►
Description
Panel Discussion on Future of Higher Education. Michael Ly Burlington CFO, LLC., Dr. Denise Dunbar, Pro-Vice Chancellor Kent Anderson University of Adelaide.
A
If
you
have
questions
in
you
can
to
o'clear,
no,
you
can
also
send
them
and
we're
going
to
aggregate
them
and
towards
the
the
end
of
the
session,
we'll
we'll
have
the
panel
to
answer
the
questions.
Dr
denise
dunbar
is
an
activist
educator.
She
focuses
on
social
justice
issues
in
particular
in
k
through
18s
talking
about
higher
ed,
as
well
as
k
through
12.
she's,
an
education
consultant
working
on
issues
of
equity,
going
the
equality
michael
lee
is
the
owner
of
burlington's
he's
an
accounting
and
management
consultant.
A
A
A
Yes?
So,
let's
talk
at
the
beginning
of
some
really
big
picture
questions
about
changes
in
in
education?
So
the
question
that
I
want
to
put
to
each
of
the
panelists
in
turn:
you
can
take
them
in
whatever
order
you
like
what
are
the
most
challenging
changes
that
you
see
in
post-secondary
education
and
we
could
talk
about
the
american
system
or
we
could
talk
about
the
worldwide
system.
B
B
In
other
words,
we
all
know
that
higher
education
has
been
that
that
dream
that
vision
to
open
up
opportunities.
However,
it
has
been
become
very
much
out
of
reach
for
for
everyone,
including
middle
class.
It's
always
been
a
problem
as
far
as
access
and
opportunity
for
those
in
working
class
or
in
lower
socioeconomic.
C
I
would
agree
you
know
I
I
spent
almost
80
000
on
a
on
an
mba
from
babson
college
and
that
is
not
normally
accessible
to
to
people
in
the
middle
class
or,
frankly,
upper
middle
class,
the
amount
of
money
you
have
to
borrow
and
and
then
the
amount,
the
cost
of
that
money
over
the
next.
You
know
20
30
years
it
takes
to
pay
off
for
most
people
is
a
significant
burden,
and
I
think
I
think
many
students
in
an
mba
program
question
as
they're
going
through
it.
C
Whether
or
not
the
cost
burden
is
worth
it
compared
to
the
return
that
they'll
get
they
get
afterwards
in
the
job
opportunities
available
and
since
job
energy
is
available,
continues
to
either
be
insignificant
or
decline
for
many
middle
class
people.
Here
in
this
in
the
united
states,
it's
a
challenge
to
see
whether
or
not
the
mba
education
itself
or
graduate
school
school
still
holds
the
the
value
that
it
used
to
have
maybe
30
40
50
years
ago.
C
So
I
see
some
changes
happening
or
something
and
challenges
happening
in
and
around
graduate
school
education
as
well
both
for
business
as
well.
As
you
know,
technical
education,
but
at
the
same
time
employers
are
and
many
employers
are
still
valuing
the
the
type
of
education
you
receive
at
the
graduate
level
and
the
type
of
people
they
look
for
in
hiring
at
the
management
level.
B
Aside
from
some
of
the
financial
challenges
that
students
and
families
are
faced
with
as
far
as
access
to
higher
education,
I
also
see
that,
if
we're
looking
in
a
global
reference
access
on
a
global
scale,
when
we
look
at
institutions
like
el
plano,
are
the
opportunity
to
go
into
places
where
access
would
be
a
far
off
dream.
Actually,
we
can
bring
education
to
communities,
particularly
in
spaces
where
there
may
be
reconstruction
and
to
educate
whether
it's
technology
or
social
sciences.
B
A
A
A
A
So
I
watched
a
discussion
a
bit
into
michael's,
I'm
just
about
challenged
in
higher
education,
and
then
you
guys
have
talked
about
student
loans,
as
is
a
particular
example
seems
to
have
become
a
major
issue.
You
know
we
can
talk
about
is
therefore
in
terms
of
student
loan
when
all
these
things
are
off.
A
A
C
That's
a
great
question
greg.
