From DSC:
Valerie’s interactive chart speaks to many of the items I was trying to capture a while back in this graphic:
On 10/21/2013,
in 21st century, 24x7x365 access, accreditation, business side of he, change, changing business models, corporate / business world, corporate universities / corporate training, Daniel S. Christian, disruption, education technology, future of higher education, game-changing environment, higher education, innovation, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, online learning, open courseware and systems, training / L&D, trends, workplace,
by Daniel Christian
On 10/17/2013,
in 21st century, 24x7x365 access, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, disruption, education reform, education technology, experimentation, future, future of higher education, game-changing environment, higher education, ideas, innovation, internet, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, online learning, reinvent, social learning / networks, staying relevant, strategy, surviving, trends, universities, workplace,
by Daniel Christian
From DSC:
This piece is from a recent interview I did with Mary Grush (Campus Technology; @Campus_Tech) re: The Walmart of Education. Though this vision dates back to 2008, we are most assuredly seeing signs of this vision taking place today. Thanks Mary for your time!
It’s important to note that this vision also aligns with what I’ve been saying about Learning from the Living [Class] Room. Videos regarding this vision have been designed, shot, edited — and they are forthcoming. I’d like to thank Mr. Steven Niedzielski (@marketing4pt0) here at Calvin College and also Mr. Sam Beckett (@samjohnbeck) for their help and assistance with those videos.
On 10/14/2013,
in 21st century, 24x7x365 access, business, collaboration, cost of getting a degree, Daniel S. Christian, digital learning, disruption, elearning, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, workplace,
by Daniel Christian
From DSC:
Thanks to Krista Spahr, Senior Instructional Designer at Calvin College, for this resource.
It’s interesting to see the lines blurring between the workplace, higher education, and even K-12. Pooling resources, establishing more collaborations, etc. may be part of our future — especially if it initially costs a lot create the materials. But then — as with the Walmart of Education — there is some serious volume underlying these trends.
It appears from the introductory piece here that Sal’s not out to make money with this — he’s trying to stay true to their mission.
On 10/09/2013,
in 21st century, analytics, Artificial Intelligence/Agents/LLMs/and Related, business, computer science, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, education technology, emerging technologies, experimentation, future of higher education, game-changing environment, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, K-12 related, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, platforms, programming, research, vendors,
by Daniel Christian
Smart Machines: IBM’S Watson and the era of cognitive computing — from cup.columbia.edu by John E. Kelly III, Director of IBM Research, and Steve Hamm, writer at IBM and former business and technology journalist
Excerpt (emphasis DSC):
Computers today are brilliant idiots. They have tremendous capacities for storing information and performing numerical calculations-far superior to those of any human. Yet when it comes to another class of skills, the capacities for understanding, learning, adapting, and interacting, computers are woefully inferior to humans; there are many situations where computers can’t do a lot to help us.
…
But the goal is not to replicate human brains or replace human thinking with machine thinking. Rather, in the era of cognitive systems, humans and machines will collaborate to produce better results, each bringing its own skills to the partnership. The machines will be more rational and analytic-and, of course, possess encyclopedic memories and tremendous computational abilities. People will provide judgment, intuition, empathy, a moral compass, and human creativity.
From DSC:
Consider what Watson “read in” to come up with some recommendations:
Addendum on 10/14/13 (emphasis DSC):
Watson is being used to assist with the treatment of cancer patients. According to an article from medicalnewstoday.com, Watson is “revolutionizing cancer care and research and speeding up progress for patients.”
In that same article, it mentions that, so far, Watson has ingested:
- Over 600,000 pieces of medical evidence
- 2,000,000 pages of text from 42 academic journals and clinical trials based on oncology research
- A huge number of patients’ records spanning decades of cancer treatment history, including medical records and patient outcomes. Watson can sift through 1.5 million pieces of such records and provide doctors with evidence-based treatment options within seconds.
One of IBM’s General Managers who works with Watson said:
“breakthrough capabilities bring forward the first in a series of Watson-based technologies, which exemplifies the value of applying big data and analytics and cognitive computing to tackle the industry’s most pressing challenges.”
