Why teachers are trying out Apple TV in the classroom — from edudemic.com by Nikolaos Chatzopoulos
Also see:
From DSC:
The worlds of K-12, higher education, and corporate training/development are all seeking solid solutions to the Bring Your Own Device (BYOD) or the Bring Your Own Technology (BYOT) solution. (The way I see it, it would sure be helpful it Apple worked with the other relevant vendors to establish better wireless networking protocols.) Anyway, below are some items on this topic:
How to BYOT for Learning? –– from shift2future.com by Brian Kuhn
Responding to the “Shift to the Future” — from seanrtech.blogspot.com by Sean Robinson
BYOD: 7 reasons to leave them to their own devices — from Donald Clark Plan B
Ten reasons the iPad is an awesome tool for classrooms and education — from isource.com with thanks to Krista Spahr, Senior Instructional Designer at Calvin College, for this resource
The 4 easiest ways to mirror the iPad (comparison chart) — from edudemic.com by Seth Hansen; working off of a similar posting from Tony Vincent
Strategies for taking flight with BYOT — from byotnetwork.com
Excerpt (emphasis DSC):
The Partnership for 21st Century Skills identified 4 critical areas of learning for students that include creativity, critical thinking, communication and collaboration. In Forsyth County Schools, we’ve been working hard with parents, teachers and students to embrace learning with student-owned technologies; something we call Bring Your Own Technology (BYOT). What we know for sure is that BYOT is really more like Bring Your Own Learning because we’ve discovered that it is NOT about the technology – it IS about the learning.
From DSC:
This aligns well with Alan November’s replacing “one-to-one” with “one-to-world.”
But whether we use the acronomyns BYOD, BYOT or BYOL (or whatever), it’s all about students being able to contribute content (hopefully that they created) and participate in the discussions.
From June 2012
From October 2009:
Building off of Steelcase’s media:scape product line
Harvard’s plan to dominate higher education — from jumpthecurve.net by Jack Uldrich
Excerpt (emphasis DSC):
Critics of online education and MOOCs may delude themselves by thinking an online course can never offer the same level of intimacy or interaction as a traditional college course but they are missing a key component of the MOOC movement: analytics.
What Harvard and other MOOC providers understand is that every time a student interacts with the material on an online course, she provides the institution feedback that allows it to learn a little more about how that student learns. Armed with this information they can then offer future courses designed not only to meet that individual’s specific educational needs but which are delivered in a manner personally tailored to his or her unique learning style.
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Imagine Harvard charges a $100 accrediting fee to every student who takes one of its free courses. If one million students—students who formerly populated state universities and colleges—opt instead to take just one accredited course a year from Harvard that amounts to $100 million a year.
From DSC:
Readers of this blog will know that I think MOOCs are in an iterative process of morphing into something else, something new. MOOCs are half-baked at this point. I say that because it’s like drinking from a firehose (at least as of early March 2013). But what Jack Uldrich points out is what I was trying to get at in the graphic below. That is, if technologies that can capture, filter, curate, provide relevant information based upon analytics, one doesn’t have to drink from a fire hose anymore…the drinking fountain now becomes a better metaphor.
On a potentially related note — and a veeeerrrryyyy interesting question asked at this article out at Chief Learning Officer:
Either one of these forces could create what I’ve been calling “The Forthcoming Walmart of Education” (since 2008). As Smart/Connected TVs proliferate, Apple’s developing infrastructure and ecosystem could easily fill the bill.
The question of why (not) eLearning on iPads or tablets? — from upsidelearning.com by Amit Garg
Excerpt:
2012 saw the re-emergence of ‘Mobile learning’ or ‘mLearning’ as “new” (ok, not really new) buzzwords in L&D and Training circles around the world. But largely in the wrong context! Mobile Learning is being loosely attributed to any learning activity that is not location bound, which is very surprising! And even more surprising is, more often than not, it is not even referring to mLearning at all! But to things like, making an LMS available on an USB drive so you can track courses while on a plane! Certainly not mobile learning in my opinion.
I believe ‘real’ mobile learning is much more than just learning on a mobile device. I also believe that ”tablet” learning is neither mobile nor eLearning, but actually occupies a position between mLearning and eLearning. So let me lay out my argument for why I believe this!
Also see Amit’s presentation at LT13uk — the full presentation is available here:
http://www.slideshare.net/UpsideLearning/designing-elearning-for-ipads
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Apple University hires another high-profile academic — from by Philip Elmer-DeWitt
Berkeley’s Morten Hansen, co-author of Jim Collins’ latest bestseller, joined in January
Excerpt:
FORTUNE — Apple University has always been something of a stealth operation. It was created as a kind of in-house MBA program by Steve Jobs, a self-taught business leader who made no secret of his distaste for conventional MBAs.
