Fed’s $4 trillion in assets draws lawmakers’ scrutiny — from bloomberg.com by Jeff Kearns

Excerpt:

The Federal Reserve’s balance sheet is poised to exceed $4 trillion, prompting warnings its record easing is inflating asset-price bubbles and drawing renewed lawmaker scrutiny just as Janet Yellen prepares to take charge.

From DSC:

  • What does it mean that the Fed has close to $4 trillion in assets? So what? What implications/effects might that have?
  • What is easing?
  • Why is easing good or bad? When does one know when to stop the easing?
  • Why does Wall Street pay very close attention to what Ben Bernanke says?  Is that a good thing or a bad thing?
  • What do you think…does Main Street know what’s happening as thoroughly as Wall Street does?

 

 

 

StudentHomelessness-Dec2013

 

 

From DSC:
Paraphrasing some great insight from my father-in-law over Thanksgiving, it’s hard to worry about the Pythagorean Theorem when you are wondering where you are going to get your next meal…or when you are freezing cold…or when…

 

 

 

Also, from edSurge:

Pause for a moment.

Amid the exams, crush of shopping, heady aroma of cookies and glittering lights, take a breath.

Think of those whom you love. See their eyes; imagine their touch. Better–if you can hold them this week, of all weeks, hold them tight. Children die all over the world, not just in small Connecticut towns. Honor them–wherever they are, honor the courage of their families and friends. Do something kind and share it, via #26Acts, a stream of tweets about acts of kindness in memory of those lost. Forgive someone. Then fight for peace.

 
 

Changing education from the ground up published on Jul 18, 2013; with thanks to Mr. Michael Haan, from Calvin College’s IT Department, for the resource
Sir Ken Robinson addresses the fundamental economic, cultural, social and personal purposes of education. He argues that education should be personalised to every student’s talent, passion, and learning styles, and that creativity should be embedded in the culture of every single school.

 

ChangingEdFromGroundUpSirKenRobinson-July2013

 

 

 

 

Is connectivity a human right? — by Mark Zuckerberg

Also see:

 

internetdotorg-august2013

 

 

 

 

Employment & Sustainability:  Report of the Cornell ILR School 2013 Roundtable on Employment and Technology — from ilr.cornell.edu

Excerpt:

The Great Recession has compounded the ongoing forces of technological change and globalization to drive an even more profound transformation in the relationships between Americans and work. Jobs are disappearing, skill sets are a moving target and the evolving concept of earning a sustainable living is becoming increasingly complex and, for many, increasingly remote.

The Cornell ILR School, a renowned leader in advancing the world of work, recognizes that today’s and tomorrow’s challenges demand a new paradigm, one that joins together the many highly educated – but also siloed – discussions about employers’ use of new technologies and the impact on quality job creation.

On April 12, 2013, the ILR School convened 40 economists and engineers, academics and corporate executives, social scientists and philanthropists, policy makers and journalists and statisticians in a ground-breaking, cross-sector, invitation-only dialogue. It was a day full of agreement, fervently diverse opinions and insights – notably that most participants had never before discussed these issues with such a varied group of stakeholders, and that the country’s best hope for reaping widespread gains from technological progress rests on continuing and expanding such discourse.

 

Also see:

Should we fear “the end of work”? — from pbs.org by Frank Koller

Excerpts (emphasis DSC):

Key points raised and addressed:

  • Technological advancement and globalization are significantly impacting U.S. jobs and raising the risk that more and more U.S. workers will be caught “in the middle” as jobs migrate to higher-skill and lower-skill work.
  • Collection of U.S. economic data for measuring work and the labor market is not keeping pace with the rapidly changing world of work.
  • As globalization and technology make it more efficient for companies to engage fewer U.S. workers, and more of them in countries such as India and China, these forces are also changing the U.S. innovation advantage.
  • Current conceptualization of Corporate Social Responsibility isn’t enough.

Overall, there was widespread agreement that a much broader and more vigorous national discussion is needed regarding the short- and longer-term impacts of technological advances on the nature of work, the creation and elimination of jobs, and the ability of U.S. workers to earn a sustainable living.

“There is a real need for corporate leadership, and there is a need for accountability. When companies engage in productivity layoffs with record profitability, unprecedented levels of cash and all-time-high stock prices, no one in the media says, ‘Isn’t this terrible?’ No political leader speaks up to protest. We don’t hear anything from the labor unions. The companies are applauded for it because they’re cutting costs and improving profitability, and that’s supposedly what a company exists for. But it’s not that simple. They do have other responsibilities.”

“In terms of a market failure, it’s the reality that it’s not in the interests of any individual firm in the United States to try to solve the jobs problem. So, we’ve got to figure out a way to deal with that…and the only way that you solve this is by getting people and institutions and organizations to work together, to engage these issues collectively.

“It’s about an institutional failure over the last 30 years. With the decline of the labor movement, you’ve seen a lot of institutions go downhill equivalently. We don’t see the kind of dialogue, we don’t see the enforcement of our social norms and social policies that discipline corporations, and that really provided the kind of collective spreading of wage patterns and wage norms across the society.

