| | June 20179is not an option but rather a way of life. They share their lives through social media, which gives us clues about what's going on with their world. There are billions of dollars being invested into healthcare products and services to attain data that education already possesses. For educators, all this self-reported data is a treasure trove in addition to the formal mechanisms we've used to create student profiles. Sometimes we collectively call this their "digital footprint," or to steal a healthcare term, the"quantified self." All this data, once seen and leveraged as an asset, can be brought to bear to help each individual student be successful. You might call it precision education, like individualized "precision medicine" in healthcare­now a national priority in the United States.Let me share with you a plausible future: The University of California has 238,000 students ­ all individuals with unique needs. We could address this population's needs the way we use healthcare population management strategies, like in managing diabetes. In healthcare we use the formal data in the health record combined with self-reported data though home-based or personal devices, such as a Fitbit. We could think about student populations in a similar way. We already formally collect data from student systems and learning management systems, and could also leverage more and more self-reported data. For example, the type of innovations we see at the university is increasingly about being able to deliver information, such as helpful hints and reminders to students, on their mobile phones. The university could help keep students on schedule with regard to everything from assignments and advisor meetings to self-care tips about healthy eating and getting sufficient rest. This is just the start from my perspective. As more machine learning and artificial intelligence applications find their way into education, I think we will create the opportunity to transform the student experience and improve the success rates. Our faculty has shown great interest in this as a research topic and will ultimately drive the innovation cycle. Ultimately, "educational technology" will mean much more than technology in the classroom.In the way the Internet fundamentally changed how we buy books or plan our travel, so will technology change how we educate our population. We have always been an adaptive culture, and I believe higher education's adaptation will happen as well. It is only a question of how long it takes to reach critical mass and what is the impact on those at the tail end of the adoption curve.I'm looking forward to the journey. I see the future of education being defined through the intersection of technology, data, smart devices, and intelligent software for the future engine of innovation ­ with a focus on better outcomes
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