Faculty Predict Virtual/Augmented/Mixed Reality Will Be Key to Ed Tech in 10 Years — from campustechnology.com by Rhea Kelly
Faculty in our 2017 Teaching with Technology Survey believe tech will play a positive role in the future of higher education — but some technologies will be more important than others.

Excerpt:

What technologies do faculty think will be important in education over the next decade? The most popular answer to that question by far was virtual/augmented/mixed reality, garnering 81 percent of responses (it topped the list last year as well). Mobile devices and apps, 3D modeling/scanning/printing, adaptive/personalized learning and video/streaming all rounded out the top five.

 

 

 

 

 

From DSC:
Great to see several of these items made the list. I would also add:

  • The use of Natural Language Processing (NLP) to allow more voice-enabled and voice-driven applications
  • Learning agents/bots (for example, a learning-related bot could go find out the top 50-100 jobs that employers are hiring for and present a list of potential digital playlists from a variety of providers that would help potential employees be able to do the work in those positions)
  • Blockchain and the use of web-based learner profiles
  • Artificial Intelligence / cognitive computing (which could be argued is already mentioned in the item re: adaptive, personalized learning)
  • Moving towards providing up-to-date streams of content (for purposes of lifelong learning and microlearning)

 Finally, it was great to see #9 on the list as I, too, believe that a next gen learning platform is needed:

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

 

Excerpt:

The Top 200 Tools for Learning 2017 (11th Annual Survey) has been compiled by Jane Hart of the Centre for Learning & Performance Technologies from the votes of 2,174 learning professionals worldwide, together with 3 sub-lists

  • Top 100 Tools for Personal & Professional Learning (PPL)
  • Top 100 Tools for Workplace Learning (WPL)
  • Top 100 Tools for Education (EDU)

 

Excerpt from the Analysis page (emphasis DSC):

Here is a brief analysis of what’s on the list and what it tells us about the current state of personal learning, workplace learning and education.

Some facts

Some observations on what the Top Tools list tells us personal and professional learning
As in previous years, individuals continue to using a wide variety of:

  • networks, services and platforms for professional networking, communication and collaboration
  • web resources and courses for self-improvement and self-development
  • tools for personal productivity

All of which shows that many individuals have become highly independent, continuous modern professional learners – making their own decisions about what they need to learn and how to do it.

 

 

 

 

Six reasons why disruption is coming to learning departments — from feathercap.net, with thanks to Mr. Tim Seager for this resource

Excerpts:

  1. Training materials and interactions will not just be pre-built courses but any structured or unstructured content available to the organization.
  2. Curation of all learning, employee or any useful organizational content will become a whole lot easier.
  3. The learning department won’t have to build it all themselves.
  4. Learning bots and voice enabled learning.
  5. Current workplace learning systems and LMSs will go through a big transition or they will lose relevancy.
  6. Learning departments will go beyond onboarding, compliance training and leadership training and move to training everyone in the company on all job skills.

 

A successful example of this is Amazon.com. As a shopper on their site we have access to millions of  book and product SKUs. Amazon uses a combination of all three techniques to position the right book or product based on our behavior, peer experiences as well as having a semantic understanding of the product page we’re viewing. There’s no reason we can’t have the same experience on workplace learning systems where all viable learning content/ company content could be organized and disseminated to each learner for the right time and circumstance.

 

 



From DSC:
Several items of what Feathercap is saying in their solid posting remind me of a vision of a next generation learning platform:

  • Contributing to — and tapping into — streams of content
  • Lifelong learning and reinventing oneself
  • Artificial intelligence, including Natural Language Processing (NLP) and the use of voice to drive systems/functionality
  • Learning agents/bots
  • 24×7 access
  • Structured and unstructured learning
  • Socially-based means of learning
  • …and more

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 



 

 

Smartwatches Deemed Least Valuable Technology in the Classroom — from campustechnology.com by Rhea Kelly
In our second annual Teaching with Technology Survey, faculty revealed what technologies they use in the classroom, the devices they most value, what they wish for and more.

Excerpts:

Smartwatches may be one of the hottest gadgets in the consumer market — making up nearly a third of all wearables sales this year — but the climate in the classroom is noticeably cooler for the wrist-worn devices. In our 2017 Teaching with Technology Survey, smartwatches came in dead last in the list of technologies faculty consider essential or valuable for teaching and learning. Just 9 percent of faculty called the devices “valuable” (an increase from 5 percent in 2016), and not a one deemed them “essential.” What’s more, 9 percent of respondents considered smartwatches “detrimental.”

