collaboration

History Channel bringing online courses to higher ed –from edtechmagazine.com by D. Frank Smith

Excerpt (emphasis DSC):

Television and higher education are being married through a new partnership between A&E Network’s History Channel and the University of Oklahoma.

The network has announced a 16-week, paid, online course focusing on U.S. history from 1865 to the present. The accredited course will involve video lectures produced by History Channel staff, quizzes, discussion groups and social interactions. The series is priced at $500 for college students, and $250 for lifelong learners.

Also from their press release (emphasis DSC):
History® Digital partners with the University of Oklahoma to offer the first TV network-branded online course for college credit — from historychannel.ou.edu

New York, NY (October 28, 2014) – A+E Network®’s HISTORY® Channel will partner with the University of Oklahoma to offer the very first TV Network-branded online course for transcripted college credit or for the lifelong learner. HISTORY® Channel’s United States, 1865 to the Present course enrollment will launch on October 28 at History.com/courses and will be taught by award winning teacher, OU professor, and renowned historian Steve Gillon. The announcement was made today by Dan Suratt, EVP, Digital Media, A+E Networks and University of Oklahoma President David L. Boren.

…

The groundbreaking 16-week interactive, immersive course, which will be offered during the Spring Semester, officially begins on January 12, 2015. Utilizing the strengths of both HISTORY® Channel and OU, “United States, 1865 to the Present” has been rigorously designed by an academic team from OU and will be taught by Professor Steve Gillon, the scholar-in-residence at HISTORY®Channel and professor at OU. Combining professionally-produced and engaging video lectures with quizzes, discussion groups and social interactions between student and professor, as well as selectively integrated multimedia assets from HISTORY® Channel, this course has been created to offer a singular and collaborative learning experience to a wide range of students.

From DSC:
Interesting partnership/collaboration effort here…again, this endeavor gets at the idea of using teams of specialists to create and deliver content. Also interesting here are the lower pricing structures and the idea of addressing lifelong learners.

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

Team-based content creation/delivery is pulling ahead of the pack!

On 11/04/2014, in A/V -- audio/visual, collaboration, communications, creativity, digital audio, digital learning, digital storytelling, digital video, education, education technology, educational games / serious games, higher education, immersion, innovation, interactivity, learning ecosystem, love of learning, media/film, Michigan, multimedia, online learning, participation, play, psychology, real-world assignments, relationships, religion, social learning / networks, social media, society, sociology, story, storytelling, student-related, surviving, teaching & learning, transmedia, universities, usability, user experience (UX), user interface design, using teams, web-based collaboration, by Daniel Christian

Last week I attended the 20th Annual Online Learning Consortium International Conference. While there, I was inspired by an excellent presentation entitled, “A Disruptive Innovation: MSU’s Surviving the Coming Zombie Apocalypse – Are You Ready to Survive a New Way of Learning?“ The four team members from Michigan State University included:

Glenn R. Stutzky | Course Instructor
Keesa V. Muhammad | Instructional Designer
Christopher Irvin | Instructional Designer
Hailey Mooney | Course Librarian

Check out the intro clip on the website about the course:

From the description for the presentation:

This session highlights MSU’s award winning, groundbreaking online course that fuses social theory, filmmaking, social media, and viral marketing while students survive an apocalyptic event. http://zombie.msu.edu/

MSU created and used powerful digital storytelling and multimedia to overlay real, experiential, immersive learning. Important content was relayed, but in a way that drew upon your emotions, your ability to solve problems and navigate in a world where you didn’t have all of the information, your ability to work with others, and more.

“This innovative course integrates current research and science on catastrophes and human behavior together with the idea of a zombie apocalypse. In doing so, we actively engage with students as they think about the nature, scope, and impact of catastrophic events on individuals, families, societies, civilizations, and the Earth itself.”

“Our innovative approach to teaching and learning features: students as active participants, the instructor becomes the facilitator, storytelling replaces lectures, zombies become the catalyst of teaching, a “zombrarian” (librarian) drives research, and the students emerge as digital storytellers as a way of assessing their own learning.”