I
I
would
say
that
you
know
the
idea,
both
from
an
undergraduate
and
graduate
level
the
idea
that
a
student
graduates
from
four
years
of
college
with
a
hundred
thousand
dollars
in
debt
or
trustee
if
they
go
to
a
school
like
university
of
vermont
or
an
ivy
league
program,
and
they
come
out
looking
for
a
forty
thousand
dollar
a
year.
Fifty
thousand
dollar
your
job,
which
is
what
most
college
graduates
are,
are
seeking.
C
After
if
they
can
land
a
forty,
fifty
sixty
thousand
dollars
a
year
job
is,
is
it's
a
pretty
good?
You
know
wage
for
them,
starting
out
of
college
well
at
100,
100,
plus
thousand
dollars
in
student
debt.
That's
that's
a
crippling
amount
of
debt
and
requires
them
to
make
lifestyle
choices
that
previous
generations
probably
did
not
have
to
make
such
as
living
at
home.
Longer,
maybe
living
with
roommates
longer
not
being
not
being
able
to
get
married
as
soon
as
they
want
not
being
able
to
have
children.
C
C
You
know,
told
or
educated
about
before
they
went
into
college,
so
literally
within
four
years,
they've
changed
the
trajectory
of
their
life,
not
just
from
a
career
standpoint
but
from
a
lifestyle
standpoint,
and
so
you
know
a
22
year
old,
who
thought
they'd
be
married
and
have
kids
by
the
time
they're
25
can't
do
so.
They
can't
afford
to
do
so
until
they're,
30
or
35,
and
that
is
unfortunate
and
it's
unfortunate
for
kind
of
society
and
our
country
as
well.
B
B
You
know
we
have
early
philosophers
that
talk
about
the
value
of
education,
and
one
thing
is
that
the
students
best
value
is
being
in
charge
of
their
own
education,
so
au
plano
gives
you
the
opportunity
to
really
be
in
charge.
You
have
more
commitment,
more
passion,
more
heart
when
you
have
a
a
true
participation
in
how
you
see
your
education
opening
up
as
well.
As
you
know,
we
live
in
a
world
where
there
are
places
that
folks
don't
have
access,
for
instance,
across
the
globe.
B
So
when
I
think
of
this
aside
from
affordability,
I
also
think
access
to
traditionally
bypass
communities
where
the
time
has
come,
where
access
and
we
do
know
we
read
about
it
all
the
time.
This
is
not
news.
Women
and
girls
have
very
little
access
to
education,
so
being
a
an
activist
thinking
in
terms
of
social
justice
and
equity.
B
A
Is
an
interesting
area
where
the
the
american
scene
and
the
world
wide
scene
differ
so
vastly
because
the
majority
of
students
generation,
as
we
know
in
american
colleges,
are
that's
been
pretty
dealt
with
and
we're
having
a
lot
of
trouble
with
retaining
male
students.
There's
there's
a
lot
of
discussions
about
precisely
why
that's
the
case,
so
we
don't
go
too
deep
into
that,
but
right
worldwide
there
is
a
there's,
a
great
lack
of
access
to
go
back
to
the
the
the
issues
of
cost
and
class.
A
I
I
was
teaching
as
an
adjunct
at
one
of
the
online
course
I
was
teaching
and
adding
up
how
much
the
students
were
paying
for
it,
and
I
realized
that
you
know
the
school
was
actually
taking
something
like
about
12
times
what
what
I
was
getting
paid
as
the
professor
to
develop
and
teach
this
and
you
you
know
you
you
think
to
the
about
the
students
they
don't.
They
don't
know.
A
Oftentimes,
where
most
of
the
money
is
going
and
it
used
to
be
in
the
past,
that
a
lot
of
money
was
going
into
payroll,
primarily
for
you
know,
academic
affairs,
but
at
least
in
the
american
scene.
I
don't.
I
don't
know
if,
if
we
can
say
this
so
much
about
the
worldwide
situation,
it
seems
like,
as
education
costs
have
gone
up,
there's
been
a
commensurate
decline
in
what
they're
actually
getting
for
education,
and
so
that
seems
to
be
one
of
the
the
obstacles
that
we
have
to
find
something
to
address
as
well.
