8 characteristics of future schools — from globaldigitalcitizen.org by Ross Crockett; with thanks to Tom D’Amico (@TDOttawa) for his scoop on this

 

8 Characteristics of Future Schools

Excerpts:

The best piece of classroom technology available still is, and always will be, a teacher with a love of learning. The way forward with technology in our future schools is remembering that it is a tool to augment the powerful human connections that are so much of a part of great teaching and effective learning. Global Digital Citizenship can help us make this happen.

Let’s Dream Brighter
Imagine future schools in which students are totally engaged in a class, totally immersed in working together to solve real world problems. Imagine that they are self-driven and that they are coming up with amazing ideas on the spot. Imagine that they are concerned with each other’s well-being as part of a team and that their concerns reache far beyond the classroom to others all over the globe. Even further, they may interact daily with those people.

While this may describe a vision of the future schools we are envisioning, you might be surprised that some of these things are already happening!

 …

1. Will they even be called ‘schools’ in the future?
2. What would problem solving look like in the future?
3. What would information look like in the future?
4. What would creativity look like in the future?
5. What would media look like in the future?
6. What would collaboration look like in the future?
7. What would citizenship look like in the future?
8. What does assessment look like in the future?

 

A related item back from 2013:

 

 

 

Can technology identify China’s top graduates? — from bbc.com by John Sudworth, Shanghai

Excerpts (emphasis DSC):

Has the humble CV finally met its match?

[L’Oreal] has chosen the world’s biggest jobs market – China – to utter two words that would be music to the ears of beleaguered recruitment executives everywhere: “Goodbye CV”. This year, the 33,000 applicants for the 70 places on the company’s Chinese graduate recruitment scheme have been asked to save themselves the paper, the printer ink and the pain. Instead, they were asked to answer three simple questions via their smartphones.

We have developed algorithms that can take the words that people use and derive context from them,” said Robin Young, the founder of Seedlink Tech.

Here’s how it works: students use their mobile phones to access L’Oreal’s website which prompts them to answer three open-ended questions.

The answers, which have to be at least 75 words long, are automatically fed into Seedlink’s database and the software gets to work. It analyses the language used and compares each candidate’s answers with the many thousands of others. Then, supposedly calibrated to mine for the specific personality traits that L’Oreal is looking for, it produces a ranking with, in theory, the person most suited for a career at L’Oreal at the top.

 

Excerpt from the March 1, 2015 edition of CIO Magazine (emphasis DSC):

The almighty algorithm is the fuel for today’s data-driven businesses. They stoke the data engines that recommend purchases, trade stocks, predict crime, spot medical conditions, monitor sleep apnea, find dating partners, calculate driving routes and so much more. “These math equations,” writes Managing Editor Kim S. Nash, “may someday run our lives.”

In the wrong application, they may someday ruin lives, as well.

The fascinating story that Nash unearthed will show you exactly why CIOs need to develop what one expert called “algorithmic accountability.”

 

MicrosoftProductivityVision2015

 

Example snapshots from
Microsoft’s Productivity Future Vision

 

 

MicrosoftProductivityVision2-2015

 

MicrosoftProductivityVision3-2015

 

MicrosoftProductivityVision5-2015

 

MicrosoftProductivityVision6-2015

 

MicrosoftProductivityVision7-2015

 

MicrosoftProductivityVision8-2015

 

MicrosoftProductivityVision4-2015

 

 

 

How Google and Coursera may upend the traditional college degree — from brookings.edu by

Excerpt:

Recently, the online education firm Coursera announced a new arrangement with Google, Instagram and other tech firms to launch what some are calling “microdegrees” – a set of online courses plus a hands-on capstone project designed in conjunction with top universities and leading high-tech firms. Coursera is one of America’s leading MOOC developers (Massive Open Online Courses).

Why does this announcement suggest such a shakeup is likely? Several reasons. Here are just four:

  • MOOCs are moving from novel sideshow to serious competition.
  • The partnership between online education and employers is likely a game-changer.
  • Accreditation as a restriction on competition is eroding.
  • Microdegrees are likely the pathway to customized degree programs.

 

Also see:

Top companies work with university partners to help create capstone projects with real world applications — from blog.coursera.org

Excerpt:

Experts at top companies like Google and Instagram have joined Coursera to help develop the final projects — called “Capstones” — for Coursera Specializations.

Combining a curated series of courses with a final Capstone Project, Specializations help you master new skills with the best of university teaching and the real-time market perspective of top industry partners. Hundreds of thousands of learners have enrolled in Specializations since their launch in January 2014.

