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Personalized Education: How to Breathe New Life (and Grow Revenue) with “Smart” Content
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Personalized Education: How to Breathe New Life (and Grow Revenue) with “Smart” Content
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Segment:0 .
Welcome, everyone. We'll get started in about a minute or so, maybe less.
OK we're going to get started. Thank you and welcome to today's webinar, personalized education how to breathe new life and grow revenue with smart content. Before we start, I want to thank our 2024 education sponsors, access innovations, open, Athens and Silverchair. We are grateful for your support. My name is Laurie Carlin. I'm chief commercial officer at delta bank and the SSP Education Committee webinar working group chair.
And for this session today, I'm also your moderator. Before we get started, I just have a few housekeeping items to review. Attendee microphones have been muted automatically. Please, please use the Q&A feature in Zoom to enter questions for the moderator and panelists. We have our webinar committee member who will be monitoring the Q&A and she will let us know if there are questions that we should respond to.
You can also use the chat feature to communicate directly with other participants and the organizers closed captions have been enabled. You can view captions by selecting the More option on your screen and choosing Show Captions. This one hour session will be recorded and made available to registrants following today's event. Registered attendees will be sent an email when the recording is available.
A quick note on SSP code of conduct and today's meeting. We are committed to diversity, equity and providing an inclusive meeting environment that fosters open dialogue and the free expression of ideas, free of harassment, discrimination and hostile conduct. We ask all participants whether speaking or in chat, to consider and debate relevant viewpoints in an orderly, respectful and fair manner.
Before we get underway, we'd like to run a quick poll just to see where folks are at in their journey around education and smart content. So our question for the poll is how far along are you in terms of integrating AI tools and/or smart content into your current workflows and offerings across your organization. Have you Not yet started or are unfamiliar? Are you in the early stages.
Are you moderately integrated or are you highly integrated and continuously evolving. And while you're answering the poll, I'm going to ask each panelist to introduce themselves and tell us a bit about their interest or background in education, perhaps describing what they are working on in the education space currently. And I'm going to go in reverse alphabetical order. Being someone whose last name starts with c, I usually benefit from the alphabetical order approach, so I'm going to go reverse order today.
And I'm going to start with Dr. Jonathan Wisco. Thanks, Laurie. It's wonderful to be here. Thank you so much for the organizers for inviting me to be here. And I will say it's a little odd going first since I'm always used to going last. So thank you. I actually have to think faster.
My gosh. So I'm John Wisco. I'm an associate professor at Boston University Chobanian and Avedisian School of Medicine. In my role here at the School of medicine, I am the co-director for our pre-clinical curriculum, which is called Pisces. And our curriculum is interested in integrating basic science with clinical science and health equity.
But I also do service and outreach, and I research those entities and those programs. So I've actually taught K through 12 all the way up through professional school, professional Health Sciences. So I run a program called Anatomy Academy. We teach anatomy, physiology and nutrition to elementary school and high school students across the country to inspire them to develop healthy lifestyles and get interested in science.
I've also taught at the undergraduate level, so I'm very familiar with education from bottom to top or top to bottom. And I'm really, really interested in how people can become lifelong learners and how they can have a really good educational experience. Students and teachers, really good, inclusive educational experience in the classroom. Thank you.
Wonderful Thank you. Mike, would you like to introduce yourself. Sure hi, everyone. Mike wynand. I am the business lead for product development delivery at the American Academy of Orthopedic Surgeons. I'll echo Jonathan's sentiments. Thank you for inviting me to join. Really excited to speak with this group and share on these really interesting topics.
And my role. I am currently leading our innovation lab, which is focused on identifying new trends in learning and finding the best fit for our membership, as well as developing and deploying new content and really finding the best ways to do that. I have a background in instructional design UI, UX program implementation and business operations, so kind of a smattering of things that come together to support the efforts that we're doing.
And my interests really lie in leveraging education and tools to drive engagement and further impact and value for learners, creating meaningful experiences, but that remove those barriers to entry. Great Thank you. Elaine, you're up next. Sure Hi. I'm Elaine tinkelman. So as everyone has said, I'm very happy, excited to be here.
I am a senior product manager at the American Chemical society, so I've been here for about three years. I lead a small education team focused on supporting professors and academic professionals and their students through their chemistry journey. So my department also has a set of educational resources for researchers through their publishing journey. Authors, reviewers, ethics, all that good stuff that is really important when you're, you know, publishing your research.
And then we also have a large society arm of the organization that does a lot of different education. So ACS has got quite a bit of education going on. My background, I've been in the professional editor space for a little over 10 years. I started as a public health educator and kind of got into the professional space through that and then spent most of my career working at medical societies, so doing CME work, kind of overseeing big domestic new audiences for large nonprofit organizations.
And just in general, you know, I think the professional space is really interesting to me in helping adults learn new skills, you know, learn new abilities once you're out in the workforce, that does not mean that your education journey stops. So I really like that space of really practical education for people out in the workforce. Wonderful Thanks. Elaine and Lucy.
And Hi everyone, I'm Lucy chowns. Also really happy to be here today and joining you from London in the UK. So I work for Pearson, which is a global learning company and I'm a head of product there. And there's a couple of key areas that I work in that I think are very relevant for the conversation today.
So part of my role is looking at the kind of K6 primary space, and our main product in that space is a learning management system called active. Learn And my role at the moment really is looking at that product's been in the market for a while. We have loads of content on there, but it's thinking about how we can make better use of the content that we have on that platform and help teachers and learners to get more out of it.
And then the other area that I look at is the secondary space or high school space, and in particular, I'm looking at stem qualifications and thinking about how we can make better use of digital to provide more authentic future looking assessment in those subjects as well. Great Thank you. Thank you all for those great introductions. Before we move on, I just want to take a look at the poll.
And clearly and this is what we wanted to find out before we started our panel discussion was where folks are in their journey. And we have most of our folks who either haven't started or they're in the early stages with just a small one person moderately integrated right now. So that's great to know. It helps us frame the questions, but it also is somewhat what we were looking for, which is folks who are in those early stages and want to learn what they could be doing.
So great. And Thank you for responding to the poll. So moving on to our discussion, I want to start out by talking about the current direction of education. And you all have a clear focus on education currently and have been in this space beyond your current roles. So thinking about the work you are doing, coupled with your prior experience, what are some of the significant changes or emerging areas that you've seen or are seeing in education.
Maybe starting with your top one or the most significant. And you know what, what are your thoughts on where education is headed right now. So, John, I'm going to start off here again with you. Great Thanks. This is a really thoughtful question, so I'm going to cheat a little bit. I'm going to say two things, so I apologize. But I think one of the things that we have to realize and I'm really glad that we had the poll at the beginning is that technology drives a lot of what we do in education, the tools that are available.
But also and this is where I'm going. Most importantly, technology drives how the learners interact with not just content, but also with their instructors. And when I say instructors, I'm using the term broadly. It doesn't have to be a formal teacher. It could be anybody in a teaching moment. So for me, the number one thing that is actually influencing education the most, because that is happening, is how does the instructor identify as an instructor.
What is their role in terms of the educational experience for the student. And I've been doing this long enough where I've seen technology accelerate and change on a dime. And I would say that we're no longer in the age of generational changes in education. We're in the age of technological changes in education, and that will change within generations. Now, sometimes, too, we're now at three, three times within a generation where, you know, how the learners interact with information is very, very different.
So what do we as instructors? What is our role in helping foster that. Because I think the idea of having lifelong learners and deep learners and deep thinkers has never changed. It's just how do we help people find that resonance in their learning using the different technologies that are available. I think that's number one.
Thank you. Mike, you are up next. Didn't realize the order of the first question is the same as your introduction. So we'll vary after this, I promise. Great that's proper scaffolding, right. We set it up and then we'll. We'll shift it around. So completely agree with Jonathan.
I think one of the key things that we're seeing in the trends is the pace of innovation. And technology is going to continue to just continue to accelerate. I mean, looking at AI and just the inception of how quickly that has shifted from being a conceptual piece that was really built off of models that at this point, you know, the pace and the tools that are used will continue to shift to where some things that were critical.
Now that may be completely redundant even within five years. Think back to punch cards or typewriters and things like that and how long we sat with those. Whereas now generative models may be something that's completely out or blockchain may be something that we're like, why did we even bother with that. Because here's a completely new solution.
So you know, I think adaptability to tracking to that is going to be really important for us to look to. So for me, the top change is integration of AI and smart content and how that functions, because there's going to be this expectation of personalized learning. And we've seen a lot of work in the area of adaptive learning of diagnostic assessment, of tailoring content to the learner.
And these tools are going to be pieces that can both validate our assumptive models, but also can respond, inform our pedagogical approaches really tailor to meet content where the learner is. And you know, I know, especially based off of the poll that we saw, there's still a lot of question of what AI does. You know, I think we are still at an opportunity where we'll be learning as we deploy it. And you know, the sentiment continue to, to hold for myself and for, for my peers that I talk with is AI isn't going to take your audience.
The organization that learns how to use AI better is going to take your audience. So it is really incumbent on all of us to figure out how we're incorporating that into our strategy, both for the end user experience and in how we leverage it for thought capital that is going to lead us forward. Yeah, mike, it reminds me too that sometimes you cannot wait to be 1,000% comfortable with something.
Sometimes you've got to try it as you're going along. Otherwise you lose the opportunity. Elaine sure. Yeah think some of this stuff, Micah said, as I have too as well. Jonathan so some of the things that Mike has said has brought in, I think a trend that we're seeing generally in higher education is that there are a lot of people in the young generation questioning the value of it.
And so I think that is a really sticky situation. But from a publishing or non-traditional education standpoint, it is an opportunity. And so I think trying to understand the whys around that, I think technology is pushing some of that and just general viewpoints. But I do think that there's, you know, that trend is. Is interesting. We're not seeing it as much in STEM.