C
C
C
C
You
know
how
to
how
do
we
get
these
more
affordable
and
alternative
means
of
education
out
to
students
and
to
gain
the
confidence
to
say?
No,
this
education
is
both
quality
as
well
as
it
has
this
the
staying
power
and
the
brand
recognition
that
these
other
education
institutions
have
and
obviously
means
getting
getting
as
many
people
as
possible
to
experience
the
type
of
education
that
a
partner
is
offering
and
what
they
can
learn
and
then,
obviously,
the
post
education
benefits
or
things
that
come.
C
You
know
after
you've
received
some
you've
taken
a
class
or
received
some
certificate
through
operno.
So
you
know
there's
kind
of
this
both
and
both
the
cost
issue,
but
then,
as
well
as
the
quality
and
type
of
education
you're
receiving
and
where,
how
can?
How
can
you
then
take
it
to
the
marketplace
and
utilize
it
in
life
and
that
you
know
those
are
the
challenges
that
that
apparently
can.
It
seems,
like
gopro's
gonna,
be
able
to
tackle.
A
One
of
the
you
know
if
we
think
to
the
big
discussions
around
academically
adrift
about
now
about
five
years
ago.
One
of
the
the
contentions
that
that
aaron
and
his
his
fellow
researchers
were
making
was
that,
although
a
lot
of
money
is
getting
a
lot
of
tangible
learning,
going
on,
that
can
can
you
know,
show
up
in
demonstrable
skill,
development
and.
A
Dramatic,
at
least
in
the
american
colleges
there's,
you
know,
there's
more
talk
about
cultures
of
assessment
and
that
sort
of
thing,
but
you
know
the
dirty
little
secret
is
if
you're
involved
in
it.
It's
very
patchwork.
You
know,
but
it
seems
like
if,
if
something
like
a
plairno
is
going
to
take
hold
and
is
going
to,
you
know
really
provide
value.
It's
going.
One
of
the
things
that's
going
to
have
to
happen
is
that
graduates
are
coming
out
of
these
classes
with
demonstrable
skills.
A
You
know
that
and
there's
a
lot
of
ways
to
measure
these
sorts
of
things
I
don't
want
to
have
one
size
fits
all
some
sort
of
standardized
system,
but
that
would
seem
to
be
something
that
is
lacking
much
of
the
time
you
know
a
perennial
is
kind
of
situated
in
the
middle.
On
the
one
hand,
you
have
the
four
credit
institutions
of
you,
know
the
traditional
ones
and
then
there's
been
this
whole
burgeoning
of
you
know,
coursera,
and
you
know
things
ranging
from
corsair
and
edx
moocs,
all
the
way
down
to
people.
A
B
B
So
when
I
think
of
of
your
your
statement,
your
comment,
there
are
so
many
ways
I
I
think
in
in
the
frame
of
how
we
assess
students
there's
so
many
different
ways
in
which
we
can
assess
learning.
Once
again,
I'm
big
on
the
experiential
education
piece,
I'm
64.
and
I'm
a
strong
believer
in
lifelong
learning
and
that
experience
our
experiences
also
are
a
big
piece
of
how
we've
learned
in
the
world.
Not
everybody
has
to
even
go
to
college.
We
can
see
that
or
to
university.
B
There
are
many
people
that
homeschool
and
are
very
successful.
The
world
is
their
teacher.
They
make
meaning
from
all
of
those
I'm
pretty
constructivist
as
well,
so
combining
that
with
where
we
are
today,
I
just
see
once
again
this
venue
as
an
opportunity
to
to
blend
like
a
good
wine
tradition
and
non-traditional.
So
that's
just
my
take
on
it.
C
You
know
one
of
the
fields
that
has
the
one
of
the
fields
that
has
obviously
shown
that,
whether
or
not
you
have
education,
dimensional
skills
trump
tend
to
trump,
that
is
in
the
area
of
of
technology,
and
I
t,
and
especially
in
programming
web
development.
You
have
you
know
my.