 

But partnerships like Coursera’s include employers actually certifying groups of courses as meeting industry’s standards for skills and knowledge – essentially an end-run around traditional accreditation as a measure of quality.

 

 

Also see:

 

 

From DSC:

First of all, that piece about the end-around traditional accreditation should make those of us working within higher ed veeeeerrrrry nervous — and much more responsive — as accreditation has been what’s kept traditional institutions of higher ed in the game. If that goes, well…hmmm…things could get very interesting.

Secondly, those who talk of the demise of MOOCs are waaayyy too premature in their assessment/conclusion. Technologies and vendors such as IBM (Watson), Apple (Siri), Google (Deepmind), and Microsoft (Cortana and Azure Machine Learning) could bake their products into MOOCs. Also, what happens if vendors involved with developing personalized learning platforms and/or those vendors specializing with big data start approaching MOOC providers? (See Will micro-credentialing be an example of the use of big data in education and training?) The resulting offerings could have an enormous impact on how people learn and make a living in the future. Again, if those types of technologies get baked into MOOCs, I’m pretty sure that people won’t be discounting MOOCs any longer.

Also, it’s because of items like those mentioned above that sometimes make me wonder if online education and digitally-related delivery mechanisms are what will save the liberal arts.  People could pick up courses in the liberal arts throughout their lifetimes — obtaining degrees…or not. (As a brief aside, I wonder to what extent faculty members will develop their own brands.)  Anyway, it’s getting to the point that many people can’t afford the campus experience.  But could they afford something online…? It could be…depending upon the pricing and associated business models involved. My guess is that those institutions who practice a team-based approach will survive and thrive if they keep a steady eye on their pricing. 

 

 

digital workforce skills — from jarche.com by Harold Jarche

Excerpt:

Behaviour change comes through small, but consistent, changes in practice. So how do we move from responsibility, to creativity, and potentially to innovation? Play, explore, and converse. But first we need to build a space to practice. This is where management plays a key role: providing the space to ‘Do it Yourself’.

 

todays_digital_workforce_skills2

 

 

Our employer-employee marriages need counseling — from forbes.com by Dov Seidman

Excerpt (emphasis DSC):

Our Big Asks of employees have become so pervasive that they’re transforming into competencies. A report by Palo Alto-based non-profit research firm Institute for the Future identifies 10 increasingly important work skills. These include talents like: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication; cross-cultural competency; proficiency at thinking and coming up with solutions and responses beyond that which is rote or rules-based; and the ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning.

 

 

Andrew McAfee: The Second Machine Age is approaching. Here’s how we can prepare. — from huffingtonpost.com by Dawn Nakagawa , EVP, Berggruen Institute

Excerpt:

Nakagawa: Inequality is already a problem. How much worse will inequality get in this new future?

McAfee: The stratospheric wealth of the 1 percent presents some challenges. But I think it’s largely a distraction from the more important challenge, which is not about the people at the top pulling away. It is about the 50th-percentile worker or the 25th-percentile worker. It is about the stagnation in the prospects and earnings of the middle class. We need to focus on how to improve the prospects for the middle and the bottom, people who are finding themselves stagnating or sliding backwards. It could well be that higher marginal tax rates on top levels of income and wealth are part of the solution, but we need to broaden the conversation to look for comprehensive solutions to a complex problem.

Nakagawa: How do we need to change the education system, not to address the labor force skills gap we see today but to prepare our younger generation for the economy that is coming?

McAfee: Our education system is in need of an overhaul. It is frustrating that our primary education system is doing a pretty good job at turning out the kinds of workers we needed 50 years ago. Basic skills, the ability to follow instructions, execute defined tasks with some level of consistency and reliability. Machines can do all those things better than we can. What they can’t do, at least not yet, are things like negotiate, provide loving and compassionate care, motivate a team of people, design a great experience, realize what people want or need, figure out the next problem to work on and how to solve it and so on. And not all the items on that list require advanced degrees. We’re going to need people with all kinds of skills and training for some time to come, so let’s rethink our education system so that it provides the required variety.

 

 

My thanks to Mary Grush at Campus Technology for her continued work in bringing relevant topics and discussions to light — so that our institutions of higher education will continue delivering on their missions well into the future. By doing so, learners will be able to continue to partake of the benefits of attending such institutions. But in order to do so, we must adapt, be responsive, and be willing to experiment. Towards that end, this Q&A with Mary relays some of my thoughts on the need to move more towards a team-based approach.