On 10/07/2013,
in change, changing business models, cost of getting a degree, Daniel S. Christian, digital learning, disruption, future of higher education, game-changing environment, higher education, innovation, music, New "Amazon.com" of Higher Education, new business models, online learning,
by Daniel Christian
Berklee online degrees would cost half of campus study programs — from bostonglobe.com by Matt Rocheleau
Excerpt (emphasis DSC):
Berklee College of Music announced Wednesday that it will begin offering bachelor’s degrees online in fall 2014 that will cost less than half of what students pay to take courses on its Boston campus.
The college said it will become the first nonprofit music institution to offer accredited bachelor’s degrees online. The degrees include professional studies in music business and music production.
“This is all about expanding access,” said Debbie Cavalier, vice president of online learning and continuing education for Berklee Online. “This is a way to provide access to people across the world who want to learn from Berklee faculty, but aren’t able to study here on our campus in Boston.”
From DSC:
This is yet another example of The Walmart of Education trend that continues to develop.
On 10/06/2013,
in consortiums, dangers of the status quo, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, Microsoft, New "Amazon.com" of Higher Education, strategy, surviving, using teams, vision/possibilities,
by Daniel Christian
Microsoft joins Degreed’s crusade to ‘jailbreak the degree’ – from gigaom.com by Ki Mae Heussner
Excerpt:
Degreed, a San Francisco startup taking on traditional degrees and diplomas with a digital credential that reflects lifelong learning, has recruited its first corporate partner to its corner.
This week the startup said it will launch a partnership with Microsoft Virtual Academy, the tech giant’s online IT training site, which will give students who complete the program’s classes a way to display their achievements on Degreed.
From DSC:
AT&T and Georgia Tech.
Google and edX.
Microsoft and Degreed.
IBM sending Watson to school and partnering with 1000+ universities (see here and here).
JP Morgan and University of Delaware (see this addendum from 10/7/13)
Is there a new trend forming here?
On 10/03/2013,
in 21st century, business side of he, change, changing business models, colleges, community colleges, Daniel S. Christian, future of higher education, game-changing environment, higher education, learning ecosystem, Learning from the Living [Class] Room, liberal arts, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, universities,
by Daniel Christian
What colleges will teach in 2025 — from nation.time.com by Jon Meacham (@jmeacham); with thanks to Brian Bailey (@EdTechEmpowers) for posting this resource on Twitter
America must resolve the conflict between knowledge and know-how
Excerpt:
At the heart of the debate between traditionalists (who love a core) and many academics (who prefer to teach more specialized courses and allow students more freedom to set their own curriculums) is a tension between two different questions about the purposes of college. There are those who insist that the key outcome lies in the answer to “What should every college graduate know?”—perhaps minimizing the chances that future surveys will show that poor John Roberts is less recognizable than Lady Gaga. Others ask, What should every college graduate know how to do?
Those three additional words contain multitudes. The prevailing contemporary vision, even in the liberal arts, emphasizes action: active thought, active expression, active preparation for lifelong learning. Engaging with a text or question, marshaling data and arguments and expressing oneself takes precedence over the acquisition of general knowledge.
From DSC:
The article prompted me to create the graphic below, asking…
The article prompted me to create the graphic below, asking…
On 10/01/2013,
in 21st century, 24x7x365 access, A/V -- audio/visual, convergence, Daniel S. Christian, digital learning, education technology, emerging technologies, engagement / engaging students, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new media literacies, online learning, social learning / networks, technologies for your home, telecommunications, TVs, videoconferencing,
by Daniel Christian
From DSC:
What does this have to do with learning? Keep your eye on the convergence of the television, the telephone, and the computer. This involves the software side of things as well (with technologies like WebRTC). I have it that in the future, it will have everything to do with learning and will greatly accelerate one of the other massive trends on my radar, the “Walmart of Education.”