Others outside MUS have found out about the course and have requested access to it. As a result of this, they’ve opened it up to non-credit seeking participants and now various people from police forces, Centers for Disease Control, and others are able to take the course. To make this learning experience even more accessible, the cost has been greatly reduced: from $1600+ to just $500. (So this talented team is not only offering powerful pedagogies, but also significant monetary contributions to the university as well.)

For me, the key thing here is that this course represents what I believe is the direction that’s starting to really pull ahead of the pack and, if done well, will likely crush most of the other directions/approaches. And that is the use of teams to create, deliver, teach, and assess content – i.e., team-based learning approaches.

So many of the sessions involved professional development for professors and teachers – and much of this is appropriate. However, in the majority of cases, individual efforts aren’t enough anymore. Few people can bring to the table what a talented, experienced group of specialists are able to bring. Individual efforts aren’t able to compete with team-based content creation and delivery anymore — and this is especially true online, whereby multiple disciplines are immediately invoked once content hits the digital realm.

In this case, the team was composed of:

The professor
Two Instructional Designers
and a librarian

The team:

Developed websites
Designed their own logo
Marketed the course w/ a zombie walking around campus w/ brochures and a walking billboard
Used a Twitter stream
Used a tool called Pensu for their students’ individual journals
Made extensive use of YouTube and digital storytelling
Coined a new acronym called MOLIE – multimedia online learning immersive experience
Used game-like features, such as the development of a code that was found which revealed key information (which was optional, but was very helpful to those who figured it out). The team made it so that the course ended differently for each group, depending upon what the teams’ decisions were through the weeks
Used some 3D apps to make movies more realistic and to create new environments
Continually presented new clues for students to investigate. Each team had a Team Leader that posted their team’s decisions on YouTube.

They encouraged us to:
THINK BIG! Get as creative as you can, and only pull back if the “suits” make you! Step outside the box! Take risks! “If an idea has life, water it. Others will check it out and get involved.”

In their case, the idea originated with an innovative, risk-taking professor willing to experiment – and who started the presentation with the following soliloquy:

Syllabi are EVIL

Syllabi are EVIL and they must die!
Listen to me closely and I’ll tell you why.
Just want students to know what is known?
See what’s been seen?
Go – where we’ve been going?
Then the Syllabus is your friend,
cuz you know exactly where you’ll end.
But if you want to go somewhere new,
see colors beyond Red, Green, and Blue.
Then take out your Syllabus and tear-it-in-half,
now uncertainty has become your path.
Be not afraid because you’ll find,
the most amazing things from Creative Minds,
who have been set free to FLY,
once untethered from the Syllabi.

Glenn Stutzky
Premiered at the 2014
Online Learning Consortium International Conference
October 29, 2014

“The number of infected in Michigan has reached critical mass.” CSM Quintero #sw290 pic.twitter.com/F6m8ZaoRyG

— MSU Zombie (@MSUZombies) June 19, 2014

They started with something that wasn’t polished, but it’s been an iterative approach over the semesters…and they continue to build on it.

I congratulated the team there — and do so again here. Excellent, wonderful work!

By the way, what would a creative movie-like trailer look like for your course?

Some sharp offices out at the Office Lovin website’ plus other items re: learning/meeting/working spaces

On 08/23/2014, in business, collaboration, higher education, K-12 related, learning ecosystem, learning hubs & pods & microschooling, learning spaces, smart classrooms, workplace, by Daniel Christian

From Herman Miller:
How Innovation Can Thrive on Campus as accessible from this web page:

Excerpt:

Innovation has a long tradition on campus. But many universities are seeking new ways to get more students innovating. Programs that work outside traditional academic parameters, often called Innovation Centers, are having success. One contributor to their success is the spaces in which innovation teams operate. They are as organic as the process of innovation is.

And from David Jakes at jakes.editme.com:

Classroom Redesign: Strategies for Rethinking Learning Spaces
Session Description:
Connective technologies, mobile devices, and new global learning opportunities are reshaping how, what and where people learn. Conversely, traditional brick and mortar schools are composed of decades-old classrooms designed to support a different type of learning from a different age. So, do our current schools, to maintain relevance and effectiveness, need to rethink how their spaces are used to support learning in a connected world? The answer is yes. In this session, we’ll explore exemplars of physical space design and strategies for rethinking how “classrooms” can be rethought to support a more contemporary learning experience.