When you think about it, we need teams whether we’re talking about online learning, hybrid learning or face-to-face learning. In fact, I just came back from an excellent Next Generation Learning Space Conference and it was never so evident to me that you need a team of specialists to design the Next Generation Learning Space and to design/implement pedagogies that take advantage of the new affordances being offered by active learning environments.

 

DanielSChristian-CampusTechologyMagazine-2-24-15

 

DanielSChristian-CampusTechologyMagazine2-2-24-15

 

 

 

MITTechReview-10Breakthroughs-2015

 

 

Excerpt:

Not all breakthroughs are created equal. Some arrive more or less as usable things; others mainly set the stage for innovations that emerge later, and we have to estimate when that will be. But we’d bet that every one of the milestones on this list will be worth following in the coming years.

 

 

MITTechReview-2015-magic-leap

 

 

 

Social Media in Education: Resource Roundup — from edutopia.org by Ashley Cronin
This collection of blogs, articles, and videos aims to help educators deploy social-media tools to develop professionally, connect with parents and communities, and engage students in 21st-century learning.

 

Resources that private music teachers love — from musicteachershelper.com
305 music teachers shared their favorite music games and apps, method books, where they buy sheet music, and more!

 

 

New ‘Illuminating Piano’ works with iPad or Windows to light the way for aspiring pianists — from geekwire.com

.

New-Illuminating-Piano--Feb2015

 

 

Making Music Fun

MakingMusicFun-Feb2015

 

 

A different way to visualize rhythm – from ed.ted.com by John Varney

 

 

Music across the curriculum

Music-Across-Curriculum--2012

 

iPad helps boy with muscle atrophy disease stay in the high school band — from ipadinsight.com by Patrick Jordan

 

 

3 tips to turn students into music theory rockstars —  from musicmattersblog.com by Kristin Jensen

 

 

Engaging learners with music — from hacklearningseries.com by Mark Barnes

 

 

NoteStars – A fun challenge for learning music notes on the piano! —  from musicmattersblog.com

 

 

Addendums:

2/20/15:

  • Kurt Nemes’ Classical Music Almanac — from musicalalmanac.wordpress.com
    ( A love affair with music)
    Beethoven
    Bach
    Ravel
    Mozart
    Rossini
    Brahms
    Debussy
    Stravinsky
    Tchaikovsky
    Rachmaninov

 

2/26/15

 

LouisvilleZepline

 

2/27/15:

 

From DSC:
To set the stage for the following reflections…first, an excerpt from
Climate researcher claims CIA asked about weaponized weather: What could go wrong? — from computerworld.com (emphasis DSC)

We’re not talking about chemtrails, HAARP (High Frequency Active Auroral Research Program) or other weather warfare that has been featured in science fiction movies; the concerns were raised not a conspiracy theorist, but by climate scientist, geoengineering specialist and Rutgers University Professor Alan Robock. He “called on secretive government agencies to be open about their interest in radical work that explores how to alter the world’s climate.” If emerging climate-altering technologies can effectively alter the weather, Robock is “worried about who would control such climate-altering technologies.”

 

Exactly what I’ve been reflecting on recently.

***Who*** is designing, developing, and using the powerful technologies that are coming into play these days and ***for what purposes?***

Do these individuals care about other people?  Or are they much more motivated by profit or power?

Given the increasingly potent technologies available today, we need people who care about other people. 

Let me explain where I’m coming from here…

I see technologies as tools.  For example, a pencil is a technology. On the positive side of things, it can be used to write or draw something. On the negative side of things, it could be used as a weapon to stab someone.  It depends upon the user of the pencil and what their intentions are.

Let’s look at some far more powerful — and troublesome — examples.

 



DRONES

Drones could be useful…or they could be incredibly dangerous. Again, it depends on who is developing/programming them and for what purpose(s).  Consider the posting from B.J. Murphy below (BTW, nothing positive or negative is meant by linking to this item, per se).

DARPA’s Insect and Bird Drones Are On Their Way — from proactiontranshuman.wordpress.com by B.J. Murphy

.

Insect drone

From DSC:
I say this is an illustrative posting because if the inventor/programmer of this sort of drone wanted to poison someone, they surely could do so. I’m not even sure that this drone exists or not; it doesn’t matter, as we’re quickly heading that way anyway.  So potentially, this kind of thing is very scary stuff.