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg)
On 09/27/2013,
in 21st century, accreditation, business, business side of he, career development, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, distance education, education technology, elearning, emerging technologies, experimentation, future of higher education, game-changing environment, Google, higher education, innovation, learner profiles, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, open courseware and systems, professional development, training / L&D, vendors, workplace,
by Daniel Christian
Job market embraces Massive Online Courses — from online.wsj.com by Douglas Belkin and Caroline Porter
Seeking better-trained workers, AT&T, Google and other firms help design and even fund web-based college classes
Excerpt (emphasis DSC):
Big employers such as AT&T Inc. and Google Inc. are helping to design and fund the latest round of low-cost online courses, a development that providers say will open the door for students to earn inexpensive credentials with real value in the job market.
New niche certifications being offered by providers of massive open online courses, or MOOCs, are aimed at satisfying employers’ specific needs. Available at a fraction of the cost of a four-year degree, they represent the latest crack in the monopoly traditional universities have in credentialing higher education.
…
The Massachusetts Institute of Technology, along with its MOOC partner edX, is starting a course sequence called the XSeries, and plans to ask for input from a consortium of about 50 companies, including United Parcel Service Inc., Procter & Gamble Co. and Wal-Mart Stores Inc. For up to $700, students will be able to take a test and earn a “verified certificate” in subjects like computer science and supply-chain management.
Meanwhile, companies such as Yahoo Inc. have begun reimbursing employees who take certified courses from Coursera, another MOOC provider.
On 09/17/2013,
in career development, MBA, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, online learning, professional development,
by Daniel Christian
Wharton puts first-year MBA courses online for free — from businessweek.com by Louis Lavelle
Excerpt:
Getting a Wharton MBA involves taking off from work for two years, moving to Philadelphia, and spending about $200,000 on tuition and expenses. Now, with the addition of three new courses on the online learning platform Coursera, you can get much of the course content for free.
While you won’t get the full Wharton on-campus experience—or an internship, career services, or alumni network, for that matter—the new courses in financial accounting, marketing, and corporate finance duplicate much of what you would learn during your first year at the elite business school, says Don Huesman, managing director of the innovation group at Wharton.
On 09/16/2013,
in 21st century, 24x7x365 access, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, education reform, education technology, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, higher education, innovation, leadership, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, personalized/customized learning, reinvent, social learning / networks, staying relevant, strategy, student-related, surviving, teaching & learning,
by Daniel Christian
7:00 a.m.
REGISTRATION
7:45 – 8:45 a.m. The Hall
BREAKFAST PANEL: BRIDGING THE KNOWLEDGE GAP
Technology is giving educators and students more tools to promote the exchange of ideas and expertise. That exchange is key to improved knowledge and empowerment, but without a level playing field, equal access and the right tools, we will never take full advantage of the opportunity to connect. Panelists will discuss the knowledge gap and how new technologies and motivated citizens are bridging that gap to support formal education as well as lifelong learning.
Sponsored by Bank of America
Aditya Bhasin, consumer marketing, analytics and digital banking executive, Bank of America
Gov. Jack Markell, Governor of Delaware
Ted Mitchell, President and C.E.O., NewSchools Venture Fund
Jennifer Tescher, President and C.E.O., The Center for Financial Services Innovation
Joanne Weiss, Former Chief of Staff to the Secretary, U.S. Department of Education
Moderated by John Merrow, Education Correspondent, PBS NewsHour
9 – 9:10 a.m.
WELCOME
Arthur Sulzberger Jr., publisher, The New York Times
9:10 – 9:45 a.m.
KEYNOTE ADDRESS
Sal Khan, founder of the Khan Academy
including 9:30-9:45 audience questions
9:45 – 10:30 a.m.
DEBATE: HAS THE UNIVERSITY AS AN INSTITUTION HAD ITS DAY?
Higher education has always been an array of autonomous institutions, each with their own courses, their own faculty, and their own requirements for their own degrees. But online education is starting to break down those lines in ways that are likely to lead to a lot more shared courses, consortia and credit transfers. In addition, there are a growing number of companies (not schools) providing higher education courses outside of the traditional higher education institutions. As we move towards the possibility of a multi-institution, multicredit qualification, is the traditional higher education institution in danger of losing applicants, income and identity?