It's not really affecting stem. But one of our questions as a team is, how do we help create value in that traditional education space. Because we value it, you know, we really support that space. And so that's part of it. I think another, you know, when we're looking more at professionals, scientists out in the world, they're kind of dealing with this same issue of using technology, using AI and getting ahead of the curve.
And so we're seeing a lot of our scientists and communities wanting to build the skill set. So not us necessarily adopting these technologies, but helping our communities adopt these technologies faster and helping them get the skill sets, not the general skill set, but specifically in science, how can they be using these tools for themselves to further their company's missions, to further their research goals.
Great Thank you so much. And Lucy, anything you want to add. What's your experience. Yeah, I was going to pick out something that I think is sort of connected but a little different. And I think it's pertinent to the conversation about AI and some of what Mike was saying. So a trend we've been seeing for a number of years really is around like who is an education provider and who competes with us.
So historically, you know, our competition has been sort of educational publishers like traditional educational publishers. Increasingly, we've seen competition from edtech startups who might pick a sort of particular problem that, you know, educators are experiencing and solve that really well. Whereas my organization, we tend to try and provide complete solutions.
And what we've increasingly seen as well is sort of educators themselves. So teachers in schools, schools, groups of schools becoming competitors too, so developing their own content. And I think that, that kind of technological advances have made that easier for people as well. So I think there's something important for us to think about, about the value that we add and the role that we play. And I know we're going to be talking a bit more about that through this session, but particularly thinking about AI tools coming along that kind of shifts the dial again.
So there are freely available tools that our customers might be using. And so yeah, where is the value that we add. What's our place in the market. I think that's an important thing to think about. Great, great. All of you, great answers. I want to move on now and talk about the learners of today and anyone who's watched K through 12 or folks in that group and even older see the difference in just the way they experience life and the things that they're used to doing and you know, instant replay of things and being able to do things that, you know, many of us did not grow up with in, in the learning environment.
And so I want to talk about how, you know, what the differences are in learning styles and expectations of today's learners and and even those younger learners, because they will be the folks that in just a few years will be coming into the higher education realm. And you know, what they expect will be what you need to provide or how you need to gear your programs. I'm going to start off this one with you, Lucy, since you deal with K through six education and these K through six or K through 12 learners are going to be those higher education students.
And beyond that, scholarly publishers will be interacting with going forward. So what are you seeing as the changes today. Only this question is really timely, actually, because we've just done a big survey with school students in the UK and teachers, which is launching tomorrow I think. So I mean, what we're hearing and, and you kind of just said this, Laurie, is that students are really confident in using technology as part of their everyday life.
And what they're telling us is that they expect school to prepare them for a technology mediated world. But what we also hear quite a lot is that teachers are very aware that students are more experienced and confident than they are often in using a technology. And perhaps this is a thing that's kind of more pronounced in, in K-12 education, but because of that, that sometimes leads to a reluctance to use technology in the classroom.
And we're seeing that with AI in particular. So students talking about using that in their everyday lives. And starting to use it in the homework they're doing and with their learning more generally, but they're not getting guidance on how to do that from the schools that they're in. So I think that there's an opportunity there for education providers to support actually, you know, the products, the content that we provide and training that we can provide to schools.
There's a real opportunity there, I think, to support teachers and kind of educators give them confidence in how to use technology in the classroom. The other thing that we're hearing a bit from students is about how they want to learn. So we're hearing them express that they want more opportunities to participate in learning remotely, which is obviously something that happens a lot through the pandemic years.
But, you know, in UK schools kind of gone back, shifted back to the more traditional model. But so it's interesting to hear students express that they would like more opportunity for a more blended model and to think about what that might look like. And again, that feels like an opportunity for education providers to support. The other thing and this is particularly pertinent to the work that I'm doing, is that they want more opportunities to be assessed digitally rather than on paper.
So again, this may be very particular to the space that I operate in, but in the UK school system assessment tends to happen on big paper examinations at the end of a period of study. That doesn't necessarily replicate how students are used to, to working and perhaps doesn't necessarily offer the best opportunities to assess the skills that are needed in that subject, particular subject, particularly thinking about what they'll go on to do in higher education and the workplace beyond.
So yeah, interesting to see them kind of asking for those opportunities and, and noticing that, yeah, the technology provides some opportunity there. Yeah wonderful. And it's so important for us to understand what these younger learners are, what their expectations are, because as I said quickly, they'll be coming into that higher education space.
John, you work with both medical school curriculum as well as K through 12 learners. So what are you seeing. Well well, I'm actually at the point now where I'm starting to see former high school students becoming my professional students. So that tells you how long I've been around. I don't know if that's a good thing or not. But even, you know, the first K through six students that we worked with now are back in 2012.
So that was 14 years ago, are in higher education, professional space. And so I think one of the things to understand and I think Lucy really hit this on the button is that kids are kids and kids want to play. Kids want to learn through play. Kids have always learned through play, through enriched environments. The difference now is that the ability of teachers in the traditional classroom as we know it to keep pace with the students and how they learn is the gap is getting bigger and bigger and bigger.
And as Lucy said, technology drives a lot of that. These kids are using or interfacing with content through technologies that many of our teachers, even half a generation away or a generation and a half, I guess, don't know how to use. And so the play experience within the classroom is diminished. So what ends up happening. Well, I think the reason why we're seeing a lot of kids saying, well, I would love hybrid environments or I would love an environment where I'm assessed differently or whatnot is because they know they can do a lot on their own.
That's being done in the classroom. Now And the again, this goes back to what we were both saying earlier. The teacher's role has changed. It's not only here's the content you need to learn. The teachers need to be trained not only in how to use the technology that the kids are used to, but also how to engage them better in the classroom. So that they're quote unquote playing more, that they're exploring more, because students know I mean, you know, my kids who are this age can learn all the content almost at professional school level just by watching TikToks and Instagram and reels and, you know, whatever they use.
And so what happens when they come to my classroom, if they're that far ahead in understanding even anatomical or physiological concepts, if we just talk about science, well, that changes my role as a teacher because those kids, as they grow older and go into higher phases of education, don't necessarily know what to do with the knowledge that they've been given. And that's where that interplay has to happen.
We have to train our teachers better to be able to work with the technology and work with the kids better so that their educational experience, when it is in person, is more valuable. Otherwise you get the symptom of why am I here. Why are we doing this right. Or I've already seen this or you're going too slow, right. These are all symptoms of of, you know, opportunities that were lost where the teacher hasn't been able to help the student with their learning experience.
The other thing that compounds that is that nowadays, because of technology, learners are more individualized in their learning pathway. We're moving away from the traditional classroom in a sense, if you think about it, right, because the traditional classroom for the last few hundred years has been, let's stick everybody in a room, we'll throw the content at them. They'll tell us what they learned.
And they go off to the next thing. But that doesn't happen anymore. Now, kids can access a classroom environment individually on their own, at their own pace. So when we do put them in a room, how is that more valuable to them now than what. Than what they could have done on their own. Yeah, great. And you know, it's funny, when I was reading off this question, I wanted to ad lib and say not just the students, but the teachers of today because it's about teaching and learning.
It's not just about the learning part. The teachers have to be prepared as well, and there's opportunities there to help educate the teachers. Yeah, and I think publishers have an important role in helping educate the teachers. You know, before when we just had the books, the publishers would give us the books and we would be on our own. But that role has changed now.
That relationship has changed. I think teachers could use all the help they can get and figuring out how to work with the content and work with the new learners, there are different preferences. So learning preferences for sure, for sure. Elaine in your experience, what are you thinking in terms of this. Yeah, you know, I think aligning with what's been said about technology, I do think, you know, our younger learners are more apt and interested in having, you know, short, practical, accessible at any time learning experiences.
You know, they want to learn it. They want to apply it really quickly, you know, and I think that's typically something that you might have used to only really see in very specific sectors of like adult education. But we're kind of seeing that now. And I think part of that is because of the access to information that they just haven't. In their daily lives know.
And I think something that's interesting there is that there is a bit of a conflict specifically in higher education of, you know, wanting to develop deep, critical thinkers. Is it possible to do that while meeting their, you know, what they want for the modality of learning. And so I think that's something that we think through and struggle with a bit of. You know, we have these challenges of younger generations, you know, not necessarily coming through these programs, having as deep critical thinking skills as their professors want them to have.
It's not necessarily built into the curricula because of the requirements to get through this program. But are there other ways that we can support that. And, you know, would it match the way that these learners want to learn. And I think that's just a really interesting question that we've been sitting with. Yeah, that kind of conflict there has just been interesting from my perspective.
Great and mike, you know, when I was thinking about this question, I was thinking about when we had talked prior to this and you had mentioned, you know, your background, which also included being a teacher at some point. So I'm with that also in mind and everything else that you've worked on, what are your thoughts here. Sure so I had a few less gray hairs when I was actually in a classroom.
So I'm going to refer to my more recent teenager experiences, which are the three that I have in my household. And I'll echo what everyone else is saying. You know, our early career and younger learners are they're digital natives. They're accustomed to having on demand content. They're accustomed to interactivity. There's also an increased expectation and awareness on inclusive design.
You know, there's a much more high degree of analysis that goes into way the decisions that were made behind the content that's being put out and what the messaging is behind the sender. And as Elaine mentioned earlier, there's also that interesting wariness with regard to AI and technology. You know, I think for our older audiences, there's an apprehension around do I know enough.
And how do I learn to keep up. Whereas for digital natives it's more like, OK, it's I don't really care. See it everywhere and I just don't like it because it's replacing the things I'd like to do myself. So how do we leverage that. You know, we at the have continually had early career surgeons tell us that they don't have an intrinsic need or to associate with an organization.
They're much more focused on the value they provide. And I think that's extending on that. There's an expectation of ease and access to Tools and content. So for us, it's an incumbent to find how we can align that experience. And John raised the point around game design and play, and I think that's a really important thing for us as content developers, providers and businesses to identify how we can incorporate those into the learning that we design.