Above slide shows 1-5 of a total of 17 strategies.

Collaboration Curriculum: Managing Active Learning Environments — from avnetwork.com by Carolyn Heinze

Excerpt:

Tech managers in higher education should plan to support more active learning environments.

A recent study conducted by EDUCAUSE found that a majority of undergraduates own two to three Internet-enabled devices, and the more of these devices they own, the more they’re inclined to see the advantages of applying technology to their education. For those tech managers that are still gunning against BYOD, this suggests—strongly—that they’re fighting a losing battle.

2014 Student and Faculty Technology Research Studies — from educause.edu / ECAR

From the ECAR RESEARCH HUB
This hub contains the 2014 student and faculty studies from the EDUCAUSE Technology Research in the Academic Community research series. In 2014, ECAR partnered with 151 college/university sites yielding responses from 17,451 faculty respondents across 13 countries. ECAR also collaborated with 213 institutions to collect responses from more than 75,306 undergraduate students about their technology experiences.

Key Findings

Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes.
Faculty interest in early-alert systems and intervention notifications is strong.
The majority of faculty are using basic features and functions of LMSs but recognize that these systems have much more potential to enhance teaching and learning.
Faculty think they could be more effective instructors if they were better skilled at integrating various kinds of technology into their courses.
Faculty recognize that mobile devices have the potential to enhance learning.

Excerpts from infographic:

From Steelcase: How Classroom Design Affects Student Engagement

On 07/23/2014, in active learning, collaboration, engagement / engaging students, higher education, learning spaces, more voice more choice more control, motivation, participation, research, smart classrooms, vendors, by Daniel Christian

Also see:

Report: Classroom Design Improves Student Engagement — from campustechnology.com by Joshua Bolkan | 07/22/14
Classrooms designed for active learning can improve student engagement, according to new research from Steelcase, a company that provides furniture for use in educational settings.

Excerpt:

Findings of the study, which was conducted by Lennie Scott Webber, director of education environments globally at Steelcase Education and appeared in the peer-reviewed Planning for Higher Education Journal, include:

Seventy-two percent of students surveyed said that making their classroom more flexible improved their motivation to attend class;

Eighty-four percent of participating students said they were more engaged in classroom activities in a flexible classroom;

Seventy-two percent of students surveyed told researchers that they believed they would earn a higher grade in the flexible classroom;

Students rated the flexible classroom higher on 12 different measures of engagement, such as collaboration, focus, comfort with participation and active involvement; and

When measured, student engagement levels were higher in the flexible classrooms than in the traditional classroom with row and columns of desks.

Reflections on “C-Suite TV debuts, offers advice for the boardroom” [Dreier]

On 07/21/2014, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, cloud-based computing / apps / other cloud-related, collaboration, communities of practice, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, data related items, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), IBM, ideas, innovation, intelligent systems, intelligent tutoring, interactivity, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, new business models, new media literacies, online learning, online tutoring, participation, personalized/customized learning, platforms, second screen apps, social learning / networks, streams of content, student-related, technologies for your home, telecommunications, television, training / L&D, trends, TVs, ubiquitous learning, user experience (UX), videoconferencing, web-based collaboration, by Daniel Christian

C-Suite TV debuts, offers advice for the boardroom — from streamingmedia.com by Troy Dreier
Business leaders now have an on-demand video network to call their own, thanks to one Bloomberg host’s online venture.

Excerpt:

Bringing some business acumen to the world of online video, C-Suite TV is launching today. Created by Bloomberg TV host and author Jeffrey Hayzlett, the on-demand video network offers interviews with and shows about business execs. It promises inside information on business trends and the discussions taking place in the biggest boardrooms.

The Future of TV is here for the C-Suite — from hayzlett.com by Jeffrey Hayzlett

Excerpt:

Rather than wait for networks or try and gain traction through the thousands of cat videos, we went out and built our own network.

