:27:02,080 --> 00:27:06,520 Speaker 3: about the future, the possibilities are really endless. If we're 455 00:27:06,600 --> 00:27:09,000 Speaker 3: collaborating to make that a reality. 456 00:27:09,640 --> 00:27:13,720 Speaker 1: What a fantastic optimistic note to end on. Yes, chills 457 00:27:13,840 --> 00:27:17,679 Speaker 1: are throughout the rooms, Doctor Novak, Doctor King, thank you 458 00:27:18,080 --> 00:27:20,399 Speaker 1: so much for joining us for the restless ones. 459 00:27:20,760 --> 00:27:23,040 Speaker 2: Thank you, thank you so much for having us. 460 00:27:28,600 --> 00:27:31,080 Speaker 1: Thank you again to doctor Amy Novak, President of st 461 00:27:31,080 --> 00:27:35,080 Speaker 1: Ambrose University and doctor King, Senior National Education Administrator at 462 00:27:35,119 --> 00:27:38,480 Speaker 1: T Mobile for Education. I learned a lot during the 463 00:27:38,520 --> 00:27:41,719 Speaker 1: course of this conversation, and I think the lessons learned 464 00:27:41,760 --> 00:27:44,800 Speaker 1: in the education sector and the desire to collaborate with 465 00:27:44,880 --> 00:27:48,680 Speaker 1: businesses to forge the best path forward to integrate innovation 466 00:27:48,880 --> 00:27:53,880 Speaker 1: effectively in higher learning actually have applicability beyond education itself. 467 00:27:54,320 --> 00:27:57,520 Speaker 1: I think it's clear that businesses will be making greater 468 00:27:57,680 --> 00:28:01,240 Speaker 1: use of technologies from mixed reality to AI in the future, 469 00:28:01,640 --> 00:28:04,639 Speaker 1: and business leaders need to learn the right questions to 470 00:28:04,800 --> 00:28:08,080 Speaker 1: ask in order to develop tools that add real value. 471 00:28:08,560 --> 00:28:11,639 Speaker 1: We all know that we should focus on the things 472 00:28:11,680 --> 00:28:14,240 Speaker 1: that will solve the problems we face today and the 473 00:28:14,240 --> 00:28:18,000 Speaker 1: ones we'll face tomorrow, and not just embrace every technology 474 00:28:18,040 --> 00:28:21,760 Speaker 1: that comes along. But to achieve real success requires more 475 00:28:21,800 --> 00:28:25,399 Speaker 1: than a plug and play mentality. Partnering with companies to 476 00:28:25,480 --> 00:28:32,840 Speaker 1: craft the right solution is absolutely critical. I hope you 477 00:28:32,920 --> 00:28:36,000 Speaker 1: enjoyed this conversation with doctor Amy Novak and doctor Kisha King. 478 00:28:36,520 --> 00:28:38,960 Speaker 1: Make sure to check out future episodes or else sit 479 00:28:39,040 --> 00:28:41,920 Speaker 1: down with other thought leaders to learn how they approach 480 00:28:42,000 --> 00:28:45,360 Speaker 1: innovation and the challenges associated with it, and take a 481 00:28:45,360 --> 00:28:48,480 Speaker 1: look at our past episodes as well. Until next time, 482 00:28:48,800 --> 00:28:50,080 Speaker 1: I'm Jonathan Strickland.