Because it's less about edutainment and more about meeting the needs of the learner and evoking intrinsic value. Two great callouts that I'll just throw out for this if you haven't watched Mark rober's Ted Talk on the Super Mario effect, that goes a lot into how creating conditions where failure is acceptable. And actually part of what you do drives to meet the learner, to move forward and to get some so so give it a watch.
If and then if you haven't read Jane mcgonigal's book reality is broken why games make us better and how they change the world. It does a fantastic job of breaking down the principles of game design and talking about how it's less about building a gamified experience and more about identifying the needs that drive learners forward and why games do that. Really well and how we can build that into our everyday life and models.
That's great. Thank you. Terrific answers, everyone. So We're the SSP focuses on the scholarly communications market, scholarly publishers, scholarly societies, providers of materials to this industry and the folks who rely on us for information. So our publishers are well positioned to be authorities on education and why what do they bring to the communities they serve.
And Elaine, I'll start out this one with you. What are your thoughts, especially coming from a scientific society. Yeah, I would say absolutely. You know, I think that, you know, publishers, we are collectors of research, collectors of cutting edge information and we disseminate that information out. And so I think that puts us in a really wonderful position to help with, you know, the problems that I think all sectors deal with is, how do we apply research to practice.
You know, and within that, there are definitely education gaps. And so I think having, you know, an audience that is consuming your content and having, you know, a community that is putting out cutting edge research, how do we help them apply it. It's a really natural space in my mind, for publishers to be. That's great. Thank you. Mike, your perspective coming from the Medical Society.
So as I mentioned, there's less of an expectation that early career is going to just want to adopt. So we're but we are well positioned to lead with credibility and the access that we have. So there's really this bridge that we can do between bridging the cutting edge research and practical ability with the learner. So as we talked about, there's so many options out there for content to engage with.
The question really becomes, how do you determine what's valuable and John reference going to TikTok and YouTube. And we know from the discussions on resurgence that's actually where a lot of them are going just for immediate answers and that frankly that's kind of terrifying but also validating in that there is this wealth of content out there. So how do we make sure that the right content is being surfaced up.
And was to tie-in with this, I was listening to a recent Adam Grant podcast where he was talking to David Duchovny on failure and they got into the subject of AI, and the question came up of, you know, at some point I may get to the point where it's creating masterpieces and able to do content that utterly replaces everything. But also as audiences adopt these things, think about some of my peers As we engaged with mid-journey and the ability to create images.
And everyone thought that was great. And we used it a lot. And then we started just kind of getting tired of it and saying, how do we create it. Or how do we leverage this but use it to drive what we're going to do instead. So, you know, and David duchovny's response to the question of if he creates a masterpiece, what do you feel.
And he's like, kind of wouldn't care because wouldn't want to go see it. I'd rather go see something created by a human and think, you know, our audiences will get to that. Going back to the weirdness that we talked about earlier of. As organizations, we have the opportunity to leverage this and look at all the content that's out there, but we can serve as the follow through that says, based on this expertise, based on the research, based on all of the connections that we have, we're cutting through the chaff and the noise and helping to connect you with what you need in an experience that best fits your needs.
Great Thank you, Lucy. Any thoughts on this question. I think what I have to is very similar to what's been said already, really. So I think, you know, as education providers, as publishers, we authorities on domain knowledge, on curriculum design, on pedagogy, and obviously there are others out there with that kind of expertise as well.
But I think we're quite uniquely placed to bring those things together. We also sit on a huge body of content and data that's really valuable. And so I think that our place is to keep that knowledge about how people learn and to think about how to make best use of it ethically in a world where technology is advancing at pace. Yeah, absolutely, John, anything to add. You know, maybe from your perspective, it's about what you'd like to see from these groups.
Yeah, sure. So I'll preface my comments by saying that I agree with everything that my colleagues have mentioned already, but I'm actually going to say no. And the reason why I'm going to say no is because I think the way publishers currently engage in the learning environment is very product and sales driven. And I'm not saying that's a bad thing, right.
I understand the business model, but I'm fine with that. But there is so much more potential for publishers to partner with the teachers and the learners in the learning space. And just my experience with publishers is I feel like they're trying to sell me a product to use in my classroom, and then once I'm using it, they're gone, right. And I really feel like that there's more potential for a partnership for all three of us can, can, can be in that learning space together.
And I think and all three of them, all three of my colleagues said the most important thing, and that is the verification and the authoritativeness of the content that the publisher offers. If the publisher is just selling content, well, you know, kids these days, they don't care where the content comes from, right. They're going to access it on YouTube. They're going to access it on TikTok.
They're going to access it on whatever platform they want to access on. They don't understand the difference between, you know, is this reputable and is this not reputable. All they care about is does this content work for me in terms of my learning. You know, does it verify. Does it give me a confirmation bias. Does it feed into that.
They don't know what to do with this content, right. They just know it's coming at them. And so if it feels good, they're going to run with it. And that's where I think publishers could really make a significant difference. So in the current model, my answer is no. But the potential is could they be part of a significant influencer in education. Absolutely and I cannot understand why they haven't yet, because, you know, if we're worried about AI and if we're worried about just social media, then why haven't publishers stepped in to help.
Instructors say this is the authoritative content. So I don't know. I don't understand why that hasn't happened yet. Yeah, I'm getting before I move on to the next question, I'm going to give an opportunity for anybody who wants to rebut. I'm going to get myself fired. I'm not. No, no. I think this is good dialogue this way is good.
I no, I, I think it's such an interesting I think it's such an interesting point to, to hear that. But then also no, like work for a team that is cognizant of that. And like our content doesn't reach who you work with, but like we're very, we're very aware of that. I think society publishers are uniquely positioned to do that really well. They have that trust built in.
They have those experts. I think medical society, specifically, most of my career has been with medical societies. But if you are, you know, offering we talked about this on the side, but if you're offering credit specifically CME credit, there's criteria that you need to meet. And one of those criteria is that your planning committee, the people creating your education, represent your audience.
And I think that just really sets you up to address some of the concerns that you've said. And so I do think it's the approach, right. And then also, like, have they communicated that approach. Have they made you feel with that product coming out that this was made by someone just like you. And we also want your feedback in that. So I do. I totally hear that.
I totally see that. You know, we've heard that directly from our customers. But again, we're uniquely positioned. We are a very large, respected society that also has a lot of publications that are very well respected. And so that, you know, I think that is an unfair advantage for some of these groups compared to, you know, I'm very interested to hear from Lucy for that because I do think that there are some conflict between, you know, who is giving out this education and how do they feel about it.
And then also, how is that perceived by their customers. Lucy did you want to Comment on that. I mean I will say also as someone who works with. Everyone in this space, really all types of organizations that we are often called upon and big proponents of doing the market research that's needed to understand that voice of the customer and really be preparing information that the customer needs and wants.
So not just build it and they will come, but what is it that the audience really needs. And Lucy had mentioned, studies in the UK about what learners are looking for. And yes, there may be a divide between right now what's being provided and what the learners or the teachers need. But I think that aspect is really important to be designing content and information that meets the needs of those learners and that having that partnership to ensure that comes to fruition.
I'm going to move on unless anybody wants to comment further on this. OK I think we're good. All right. So given the evolving needs and the expectations of tomorrow's learners, we're going to talk a little bit. We're going to get a little bit deeper into the tech side of things. But given the poll results, not too deep.
So we don't want anybody glazing over, but we do want to talk about things like how Web3 concepts like blockchain, digital education, wallets, decentralized platforms, create new opportunities and address challenges in personalized education. So what are the potential benefits and risks. And how should, given that most folks who are participating today, most of our attendees either haven't gotten started or are in very early stages.
How should they be thinking about these technologies and integrating them into their workflows or offering where should they be focusing or looking to get started. And mike, I'll start off with you on this. Great and I'd realize, especially given where we're at, we're at the polls, we've got some buzzwords in here that may have heard. So, you know, in terms of blockchain and digital wallets, what this really boils down to is thinking about enhanced credentialing.
How do you secure records across your learner's experience. How do you provide verifiable proof of concept competency. You know, yes, this hangs off of some pretty high concept back end operations that are taking place or trends such as NFTs. I would say as we don't in our space, we don't need to worry about what's happening there. It's more in thinking about how we would leverage the infrastructure that's built for that to get to some of that portability, because tying back to those expectations for our learners, they want to be able to move across organizations, across fields and carry their learning and demonstration with them and not have to prove it in multiple instances.
So as organizations thinking about how we are opening the door to that. And then also in the realm of decentralized platforms, what that gets to is this idea that rather than us being the stewards of all educational, how do we offer greater access and break down geographical and financial barriers and think the promise of this reflects some of the model of what John raised regarding bringing instructors and learners into the conversation.
Looking at a learning engineering team that is using informed, you know, customer inquiries. So, you know, as Lucy mentioned, going to the learners and gathering those inputs in a human centered design method of taking those in incorporating it and, and building it out at the Web3 model. This really gets into some very high concept pieces of whether, you know, am I sharing some of my memory space to create the server.
So it's not just one server that I'm having to operate off of. Once again, that's not anything think we need to consider yet because that may also be a trend that doesn't go because learners don't need to understand. What we need to do is pivot our expectations for how we manage and develop content and really take a design focus that brings those voices in. And then the last thing I'll just say with regard to how we prepare ourselves is, first off, just informing yourself, not everybody needs to be an expert on this, but knowing that these trends are out there and doing some conceptualization around how these fit.
And then also within your organization, taking a really clear and honest gauge of your risk tolerance, how willing are you to start pursuing some of this and how much do you want to wait and see if this is, you know, going to be a trend that continues or if this doesn't go because all of these have areas that have potentially a high amount of investment, both in terms of personnel and potentially capital to run with that may have a good Roi or may be a sunk cost.