“We’ve got to rebuild those, but we can’t try to rebuild them in an old-fashioned way. Now we’re in a more digital economy, a more knowledge-based economy, and we need to invent the new institutions that will cut across and aggregate these interests to address these challenges. We’ve got to get the education community working with business and employers, working with labor and civil society.

“I’m not a believer that technology is going to naturally eliminate jobs and cut income, but if we don’t do anything about it, if we just leave it, as we have, to individual market forces and to individual corporate actions and to individual technology innovations, then that’s probably where we are headed.

 

 

 

StudentLoanDebt-6-30-13-USAToday

.

From DSC:
When I see this type of graphic, I can:

 

 

4 ways higher ed has changed, post recession — from the Associated Press (via ABC News in this case) by Justin Pope, AP Education Writer

Excerpt:

More urgent. More crowded. More expensive. Also, more flexible and accessible to millions.

That, in a nutshell, is how higher education has changed around the world in the wake of the global financial crisis that struck five years ago, and the Great Recession that followed.

Here’s how it happened…

Oceans of innovation: The Atlantic, the Pacific, global leadership and the future of education — from the Institute for Public Policy Research by Sir Michael Barber, Katelyn Donnelly and Saad Rizvi; with thanks to Stephen Harris (@Stephen_H) for posting this on Twitter

Description (emphasis DSC):

‘The economic and educational achievements of the Pacific region in the past 50 years are spectacular – unprecedented in fact. They lay a foundation for the next 50 years – a much better foundation than exists in many Atlantic systems – but the mix of factors that brought those achievements will not be capable of meeting the challenge ahead.’

This long essay by Sir Michael Barber, Katelyn Donnelly and Saad Rizvi assumes the near certainty that the Pacific region will take primary leadership of the global economy in the near future and explores the implications for their education systems, calling for a ‘whole-system revolution’ in the structure and priorities of teaching and learning in the region.

‘What is clear, though, is that education – deeper, broader and more universal – has a significant part to play in enabling humanity to succeed in the next half century. We need to ensure that students everywhere leave school ready to continue to learn and adapt, ready to take responsibility for their own future learning and careers, ready to innovate with and for others, and to live in turbulent, diverse cities. We need perhaps the first truly global generation; a generation of individuals rooted in their own cultures but open to the world and confident of their ability to shape it.

‘The growing pace of change and increasing complexity mean that global leadership will no longer be merely about summits behind closed doors. In an era of transparency, leaders will find themselves constantly in dialogue with those they purport to lead. Meanwhile, innovations which transform societies can and will happen anywhere. Leadership, in short, will be widely dispersed and will require increasing sophistication.’

 

From DSC:
Let’s help students identify, design, and develop their own businesses while they are still in K-20.  We could provide them with mentoring, guidance, and teams of specialists from their “classmates” — wherever those classmates may be.

This business of studying for the standardized tests seems to fall far short of what the next generation will need to survive and thrive in the new global economy.  With the dropout rates being what they are, it doesn’t appear that our current educational systems (at least in the U.S.) will get us to the place where our students are innovative, inventive, and are able to freelance with confidence — where they own their own learning, are engaged and motivated to learn, where they learn how to learn and know where to go to access the relevant streams of content that are flowing (constantly) by them.  unleashed to be far more creative and entrepreneurial.

.

 

OceansOfInnovation-IPPR-August2012

 

 

Is content the new currency? — from fastcocreate.com by Geoffrey Colon

.

Also see:

 

Charting technology’s new directions: A conversation with MIT’s Erik Brynjolfsson — from mckinsey.com
A leading expert explores the new relationship between man and machine and the challenges that emerge when innovation is decoupled from growth in jobs and incomes.

The Internet of Things: When GE sees a $ trillion opportunity, you might want to take it seriously. — from thebln.com by Mark Littlewood
.

— The link/posting above is from March 12, 2013
— The item below is from November 26, 2012

Some sample images:

IndustrialInternet-Nov2012

 

Visualizing the future urban world — from fastcoexist.com by Ariel Schwartz
A new app called Urban World beautifully projects how cities around the world are going to explode in growth and economic power by 2025.

 

Also see:

 

UrbanWorld-March2013

From DSC:
While I think MOOCs have a ways to go, I continue to support them because they are forcing higher ed to innovate and experiment more.  But the conversation continues to move away from traditional higher ed, as the changes — especially the prices — aren’t changing fast enough.

Besides President Obama’s repeated promptings for higher to respond and to become more cost effective — as well as his mentioning that the U.S. Government will be pursuing new methods of accreditation if the current institutions of higher ed don’t respond more significantly — here is yet another example of the conversation moving away from traditional higher ed.