I
have
one
of
my
best
friends.
C
It's
almost
like
the
technology
has
become
a
level
playing
field
for
that,
and
so
how
you
bring
you
know
how
you
would
bring
that
into
other
areas
where
demonstrable
skills
can
be
shown,
such
as
in
accounting
or
technical.
You
know
technical
accounting,
knowledge
or
in
law
practice
or
in
science
that
would
be
great
to
see
is,
could
alter
or
other
other
alternatives
to
traditional
education
create
platforms
in
which
a
student
can
demonstrate
knowledge
and
skill
after
taking
a
class
or
have
a
portfolio
put
about
this.
C
These
are
types
of
very
technical
and
challenging
problems.
I
solved
whether
through
this
class
or
just
through
self,
lifelong
learning,
I
think
that's
one
of
the
areas
that
traditional
education
actually
has
lacked
is:
is
employers
really
are
not
employers
and
those
who
are
offering
jobs
right
to
these
graduates
are
not
impressed
with
most
of
the
things
students
work
on
in
their
classes,
they
can
really
care
less
and
they're.
C
You
know
when
you're,
when
they're
having
a
challenge
to
compare
a
college
graduate
to
you
know
somebody
who's,
maybe
two
or
three
years
experience
of
work
without
a
college
degree,
but
knows
what
they're
doing
and
so
demonstrable
skills
is
a
big
is
a
big,
a
big
need
in
this,
and
so
it
sounds
like
that's.
That's
a
challenge
that
pluto
is
trying
to
tackle
on
this
platform,
which
is
great
to
hear.
A
Yeah,
I
was
you
know,
as
somebody
who's
played
around
with
you
know,
putting
together
one
of
the
courses,
it
was
nice
to
see
the
the
canvas
tools
and
how
they
they
got.
I
use
rubrics
anyway
and
I'm
sure
that
you
know
denise
you
do
as
well,
because
education,
people
love
rubrics
and
for
good
reason,
but
you
know
the
very
design
of
this.
This
platform
forces
us
to
to
use
rubric.
A
A
B
B
I'm
not
big
on
debate,
but
I'm
surely
big
on
dialogue
and
nothing
more
gifted
to
us
than
to
have
this
venue
and
to
connect
people
across
the
globe
just
regular
everyday
people
that
have
ideas
that
have
not
met
the
table.
That
can
really
help
us
find
solutions.
I'm
solution
oriented
as
well,
so
if
we
can
connect
people,
we
have
technology
that
enables
students
to
join
discussions.
B
Join
dialogue,
share
ideas,
so
we
also
have
a
great.
I
don't
like
using
the
term,
think
tank
it's
too
militaristic
for
me,
but
right
now,
that's
the
only
thing
that
comes
to
mind.
We
also
have
a
space
where
people
can
bring
ideas,
use
the
technology
and
and
to
also
create
maybe
life-long
lasting
relationships
across
the
globe.
A
Yeah
course,
management
systems,
whether
it's
canvas
or
sakai
or
blackboard,
have
really
transformed
the
way
that
we
look
for
those
who
are
using
them,
of
course,
there's
many
instructors
who
get
enrolled
and
they
never
actually
use
them
for
their
classes.
I
use
them
even
for
my
face-to-face
classes,
because
there's
so
much
you
can
get
the
students
involved
in
outside
of
the
classroom
with
it
online
education.
It's
just
it's,
it's
a
must.
A
C
Technology
greg,
I
had
a
hard
time
hearing
it,
but
I'm
assuming
you're
talking
to
me.
I
am
I
still
I
still.
I
still
believe,
obviously,
that
mobile
technology
has
leveled
the
playing
field
in
regards
to
accessibility,
communication
across
the
world
and
that
we're
we're
still
in
the
emphasis
stage
of
leverage
leveraging
mobile
technology
from
an
education
or
to
use
it
for
educating
on
to
youtube
videos.
C
So
I
think
educational
educational
institutions
still
need
to
find
ways
to
leverage
mobile
technology
on
you
know
months
and
allow
people
to
learn
in
meaningful
ways
through
their
mobile
devices,
because
that
the
the
mobile
device
has
become.