So definitely be informed, but proceed as, as your tolerance dictates. Yeah great. Lucy, what are you seeing, especially in terms of licensing and efficiencies, better personalization experiences. Yeah so she starts off by saying, like, Pearson's a big global company. And I would say, you know, there's parts of the organization that are quite sort of advanced in their thinking in this space.
The part that I operate in though, and I think interestingly for this discussion, we're sort of relatively early stages in our exploration, I would say. I think in line with how people have answered this poll. And there's kind of a but we're really positive about the potential. And I think that there's a few different areas that we're exploring.
So one is around use of AI to create efficiencies in our content production process. So how can we speed up some of those processes. So we can get quality content out to our customers more quickly. And that's quite challenging in the case. Six space in particular. So we're able to do able to do, you know, form some kind of editing functions and those sorts of things quite effectively at a kind of higher Ed level and it's more challenging.
So that's kind of an area for us to look at a bit more. We're also looking at how, as you mentioned, Laurie, how AI can be used to better personalize learning. And we're running some experiments in those areas at the moment. So some of it is examples might be, you know, a teacher has a kind of lesson plan for a class that they're going to teach and they use AI to personalize that according to the students that they're going to have in the class.
We've also been doing some experimentation around reading age, so taking content and then being able to adjust that up or down very quickly according to the reading age of the student. So kind of providing more or less scaffolding for them. So yeah, those tools at your fingertips. And then the final area that we've been looking at is around considering our content as an asset. So we have a huge amount of content across our organization and quite a lot of data that we can gather as well about how students perform when they answer certain types of questions, those things.
So we're thinking about whether it has value as a training set for AI potentially, and then there's loads of considerations within that. So one consideration I suppose is that can we do that in a way where we don't risk cannibalizing our own market. But also I mentioned earlier about ethics in AI as well, and there's loads to go into that, but that's an important consideration for us as well as thinking about how we might do that in an ethical way.
So yeah, those are key areas that we're exploring at the moment. Absolutely Thank you. I am conscious of the time and we've got a couple more concepts that we want to explore. So Elaine or John, anything to add before we move on. And then. Go ahead.
I was going to say a bit tangential, but when thinking about adding new knowledge, adding new technologies, I think are focus a lot has just been in our channel strategy and similar to partnerships and, you know, the decentralized education. So where are our customers already going to someone or some space and is it better for us to figure out ways to connect our content that way versus driving them to us to be directly delivering content to them.
And I'll just add that I love this concept of badging and digital wallets. I think it's as Mike said, it's a good method to increase partnerships for individualized education. Terrific Thank you. All right. So I want to talk a little bit about business models, because we can't really forget that, especially as they are likely different from other content sales that publishers are used to.
So can you patch an education service or product or concept into your subscription sales team. Likely not. How and the folks that you want to interact with or partner with at an institution are likely different than the folks that you have dealt with for other areas of your organization. So we want to talk about what that model looks like in the education space and how it differs, how it may differ from other products or services that you may be used to providing.
So, Elaine, I'm going to start off this one with you. What do you see as the challenges and maybe potential solutions there as well. Yeah, you know, I think from a broad standpoint, you're I assume most publishing companies are B2B and like you can be a B2B education provider easily. I think kind of below the surface there, as you said, like your sales team. You know, for us, we sell mostly to libraries.
That's not the case for our education. You know, our marketing team is focused in certain customer bases, but our education is different. And so just being really aware and exploring that space and confirming up front I think can save a ton of headaches and making sure that your leadership understands that as well, that either we're using the sales team. If you only have this direct sales team, if you're using that same sales team, understanding what that uptake is in order to switch customers, even though on the surface, right, b2b, academia, it all feels the same.
It's very different once you get into it. I think also kind of coupled with this is the content strategy know, I think people when you go and interview a customer and ask them what they're interested in learning about, that's very different from what are you struggling with that could be solved by education. I'm interested in learning about these, you know, late breaking technologies, these late breaking scientific discoveries.
Do they necessarily want to sit down and take a course or attend a conference specifically to learn how to do that work. Maybe not. And so I think when you're out there doing your discovery work with your customers, ensuring that you're asking them more about problems and what they're struggling with versus what they want to learn, because sometimes people don't understand what they want, but they know what they're having a hard time with.
And so I think when you're building your strategy, really focusing it that way, because when you go ask them what they want to learn, it probably feels like it really aligns well with your content strategy. But at the end of the day, they might just want a podcast about that topic versus actual education. And so really making sure that is clear what you're trying to provide and why. Yeah and I think that's really what's another thing that's important there.
Is that what you're talking about, Elaine, in terms of they don't always know what they want, but they know what their challenge is. Or sometimes you have to observe or listen to them to even out what the challenge is, because sometimes people develop processes to overcome challenges that they don't even realize they've developed. Lucy Yeah. Thoughts to add here.
So I think in recent years, we've gone from being a business that primarily sells content and sells that for a fixed price, sometimes a subscription, if we're kind of adding more content over time. We've moved to an organization that's selling a mix of content and functionality. And so we had to think about our models for how we approach selling that. The thing that I think is interesting here is when you add AI into the mix and we're thinking about what that means for our models as well.
So we're doing research around this with customers at the moment. And I think what's challenging is that the freely available tools that our customers are starting to use and maybe there's a kind of market expectation around what they should be able to do now with our content in our platforms. So there's work for us to do, I think to understand what's the unique value that we can add through integrating those tools with the products that we offer.
And is that a value that customers recognize. Is it one they're willing to pay for. Is this just sort of table stakes that this kind of has to be in your product and the benefit to you is not a new revenue stream, it's something else. So yeah, this is kind of an interesting area for us to explore at the moment. Yeah, absolutely.
Mike, what are your thoughts here. So I'll echo the sentiment that experience over content content generation sources are going to continue to proliferate and the value of, of, of the experience is going to greatly outshine the value of the content itself. And as Elaine said, the real key focus here is on addressing pain points and the needs of, of the audience to remain relevant.
You know, Elon covered this kind of in much more eloquent than I would so really I would just echo that from here and turn over to John Thanks. And John, you know, I'm thinking more back to your partnership comments as well, because I think that's really key here. Yeah, I think all three of them already mentioned I couldn't have said it any better, that this is an opportunity to get information and adjust to that information.
Partnerships, experience over content, I think is a really good way of saying it. Great Thank you all. All right. So we're going to close with one more question here today. Our timing was impeccable, I will say. And we didn't rehearse the timing, so that worked out really well. So what would you say is the one thing that scholarly publishers should be doing right now or take away from today's session to either get started if they are really nascent in this.
They haven't even gotten started or to accelerate if they've just started, if they're in the exploratory phase or maybe even have started implementing or integrating. What would be that one thing that you would suggest they do or take away from today and why. And mike, I'm going to start off with you here. So didn't cheat in the first question, but I'm going to cheat in the second and throw out two. And those are learn and play.
That yes, a lot. There's a lot out there to, to adopt so you know, get out there read play but also more importantly play with the tools. As has been noted, there's a lot of these there's a lot to learn with these and there's a lot to vet until you've actually gotten in and either tried modeling it done ideation, seen where you can kick the tires on it and what it's meeting and what it doesn't it's all speculation and and with that comes fear and the status quo.
So really adopting these frameworks where you can get in, learn, fail fast and deploy is going to be incredibly important as everything keeps moving at an accelerating pace. Elaine, what's your one thing. Sure I'm going to focus on, you know, really, really early in education ventures and getting started. Most of my work is, you know, to a new audience or, you know, we are building out education for maybe the first time.
And so I would kind of the last question really focusing on, you know, who is our audience for this education. What do they need. What are their gaps and skills and knowledge in ability and really understanding that. I think once you've got a hold on that, then the ability to be flexible with everything else, kind of what we've talked about and what works for you, how to reach them, what type of content they need, when they need that content and what technology can help support that.
But if you don't have a strong understanding, even if you have an education program that you feel isn't going as well as you want it to be, like going back directly to the customers and making sure you really understand their educational needs and their true educational needs, I think is always square one for me because everything else is just kind of like fluff. If you don't understand that and that things going to work well.
Very true. Very true. John, what do what do publishers need to take away from today's discussion. I'll I'll launch off of what Dylan just said. I would say partnerships. You know, and Mike alluded to this as well, is, you know, as an instructor at multiple levels, we want to work with the publishers.
We want, you know, you are the authoritative content. My colleagues have written content for you. I trust you. But I want to work with you and help my classroom experience be a rich one. What I don't want is a product. And then I'm left alone. And neither do my students. They don't want that either.
They don't want that from me either. So I think, you know, Lucy talked about that, you know, Pearson is starting to do that more. I think that's a really positive trend. But I think people don't see the business model in that, in that model quite yet, but it's there. I mean it's present in other industries where service is, is what drives the, the relationship and even the business model.
So, so work with us. We want to work with you. Thank you. And Lucy, what's the take away that you have for our audience today. I think what struck me from the conversation, we talked about really focusing on the customer problem to solve the customer needs. And that might sound obvious, but I think when you're looking at technology and advancements, what I've heard in a number of organizations before when they kind of new trends emerges is people sort of saying, what are we going to do with this technology.
And I think when you start from that position, the risk is that you kind of design the wrong solution. That's the wrong question. Like, what are we doing with AI is like the wrong question to ask really. Like AI is a possible solution to a problem that your customer has. And so that's the really important place to start, I think.
Well, Thank you all. This has really been a great discussion. I appreciate all the thoughtful comments and you giving your time today to our audience. So thank you for your participation. Thank you to the attendees for participating in today's webinar. Please complete the evaluation. By scanning the QR code, we encourage you to provide feedback and to help us determine topics for future webinars.
We hope that you'll join us for an upcoming event, including the introduction to copyright workshop on July 9th, which will be run by Rick Anderson. Thanks again to our sponsors access innovations, openathens, Athens and Silverchair. And today's webinar was recorded again and all registrants will receive a link to the recording when it's posted on the SSP website. And this concludes our session for today.