See also:

Mind your own business
From the About page:
C-Suite TV is a web-based digital on-demand business channel featuring interviews and shows with business executives, thought leaders, authors and celebrities providing news and information for business leaders. C-Suite TV is your go-to resource to find out the inside track on trends and discussions taking place in businesses today. This online channel will be home to such shows as C-Suite with Jeffrey Hayzlett, MYOB – Mind Your Own Business and Bestseller TV with more shows to come.

From DSC:
The above items took me back to the concept of Learning from the Living [Class] Room.

Many of the following bullet points are already happening — but what I’m trying to influence/suggest is to bring all of them together in a powerful, global, 24 x 7 x 365, learning ecosystem:

When our “TVs” become more interactive…
When our mobile devices act as second screens and when second screen-based apps are numerous…
When discussion boards, forums, social media, assignments, assessments, and videoconferencing capabilities are embedded into our Smart/Connected TVs and are also available via our mobile devices…
When education is available 24 x 7 x 365…
When even the C-Suite taps into such platforms…
When education and entertainment are co-mingled…
When team-based educational content creation and delivery are mainstream…
When self-selecting Communities of Practice thrive online…
When Learning Hubs combine the best of both worlds (online and face-to-face)…
When Artificial Intelligence, powerful cognitive computing capabilities (i.e., IBM’s Watson), and robust reporting mechanisms are integrated into the backends…
When lifelong learners have their own cloud-based profiles…
When learners can use their “TVs” to tap into interactive, multimedia-based streams of content of their choice…
When recommendation engines are offered not just at Netflix but also at educationally-oriented sites…
When online tutoring and intelligent tutoring really take off…

…then I’d say we’ll have a powerful, engaging, responsive, global education platform.

From DSC:
I ran across Manish Mohan’s blog posting — Seven Survival Skills in Today’s World — which focused on Tony Wagner’s keynote address at the IFC’s International Private Education Conference: Rethinking Education, Shaping the Future.

So I read the blog posting and then I listened to Tony Wagner’s address. Below are my notes from his talk.

What’s the problem we need to solve in education?

Challenges

Education today has become a commodity. Knowledge is free; it’s like water or air. Educators once had the corner on the market. Knowledge had to come through the teacher. Not true today. You can acquire knowledge via the Internet. Teachers are no longer the gatekeepers. Where, then, is the value that teachers/schools are providing?
Work is being transformed around the world. Routine jobs being automated/replaced by computers or in other countries for far less $$. World cares about what you can DO with what you know. Not just acquiring knowledge. Skill and will are other legs of the stool (in addition to knowledge).
The longer students are in school (in the U.S.), the more bored they are. Less engaged as time goes on. The Internet is their preferred source of learning.

Tony focused on skill (adding value) and will in this keynote. Need to be a continuous learner.

Tony talked to senior executives — what skills do you need today? Where are the gaps?

7 survival skills/competencies a person needs before they reach the end of their secondary school:

Critical thinking and problem solving — how to ask the right questions
Collaboration across networks — how are we going to teach
Agility and adaptability
Initiative and entrepreneurship
Effective oral and written communication — need to be able to write with “voice” — own passion and perspective, to be convincing
Accessing and analyzing information
Curiosity and imagination

New achievement gap — these 7 survival skills vs what is being taught around the world.

Growing unemployment of college graduates compels us to look at goals of education. Academically adrift — communication skills not growing in college.

One person to Tony:
“I want young people who can ‘Just go figure it out.'”

Want graduates who have a sense of mission. Autonomy.

How do we prepare kids to “Just go figure it out.”

We need innovators — creative problem solvers. People who ask the right questions.

The teachers (of innovative individuals) who made the greatest difference were outliers in their respective institutional settings but were remarkably alike in their patterns of teaching and learning. The culture of schooling, as we continue to practice it, is fundamentally and radically at odds with the culture of learning to be an innovator in 5 respects:

Culture of schooling is about rewarding individual achievement vs being a team player
Compartmentalizing knowledge; innovations happens at the margins of academic disciplines, not within them; interdisciplinary courses needed
Passivity and consumption — students listen, consume information; only 1 expert. VS creating information. Teacher as coach who empowers students.
How failure is viewed — fear of failure creates risk aversion. But innovation requires risk and failure. Trial and error. Iteration — systematically reflecting on what worked and what didn’t.
Grades and what they represent in school. Often a motivational tool. Rely on extrinsic motivation. But intrinsic motivation is key amongst innovative individuals. They want to make a difference.