Basically,
you
know
the
third
arm
or
the
third
eye
for
most
for
most
humans
in
the
world
who
who
have
them
now
and
they're
more
mobile
devices
than
computers.
C
So
the
idea
that
I
can
learn
from
that
rice
farmer
in
cambodia,
or
that
that
young
arab,
that
was
part
of
the
arab
spring
in
libya,
you
know
those
are
the
things
that
are
exciting
to
to
to
see
the
potential
to
hear
about
and
to
be
able
to
learn
from
them
and
learn
from
their
experiences
here.
In
my
you
know,
little
office
in
burlington,
vermont,
so
utilizing
and
leveraging
mobile
technology
is
going
to
be
a
big
big
factor
in
in
seeing
education
change.
B
B
I
won't
even
use
children
the
fact
that,
if
one
family,
we
know
that
in
many
communities
that
are
collaborative
and
cooperative,
that
phone
that
device
may
become
the
classroom
for
five
or
six
children
in
a
village
or
a
student
or
in
a
community.
So
it
might
just
take
a
phone
to
educate
a
community
at
some
point.
Just
thinking
in
terms
of
how
old
plano
has
so
much
to
offer
on
a
global
perspective,.
A
Yeah
I'd
agree
actually
surprised
when
I
was
teaching
using
sakai
as
a
platform
that
I
had
a
few
students
who
were
who
are
able
to
complete
papers
using
their
phones.
You
know
I
mean
that
would
have
never
happened
occurred
to
me
these
these
weren't
very
long.
These
were
you,
know,
short
two
page
papers.
C
A
So
in
coming
in
are
you
guys
ready
to
start
moving
questions
from
our
audience
sure?
So
here
is
one
question,
and
this
is
an
interesting
one.
How
is
a
plairno
going
to
keep
costs
low
in
order
to
compete
with
something
like
the
university
of
the
people
which
is
fully
accredited
the
british
institution,
which
I
suppose,
if
you
had
to
pick
something
that
was?
A
C
I
I
you
know,
obviously
I
think
the
way
porno's
business
model
has
been
structured
as
going
is
by
default,
able
to
keep
costs
low.
I
don't
see
university
of
people
as
a
competitor.
I
see
it
as
another
another
alternative
offering
to
the
you
know
to
the
market,
to
the
marketplace
of
traditional
institutional
education.
C
That
leaves
millions
of
other
students
who
didn't
make
the
cut,
but
are
probably
as
smart
or
probably
could
be,
as
as
talented
as
the
ones
that
were
sent
so
when,
when
countries
are
sending
a
limited
pool
of
students
to
ivy
league
schools
or
to
western
institutions
that
can
afford
them
or
that
that
passed,
the
the
rigorous
standards
of
those
of
those
countries,
entrants
like
luperno
or
university
of
the
people,
offer
alternative
means
for
them
to
get
education.
When
in
the
past
they
would
have
basically
taken
second
class
or
third
level
jobs
in
their
countries.
C
So
how
do
you
keep
it?
Well,
I
think
alperno's
got
the
business
model
set
right
so
far
and
as
opponental
grows,
they'll
be
you'll,
be
able
to
learn
more
and
more
how
to
how
to
keep
that
low,
and
obviously
one
obvious.
No
no
duh,
you
know
probably
no-brainer
way
to
keep
costs
down
is
to
never
buy
a
building
is
never
have
a
to
never
have
a
campus.
C
B
B
You
understand
what
I'm
saying
we're
doing
the
same
dance
and
and
so
and
you're
right
the
model
the
model
places
some
amount
of
security
as
to
our
success,
but
at
the
end
of
the
day,
these
models
are
going
to
be
popping
up,
and
I
and
you
know,
competition
when
it
enters
the
dialogue.
Is
the
corporate
talk?
B
A
Yeah,
I
think
it's
an
interesting
idea
to
see
university
of
the
people
as
a
potential
partner.
You
know
I
brought
up
a
little
bit
earlier
in
the
conversation
that
I
did
the
mathematics
on
the
classes
that
I
was
teaching
to
see
just
what
the
percentages
were
and
yeah
as
it
turns
out.