Thank you, everyone. Thank you. Thank you. Thank you.
Segment:0 .
Welcome, everyone. We'll get started in about a minute or so, maybe less.
OK we're going to get started. Thank you and welcome to today's webinar, personalized education how to breathe new life and grow revenue with smart content. Before we start, I want to thank our 2024 education sponsors, access innovations, open, Athens and Silverchair. We are grateful for your support. My name is Laurie Carlin. I'm chief commercial officer at delta bank and the SSP Education Committee webinar working group chair.
And for this session today, I'm also your moderator. Before we get started, I just have a few housekeeping items to review. Attendee microphones have been muted automatically. Please, please use the Q&A feature in Zoom to enter questions for the moderator and panelists. We have our webinar committee member who will be monitoring the Q&A and she will let us know if there are questions that we should respond to.
You can also use the chat feature to communicate directly with other participants and the organizers closed captions have been enabled. You can view captions by selecting the More option on your screen and choosing Show Captions. This one hour session will be recorded and made available to registrants following today's event. Registered attendees will be sent an email when the recording is available.
A quick note on SSP code of conduct and today's meeting. We are committed to diversity, equity and providing an inclusive meeting environment that fosters open dialogue and the free expression of ideas, free of harassment, discrimination and hostile conduct. We ask all participants whether speaking or in chat, to consider and debate relevant viewpoints in an orderly, respectful and fair manner.
Before we get underway, we'd like to run a quick poll just to see where folks are at in their journey around education and smart content. So our question for the poll is how far along are you in terms of integrating AI tools and/or smart content into your current workflows and offerings across your organization. Have you Not yet started or are unfamiliar? Are you in the early stages.
Are you moderately integrated or are you highly integrated and continuously evolving. And while you're answering the poll, I'm going to ask each panelist to introduce themselves and tell us a bit about their interest or background in education, perhaps describing what they are working on in the education space currently. And I'm going to go in reverse alphabetical order. Being someone whose last name starts with c, I usually benefit from the alphabetical order approach, so I'm going to go reverse order today.
And I'm going to start with Dr. Jonathan Wisco. Thanks, Laurie. It's wonderful to be here. Thank you so much for the organizers for inviting me to be here. And I will say it's a little odd going first since I'm always used to going last. So thank you. I actually have to think faster.
My gosh. So I'm John Wisco. I'm an associate professor at Boston University Chobanian and Avedisian School of Medicine. In my role here at the School of medicine, I am the co-director for our pre-clinical curriculum, which is called Pisces. And our curriculum is interested in integrating basic science with clinical science and health equity.
But I also do service and outreach, and I research those entities and those programs. So I've actually taught K through 12 all the way up through professional school, professional Health Sciences. So I run a program called Anatomy Academy. We teach anatomy, physiology and nutrition to elementary school and high school students across the country to inspire them to develop healthy lifestyles and get interested in science.
I've also taught at the undergraduate level, so I'm very familiar with education from bottom to top or top to bottom. And I'm really, really interested in how people can become lifelong learners and how they can have a really good educational experience. Students and teachers, really good, inclusive educational experience in the classroom. Thank you.
Wonderful Thank you. Mike, would you like to introduce yourself. Sure hi, everyone. Mike wynand. I am the business lead for product development delivery at the American Academy of Orthopedic Surgeons. I'll echo Jonathan's sentiments. Thank you for inviting me to join. Really excited to speak with this group and share on these really interesting topics.
And my role. I am currently leading our innovation lab, which is focused on identifying new trends in learning and finding the best fit for our membership, as well as developing and deploying new content and really finding the best ways to do that. I have a background in instructional design UI, UX program implementation and business operations, so kind of a smattering of things that come together to support the efforts that we're doing.
And my interests really lie in leveraging education and tools to drive engagement and further impact and value for learners, creating meaningful experiences, but that remove those barriers to entry. Great Thank you. Elaine, you're up next. Sure Hi. I'm Elaine tinkelman. So as everyone has said, I'm very happy, excited to be here.
I am a senior product manager at the American Chemical society, so I've been here for about three years. I lead a small education team focused on supporting professors and academic professionals and their students through their chemistry journey. So my department also has a set of educational resources for researchers through their publishing journey. Authors, reviewers, ethics, all that good stuff that is really important when you're, you know, publishing your research.
And then we also have a large society arm of the organization that does a lot of different education. So ACS has got quite a bit of education going on. My background, I've been in the professional editor space for a little over 10 years. I started as a public health educator and kind of got into the professional space through that and then spent most of my career working at medical societies, so doing CME work, kind of overseeing big domestic new audiences for large nonprofit organizations.
And just in general, you know, I think the professional space is really interesting to me in helping adults learn new skills, you know, learn new abilities once you're out in the workforce, that does not mean that your education journey stops. So I really like that space of really practical education for people out in the workforce. Wonderful Thanks. Elaine and Lucy.
And Hi everyone, I'm Lucy chowns. Also really happy to be here today and joining you from London in the UK. So I work for Pearson, which is a global learning company and I'm a head of product there. And there's a couple of key areas that I work in that I think are very relevant for the conversation today.
So part of my role is looking at the kind of K6 primary space, and our main product in that space is a learning management system called active. Learn And my role at the moment really is looking at that product's been in the market for a while. We have loads of content on there, but it's thinking about how we can make better use of the content that we have on that platform and help teachers and learners to get more out of it.
And then the other area that I look at is the secondary space or high school space, and in particular, I'm looking at stem qualifications and thinking about how we can make better use of digital to provide more authentic future looking assessment in those subjects as well. Great Thank you. Thank you all for those great introductions. Before we move on, I just want to take a look at the poll.
And clearly and this is what we wanted to find out before we started our panel discussion was where folks are in their journey. And we have most of our folks who either haven't started or they're in the early stages with just a small one person moderately integrated right now. So that's great to know. It helps us frame the questions, but it also is somewhat what we were looking for, which is folks who are in those early stages and want to learn what they could be doing.
So great. And Thank you for responding to the poll. So moving on to our discussion, I want to start out by talking about the current direction of education. And you all have a clear focus on education currently and have been in this space beyond your current roles. So thinking about the work you are doing, coupled with your prior experience, what are some of the significant changes or emerging areas that you've seen or are seeing in education.
Maybe starting with your top one or the most significant. And you know what, what are your thoughts on where education is headed right now. So, John, I'm going to start off here again with you. Great Thanks. This is a really thoughtful question, so I'm going to cheat a little bit. I'm going to say two things, so I apologize. But I think one of the things that we have to realize and I'm really glad that we had the poll at the beginning is that technology drives a lot of what we do in education, the tools that are available.
But also and this is where I'm going. Most importantly, technology drives how the learners interact with not just content, but also with their instructors. And when I say instructors, I'm using the term broadly. It doesn't have to be a formal teacher. It could be anybody in a teaching moment. So for me, the number one thing that is actually influencing education the most, because that is happening, is how does the instructor identify as an instructor.
What is their role in terms of the educational experience for the student. And I've been doing this long enough where I've seen technology accelerate and change on a dime. And I would say that we're no longer in the age of generational changes in education. We're in the age of technological changes in education, and that will change within generations. Now, sometimes, too, we're now at three, three times within a generation where, you know, how the learners interact with information is very, very different.
So what do we as instructors? What is our role in helping foster that. Because I think the idea of having lifelong learners and deep learners and deep thinkers has never changed. It's just how do we help people find that resonance in their learning using the different technologies that are available. I think that's number one.
Thank you. Mike, you are up next. Didn't realize the order of the first question is the same as your introduction. So we'll vary after this, I promise. Great that's proper scaffolding, right. We set it up and then we'll. We'll shift it around. So completely agree with Jonathan.
I think one of the key things that we're seeing in the trends is the pace of innovation. And technology is going to continue to just continue to accelerate. I mean, looking at AI and just the inception of how quickly that has shifted from being a conceptual piece that was really built off of models that at this point, you know, the pace and the tools that are used will continue to shift to where some things that were critical.
Now that may be completely redundant even within five years. Think back to punch cards or typewriters and things like that and how long we sat with those. Whereas now generative models may be something that's completely out or blockchain may be something that we're like, why did we even bother with that. Because here's a completely new solution.
So you know, I think adaptability to tracking to that is going to be really important for us to look to. So for me, the top change is integration of AI and smart content and how that functions, because there's going to be this expectation of personalized learning. And we've seen a lot of work in the area of adaptive learning of diagnostic assessment, of tailoring content to the learner.
And these tools are going to be pieces that can both validate our assumptive models, but also can respond, inform our pedagogical approaches really tailor to meet content where the learner is. And you know, I know, especially based off of the poll that we saw, there's still a lot of question of what AI does. You know, I think we are still at an opportunity where we'll be learning as we deploy it. And you know, the sentiment continue to, to hold for myself and for, for my peers that I talk with is AI isn't going to take your audience.
The organization that learns how to use AI better is going to take your audience. So it is really incumbent on all of us to figure out how we're incorporating that into our strategy, both for the end user experience and in how we leverage it for thought capital that is going to lead us forward. Yeah, mike, it reminds me too that sometimes you cannot wait to be 1,000% comfortable with something.
Sometimes you've got to try it as you're going along. Otherwise you lose the opportunity. Elaine sure. Yeah think some of this stuff, Micah said, as I have too as well. Jonathan so some of the things that Mike has said has brought in, I think a trend that we're seeing generally in higher education is that there are a lot of people in the young generation questioning the value of it.
And so I think that is a really sticky situation. But from a publishing or non-traditional education standpoint, it is an opportunity. And so I think trying to understand the whys around that, I think technology is pushing some of that and just general viewpoints. But I do think that there's, you know, that trend is. Is interesting. We're not seeing it as much in STEM.