Parents and teachers of these innovative individuals emphasized 3 things:

Play
Passion
Purpose

Provided a buffet of opportunities to discover interests. But did not pigeonhole the person.

We have some responsibility to others — to give back — and to make a difference.

So much of our thinking revolves around delivery systems, but what about the GOALS of education? All too often assumed.

Need to be differently prepared vs. students/graduates of 50 years ago.

How do we motivate students to want to be continuous learners?

A merit badge approach to learning. Evidence. Digital portfolios.

In Finland and Singapore one can see the massive importance of — and investment in — teaching as a profession. Elite group of teachers. Trust through professionalism.

Collective human judgement is key. High stakes testing is completely distorting education system. What gets tested is what gets taught.

Preparation for citizenship is equally important (as skills development for earning a living).

Why not specifically teach about entrepreneurship?

Finland — much less homework, and far more opportunities to discover interests and to be entrepreneurial. Start-up like culture.

Some solid resources re: Google Chromebooks & Google in the classroom

On 07/10/2014, in cloud-based computing / apps / other cloud-related, collaboration, education technology, Google, K-12 related, tools, vendors, web-based collaboration, by Daniel Christian

New: Google Launched Google Educator Groups (Great Learning Platform for Teachers) | June 11, 2014 — from educatorstechnology.com

Excerpt:

Google Educator Groups (GEGs) is a new project launched by Google [on June 10, 2014]. This project aims at bringing the benefits of technology to schools, classrooms and communities across the world through the collaborative work of a community of passionate educators. GEGs is a place where educators, principals, school administrators, professors, teachers, students, and anyone else interested in using Google Products to help people learn , get to meet and collaborate with each other .

Google Art Project
Massive online global collection makes art accesible to all

The Chromebook vs. iPad Debate | Technology in Music Education — from techinmusiced.wordpress.com by Christopher Russell

OPINION: Why We Are Misunderstanding the Chromebook-iPad Debate — from edsurge.com by Tim Holt

A variety of postings at edudemic.com re: Chromebooks

A variety of postings at GettingSmart.com re: Chromebooks

A variety of postings at KQED.org (Mind/Shift) re: Chromebooks

Chromebooks & Chromeboxes for education — from google.com

New Excellent Google Drive Guide for Teachers and Students — from educatorstechnology.com | June 16, 2014

Excerpt:

I don’t want you to miss this wonderful resource on how to be a Google Drive master. This is basically a Google Doc that features a plethora of video tutorials and activities related to each tool in Google Drive. The main objectives of this guide is to help teachers and students leverage the power of Google Drive tool in education. It provides them with video tutorials covering each of the Drive applications ( Google Doc, Presentation, Drawing, and Google Forms ) and with each of these videos is an attached activity that should be completed to show mastery of the topic under discussion. I have spent sometime going through these tutorials and activities and I found them really helpful. All thanks go back to Vicki Davis through whom I learned about this resource ( by the way Vicki has recently published a new book entitled ” Reinventing Writing: The 9 Tools That Are Changing Writing, Teaching, and Learning Forever“

Here is a round-up of all the video tutorials included in this guide, you can also check the entire guide from this link.

From DSC:
Personally, I would also recommend to anyone out there considering a rollout of Chromebooks to set up some Google Alerts. You could use such words/phrases as “Google Apps For Education,” “GAFE,” “Chromebooks,” “rollouts,” plus any other keywords that you are interested in.

Addendums:

A Response to Joshua Kim’s ‘3 Reasons Why Chromebook Beats iPad in 1:1 Programs’ — from edsurge.com by Tim Holt
http://www.scoop.it/t/chromebook-for-education
The RSS feed for the Chrome Show

A new, very sharp, incredibly well-designed collaborative workspace in Grand Rapids, MI (USA)

On 06/30/2014, in 21st century, career development, collaboration, entrepreneurship, learning spaces, library / librarians, Michigan, web-based collaboration, workplace, by Daniel Christian

Excerpt from custerworklab.com:

The floor plan includes 10,000 square feet of co-working space.