You
know
for
teaching
an
online
class.
I
was
getting
paid,
something
like
eight
percent
of
the
the
net
take.
A
That's
that's
all
the
bulk
of
it
was
going
and
it's
you
know
these
online
classes
for
the
brick
and
mortar
institutions
are
their
cash
cows
because
they
already
have
you
know
the
things
in
place.
They
they
charge
the
students,
you
know
quite
a
bit.
We
can
offer
classes,
you
know
for,
for
a
500.3
credit
class,
we're
you
know
giving
students
something
that's
anywhere
from
you
know,
a
third
to
a
fourth
of
what
a
lot
of
them
are
paying
for
online
classes
at
other
institutions,
and
the
instructor
is
getting.
A
You
know
a
much
larger
proportion
of
it.
The
lion's
share,
so
there's
there's
an
incentive
for
the
instructor
to
put
as
much
work
possible
into
their
classes,
which
I
think
you
know,
ensures
better
design
classes
university,
the
people's
kind
of
an
interesting
one.
I
you
know
one
of
the
differences
between
a
player
known
university.
The
people
is
that,
with
the
paranoia
you're
going
to
get
a
global,
professorate
university
of
the
people,
I
looked
into
it
because,
when
it
you
know
came
about
this
is
a
great
idea.
A
B
B
B
So
once
again,
I
think
once
again
offers
us
that
opportunity
to
really
look
at
the
globe
and
and
and
learn
as
an
educator.
I
also
am
a
great
believer
in
education
being
a
two-way
process
that
whenever
I
enter
into
relationship
and
teaching
with
students,
I
also
gain
something
from
it.
So,
once
again,
here's
an
opportunity
to
make
meaning
as
a
as
a
teacher
instructor
as
well
as
participate
in
the
education
of
of
students
that
come
through
this
venue.
A
B
I
I
agree
setting
us
a
limit
enables
the
classroom
to
have
a
level
of
intimacy
and
you're
right.
I
couldn't
even
imagine
what
it
would
look
like
on
a
global
scale,
having
like
a
super
lecture
online
with
a
hundred
or
more
students
and
there's
something
about
yeah.
You
know
the
intimacy
piece,
that's
really
important
as
well.
A
I
think
with
the
mooc
thing
part
of
it
was
they
were
billed
as
you're
going
to
get
to
study
with
a
superstar.
You
know
like
in
my
field
it
was
michael
sandel's.
You
know,
of
course,
on
justice,
but
you're
not
going
to
interact
with
michael
sandell
you're,
going
to
interact
with
somebody
who's
hired
to
to
you
know,
answer
student
questions,
essentially
a
ta
and.
B
A
Yeah
and
they're,
pretty
good
elle's,
a
great
speaker,
he's
he's
basing
this
on
on
his
book
and
youtube
can
be
quite
interactive.
I
actually
use
youtube
videos
in
my
online
classes
with
my
students,
because
it
gives
them
a
sense
of
being
in
the
classroom
and
they
they
like
that
quite
a
bit.
You
got
to
be
an
engaged
speaker
and
sandel
is,
but
you
know
it's
it's
the
classic
problem
that
plato
had
socrates
bring
up
in
the
phaedras,
which
is
books,
are
frozen,
letters
and
and
even
youtube
videos
are
frozen
letters.
A
B
You
can
use
the
technology
of
course.
What
comes
to
mind
for
me
is
research
projects.
There's
threaded
discussions,
I
mean
there's
so
many
ways
I
mean
we
have
young
people
old
people,
you
name
it
everybody's
on
facebook,
everybody's
twitter
and
everybody's,
doing
whatever
they
can
through
the
devices.
B
So,
at
the
end
of
the
day,
we're
going
to
use
this
technology
and
and
I'm
of
the
mindset
because
I've
created
and
made
some
of
my
own
relationships
with
people.
I
never
thought
I
would
through
this
this
venue
or
this
form
of
technology.
So
my
recommendation
is
you
have
a
rich
curriculum
group?