It's not really affecting stem. But one of our questions as a team is, how do we help create value in that traditional education space. Because we value it, you know, we really support that space. And so that's part of it. I think another, you know, when we're looking more at professionals, scientists out in the world, they're kind of dealing with this same issue of using technology, using AI and getting ahead of the curve.
And so we're seeing a lot of our scientists and communities wanting to build the skill set. So not us necessarily adopting these technologies, but helping our communities adopt these technologies faster and helping them get the skill sets, not the general skill set, but specifically in science, how can they be using these tools for themselves to further their company's missions, to further their research goals.
Great Thank you so much. And Lucy, anything you want to add. What's your experience. Yeah, I was going to pick out something that I think is sort of connected but a little different. And I think it's pertinent to the conversation about AI and some of what Mike was saying. So a trend we've been seeing for a number of years really is around like who is an education provider and who competes with us.
So historically, you know, our competition has been sort of educational publishers like traditional educational publishers. Increasingly, we've seen competition from edtech startups who might pick a sort of particular problem that, you know, educators are experiencing and solve that really well. Whereas my organization, we tend to try and provide complete solutions.
And what we've increasingly seen as well is sort of educators themselves. So teachers in schools, schools, groups of schools becoming competitors too, so developing their own content. And I think that, that kind of technological advances have made that easier for people as well. So I think there's something important for us to think about, about the value that we add and the role that we play. And I know we're going to be talking a bit more about that through this session, but particularly thinking about AI tools coming along that kind of shifts the dial again.
So there are freely available tools that our customers might be using. And so yeah, where is the value that we add. What's our place in the market. I think that's an important thing to think about. Great, great. All of you, great answers. I want to move on now and talk about the learners of today and anyone who's watched K through 12 or folks in that group and even older see the difference in just the way they experience life and the things that they're used to doing and you know, instant replay of things and being able to do things that, you know, many of us did not grow up with in, in the learning environment.
And so I want to talk about how, you know, what the differences are in learning styles and expectations of today's learners and and even those younger learners, because they will be the folks that in just a few years will be coming into the higher education realm. And you know, what they expect will be what you need to provide or how you need to gear your programs. I'm going to start off this one with you, Lucy, since you deal with K through six education and these K through six or K through 12 learners are going to be those higher education students.
And beyond that, scholarly publishers will be interacting with going forward. So what are you seeing as the changes today. Only this question is really timely, actually, because we've just done a big survey with school students in the UK and teachers, which is launching tomorrow I think. So I mean, what we're hearing and, and you kind of just said this, Laurie, is that students are really confident in using technology as part of their everyday life.
And what they're telling us is that they expect school to prepare them for a technology mediated world. But what we also hear quite a lot is that teachers are very aware that students are more experienced and confident than they are often in using a technology. And perhaps this is a thing that's kind of more pronounced in, in K-12 education, but because of that, that sometimes leads to a reluctance to use technology in the classroom.
And we're seeing that with AI in particular. So students talking about using that in their everyday lives. And starting to use it in the homework they're doing and with their learning more generally, but they're not getting guidance on how to do that from the schools that they're in. So I think that there's an opportunity there for education providers to support actually, you know, the products, the content that we provide and training that we can provide to schools.
There's a real opportunity there, I think, to support teachers and kind of educators give them confidence in how to use technology in the classroom. The other thing that we're hearing a bit from students is about how they want to learn. So we're hearing them express that they want more opportunities to participate in learning remotely, which is obviously something that happens a lot through the pandemic years.
But, you know, in UK schools kind of gone back, shifted back to the more traditional model. But so it's interesting to hear students express that they would like more opportunity for a more blended model and to think about what that might look like. And again, that feels like an opportunity for education providers to support. The other thing and this is particularly pertinent to the work that I'm doing, is that they want more opportunities to be assessed digitally rather than on paper.
So again, this may be very particular to the space that I operate in, but in the UK school system assessment tends to happen on big paper examinations at the end of a period of study. That doesn't necessarily replicate how students are used to, to working and perhaps doesn't necessarily offer the best opportunities to assess the skills that are needed in that subject, particular subject, particularly thinking about what they'll go on to do in higher education and the workplace beyond.
So yeah, interesting to see them kind of asking for those opportunities and, and noticing that, yeah, the technology provides some opportunity there. Yeah wonderful. And it's so important for us to understand what these younger learners are, what their expectations are, because as I said quickly, they'll be coming into that higher education space.
John, you work with both medical school curriculum as well as K through 12 learners. So what are you seeing. Well well, I'm actually at the point now where I'm starting to see former high school students becoming my professional students. So that tells you how long I've been around. I don't know if that's a good thing or not. But even, you know, the first K through six students that we worked with now are back in 2012.
So that was 14 years ago, are in higher education, professional space. And so I think one of the things to understand and I think Lucy really hit this on the button is that kids are kids and kids want to play. Kids want to learn through play. Kids have always learned through play, through enriched environments. The difference now is that the ability of teachers in the traditional classroom as we know it to keep pace with the students and how they learn is the gap is getting bigger and bigger and bigger.
And as Lucy said, technology drives a lot of that. These kids are using or interfacing with content through technologies that many of our teachers, even half a generation away or a generation and a half, I guess, don't know how to use. And so the play experience within the classroom is diminished. So what ends up happening. Well, I think the reason why we're seeing a lot of kids saying, well, I would love hybrid environments or I would love an environment where I'm assessed differently or whatnot is because they know they can do a lot on their own.
That's being done in the classroom. Now And the again, this goes back to what we were both saying earlier. The teacher's role has changed. It's not only here's the content you need to learn. The teachers need to be trained not only in how to use the technology that the kids are used to, but also how to engage them better in the classroom. So that they're quote unquote playing more, that they're exploring more, because students know I mean, you know, my kids who are this age can learn all the content almost at professional school level just by watching TikToks and Instagram and reels and, you know, whatever they use.
And so what happens when they come to my classroom, if they're that far ahead in understanding even anatomical or physiological concepts, if we just talk about science, well, that changes my role as a teacher because those kids, as they grow older and go into higher phases of education, don't necessarily know what to do with the knowledge that they've been given. And that's where that interplay has to happen.
We have to train our teachers better to be able to work with the technology and work with the kids better so that their educational experience, when it is in person, is more valuable. Otherwise you get the symptom of why am I here. Why are we doing this right. Or I've already seen this or you're going too slow, right. These are all symptoms of of, you know, opportunities that were lost where the teacher hasn't been able to help the student with their learning experience.
The other thing that compounds that is that nowadays, because of technology, learners are more individualized in their learning pathway. We're moving away from the traditional classroom in a sense, if you think about it, right, because the traditional classroom for the last few hundred years has been, let's stick everybody in a room, we'll throw the content at them. They'll tell us what they learned.
And they go off to the next thing. But that doesn't happen anymore. Now, kids can access a classroom environment individually on their own, at their own pace. So when we do put them in a room, how is that more valuable to them now than what. Than what they could have done on their own. Yeah, great. And you know, it's funny, when I was reading off this question, I wanted to ad lib and say not just the students, but the teachers of today because it's about teaching and learning.
It's not just about the learning part. The teachers have to be prepared as well, and there's opportunities there to help educate the teachers. Yeah, and I think publishers have an important role in helping educate the teachers. You know, before when we just had the books, the publishers would give us the books and we would be on our own. But that role has changed now.
That relationship has changed. I think teachers could use all the help they can get and figuring out how to work with the content and work with the new learners, there are different preferences. So learning preferences for sure, for sure. Elaine in your experience, what are you thinking in terms of this. Yeah, you know, I think aligning with what's been said about technology, I do think, you know, our younger learners are more apt and interested in having, you know, short, practical, accessible at any time learning experiences.
You know, they want to learn it. They want to apply it really quickly, you know, and I think that's typically something that you might have used to only really see in very specific sectors of like adult education. But we're kind of seeing that now. And I think part of that is because of the access to information that they just haven't. In their daily lives know.
And I think something that's interesting there is that there is a bit of a conflict specifically in higher education of, you know, wanting to develop deep, critical thinkers. Is it possible to do that while meeting their, you know, what they want for the modality of learning. And so I think that's something that we think through and struggle with a bit of. You know, we have these challenges of younger generations, you know, not necessarily coming through these programs, having as deep critical thinking skills as their professors want them to have.
It's not necessarily built into the curricula because of the requirements to get through this program. But are there other ways that we can support that. And, you know, would it match the way that these learners want to learn. And I think that's just a really interesting question that we've been sitting with. Yeah, that kind of conflict there has just been interesting from my perspective.
Great and mike, you know, when I was thinking about this question, I was thinking about when we had talked prior to this and you had mentioned, you know, your background, which also included being a teacher at some point. So I'm with that also in mind and everything else that you've worked on, what are your thoughts here. Sure so I had a few less gray hairs when I was actually in a classroom.
So I'm going to refer to my more recent teenager experiences, which are the three that I have in my household. And I'll echo what everyone else is saying. You know, our early career and younger learners are they're digital natives. They're accustomed to having on demand content. They're accustomed to interactivity. There's also an increased expectation and awareness on inclusive design.
You know, there's a much more high degree of analysis that goes into way the decisions that were made behind the content that's being put out and what the messaging is behind the sender. And as Elaine mentioned earlier, there's also that interesting wariness with regard to AI and technology. You know, I think for our older audiences, there's an apprehension around do I know enough.
And how do I learn to keep up. Whereas for digital natives it's more like, OK, it's I don't really care. See it everywhere and I just don't like it because it's replacing the things I'd like to do myself. So how do we leverage that. You know, we at the have continually had early career surgeons tell us that they don't have an intrinsic need or to associate with an organization.
They're much more focused on the value they provide. And I think that's extending on that. There's an expectation of ease and access to Tools and content. So for us, it's an incumbent to find how we can align that experience. And John raised the point around game design and play, and I think that's a really important thing for us as content developers, providers and businesses to identify how we can incorporate those into the learning that we design.