Anant Agarwal, president, edX
Sal Khan, founder, The Khan Academy
Biddy Martin, president, Amherst College
Nancy Zimpher, Chancellor, SUNY
Moderated by David Leonhardt, Washington bureau chief, The New York Times
including 10:15 – 10:30 audience questions
10:30 – 11 a.m.
COFFEE BREAK
11 – 11:45 a.m.
THE DEALBOOK PANEL: WHAT’S THE NEW ERA BUSINESS MODEL FOR HIGHER EDUCATION?
The traditional idea that education is something the government provides, free, for the public good, is coming under assault from an increasing assortment of new ventures offering for-profit schools, for-profit online courses, tests, curricula, interactive whiteboard, learning management systems, paid-for verified certificates of achievement, e-books, e-tutoring, e-study groups and more. Which areas have the most potential growth — and where is the smart investment going?
Donn Davis, co-founder, Revolution
Tony Florence, general partner, NEA
Deborah Quazzo, founder and managing partner, GSV Advisors
Moderated by Andrew Ross Sorkin, columnist/editor DealBook, The New York Times
Including 11:30 – 11:45 audience questions
11:45 a.m. – 12:10 p.m.
CONVERSATION: THE DISRUPTION OF HIGHER EDUCATION
Michael Horn, co-founder, The Clayton Christenen Institute for Disruptive Innovation
In conversation with David Leonhardt, Washington bureau chief, The New York Times
12:10 – 12:45 p.m.
AUDIENCE DISCUSSION: INCREASING STUDENT ENGAGEMENT
Student attrition is as high as 90 percent for some of the biggest online courses, and remains a problem even
in smaller-scale courses when compared with traditional face-to-face classes. The problem is exacerbated for
community college students who enroll in online courses, or for low-performing students. How can we increase student engagement in online classes, particularly among students who lack competence or confidence?
Yvonne Chan, principal, Vaughn Next Century Learning Center
John Palfrey Jr, head of school, Phillips Academy, Andover
Diane Tavenner, founder and C.E.O., Summit Public Schools
Moderated by Bill Keller, Op-Ed columnist, The New York Times
12:45 – 1:15 p.m.
COLUMNIST CONVERSATION
Senator Bob Kerrey, executive chairman, Minerva Institute
in conversation with Bill Keller, Op-Ed columnist, The New York Times
1:15 – 3:00 p.m.
LUNCH PANEL A: INCREASING HIGHER EDUCATION AFFORDABILTY AND COMPLETION THROUGH ONLINE INNOVATIONS
A thoughtful conversation about innovative online models that are lowering the cost of degrees and increasing degree completion. How do these models work – and where are they going?
Sponsored by Capella
(Held in The Hall)
Mark Becker, President, Georgia State University
Scott Kinney, President, Capella University
Jamie Merisotis, President and C.E.O., Lumina Foundation
Burck Smith, Founder and C.E.O., StraighterLine
Moderated by Melody Barnes, C.E.O., Melody Barnes Solutions (former Director of the White House Domestic Policy Council)
1:15 – 3:00 p.m.
LUNCH PANEL B: A MATHEMATICIAN, SCIENTIST, DOCTOR, AND SOCIOLOGIST WALK INTO A ZOMBIE APOCALYPSE…WHO SURVIVES?
What skills give you the best shot at surviving a zombie apocalypse? Can you do anything to increase your odds of survival? Get an extended preview of UC Irvine’s MOOC “Society, Science, Survival: Lessons from AMC’s The Walking Dead” as we explore what math, science, public health, and sociology have to do with a zombie apocalypse and, in particular, survival. At the end of the panel, the audience will vote on who stands the best chance of survival: mathematician, scientist, doctor, or sociologist.