We need people who care about other people.

Or see:
Five useful ideas from the World Cup of Drones — from  dezeen.com
The article mentions some beneficial purposes of drones, such as for search and rescue missions or for assessing water quality.  Some positive intentions, to be sure.

But again, it doesn’t take too much thought to come up with some rather frightening counter-examples.
 

 

GENE-RELATED RESEARCH

Or another example re: gene research/applications; an excerpt from:

Turning On Genes, Systematically, with CRISPR/Cas9 — from by genengnews.com
Scientists based at MIT assert that they can reliably turn on any gene of their choosing in living cells.

Excerpt:

It was also suggested that large-scale screens such as the one demonstrated in the current study could help researchers discover new cancer drugs that prevent tumors from becoming resistant.

From DSC:
Sounds like there could be some excellent, useful, positive uses for this technology.  But who is to say which genes should be turned on and under what circumstances? In the wrong hands, there could be some dangerous uses involved in such concepts as well.  Again, it goes back to those involved with designing, developing, selling, using these technologies and services.

 

ROBOTICS

Will robots be used for positive or negative applications?

The mechanized future of warfare — from theweek.com
OR
Atlas Unplugged: The six-foot-two humanoid robot that might just save your life — from zdnet.com
Summary:From the people who brought you the internet, the latest version of the Atlas robot will be used in its disaster-fighting robotic challenge.

 

atlasunpluggedtorso

 

AUTONOMOUS CARS

How Uber’s autonomous cars will destroy 10 million jobs and reshape the economy by 2025 — from sanfrancisco.cbslocal.com by

Excerpt:

Autonomous cars will be commonplace by 2025 and have a near monopoly by 2030, and the sweeping change they bring will eclipse every other innovation our society has experienced. They will cause unprecedented job loss and a fundamental restructuring of our economy, solve large portions of our environmental problems, prevent tens of thousands of deaths per year, save millions of hours with increased productivity, and create entire new industries that we cannot even imagine from our current vantage point.

One can see the potential for good and for bad from the above excerpt alone.

Or Ford developing cross country automotive remote control — from spectrum.ieee.org

 

Ford-RemoteCtrl-Feb-2015

Or Germany has approved the use of self driving cars on Autobahn A9 Route — from wtvox.com

While the above items list mostly positive elements, there are those who fear that autonomous cars could be used by terrorists. That is, could a terrorist organization make some adjustments to such self-driving cars and load them up with explosives, then remotely control them in order to drive them to a certain building or event and cause them to explode?

Again, it depends upon whether the designers and users of a system care about other people.

 

BIG DATA / AI / COGNITIVE COMPUTING

The rise of machines that learn — from infoworld.com by Eric Knorr; with thanks to Oliver Hansen for his tweet on this
A new big data analytics startup, Adatao, reminds us that we’re just at the beginning of a new phase of computing when systems become much, much smarter

Excerpt:

“Our warm and creepy future,” is how Miko refers to the first-order effect of applying machine learning to big data. In other words, through artificially intelligent analysis of whatever Internet data is available about us — including the much more detailed, personal stuff collected by mobile devices and wearables — websites and merchants of all kinds will become extraordinarily helpful. And it will give us the willies, because it will be the sort of personalized help that can come only from knowing us all too well.

 

Privacy is dead: How Twitter and Facebook are exposing you — from finance.yahoo.com

Excerpt:

They know who you are, what you like, and how you buy things. Researchers at MIT have matched up your Facebook (FB) likes, tweets, and social media activity with the products you buy. The results are a highly detailed and accurate profile of how much money you have, where you go to spend it and exactly who you are.

The study spanned three months and used the anonymous credit card data of 1.1 million people. After gathering the data, analysts would marry the findings to a person’s public online profile. By checking things like tweets and Facebook activity, researchers found out the anonymous person’s actual name 90% of the time.

 

iBeacon, video analysis top 2015 tech trends — from progressivegrocer.com

Excerpt:

Using digital to engage consumers will make the store a more interesting and – dare I say – fun place to shop. Such an enhanced in-store experience leads to more customer loyalty and a bigger basket at checkout. It also gives supermarkets a competitive edge over nearby stores not equipped with the latest technology.

Using video cameras in the ceilings of supermarkets to record shopper behavior is not new. But more retailers will analyze and use the resulting data this year. They will move displays around the store and perhaps deploy new traffic patterns that follow a shopper’s true path to purchase. The result will be increased sales.