Because it's less about edutainment and more about meeting the needs of the learner and evoking intrinsic value. Two great callouts that I'll just throw out for this if you haven't watched Mark rober's Ted Talk on the Super Mario effect, that goes a lot into how creating conditions where failure is acceptable. And actually part of what you do drives to meet the learner, to move forward and to get some so so give it a watch.
If and then if you haven't read Jane mcgonigal's book reality is broken why games make us better and how they change the world. It does a fantastic job of breaking down the principles of game design and talking about how it's less about building a gamified experience and more about identifying the needs that drive learners forward and why games do that. Really well and how we can build that into our everyday life and models.
That's great. Thank you. Terrific answers, everyone. So We're the SSP focuses on the scholarly communications market, scholarly publishers, scholarly societies, providers of materials to this industry and the folks who rely on us for information. So our publishers are well positioned to be authorities on education and why what do they bring to the communities they serve.
And Elaine, I'll start out this one with you. What are your thoughts, especially coming from a scientific society. Yeah, I would say absolutely. You know, I think that, you know, publishers, we are collectors of research, collectors of cutting edge information and we disseminate that information out. And so I think that puts us in a really wonderful position to help with, you know, the problems that I think all sectors deal with is, how do we apply research to practice.
You know, and within that, there are definitely education gaps. And so I think having, you know, an audience that is consuming your content and having, you know, a community that is putting out cutting edge research, how do we help them apply it. It's a really natural space in my mind, for publishers to be. That's great. Thank you. Mike, your perspective coming from the Medical Society.
So as I mentioned, there's less of an expectation that early career is going to just want to adopt. So we're but we are well positioned to lead with credibility and the access that we have. So there's really this bridge that we can do between bridging the cutting edge research and practical ability with the learner. So as we talked about, there's so many options out there for content to engage with.
The question really becomes, how do you determine what's valuable and John reference going to TikTok and YouTube. And we know from the discussions on resurgence that's actually where a lot of them are going just for immediate answers and that frankly that's kind of terrifying but also validating in that there is this wealth of content out there. So how do we make sure that the right content is being surfaced up.
And was to tie-in with this, I was listening to a recent Adam Grant podcast where he was talking to David Duchovny on failure and they got into the subject of AI, and the question came up of, you know, at some point I may get to the point where it's creating masterpieces and able to do content that utterly replaces everything. But also as audiences adopt these things, think about some of my peers As we engaged with mid-journey and the ability to create images.
And everyone thought that was great. And we used it a lot. And then we started just kind of getting tired of it and saying, how do we create it. Or how do we leverage this but use it to drive what we're going to do instead. So, you know, and David duchovny's response to the question of if he creates a masterpiece, what do you feel.
And he's like, kind of wouldn't care because wouldn't want to go see it. I'd rather go see something created by a human and think, you know, our audiences will get to that. Going back to the weirdness that we talked about earlier of. As organizations, we have the opportunity to leverage this and look at all the content that's out there, but we can serve as the follow through that says, based on this expertise, based on the research, based on all of the connections that we have, we're cutting through the chaff and the noise and helping to connect you with what you need in an experience that best fits your needs.
Great Thank you, Lucy. Any thoughts on this question. I think what I have to is very similar to what's been said already, really. So I think, you know, as education providers, as publishers, we authorities on domain knowledge, on curriculum design, on pedagogy, and obviously there are others out there with that kind of expertise as well.
But I think we're quite uniquely placed to bring those things together. We also sit on a huge body of content and data that's really valuable. And so I think that our place is to keep that knowledge about how people learn and to think about how to make best use of it ethically in a world where technology is advancing at pace. Yeah, absolutely, John, anything to add. You know, maybe from your perspective, it's about what you'd like to see from these groups.
Yeah, sure. So I'll preface my comments by saying that I agree with everything that my colleagues have mentioned already, but I'm actually going to say no. And the reason why I'm going to say no is because I think the way publishers currently engage in the learning environment is very product and sales driven. And I'm not saying that's a bad thing, right.
I understand the business model, but I'm fine with that. But there is so much more potential for publishers to partner with the teachers and the learners in the learning space. And just my experience with publishers is I feel like they're trying to sell me a product to use in my classroom, and then once I'm using it, they're gone, right. And I really feel like that there's more potential for a partnership for all three of us can, can, can be in that learning space together.
And I think and all three of them, all three of my colleagues said the most important thing, and that is the verification and the authoritativeness of the content that the publisher offers. If the publisher is just selling content, well, you know, kids these days, they don't care where the content comes from, right. They're going to access it on YouTube. They're going to access it on TikTok.
They're going to access it on whatever platform they want to access on. They don't understand the difference between, you know, is this reputable and is this not reputable. All they care about is does this content work for me in terms of my learning. You know, does it verify. Does it give me a confirmation bias. Does it feed into that.
They don't know what to do with this content, right. They just know it's coming at them. And so if it feels good, they're going to run with it. And that's where I think publishers could really make a significant difference. So in the current model, my answer is no. But the potential is could they be part of a significant influencer in education. Absolutely and I cannot understand why they haven't yet, because, you know, if we're worried about AI and if we're worried about just social media, then why haven't publishers stepped in to help.
Instructors say this is the authoritative content. So I don't know. I don't understand why that hasn't happened yet. Yeah, I'm getting before I move on to the next question, I'm going to give an opportunity for anybody who wants to rebut. I'm going to get myself fired. I'm not. No, no. I think this is good dialogue this way is good.
I no, I, I think it's such an interesting I think it's such an interesting point to, to hear that. But then also no, like work for a team that is cognizant of that. And like our content doesn't reach who you work with, but like we're very, we're very aware of that. I think society publishers are uniquely positioned to do that really well. They have that trust built in.
They have those experts. I think medical society, specifically, most of my career has been with medical societies. But if you are, you know, offering we talked about this on the side, but if you're offering credit specifically CME credit, there's criteria that you need to meet. And one of those criteria is that your planning committee, the people creating your education, represent your audience.
And I think that just really sets you up to address some of the concerns that you've said. And so I do think it's the approach, right. And then also, like, have they communicated that approach. Have they made you feel with that product coming out that this was made by someone just like you. And we also want your feedback in that. So I do. I totally hear that.
I totally see that. You know, we've heard that directly from our customers. But again, we're uniquely positioned. We are a very large, respected society that also has a lot of publications that are very well respected. And so that, you know, I think that is an unfair advantage for some of these groups compared to, you know, I'm very interested to hear from Lucy for that because I do think that there are some conflict between, you know, who is giving out this education and how do they feel about it.
And then also, how is that perceived by their customers. Lucy did you want to Comment on that. I mean I will say also as someone who works with. Everyone in this space, really all types of organizations that we are often called upon and big proponents of doing the market research that's needed to understand that voice of the customer and really be preparing information that the customer needs and wants.
So not just build it and they will come, but what is it that the audience really needs. And Lucy had mentioned, studies in the UK about what learners are looking for. And yes, there may be a divide between right now what's being provided and what the learners or the teachers need. But I think that aspect is really important to be designing content and information that meets the needs of those learners and that having that partnership to ensure that comes to fruition.
I'm going to move on unless anybody wants to comment further on this. OK I think we're good. All right. So given the evolving needs and the expectations of tomorrow's learners, we're going to talk a little bit. We're going to get a little bit deeper into the tech side of things. But given the poll results, not too deep.
So we don't want anybody glazing over, but we do want to talk about things like how Web3 concepts like blockchain, digital education, wallets, decentralized platforms, create new opportunities and address challenges in personalized education. So what are the potential benefits and risks. And how should, given that most folks who are participating today, most of our attendees either haven't gotten started or are in very early stages.
How should they be thinking about these technologies and integrating them into their workflows or offering where should they be focusing or looking to get started. And mike, I'll start off with you on this. Great and I'd realize, especially given where we're at, we're at the polls, we've got some buzzwords in here that may have heard. So, you know, in terms of blockchain and digital wallets, what this really boils down to is thinking about enhanced credentialing.
How do you secure records across your learner's experience. How do you provide verifiable proof of concept competency. You know, yes, this hangs off of some pretty high concept back end operations that are taking place or trends such as NFTs. I would say as we don't in our space, we don't need to worry about what's happening there. It's more in thinking about how we would leverage the infrastructure that's built for that to get to some of that portability, because tying back to those expectations for our learners, they want to be able to move across organizations, across fields and carry their learning and demonstration with them and not have to prove it in multiple instances.
So as organizations thinking about how we are opening the door to that. And then also in the realm of decentralized platforms, what that gets to is this idea that rather than us being the stewards of all educational, how do we offer greater access and break down geographical and financial barriers and think the promise of this reflects some of the model of what John raised regarding bringing instructors and learners into the conversation.
Looking at a learning engineering team that is using informed, you know, customer inquiries. So, you know, as Lucy mentioned, going to the learners and gathering those inputs in a human centered design method of taking those in incorporating it and, and building it out at the Web3 model. This really gets into some very high concept pieces of whether, you know, am I sharing some of my memory space to create the server.
So it's not just one server that I'm having to operate off of. Once again, that's not anything think we need to consider yet because that may also be a trend that doesn't go because learners don't need to understand. What we need to do is pivot our expectations for how we manage and develop content and really take a design focus that brings those voices in. And then the last thing I'll just say with regard to how we prepare ourselves is, first off, just informing yourself, not everybody needs to be an expert on this, but knowing that these trends are out there and doing some conceptualization around how these fit.
And then also within your organization, taking a really clear and honest gauge of your risk tolerance, how willing are you to start pursuing some of this and how much do you want to wait and see if this is, you know, going to be a trend that continues or if this doesn't go because all of these have areas that have potentially a high amount of investment, both in terms of personnel and potentially capital to run with that may have a good Roi or may be a sunk cost.
So definitely be informed, but proceed as, as your tolerance dictates. Yeah great. Lucy, what are you seeing, especially in terms of licensing and efficiencies, better personalization experiences. Yeah so she starts off by saying, like, Pearson's a big global company. And I would say, you know, there's parts of the organization that are quite sort of advanced in their thinking in this space.