When we asked faculty what computing devices were most valuable for teaching and learning, laptops came out on top, considered “essential” by 54 percent of respondents (up from 49 percent in 2016). Workstations (defined as higher-end computers with faster processors, more RAM, more storage and dedicated graphics cards) came in second, followed by all-in-one computers, traditional desktops and detachable tablets. (The lineup was similar last year.)

 

 

 

Future Forward: The Next Twenty Years of Higher Education — from Blackboard with a variety of contributors

Excerpts:

As you read their reflections you’ll find several themes emerge over and over:

  • Our current system is unsustainable and ill-suited for a globally connected world that is constantly changing.
  • Colleges and universities will have to change their current business model to continue to thrive, boost revenue and drive enrollment.
  • The “sage on the stage” and the “doc in the box” aren’t sustainable; new technologies will allow faculty to shift their focus on the application of learning rather than the acquisition of knowledge.
  • Data and the ability to transform that data into action will be the new lifeblood of the institution.
  • Finally, the heart and soul of any institution are its people. Adopting new technologies is only a small piece of the puzzle; institutions must also work with faculty and staff to change institutional culture.

Some quotes are listed below.

 

“What’s more, next-generation digital learning environments must bridge the divide between the faculty-directed instructivist model our colleges and universities have always favored and the learner-centric constructivist paradigm their students have come to expect and the economy now demands.”

It will be at least 10 years before systems such as this become the standard rather than the exception. Yet to achieve this timeline, we will have to begin fostering a very different campus culture that embraces technology for its experiential value rather than its transactional expediency, while viewing education as a lifelong pursuit rather than a degree-driven activity.

Susan Aldridge

 

 

 

Q: What are the biggest challenges facing higher education right now?

A: I think it is a difficult time for decisionmakers to know how to move boldly forward. It’s almost funny, nobody’s doing five-year strategic plans anymore. We used to do ten-year plans, but now it’s “What’s our guiding set of principles and then let’s sort of generally go towards that.” I think it’s really hard to move an entire institution, to know how to keep it sustainable and serving your core student population. Trying to figure out how to keep moving forward is not as simple as it used to be when you hired faculty and they showed up in the classroom. It’s time for a whole new leadership model. I’m not sure what that is, but we have to start reimagining our organizations and our institutions and even our leadership.

Marie Cini

 

 

 

One of the things that is frustrating to me is the argument that online learning is just another modality. Online learning is much more than that. It’s arguably the most transformative development since the G.I. Bill and, before that, the establishment of land-grant universities. 

I don’t think we should underestimate the profound impact online education has had and will continue to have on higher education. It’s not just another modality; it’s an entirely new industry.

Robert Hansen

 

 

From DSC:
And I would add (to Robert’s quote above) that not since the printing press was invented close to 500 years ago have we seen such an enormously powerful invention as the Internet. To bypass the Internet and the online-based learning opportunities that it can deliver is to move into a risky, potentially dangerous future. If your institution is doing that, your institution’s days could be numbered. As we move into the future — where numerous societies throughout the globe will be full of artificial intelligence, big data, robotics, algorithms, business’ digital transformations, and more — your institutions’ credibility could easily be at stake in a new, increasingly impactful way. Parents and students will want to know that there’s a solid ROI for them. They will want to know that a particular college or university has the foundational/core competencies and skills to prepare the learner for the future that the learner will encounter.

 

 

 

Q: What are the biggest challenges facing higher education right now?

A: I think the biggest challenge is the stubborn refusal of institutions to acknowledge that the 20th century university paradigm no longer works, or at least it doesn’t work anymore for the majority of our institutions. I’m not speaking on behalf of our members, but I think it’s fair to say that institutions are still almost entirely faculty-centered and not market-driven. Faculty, like so many university leaders today who come from faculty ranks, are so often ill-equipped to compete in the Wild West that we’re seeing today, and it’s not their fault. They’re trained to be biologists and historians and philosophers and musicians and English professors, and in the past there was very little need to be entrepreneurial. What’s required of university leadership now looks very much like what’s required in the fastpaced world of private industry.