13 private offices
Two mobile offices
One executive office
One team room that can accommodate up to four people
Seven meeting spaces with seating for four to 35 people

All the meeting spaces include display and switching technology with video conferencing available in three of the rooms. Other features include a work lounge, cafe and a variety of other workstations. Plus more social accessibility, ergonomic furniture and the best technology available.

From DSC:
I recently toured this space and I can tell you that you can quickly get a sense of how much thought and effort went into the design of that collaborative workspace.

Check out the photo gallery and 360 degree tour to see what I mean.

I think you will agree that each and every thing that you see in that space is approached from a sense of design and functionality. Everything is there for a reason. The technology. The furniture. The esthetics and accessories. Everything. It’s very well done. If you get a chance to use it or tour it, I would highly recommend it. Custer’s Worklab lays out so many things that are helpful in a collaborative learning/workspace.

Also see:

8 Perks of Coworking Spaces for Savvy Entrepreneurs — from grasshopper.com by Allison Canty

10 disruptive cloud innovations for schools [Samuel]

On 06/24/2014, in cloud-based computing / apps / other cloud-related, collaboration, education technology, higher education, innovation, IT in HE, tools, web-based collaboration, by Daniel Christian

Excerpt:

Here are 10 companies that are making waves in the education sector with products in the cloud that impact both the frontend and backend of institutions.

Self-directed learning for all? [modernlearners.com, Sylvia Martinez]

On 06/24/2014, in collaboration, heutagogy, K-12 related, pedagogy, psychology, relationships, teachers, teaching & learning, youth, by Daniel Christian

Self-Directed Learning for All? — from modernlearners.com
What do we mean by “self-directed learning,” and who gets to pursue it? All students? Or only some? Do we select certain students for these opportunities based on what counts as “good behavior,” for example?

How do we make sure that self-directed learning opportunities benefit all students? How do we balance students’ need for support with their need for freedom?

Author and speaker Sylvia Martinez writes in What a Girl Wants about the ways in which gender plays a role in education and explores how we can help support girls in self-directed learning opportunities.

An excerpt/quote from Sylvia’s article:

The teacher’s role is to help students move past what they know school usually asks of them and take a chance on something that they really want to do.

…

Some people assume that self-directed learning means solitary learning. This is far from the truth. Mardziah Hayati Abdullah of the US Department of Education writes that self-directed learning is both collaborative and social, where the learner collaborates with both teachers and peers. Students must learn how to navigate new ways of getting and sharing information with others, both in real life and online. Creating opportunities for self-directed learning means more collaboration and communication, not less, an area in which girls excel.

International Journal of Advanced Corporate Learning (iJAC) — latest issue now available

On 06/12/2014, in collaboration, corporate / business world, corporate universities / corporate training, higher education, professional development, telecommunications, workplace, by Daniel Christian

International Journal of Advanced Corporate Learning (iJAC) — latest issue now available

Excerpts:

Papers

Integrating Corporate Competence with Real Cases into Higher Education Curriculum
Hong Wu
.
Collaborative Learning in the Workplace: Practical Issues and Concerns
Hyunkyung Lee, Curtis J. Bonk

Case Study

GEDIFO: A Cross-Organizational Approach to Learning in Communities of Practice
Christina Merl, Ulrich Schönbauer

Short Papers

The Usage of Telecommunication Technologies in the Integration of Universities and Business
Rustem Lukmanovich Sakhapov, Svetlana Germanovna Absalyamova
.
Knowing Customers Better: An Experimentation of Twit Marketing in the e-Commerce Industry
Hamad Al Turki, Ayham Fayyoumi

Reinventing libraries for ‘hanging out, messing around and geeking out’ — from CNN.com by Emanuella Grinberg

Excerpt:

The staff takes special pride in its mentor-led activities, offered in partnerships with various community organizations: a spoken word workshop, a video game program and a makerspace, or workshop, where teens create birdcages, duct tape wallets and other art projects.

It might be a library, but for 18-year-old Alexis Woodward, the atmosphere is more like a “family reunion,” she said.