Sponsored by Instructure
(Held on 15th Floor)
Joanne Christopherson, Associate Director of the Demographic and Social Analysis M.A. Program, University of California, Irvine
Michael Dennin, Professor of physics and astronomy, University of California, Irvine
Sarah Eichhorn, Assistant Vice Chair for undergraduate studies in the mathematics department, University of California, Irvine
Melissa Loble, Associate Dean of distance learning, University of California, Irvine
Moderated by Josh Coates, CEO, Instructure
3 – 3:30 p.m.
COLUMNIST CONVERSATION
In an increasingly connected world, how do we ensure our students are being prepared to compete in a knowledge-based, global economy? What role does technology play in education, and what does the future of learning look like?
Arne Duncan, US Secretary of Education
interviewed by David Leonhardt, Washington bureau chief, The New York Times
3:30 – 4:15 p.m.
IS ONLINE THE GREAT EQUALIZER?
There is no doubt that we are in the middle of an online education revolution, which offers huge potential to broaden access to education and therefore, in theory, level the playing field for students from lower-income, lower-privileged backgrounds. But evidence to date shows that the increasing number of poorly designed courses could actually have the reverse effect and put vulnerable students at an even bigger disadvantage.
Karen Cator, C.E.O., Digital Promise
Dean Florez, president, 20 Million Minds Foundation
Candace Thille, director of the Open Learning Initiative (OLI) and assistant professor of education, Stanford University
David Wiley, founder, Lumen Learning
Moderated by Tina Rosenberg, Op-Ed Columnist, The New York Times
Including 4:00 – 4:15 p.m. audience questions
4:15 – 4:45 p.m.
COFFEE BREAK
4:45 – 5 p.m.
COLUMNIST CONVERSATION
Daphne Koller, co-founder, Coursera
in conversation with Ethan Bronner, Deputy National Editor, The New York Times
5 – 5:45 p.m
GAMECHANGERS: HOW WILL ONLINE EDUCATION REVOLUTIONIZE WHAT WE KNOW AND UNDERSTAND ABOUT LEARNING?
Traditionally, pedagogical research has been done in tiny groups; but new-generation classes of 60,000 students make it possible to do large scale testing and provide potentially game-changing research on how students learn best. Using the Big Data from online courses, we have access to new information about what pedagogical approaches work best. MOOCs, and many more traditional online classes, can track every keystroke, every homework assignment and every test answer a student provides. This can produce a huge amount of data on how long students pay attention to a lecture, where they get stuck in a problem set, what they do to get unstuck, what format and pacing of lectures, demonstrations, labs and quizzes lead to the best outcomes, and so on. How can we use Big Data for the good of the education profession, and not for “Big Brother”?
Daphne Koller, co-founder, Coursera
Alec Ross, senior advisor on innovation and former senior advisor to Secretary Hillary Clinton at the U.S. State Department
Paula Singer, C.E.O. Global Products and Services, Laureate Education
Moderated by Ethan Bronner, Deputy National Editor, The New York Times
including 5:30 – 5:45 p.m. audience questions
5:45 – 6 p.m.
COLUMNIST CONVERSATION
Amol Bhave, student, MIT
in conversation with Tina Rosenberg, Op-Ed Columnist, The New York Times
6 p.m.
CLOSING REMARKS
Gerald Marzorati, editorial director and general manager, conferences, The New York Times
On 09/11/2013,
in budgets, business side of he, dangers of the status quo, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, New "Amazon.com" of Higher Education, online learning,
by Daniel Christian
Higher education is headed for a shakeout, analysts warn — from hechingerreport.org by Jon Marcus
Excerpt (emphasis DSC):
“A growing percentage of our colleges and universities are in real financial trouble,” the financial consulting firm Bain & Company concluded in a report—one-third of them, to be exact, according to Bain, which found that these institutions’ operating costs are rising faster than revenues and investment returns can cover them.
That’s because, as enrollments decline and families become more sensitive to price, colleges are cutting deeply into their revenue by giving discounts to attract students. The result is that, even though their sticker prices seem to be ballooning faster than the inflation rate, many of these schools are falling further and further behind.
Also see:
- Could online learning mean fewer buildings for Iowa colleges? — from educationdive.com by Daniel Shumski