If you are tuition dependent and you haven’t figured out how to serve the adult market yet, you’re in trouble.

Robert Hansen

 

 

 

It’s not just enough to put something online for autodidacts who already have the time, energy, and prior skills to be able to learn on their own. You really need to figure out how to embed all the supports that a student will need to be successful, and I don’t know if we’ve cracked that yet.

Amy Laitinen

 

 

 

The other company is Amazon. Their recent purchase of Whole Foods really surprised everybody. Now you have a massive digital retailer that has made billions staying in the online world going backwards into brick-and-mortar. I think if you look at what you can do on Amazon now, who’s to say in three years or five years, you won’t say, “You know what, I want to take this class. I want to purchase it through Amazon,” and it’s done through Amazon with their own LMS? Who’s to say they’re not already working on it?

Justin Louder

 

 

 

 

We are focused on four at Laureate. Probably in an increasing order of excitement to me are game-based learning (or gamification), adaptive learning, augmented and virtual reality, and cognitive tutoring.

Darrell Luzzo

 

 

 

 

I would wave my hand and have people lose their fear of change and recognize that you can innovate and do new things and still stay true to the core mission and values. My hope is that we harness our collective energy to help our students succeed and become fully engaged citizens.

Felice Nudelman

 

 

 

 

 

Instructional Design Firm Launches Digital Marketplace; Enables Innovative Universities to Offer Unbundled Alternative Credentials — from prnewswire.com
iDesign Course Market will help colleges deliver course content, accept payment, and issue digital credentials and certificates online

Excerpt:

DALLASAug. 10, 2017 /PRNewswire/ — Instructional design firm, iDesign, [on 8/10/17] announced Course Market, a digital marketplace that universities can use to offer standalone courses and digital credentials in high demand fields. Course Market integrates LMS technology from Instructure and Credly’s pioneering credential platform to deliver engaging learner experiences with real value in the job market. Institutions that utilize Course Market can seamlessly enroll students in continuing education programs, accept payment, deliver content, and issue digital badges or certificates, which can be instantly uploaded and shared through social networks like LinkedIn or Facebook.

“Alternative credentials are unquestionably gaining traction among working adults looking for accelerated pathways to new schools and executive education. We view Course Market as a great tool for universities that want to expand access to learners who may otherwise be unable to take advantage of traditional degree programs,” said William Valenta, Assistant Dean of MBA and Executive Programs at University of Pittsburgh Katz Graduate School of Business.  “By applying Course Market’s technology and infrastructure to our existing educational offerings, the Katz school successfully enhanced access, affordability, and career relevance.”

 

 

VR Is the Fastest-Growing Skill for Online Freelancers — from bloomberg.com by Isabel Gottlieb
Workers who specialize in artificial intelligence also saw big jumps in demand for their expertise.

Excerpt:

Overall, tech-related skills accounted for nearly two-thirds of Upwork’s list of the 20 fastest-growing skills.

 


 

 


Also see:


How to Prepare Preschoolers for an Automated Economy — from nytimes.com by Claire Miller and Jess Bidgood

Excerpt

MEDFORD, Mass. — Amory Kahan, 7, wanted to know when it would be snack time. Harvey Borisy, 5, complained about a scrape on his elbow. And Declan Lewis, 8, was wondering why the two-wheeled wooden robot he was programming to do the Hokey Pokey wasn’t working. He sighed, “Forward, backward, and it stops.”

Declan tried it again, and this time the robot shook back and forth on the gray rug. “It did it!” he cried. Amanda Sullivan, a camp coordinator and a postdoctoral researcher in early childhood technology, smiled. “They’ve been debugging their Hokey Pokeys,” she said.

The children, at a summer camp last month run by the Developmental Technologies Research Group at Tufts University, were learning typical kid skills: building with blocks, taking turns, persevering through frustration. They were also, researchers say, learning the skills necessary to succeed in an automated economy.

Technological advances have rendered an increasing number of jobs obsolete in the last decade, and researchers say parts of most jobs will eventually be automated. What the labor market will look like when today’s young children are old enough to work is perhaps harder to predict than at any time in recent history. Jobs are likely to be very different, but we don’t know which will still exist, which will be done by machines and which new ones will be created.