I wonder…
How small/large is the window of time before traditional higher ed is moved into the “Have you driven a Ford lately?” mode…? 
It seems that it’s much harder to get customers to come back once they’ve lost their trust/patience/belief/support/etc. in an organization or institution.  As Ford has shown, it can be done, but my point is that there is danger in the status quo and broken business relationships can take a long time to heal — while opening up opportunities for others to step in (such as Toyota, Honda, and others in the case of the automotive industry).

Again, we see whether in higher ed, K-12, or in the corporate world, the key thing is to learn how to build one’s own learning ecosystem.

 

 

With thanks to Stephen Downes for mentioning the item below in his presentation here.

 

MyEducationPath-Feb2013

 

MyEducationPath2-Feb2013

 

MyEducationPathDSC-Feb2013

 

 

Other examples of the conversation moving away from traditional higher ed:

  • Educating the Future: The End of Mediocrity –by Rob Bencini
    Students facing uncertain future opportunities (but very certain debt loads) may increasingly turn away from private colleges and universities that offer little more than a diploma. Instead, they’ll seek more-affordable alternatives for higher education, both real and virtual.
  • The Half-Life of a College Education — from futuristspeaker.com by Thomas Frey
    Excerpt:
    6.) Expanding number of long tails courses – In much the same way “hit” television shows attract millions of viewers while niche TV shows are proliferating, far more niche courses will be developed as traditional college gatekeepers get circumvented.

 


From DSC:
First, what prompted the questions and reflections that are listed below?  For that, I turn to some recent items that I ran across involving the use of robotics and whether that may or may not be affecting employment:


 

The work of Erik Brynjolfsson and Andrew McAfee; for example their book Race Against the Machine

Excerpt of description:

But digital innovation has also changed how the economic pie is distributed, and here the news is not good for the median worker. As technology races ahead, it can leave many people behind. Workers whose skills have been mastered by computers have less to offer the job market, and see their wages and prospects shrink. Entrepreneurial business models, new organizational structures and different institutions are needed to ensure that the average worker is not left behind by cutting-edge machines.

 

How to freak out responsibly about the rise of the robots — from theatlantic.com by Derek Thompson
It’s fun to imagine an economy where machines are smarter than humans. But we don’t need  an artificial crisis over artificial intelligence.

Excerpt:

Let’s say it upfront: Technology can replace jobs and (at least temporarily) increase income inequality. From the spinning jenny to those massive mechanical arms flying wildly around car assembly lines, technology raises productivity by helping workers accomplish more in less time (i.e.: put a power drill in a human hand) and by replacing workers altogether (i.e.: build a power-drilling bot).

What ails us today isn’t a surplus of robots, but a deficit of demand. Yes, we have a manufacturing industry undergoing a sensational, but job-killing, productivity revolution — very much like the one that took farm employment from 40 percent in 1900 to less than 5 percent today. But the other nine-tenths of the economy are basically going through an old-fashioned weak-but-steady recovery, the kind that hundreds of years of financial crises would predict.

 

America has hit “peak jobs” — from techcrunch.com by Jon Evans

Excerpt:

“The middle class is being hollowed out,” says James Altucher. “Economists are shifting their attention toward a […] crisis in the United States: the significant increase in income inequality,” reports the New York Times.

Think all those job losses over the last five years were just caused by the recession? No: “Most of the jobs will never return, and millions more are likely to vanish as well, say experts who study the labor market,” according to an AP report on how technology is killing middle-class jobs.

 

Technology and the employment challenge — from project-syndicate.org by Michael Spence

Excerpt:

MILAN – New technologies of various kinds, together with globalization, are powerfully affecting the range of employment options for individuals in advanced and developing countries alike – and at various levels of education. Technological innovations are not only reducing the number of routine jobs, but also causing changes in global supply chains and networks that result in the relocation of routine jobs – and, increasingly, non-routine jobs at multiple skill levels – in the tradable sector of many economies.

 

 

Man vs. robot — from macleans.ca by Peter Nowak

.

industrial-robots

 

 

.


Secondly, some reflections (from DSC)


I wonder…

  • What types of jobs are opening up now? (example here)
  • What types of jobs will be opening up soon? How about in 3-5 years from now?
  • Should these trends affect the way we educate and prepare our kids today? 
  • Should these trends affect the way we help employees grow/reinvent themselves?

Again, for me, the answer lies at least partly in helping people consistently obtain the knowledge that they need — i.e. to help them build, grow, and maintain their own learning ecosystems — throughout their lifetimes.  We need to help people dip their feet into the appropriate streams of content that are constantly flowing by.

Perhaps that’s one of the key new purposes that K-12, higher ed, and the corporate training departments out there will play in the future as they sift through the massive amounts of information coming at us to help individuals identify:
.

  • What are the most effective tools — and methods — that people can use to connect with others?
    (Then allow folks to pick what works best for them. Current examples: blogging/RSS feeds, Twitter, social bookmarking.)
    .
  • Who are some of the folks within each particular discipline/line of work that others (who want to learn about those disciplines) should know about?
    .
  • What trends are coming down the pike and how should we be preparing ourselves — and/or our organizations — for those changes?
    .

 

© 2025 | Daniel Christian