Work
is
a
is
not
only
for
k
through
12
group
work
is
I
mean
we
have
research
scientists
working
for
20
years?
It's
not
a
new
phenomena,
we're
just
taking
it
and
using
it
to
the
best
that
we
can
through
this
medium.
A
Yeah
I'd
agree
with
all
of
it.
I
know
in
my
classes.
One
of
the
things
I
do
is.
I
use
the
course
management
system
to
provide
as
many
different
ways
of
accessing
the
material
as
possible.
So
for
some
people
they,
like
you,
know
watching
a
video
or
listening
to
a
podcast.
Other
people
handouts
are
very
helpful
for
them
and
then,
when
it
comes
to
assignments,
you
know
I'll
have
individual
assignments
that
they
have
to.
A
You
know
one
to
two
page
paper,
perhaps
a
reflection
thing,
but
then
I'll
ask
them
to
talk
about
the
content
of
their
paper
in
the
discussion
forum
with
the
other
students
and
so
now,
they're
they're
getting
different
perspectives
on
it.
You
know
finding
out
that
what
what
they
came
up
with
is
very
different
from
what
what
their
peers
came
up
with,
because
a
lot
of
my
students
quite
frankly
like
to
agree
with
each
other.
A
B
But
what
we
do
is
we
start
out
with
cognitive
dissonance
that
whenever
we
step
into
a
learning
experience
environment,
we
are
going
to
be
knocked
up
against
things
that
we
may
not
agree
or
even
realize,
are
in
in
the
world
and
that
they're
going
to
knock
up
against
our
norms.
So
what
I
do
is
I
let
everybody
know
that
we're
going
to
age
in
in
material,
that's
going
to
really
rock
out
rock
our
worlds
and
that's:
okay!
A
Yeah,
I
I
have
to
build
that
into
my
syllabus,
actually,
because
I
teach
courses
on
ethics
and,
of
course,
you're
getting
lots
of
divergent
perspectives
and
people
are.
You
know.
People
are
in
many
cases
not
comfortable
with
having
disagreement
out
there
on
on
the
table,
so
we
should.
We
should
start
bringing
this
pose.
I
think
that
it
would
be
interesting
to
one
of
the
things
I
was
thinking
about.
A
This
panel
was
on
the
future
of
higher
education,
and
I
guess
it's
sort
of
my
closing
thoughts,
then
I'll.
Let
you
do
some
closing
thoughts
as
well.
I
think
we'll
talk
about
futures
of
higher
education,
it's
not
it's
not
completely
fixed
and
depending
on
whether
we
embrace
the
technology
and
try
to
use
it
for
opening
more
access
for
for
providing
you
know,
actual
demonstrable
skills,
development
for
for
opening
new
networks.
A
That's
one
future.
Another
future
is
that
higher
education
keeps
on
doing
what
it's
doing
already,
not
not
particularly
successfully,
but
you
know
it's
it's
not
a
foregone
conclusion
that
there
will
be.
You
know,
automatic
opening
that
that
occurs
through
the
technology.
It's
up
to
us
to
actually
push
it
through.
So
that's
my
take
denise
I'll.
Let
you
have
the
last
word.
B
B
In
other
words,
the
future
of
higher
education
can
also
be
contingent
on
how
we
set
primary
and
secondary
education
straight
now,
I'm
going
to
leave
that
open,
but
that's
something
that
I
look
at
as
in
the
work
I
do
when
we
start
from
the
cradle
it'll
help
us
to
where
we're
going.
When
we
cut
we
get
to
that
space
called
higher
education.
A
Thank
you
very
much
for
for
joining
me
and
thanks
to
to
michael
as
well
and
to
plano
for
for
hosting
this
the
first
panel
of
the
woodblock
conference,
thanks
to
all
of
the
the
viewers,
if
you're
watching
this
in
the
youtube
afterwards,
there's
there's
always
a
boom
for
asking
questions
making
comments.
The
interactivity
doesn't
have
to
stop
here
so,
but
this
is
where
the
the
discussion
for
this
part
of
it
does
have
to
end
so.