What a future, powerful, global learning platform will look & act like [Christian]


Learning from the Living [Class] Room:
A vision for a global, powerful, next generation learning platform

By Daniel Christian

NOTE: Having recently lost my Senior Instructional Designer position due to a staff reduction program, I am looking to help build such a platform as this. So if you are working on such a platform or know of someone who is, please let me know: danielchristian55.com.

I want to help people reinvent themselves quickly, efficiently, and cost-effectively — while providing more choice, more control to lifelong learners. This will become critically important as artificial intelligence, robotics, algorithms, and automation continue to impact the workplace.


 

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
  • 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)

Further details:
While basic courses will be accessible via mobile devices, the optimal learning experience will leverage two or more displays/devices. So while smaller smartphones, laptops, and/or desktop workstations will be used to communicate synchronously or asynchronously with other learners, the larger displays will deliver an excellent learning environment for times when there is:

  • A Subject Matter Expert (SME) giving a talk or making a presentation on any given topic
  • A need to display multiple things going on at once, such as:
  • The SME(s)
  • An application or multiple applications that the SME(s) are using
  • Content/resources that learners are submitting in real-time (think Bluescape, T1V, Prysm, other)
  • The ability to annotate on top of the application(s) and point to things w/in the app(s)
  • Media being used to support the presentation such as pictures, graphics, graphs, videos, simulations, animations, audio, links to other resources, GPS coordinates for an app such as Google Earth, other
  • Other attendees (think Google Hangouts, Skype, Polycom, or other videoconferencing tools)
  • An (optional) representation of the Personal Assistant (such as today’s Alexa, Siri, M, Google Assistant, etc.) that’s being employed via the use of Artificial Intelligence (AI)

This new learning platform will also feature:

  • Voice-based commands to drive the system (via Natural Language Processing (NLP))
  • Language translation ?(using techs similar to what’s being used in Translate One2One, an earpiece powered by IBM Watson)
  • Speech-to-text capabilities for use w/ chatbots, messaging, inserting discussion board postings
  • Text-to-speech capabilities as an assistive technology and also for everyone to be able to be mobile while listening to what’s been typed
  • Chatbots
    • For learning how to use the system
    • For asking questions of – and addressing any issues with – the organization owning the system (credentials, payments, obtaining technical support, etc.)
    • For asking questions within a course
  • As many profiles as needed per household
  • (Optional) Machine-to-machine-based communications to automatically launch the correct profile when the system is initiated (from one’s smartphone, laptop, workstation, and/or tablet to a receiver for the system)
  • (Optional) Voice recognition to efficiently launch the desired profile
  • (Optional) Facial recognition to efficiently launch the desired profile
  • (Optional) Upon system launch, to immediately return to where the learner previously left off
  • The capability of the webcam to recognize objects and bring up relevant resources for that object
  • A built in RSS feed aggregator – or a similar technology – to enable learners to tap into the relevant “streams of content” that are constantly flowing by them
  • Social media dashboards/portals – providing quick access to multiple sources of content and whereby learners can contribute their own “streams of content”

In the future, new forms of Human Computer Interaction (HCI) such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) will be integrated into this new learning environment – providing entirely new means of collaborating with one another.

Likely players:

  • Amazon – personal assistance via Alexa
  • Apple – personal assistance via Siri
  • Google – personal assistance via Google Assistant; language translation
  • Facebook — personal assistance via M
  • Microsoft – personal assistance via Cortana; language translation
  • IBM Watson – cognitive computing; language translation
  • Polycom – videoconferencing
  • Blackboard – videoconferencing, application sharing, chat, interactive whiteboard
  • T1V, Prsym, and/or Bluescape – submitting content to a digital canvas/workspace
  • Samsung, Sharp, LCD, and others – for large displays with integrated microphones, speakers, webcams, etc.
  • Feedly – RSS aggregator
  • _________ – for providing backchannels
  • _________ – for tools to create videocasts and interactive videos
  • _________ – for blogs, wikis, podcasts, journals
  • _________ – for quizzes/assessments
  • _________ – for discussion boards/forums
  • _________ – for creating AR, MR, and/or VR-based content

 

 

AIG teams with IBM to use blockchain for ‘smart’ insurance policy — from reuters.com by Suzanne Barlyn

Excerpt (emphasis DSC):

Insurer American International Group Inc has partnered with International Business Machines Corp to develop a “smart” insurance policy that uses blockchain to manage complex international coverage, the companies said on Wednesday.