Another interesting part of this video analysis that will become more important this year is facial recognition. The most sophisticated cameras are able to detect the approximate age and ethnicity of shoppers. Retailers will benefit from knowing, say, that their shopper base includes more Millennials and Hispanics than last year. Such valuable information will change product assortments.

Scientists join Elon Musk & Stephen Hawking, warn of dangerous AI — from rt.com

Excerpt:

Hundreds of leading scientists and technologists have joined Stephen Hawking and Elon Musk in warning of the potential dangers of sophisticated artificial intelligence, signing an open letter calling for research on how to avoid harming humanity.

The open letter, drafted by the Future of Life Institute and signed by hundreds of academics and technologists, calls on the artificial intelligence science community to not only invest in research into making good decisions and plans for the future, but to also thoroughly check how those advances might affect society.

 

 

SMART/ CONNECTED TVs

 



Though there are many other examples, I think you get the point.

That biblical idea of loving our neighbors as ourselves…well, as you can see,
that idea is as highly applicable, important, and relevant today as it ever was.



 

 

Addendum on 3/19/15 that gets at exactly the same thing here:

  • Teaching robots to be moral — from newyorker.com by Gary Marcus
    Excerpt:
    Robots and advanced A.I. could truly transform the world for the better—helping to cure cancer, reduce hunger, slow climate change, and give all of us more leisure time. But they could also make things vastly worse, starting with the displacement of jobs and then growing into something closer to what we see in dystopian films. When we think about our future, it is vital that we try to understand how to make robots a force for good rather than evil.

 

 

Addendum on 3/20/15:

 

Jennifer A. Doudna, an inventor of a new genome-editing technique, in her office at the University of California, Berkeley. Dr. Doudna is the lead author of an article calling for a worldwide moratorium on the use of the new method, to give scientists, ethicists and the public time to fully understand the issues surrounding the breakthrough.
Credit Elizabeth D. Herman for The New York Times

 

Designing the Future of Augmented Reality: slides from PechaKucha

 

HelenPapagiannis-3-Feb2015

 

Excerpted slides:

 

HelenPapagiannis-2-Feb2015

 

HelenPapagiannis-1-Feb2015

 

 

Also see:

 

40Ideas-Book-Feb2015

Excerpt from 40ideas.com

How will Augmented Reality extend human capacity and human imagination? The 40 Ideas That Will Change Reality documents the inventions, concepts, and opportunities that will forever change the way we experience reality. Eight of the 40 Ideas from the upcoming book are highlighted above.

 

 

 

Augmented Reality and Virtual Reality: what’s the difference? — from augmentedstories.com by Helen Papagiannis

Excerpt:

AR and VR are often confused with each other, and used interchangeably in the media, but they are significantly different. Let’s break it down:

Augmented Reality (AR): real, physical world
Virtual Reality (VR): computer generated environment, artificial world

 

 

 

Reality Has Changed. Microsoft’s HoloLens and what you need to know about the next wave of Augmented Reality — from augmentedstories.com by Helen Papagiannis

Excerpt:

 

HoloLens appears to use a Virtual Retinal Display (VRD).

So, what’s VRD, you ask?

VRD mirrors how the human eye works. The back of the eye receives light and converts it into signals for your brain. Images are projected directly onto the retina with the back of the eye used as a screen effectively.

The result is a more true-to-life image than the ‘ghostly transparent superimposed representation’ (as Gizmodo reporter Sean Hollister describes) we’ve seen with AR eyewear before. Hollister details his experience of Microsoft’s prototype as “standing in a room filled with objects. Posters covering the walls. And yet somehow—without blocking my vision—the HoloLens was making those objects almost totally invisible.” He states, “Some of the very shiniest things in the room—the silver handle of a pitcher, if I recall correctly—managed to reflect enough light into my eyes to penetrate the illusion.”

 

 

 

Microsoft’s HoloLens

 

MicrosoftHoloLens-Feb2015
MicrosoftHoloLens2-Feb2015

MicrosoftHoloLens3-Feb2015

MicrosoftHoloLens4-Feb2015

 

Also see:

 

what-is-ar--augmented-blog--feb2015

 

 


An addendum on 2/17/15 — with thanks to Mr. Steven Chevalia for this resource which deals with immersive experiences:


 

mj-simulator-wired-feb-2015

 

 

 

From DSC:
Check out some of the functionality in these solutions. Then imagine if these solutions were in the size of an entire wall in a classroom or in a corporate L&D facility. Whew!