“It’s always packed until it closes. Everybody goes to the library after school,” said Woodward, who began participating in the spoken word program when she was 14.

Internet Trends 2014 — Mary Meeker [KPCB]

On 05/29/2014, in 21st century, 24x7x365 access, A/V -- audio/visual, Amazon, analytics, Apple, Asia, business, Canada, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, communications, convergence, corporate / business world, dangers of the status quo, data related items, disruption, emerging technologies, Europe, global / globalization, Google, human-computer interaction (HCI), IBM, innovation, interactivity, internet, marketing/social marketing, marketplaces, mobile technologies, more voice more choice more control, pace of change, platforms, social media, society, strategy, streams of content, technologies for your home, technology (general), telecommunications, television, trends, TVs, UK, United States, user experience (UX), vision/possibilities, web-based collaboration, workplace, youth, by Daniel Christian

Example slides:

The collaborative consumption & the sharing economy — what are the implications for teaching & learning?

On 05/22/2014, in business, business side of he, change, changing business models, collaboration, communities of practice, Daniel S. Christian, learning hubs & pods & microschooling, by Daniel Christian

From DSC:
First…a few items that stimulated some reflection:

Weekly Round-up: Collcons Must-Reads 23 May
We scour the internet to find the most interesting news on the collaborative consumption front. Here are our picks for the week:

Weekly Round Up: COLLCONS Must Reads – 9 MAY — from collaborativeconsumption.com
We scour the internet to find the most interesting news on the collaborative consumption front. Here are our picks for the week:

The Sharing Economy — from bbc.co.uk
Video duration: 30 minutes | First broadcast: Thursday 08 May 2014

Description:

Home swaps, driving your neighbour’s car, private car parking in your drive, even renting your neighbour’s clothes. They are all part of a new style of collaborative enterprise in which nearly everyone can join and (maybe) make money: the ‘shared economy’.

It’s breaking cover, growing fast and could be important. Perhaps the best known example is Airbnb but many more companies have sprung up allowing people to share their things and even their time. And now companies are trying to make money out of what makes all this sharing possible: trust.

But existing regulations and laws are set up for traditional businesses such as hotels and car hire companies, and that is causing problems. Peter Day investigates the opportunities and snags of the sharing economy and asks if it could become a big democratic movement.

From DSC:
After seeing those items, I began to wonder…

Given the tough economic times many of us find ourselves in, will the sharing economy continue to pick up steam?
If so, what are the implications for teaching and learning? How might such an environment impact what occurs within K-20? For example, will the concept of learning hubs take off (especially at the higher ed level)?
Will such an environment lend itself to encouraging more communities of practice?

Hmmm….

Also see:

Addendum — related…?

Turning a MOOC into a network of schools collaborating — from pbs.org

Excerpt (emphasis DSC):

Students at the University of Texas at Austin and the University of Utah are currently engaged in a collaborative online class, Social Media Journalism, which combines the convenience of a MOOC with the engagement of a medium-sized lecture — and the completion rate is more than 95 percent. The engagement scales, too: students at both schools, 1,300 miles apart, are taking the class together, interacting with each other, viewing the same lesson modules and building a news aggregation service on various social media platforms. The difference is they get a personal instructor and smaller groups of familiar classmates. Our next step is to add more campuses and make this a new kind of MOOC — a network of schools working together with the same material but with individual instructors.

…

“It wasn’t about lectures or tests; it was about actually putting our work out there on social media and letting audience feedback be our guide. It was one of the few classes I’ve taken where I felt like my work was actually applicable toward real-life situations, instead of just being about a grade.”

…

Even if they don’t become social media editors, many have said they gained from having the knowledge of how to run an organization’s social channels.

Learning Ecosystems

History Channel bringing online courses to higher ed [Smith]

From Steelcase: How Classroom Design Affects Student Engagement

A new, very sharp, incredibly well-designed collaborative workspace in Grand Rapids, MI (USA)

10 disruptive cloud innovations for schools [Samuel]

International Journal of Advanced Corporate Learning (iJAC) — latest issue now available

The collaborative consumption & the sharing economy — what are the implications for teaching & learning?

Categories

Tags