The part that I operate in though, and I think interestingly for this discussion, we're sort of relatively early stages in our exploration, I would say. I think in line with how people have answered this poll. And there's kind of a but we're really positive about the potential. And I think that there's a few different areas that we're exploring.
So one is around use of AI to create efficiencies in our content production process. So how can we speed up some of those processes. So we can get quality content out to our customers more quickly. And that's quite challenging in the case. Six space in particular. So we're able to do able to do, you know, form some kind of editing functions and those sorts of things quite effectively at a kind of higher Ed level and it's more challenging.
So that's kind of an area for us to look at a bit more. We're also looking at how, as you mentioned, Laurie, how AI can be used to better personalize learning. And we're running some experiments in those areas at the moment. So some of it is examples might be, you know, a teacher has a kind of lesson plan for a class that they're going to teach and they use AI to personalize that according to the students that they're going to have in the class.
We've also been doing some experimentation around reading age, so taking content and then being able to adjust that up or down very quickly according to the reading age of the student. So kind of providing more or less scaffolding for them. So yeah, those tools at your fingertips. And then the final area that we've been looking at is around considering our content as an asset. So we have a huge amount of content across our organization and quite a lot of data that we can gather as well about how students perform when they answer certain types of questions, those things.
So we're thinking about whether it has value as a training set for AI potentially, and then there's loads of considerations within that. So one consideration I suppose is that can we do that in a way where we don't risk cannibalizing our own market. But also I mentioned earlier about ethics in AI as well, and there's loads to go into that, but that's an important consideration for us as well as thinking about how we might do that in an ethical way.
So yeah, those are key areas that we're exploring at the moment. Absolutely Thank you. I am conscious of the time and we've got a couple more concepts that we want to explore. So Elaine or John, anything to add before we move on. And then. Go ahead.
I was going to say a bit tangential, but when thinking about adding new knowledge, adding new technologies, I think are focus a lot has just been in our channel strategy and similar to partnerships and, you know, the decentralized education. So where are our customers already going to someone or some space and is it better for us to figure out ways to connect our content that way versus driving them to us to be directly delivering content to them.
And I'll just add that I love this concept of badging and digital wallets. I think it's as Mike said, it's a good method to increase partnerships for individualized education. Terrific Thank you. All right. So I want to talk a little bit about business models, because we can't really forget that, especially as they are likely different from other content sales that publishers are used to.
So can you patch an education service or product or concept into your subscription sales team. Likely not. How and the folks that you want to interact with or partner with at an institution are likely different than the folks that you have dealt with for other areas of your organization. So we want to talk about what that model looks like in the education space and how it differs, how it may differ from other products or services that you may be used to providing.
So, Elaine, I'm going to start off this one with you. What do you see as the challenges and maybe potential solutions there as well. Yeah, you know, I think from a broad standpoint, you're I assume most publishing companies are B2B and like you can be a B2B education provider easily. I think kind of below the surface there, as you said, like your sales team. You know, for us, we sell mostly to libraries.
That's not the case for our education. You know, our marketing team is focused in certain customer bases, but our education is different. And so just being really aware and exploring that space and confirming up front I think can save a ton of headaches and making sure that your leadership understands that as well, that either we're using the sales team. If you only have this direct sales team, if you're using that same sales team, understanding what that uptake is in order to switch customers, even though on the surface, right, b2b, academia, it all feels the same.
It's very different once you get into it. I think also kind of coupled with this is the content strategy know, I think people when you go and interview a customer and ask them what they're interested in learning about, that's very different from what are you struggling with that could be solved by education. I'm interested in learning about these, you know, late breaking technologies, these late breaking scientific discoveries.
Do they necessarily want to sit down and take a course or attend a conference specifically to learn how to do that work. Maybe not. And so I think when you're out there doing your discovery work with your customers, ensuring that you're asking them more about problems and what they're struggling with versus what they want to learn, because sometimes people don't understand what they want, but they know what they're having a hard time with.
And so I think when you're building your strategy, really focusing it that way, because when you go ask them what they want to learn, it probably feels like it really aligns well with your content strategy. But at the end of the day, they might just want a podcast about that topic versus actual education. And so really making sure that is clear what you're trying to provide and why. Yeah and I think that's really what's another thing that's important there.
Is that what you're talking about, Elaine, in terms of they don't always know what they want, but they know what their challenge is. Or sometimes you have to observe or listen to them to even out what the challenge is, because sometimes people develop processes to overcome challenges that they don't even realize they've developed. Lucy Yeah. Thoughts to add here.
So I think in recent years, we've gone from being a business that primarily sells content and sells that for a fixed price, sometimes a subscription, if we're kind of adding more content over time. We've moved to an organization that's selling a mix of content and functionality. And so we had to think about our models for how we approach selling that. The thing that I think is interesting here is when you add AI into the mix and we're thinking about what that means for our models as well.
So we're doing research around this with customers at the moment. And I think what's challenging is that the freely available tools that our customers are starting to use and maybe there's a kind of market expectation around what they should be able to do now with our content in our platforms. So there's work for us to do, I think to understand what's the unique value that we can add through integrating those tools with the products that we offer.
And is that a value that customers recognize. Is it one they're willing to pay for. Is this just sort of table stakes that this kind of has to be in your product and the benefit to you is not a new revenue stream, it's something else. So yeah, this is kind of an interesting area for us to explore at the moment. Yeah, absolutely.
Mike, what are your thoughts here. So I'll echo the sentiment that experience over content content generation sources are going to continue to proliferate and the value of, of, of the experience is going to greatly outshine the value of the content itself. And as Elaine said, the real key focus here is on addressing pain points and the needs of, of the audience to remain relevant.
You know, Elon covered this kind of in much more eloquent than I would so really I would just echo that from here and turn over to John Thanks. And John, you know, I'm thinking more back to your partnership comments as well, because I think that's really key here. Yeah, I think all three of them already mentioned I couldn't have said it any better, that this is an opportunity to get information and adjust to that information.
Partnerships, experience over content, I think is a really good way of saying it. Great Thank you all. All right. So we're going to close with one more question here today. Our timing was impeccable, I will say. And we didn't rehearse the timing, so that worked out really well. So what would you say is the one thing that scholarly publishers should be doing right now or take away from today's session to either get started if they are really nascent in this.
They haven't even gotten started or to accelerate if they've just started, if they're in the exploratory phase or maybe even have started implementing or integrating. What would be that one thing that you would suggest they do or take away from today and why. And mike, I'm going to start off with you here. So didn't cheat in the first question, but I'm going to cheat in the second and throw out two. And those are learn and play.
That yes, a lot. There's a lot out there to, to adopt so you know, get out there read play but also more importantly play with the tools. As has been noted, there's a lot of these there's a lot to learn with these and there's a lot to vet until you've actually gotten in and either tried modeling it done ideation, seen where you can kick the tires on it and what it's meeting and what it doesn't it's all speculation and and with that comes fear and the status quo.
So really adopting these frameworks where you can get in, learn, fail fast and deploy is going to be incredibly important as everything keeps moving at an accelerating pace. Elaine, what's your one thing. Sure I'm going to focus on, you know, really, really early in education ventures and getting started. Most of my work is, you know, to a new audience or, you know, we are building out education for maybe the first time.
And so I would kind of the last question really focusing on, you know, who is our audience for this education. What do they need. What are their gaps and skills and knowledge in ability and really understanding that. I think once you've got a hold on that, then the ability to be flexible with everything else, kind of what we've talked about and what works for you, how to reach them, what type of content they need, when they need that content and what technology can help support that.
But if you don't have a strong understanding, even if you have an education program that you feel isn't going as well as you want it to be, like going back directly to the customers and making sure you really understand their educational needs and their true educational needs, I think is always square one for me because everything else is just kind of like fluff. If you don't understand that and that things going to work well.
Very true. Very true. John, what do what do publishers need to take away from today's discussion. I'll I'll launch off of what Dylan just said. I would say partnerships. You know, and Mike alluded to this as well, is, you know, as an instructor at multiple levels, we want to work with the publishers.
We want, you know, you are the authoritative content. My colleagues have written content for you. I trust you. But I want to work with you and help my classroom experience be a rich one. What I don't want is a product. And then I'm left alone. And neither do my students. They don't want that either.
They don't want that from me either. So I think, you know, Lucy talked about that, you know, Pearson is starting to do that more. I think that's a really positive trend. But I think people don't see the business model in that, in that model quite yet, but it's there. I mean it's present in other industries where service is, is what drives the, the relationship and even the business model.
So, so work with us. We want to work with you. Thank you. And Lucy, what's the take away that you have for our audience today. I think what struck me from the conversation, we talked about really focusing on the customer problem to solve the customer needs. And that might sound obvious, but I think when you're looking at technology and advancements, what I've heard in a number of organizations before when they kind of new trends emerges is people sort of saying, what are we going to do with this technology.
And I think when you start from that position, the risk is that you kind of design the wrong solution. That's the wrong question. Like, what are we doing with AI is like the wrong question to ask really. Like AI is a possible solution to a problem that your customer has. And so that's the really important place to start, I think.
Well, Thank you all. This has really been a great discussion. I appreciate all the thoughtful comments and you giving your time today to our audience. So thank you for your participation. Thank you to the attendees for participating in today's webinar. Please complete the evaluation. By scanning the QR code, we encourage you to provide feedback and to help us determine topics for future webinars.
We hope that you'll join us for an upcoming event, including the introduction to copyright workshop on July 9th, which will be run by Rick Anderson. Thanks again to our sponsors access innovations, openathens, Athens and Silverchair. And today's webinar was recorded again and all registrants will receive a link to the recording when it's posted on the SSP website. And this concludes our session for today.
Thank you, everyone. Thank you. Thank you. Thank you.
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