AIG and IBM completed a pilot of a so-called “smart contract” multi-national policy for Standard Chartered Bank PLC which the companies said is the first of its kind using blockchain’s digital ledger technology.

IBM has been partnering with leading companies in various industries, including Danish transport company Maersk, to create blockchain-based products that can streamline complex international dealings across sectors.

 

Blockchain technology, which powers the digital currency bitcoin, enables data sharing across a network of individual computers. It has gained worldwide popularity due to its usefulness in recording and keeping track of assets or transactions across all industries.

 

 

From DSC:
Why post this item? Because IBM and others are experimenting with and investing millions into blockchain-based technologies; and because the manner in which credentials are stored and recognized will most likely be significantly impacted by blockchain-based technologies. Earlier this year at the Next Generation Learning Spaces Conference in San Diego, I mentioned that this topic of blockchain-based technologies is something that should be on our radars within higher education.

 

 

 

 

 

 

Veeery interesting. Alexa now adds visuals / a screen! With the addition of 100 skills a day, where might this new platform lead?

Amazon introduces Echo Show

The description reads:

  • Echo Show brings you everything you love about Alexa, and now she can show you things. Watch video flash briefings and YouTube, see music lyrics, security cameras, photos, weather forecasts, to-do and shopping lists, and more. All hands-free—just ask.
  • Introducing a new way to be together. Make hands-free video calls to friends and family who have an Echo Show or the Alexa App, and make voice calls to anyone who has an Echo or Echo Dot.
  • See lyrics on-screen with Amazon Music. Just ask to play a song, artist or genre, and stream over Wi-Fi. Also, stream music on Pandora, Spotify, TuneIn, iHeartRadio, and more.
  • Powerful, room-filling speakers with Dolby processing for crisp vocals and extended bass response
  • Ask Alexa to show you the front door or monitor the baby’s room with compatible cameras from Ring and Arlo. Turn on lights, control thermostats and more with WeMo, Philips Hue, ecobee, and other compatible smart home devices.
  • With eight microphones, beam-forming technology, and noise cancellation, Echo Show hears you from any direction—even while music is playing
  • Always getting smarter and adding new features, plus thousands of skills like Uber, Jeopardy!, Allrecipes, CNN, and more

 

 

 

 

 

 



From DSC:

Now we’re seeing a major competition between the heavy-hitters to own one’s living room, kitchen, and more. Voice controlled artificial intelligence. But now, add the ability to show videos, text, graphics, and more. Play music. Control the lights and the thermostat. Communicate with others via hands-free video calls.

Hmmm….very interesting times indeed.

 

 

Developers and corporates released 4,000 new skills for the voice assistant in just the last quarter. (source)

 

…with the company adding about 100 skills per day. (source)

 

 

 

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

 

 



 

Addendum on 5/10/17:

 



 

 

The 2017 Dean’s List: EdTech’s 50 Must-Read Higher Ed Blogs [Meghan Bogardus Cortez at edtechmagazine.com]

 

The 2017 Dean’s List: EdTech’s 50 Must-Read Higher Ed Blogs — from edtechmagazine.com by Meghan Bogardus Cortez
These administrative all-stars, IT gurus, teachers and community experts understand how the latest technology is changing the nature of education.

Excerpt:

With summer break almost here, we’ve got an idea for how you can use some of your spare time. Take a look at the Dean’s List, our compilation of the must-read blogs that seek to make sense of higher education in today’s digital world.

Follow these education trailblazers for not-to-be-missed analyses of the trends, challenges and opportunities that technology can provide.

If you’d like to check out the Must-Read IT blogs from previous years, view our lists from 2016, 2015, 2014 and 2013.

 

 



From DSC:
I would like to thank Tara Buck, Meghan Bogardus Cortez, D. Frank Smith, Meg Conlan, and Jimmy Daly and the rest of the staff at EdTech Magazine for their support of this Learning Ecosystems blog through the years — I really appreciate it. 

Thanks all for your encouragement through the years!



 

 

 

 

The Future of Jobs and Jobs Training — from by Lee Rainie and Janna Anderson
As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?