“We do want to create our own MBAs,” Jobs once said. “But in our own image.”
The idea was to somehow transfer to future generations of Apple (AAPL) executives the hard lessons he learned when he founded the company, lost the company, and brought it back to life.
He started big.
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From DSC:
Again, this brings me back to the questions/thoughts:
Perhaps Apple is developing their own expertise on how all this runs…? Perhaps they are a piece of what I call “The Walmart of Education” — a piece of more peoples’ learning ecosystems.
The new basis of competition and the superiority of ecosystem economics — from visionmobile.com by Michael Vakulenko
Also see:
The changing landscape of app discovery — from visionmobile.com by Andreas Pappas
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Also see:
Also see the following infographic from
OnlinePhDPrograms.com
What Apple reported yesterday (1/23/13):
Apple reports record results
47.8 Million iPhones Sold; 22.9 Million iPads Sold
Excerpt (emphasis DSC):
CUPERTINO, California—January 23, 2013—Apple® today announced financial results for its 13-week fiscal 2013 first quarter ended December 29, 2012. The Company posted record quarterly revenue of $54.5 billion and record quarterly net profit of $13.1 billion, or $13.81 per diluted share. These results compare to revenue of $46.3 billion and net profit of $13.1 billion, or $13.87 per diluted share, in the 14-week year-ago quarter. Gross margin was 38.6 percent compared to 44.7 percent in the year-ago quarter. International sales accounted for 61 percent of the quarter’s revenue.
Average weekly revenue was $4.2 billion in the quarter compared to $3.3 billion in the year-ago quarter.
The Company sold a record 47.8 million iPhones in the quarter, compared to 37 million in the year-ago quarter. Apple also sold a record 22.9 million iPads during the quarter, compared to 15.4 million in the year-ago quarter. The Company sold 4.1 million Macs, compared to 5.2 million in the year-ago quarter. Apple sold 12.7 million iPods in the quarter, compared to 15.4 million in the year-ago quarter.
Apple’s Board of Directors has declared a cash dividend of $2.65 per share of the Company’s common stock. The dividend is payable on February 14, 2013, to shareholders of record as of the close of business on February 11, 2013.
“We’re thrilled with record revenue of over $54 billion and sales of over 75 million iOS devices in a single quarter,” said Tim Cook, Apple’s CEO. “We’re very confident in our product pipeline as we continue to focus on innovation and making the best products in the world.”
“We’re pleased to have generated over $23 billion in cash flow from operations during the quarter,” said Peter Oppenheimer, Apple’s CFO. “We established new all-time quarterly records for iPhone and iPad sales, significantly broadened our ecosystem, and generated Apple’s highest quarterly revenue ever.”
Examples of the sorts of items that I saw reported via Wall Street and elsewhere following the earnings call:
- Apple weighs on Nasdaq
- Apple shares slide as iPhone misses Christmas sales forecast
- Apple’s disappointing results hits suppliers Arm, Imagination and Laird
- Most Asian and European stocks fall on Apple’s Q4 results
- Bold words from Apple CEO fail to stop share price plunge
Despite records revenues, investors are worried about slowing growth and iPhone’s destiny
APPLE shares plunged more than 10 per cent wiping $50 billion off the company’s value after the tech giant posted financial results yesterday below expectations.
From DSC:
Besides fears of decreasing iPhone shipments, does it have anything to do with this?
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GarageBand 101: Using Magic GarageBand to create a jam-along band — from gigaom.com by Mark Crump
From DSC:
The other day, I mentioned how important it will be for institutions of higher education to increase the priority of experimentation. Clicking on the graphic below will give you an example of the kind of vision/experiment that I’m talking about.
(Though, more practically speaking, to operationalize this type of vision would actually require a series of much smaller experiments; I just wanted to present the overall vision of how these pieces might fit together).
NOTE:
This 11″x17″ image is a 10MB PDF file, so it may take some time to appear.
Feel free to right-click on the graphic in order to download/save/print the file as well.
Also relevant is this upcoming event from educause:
1/8/13 addendum resulting from a Tweet from a great colleague, Mr. Travis LaFleur (@travislafleur), UX Designer at BiggsGilmore
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Example slides from today’s presentation:
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From DSC:
I also support one of the questions which, paraphrasing, asked, “Do you pulse check students’ expectations?“