  • Some serious opportunities for collaboration would arise for remote learners –as well as those located in the face-to-face setting
  • What new affordances would be present for those teaching in K-12, higher ed, or trainers working within the training/learning and development fields? Conversations/discussions would be recorded — to be picked up at the next session. In the meantime, learners could review the discussions at their own pace.
  • What if all of this were possible in your future Smart/Connected TV?
  • I’m also talking here about a vendor that could offer solutions that K-12 systems and institutions of higher ed could afford; some of the solutions below have much of what I’m envisioning here, but are out of the price range. Or the product is multitouch and fairly large, but it doesn’t offer the collaborative features of some of the other products here.

 


 

mezzanine-feb-2015

 


 

Feb2015-AstecSenseTable-InteractiveDisplay

 

 


ideum-feb2015

 

ideumPresenter-feb2015

Ideum’s touch walls come close to what I’m talking about in this posting. If they could add some functionality for seeing/bringing in/collaborating with remote learners — as found in Mezzanine — then that would be great!

Also see:

 

Also see bluescape — but these excellent, innovative solutions are out of the price range for most K-12 and higher ed institutions:

 

bluescape-1-feb-2015

 

1 Corinthians 13 (NIV) — from biblegateway.com

1 If I speak in the tongues of men or of angels, but do not have love, I am only a resounding gong or a clanging cymbal. If I have the gift of prophecy and can fathom all mysteries and all knowledge, and if I have a faith that can move mountains, but do not have love, I am nothing. If I give all I possess to the poor and give over my body to hardship that I may boast, but do not have love, I gain nothing.

Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.

Love never fails. But where there are prophecies, they will cease; where there are tongues, they will be stilled; where there is knowledge, it will pass away. For we know in part and we prophesy in part, 10 but when completeness comes, what is in part disappears. 11 When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put the ways of childhood behind me. 12 For now we see only a reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known.

13 And now these three remain: faith, hope and love. But the greatest of these is love.

 

IBM-Watson-Teachers-Hands-2-13-15

 

IBM wants to put Watson in hands of every teacher — from crainsnewyork.com by Thornton McEnery
IBM’s Watson team is in the early stages of developing a mobile app that will help educators use artificial intelligence to create lesson plans.

Excerpt:

Are you a public-school teacher in need of a lesson plan but faced with the crushing ennui of having to find something fresh in your dreary curriculum?

There’s an app for that! Well, almost.

IBM’s Watson team is in the early stages of developing a mobile app that will leverage “thinking computer” technology to put a digital teacher’s assistant in the palms of educators everywhere. Watson’s artificial intelligence is designed to synthesize volumes of data when asked a question like “Watson, can you help me with a lesson plan on the Civil War?” IBM is working with educators to collect and collate vetted content.

 

 


Addendum on 2/16/15:

 

“Learning Spaces – Lernwelten”. New database to view global trends for the first time! — by Professor/Dr. Richard Stang for the Learning Research Center at Media University Stuttgart; the database is curated by Stefan Volkmann

Excerpt:

Database structure:
1   Facet between introductory, visually inspiring, and theory & research materials
2   Physical Spaces & Institutions – schools, universities, libraries, adult education, etc.
3   Digital & Hybrid Spaces
4   Design and Architectual Aspects
4.2.4   Information Technology Integration
4.2.4.2   Mobile Devices
4.5   Service Design
5   Organizational, practical and methodic aspects
5.1   Policy & Strategy
5.2 / 5.3 organisational & cooperation structures
5.4   Project Cycle & -Management
5.5   Stakeholder-driven Innovation
6   Learning types and demographic change
7   Stakeholders – Learners of all ages, teachers, practitioners, designer, and decision makers
8   Languages – especially English, German, and Scandinavian
9   Countries and Regions

 


LearningSpaces-Lernwelten-Feb2015

 


Also see:

  • Learning Spaces database released — from designinglibraries.org.uk
    Media University Stuttgart, Germany, has released the largest international database on learning space development.
    Excerpt:
    From academic to public libraries, from schools to adult education – digital environments fuse with physical learning landscapes, and offer learners, as well as institutions themselves, unforeseen possibilities. However, realising this very potential requires radically new measures in project management, organisational structures and stakeholder interaction. The database will address all these issues by providing the most current and comprehensive range of resources on learning spaces, visions and trends. 

 


 

Addendum 2/13/15:

CampusTech-April2014-LearningSpaces

 

The article therein mentions:

 
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