Excerpt:

Machines are eating humans’ jobs talents. And it’s not just about jobs that are repetitive and low-skill. Automation, robotics, algorithms and artificial intelligence (AI) in recent times have shown they can do equal or sometimes even better work than humans who are dermatologists, insurance claims adjusters, lawyers, seismic testers in oil fields, sports journalists and financial reporters, crew members on guided-missile destroyers, hiring managers, psychological testers, retail salespeople, and border patrol agents. Moreover, there is growing anxiety that technology developments on the near horizon will crush the jobs of the millions who drive cars and trucks, analyze medical tests and data, perform middle management chores, dispense medicine, trade stocks and evaluate markets, fight on battlefields, perform government functions, and even replace those who program software – that is, the creators of algorithms.

Several policy and market-based solutions have been promoted to address the loss of employment and wages forecast by technologists and economists. A key idea emerging from many conversations, including one of the lynchpin discussions at the World Economic Forum in 2016, is that changes in educational and learning environments are necessary to help people stay employable in the labor force of the future. Among the six overall findings in a new 184-page report from the National Academies of Sciences, the experts recommended: “The education system will need to adapt to prepare individuals for the changing labor market. At the same time, recent IT advances offer new and potentially more widely accessible ways to access education.”

 

 

In the next 10 years, do you think we will see the emergence of new educational and training programs that can successfully train large numbers of workers in the skills they will need to perform the jobs of the future?

 

 

 

 



From DSC:
The following questions (from the article) might be fodder for initial conversations regarding what changes need to immediately occur within higher education. Those changes might be to establish teams/task forces/etc. charged with answering these kinds of questions.

  • What are the most important skills needed to succeed in the workforce of the future?
  • Which of these skills can be taught effectively via online systems – especially those that are self-directed – and other nontraditional settings?
  • Which skills will be most difficult to teach at scale?
  • Will employers be accepting of applicants who rely on new types of credentialing systems, or will they be viewed as less qualified than those who have attended traditional four-year and graduate programs?

The following section further supports a vision that I’ve been tracking entitled, “Learning from the Living [Class] Room” — where I see the “New Amazon.com of Higher Education” unfolding. Blockchain-based technologies will likely be involved here.

A diversifying education and credentialing ecosystem: Most of these experts expect the education marketplace – especially online learning platforms – to continue to change in an effort to accommodate the widespread needs.  Some predict employers will step up their own efforts to train and retrain workers. Many foresee a significant number of self-teaching  efforts by jobholders themselves as they take advantage of proliferating online opportunities.

Respondents see a new education and training ecosystem emerging in which some job preparation functions are performed by formal educational institutions in fairly traditional classroom settings, some elements are offered online, some are created by for-profit firms, some are free, some exploit augmented and virtual reality elements and gaming sensibilities, and a lot of real-time learning takes place in formats that job seekers pursue on their own.

A considerable number of respondents to this canvassing focused on the likelihood that the best education programs will teach people how to be lifelong learners. Accordingly, some say alternative credentialing mechanisms will arise to assess and vouch for the skills people acquire along the way.

 

 

DC: Many societies around the globe are looking at massive change coming at them. What changes should those of us working in higher education begin to make — immediately? In the longer term?

 



 

 

These respondents suggest that workers of the future will learn to deeply cultivate and exploit creativity, collaborative activity, abstract and systems thinking, complex communication, and the ability to thrive in diverse environments.

 

 



 

Addendum on 5/6/17:

  • How to Prepare for an Automated Future — from nytimes.com by Claire Cain Miller
    Excerpt:
    We don’t know how quickly machines will displace people’s jobs, or how many they’ll take, but we know it’s happening — not just to factory workers but also to money managers, dermatologists and retail workers. The logical response seems to be to educate people differently, so they’re prepared to work alongside the robots or do the jobs that machines can’t. But how to do that, and whether training can outpace automation, are open questions.

 

 

 

Melbourne University to pilot blockchain based micro-credentialing system — from

Excerpt:

The University of Melbourne is all set to become the first Australian institution to trial blockchain technology.

Last week, the university announced that it is teaming up with Learning Machine, a US-based company associated with the Massachusetts Institute of Technology (MIT) Media Lab, to pilot a blockchain based micro-credentialing system, which will enable employers to verify those credentials quickly.

Speaking at the annual meeting of a data portability consortium in Melbourne last week, Pro Vice-Chancellor (Teaching and Learning) Professor Gregor Kennedy said the decision to pilot Learning Machine’s blockchain platform for micro-credentialing is based on supporting new types of learning recognition that are increasingly being demanded by students and employers in a globalised, digital world.

 

Credentials, Reputation, and the Blockchain — from er.educause.edu by J. Philipp Schmidt

Using the blockchain and strong cryptography permits creating certifications that put us in control of the full record of our achievements. Recipients can share a digital degree with an employer while providing trustworthy proof that the degree was in fact issued to the person presenting it. This raises interesting questions about the nature of recognizing and accrediting achievements.