 

 

 
 
 

The case for a next generation learning platform [Grush & Christian]

 

The case for a next generation learning platform — from campustechnology.com by Mary Grush & Daniel Christian

Excerpt (emphasis DSC):

Grush: Then what are some of the implications you could draw from metrics like that one?

Christian: As we consider all the investment in those emerging technologies, the question many are beginning to ask is, “How will these technologies impact jobs and the makeup of our workforce in the future?”

While there are many thoughts and questions regarding the cumulative impact these technologies will have on our future workforce (e.g., “How many jobs will be displaced?”), the consensus seems to be that there will be massive change.

Whether our jobs are completely displaced or if we will be working alongside robots, chatbots, workbots, or some other forms of AI-backed personal assistants, all of us will need to become lifelong learners — to be constantly reinventing ourselves. This assertion is also made in the aforementioned study from McKinsey: “AI promises benefits, but also poses urgent challenges that cut across firms, developers, government, and workers. The workforce needs to be re-skilled to exploit AI rather than compete with it…”

 

 

A side note from DSC:
I began working on this vision prior to 2010…but I didn’t officially document it until 2012.

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

Learning from the Living [Class] Room:

A global, powerful, next generation learning platform

 

What does the vision entail?

  • A new, global, collaborative learning platform that offers more choice, more control to learners of all ages – 24×7 – and could become the organization that futurist Thomas Frey discusses here with Business Insider:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

  • A learner-centered platform that is enabled by – and reliant upon – human beings but is backed up by a powerful suite of technologies that work together in order to help people reinvent themselves quickly, conveniently, and extremely cost-effectively
  • A customizable learning environment that will offer up-to-date streams of regularly curated content (i.e., microlearning) as well as engaging learning experiences
  • Along these lines, a lifelong learner can opt to receive an RSS feed on a particular topic until they master that concept; periodic quizzes (i.e., spaced repetition) determines that mastery. Once mastered, the system will ask the learner whether they still want to receive that particular stream of content or not.
  • A Netflix-like interface to peruse and select plugins to extend the functionality of the core product
  • An AI-backed system of analyzing employment trends and opportunities will highlight those courses and streams of content that will help someone obtain the most in-demand skills
  • A system that tracks learning and, via Blockchain-based technologies, feeds all completed learning modules/courses into learners’ web-based learner profiles
  • A learning platform that provides customized, personalized recommendation lists – based upon the learner’s goals
  • A platform that delivers customized, personalized learning within a self-directed course (meant for those content creators who want to deliver more sophisticated courses/modules while moving people through the relevant Zones of Proximal Development)
  • Notifications and/or inspirational quotes will be available upon request to help provide motivation, encouragement, and accountability – helping learners establish habits of continual, lifelong-based learning
  • (Potentially) An online-based marketplace, matching learners with teachers, professors, and other such Subject Matter Experts (SMEs)
  • (Potentially) Direct access to popular job search sites
  • (Potentially) Direct access to resources that describe what other companies do/provide and descriptions of any particular company’s culture (as described by current and former employees and freelancers)
  • (Potentially) Integration with one-on-one tutoring services

Further details here >>

 

 

 



Addendum from DSC (regarding the resource mentioned below):
Note the voice recognition/control mechanisms on Westinghouse’s new product — also note the integration of Amazon’s Alexa into a “TV.”



 

Westinghouse’s Alexa-equipped Fire TV Edition smart TVs are now available — from theverge.com by Chaim Gartenberg

 

The key selling point, of course, is the built-in Amazon Fire TV, which is controlled with the bundled Voice Remote and features Amazon’s Alexa assistant.

 

 

 

Finally…also see:

  • NASA unveils a skill for Amazon’s Alexa that lets you ask questions about Mars — from geekwire.com by Kevin Lisota
  • Holographic storytelling — from jwtintelligence.com
    The stories of Holocaust survivors are brought to life with the help of interactive 3D technologies.
    New Dimensions in Testimony is a new way of preserving history for future generations. The project brings to life the stories of Holocaust survivors with 3D video, revealing raw first-hand accounts that are more interactive than learning through a history book.  Holocaust survivor Pinchas Gutter, the first subject of the project, was filmed answering over 1000 questions, generating approximately 25 hours of footage. By incorporating natural language processing from the USC Institute for Creative Technologies (ICT), people are able to ask Gutter’s projected image questions that trigger relevant responses.

 

 

 

 
© 2017 | Daniel Christian