 

Excerpt:

The trail of credentials and achievements that we generate throughout our lives says something about who we are, and it can open doors that allow us to become who we want to be. Some credentials, such as university degrees, count more than others. But all of these credentials represent experiences that are part of our lives, signals of our achievements, and markers of communities we belong to.

Our current, mostly analog system for managing credentials is slow, complicated, and relatively unreliable. Creating a digital infrastructure for certificates has many advantages, and new technologies like the blockchain offer exciting opportunities. The stakes are high, however, because such a system could grow to represent our professional reputations as well, creating or limiting opportunities. We need to be thoughtful about its design and the type of institutions we trust to govern it.

 



From DSC:
This is one of the topics I was trying to relay back in February in
our presentation at the 2017 NGLS Conference:

 

 

 

 



 

 

 

The Blockchain Revolution and Higher Education — from er.educause.edu by Don Tapscott and Alex Tapscott
The blockchain provides a rich, secure, and transparent platform on which to create a global network for higher learning. This Internet of value can help to reinvent higher education in a way the Internet of information alone could not.

Excerpt:

What will be the most important technology to change higher education? In our view, it’s not big data, the social web, MOOCs, virtual reality, or even artificial intelligence. We see these as components of something new, all enabled and transformed by an emerging technology called the blockchain.

OK, it’s not the most sonorous word ever, sounding more like a college football strategy than a transformative technology. Yet, sonorous or not, the blockchain represents nothing less than the second generation of the Internet, and it holds the potential to disrupt money, business, government, and yes, higher education.

The opportunities for innovators in higher education fall into four categories:

  • Identity and Student Records: How we identify students; protect their privacy; measure, record, and credential their accomplishments; and keep these records secure
  • New Pedagogy: How we customize teaching to each student and create new models of learning
  • Costs (Student Debt): How we value and fund education and reward students for the quality of their work
  • The Meta-University: How we design entirely new models of higher education so that former MIT President Chuck Vest’s dream can become a reality1

The blockchain may help us change the relationships among colleges and universities and, in turn, their relationship to society.

Let us explain.

 

What if there was an Internet of value — a global, distributed, highly secure platform, ledger, or database where we could store and exchange things of value and where we could trust each other without powerful intermediaries? That is the blockchain.

 

 

From DSC:
The quote…

In 2006, MIT President Emeritus Vest offered a tantalizing vision of what he called the meta-university. In the open-access movement, he saw “a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced.”

…made me wonder if this is where a vision that I’m tracking called Learning from the Living [Class] Room is heading. Also, along these lines, futurist Thomas Frey believes

“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. (source)

Blockchain could be a key piece of this vision.

 

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

 

Blockchain: Letting students own their credentials — from campustechnology.com by Dian Schaffhauser
Very soon this nascent technology could securely enable registrars to help students verify credentials without the hassle of ordering copies of transcripts.

Excerpt:

While truth may seem evasive on many fronts, a joint academic and industry effort is underway to codify it for credentialing. At the core of the effort is blockchain, a trust technology developed for bitcoin and used in solving other forms of validation between individuals and organizations. Still in its nascent stage, the technology could, within just a year or two, provide the core services that would enable schools to stop acting as if they own proof of learning and help students verify their credentials as needed — without waiting on a records office to do it for them.

 

From DSC:
This article reminded me of two of the slides from my NGLS 2017 presentation back from February:

 

 

 

Also see:

 

 

A smorgasboard of ideas to put on your organization’s radar! [Christian]

From DSC:
At the Next Generation Learning Spaces Conference, held recently in San Diego, CA, I moderated a panel discussion re: AR, VR, and MR.  I started off our panel discussion with some introductory ideas and remarks — meant to make sure that numerous ideas were on the radars at attendees’ organizations. Then Vinay and Carrie did a super job of addressing several topics and questions (Mary was unable to make it that day, as she got stuck in the UK due to transportation-related issues).

That said, I didn’t get a chance to finish the second part of the presentation which I’ve listed below in both 4:3 and 16:9 formats.  So I made a recording of these ideas, and I’m relaying it to you in the hopes that it can help you and your organization.

 


Presentations/recordings:


 

Audio/video recording (187 MB MP4 file)

 

 


Again, I hope you find this information helpful.

Thanks,
Daniel

 

 

 
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