.
Addendum on 1-20-11:
The future of the TV is online — from telegraph.co.uk
Your television’s going to get connected, says Matt Warman
On 01/15/2011,
in blended learning, budgets, education reform, hybrid learning, K-12 related, online learning,
by Daniel Christian
A Big Idea: Blended CBO — from EdReformer.com by Tom Vander Ark
The nation received a friendly ‘C’ in the annual state of the nation last week. We need quality at scale and there is finally a way achieve it.
More than two million students learn online. The scaled providers (Apex, K12, Connections, Florida Virtual, NC Virtual, and Lincoln Interactive to name a few) could triple in size given 60 days notice and do it with consistent quality. We’ve never had an opportunity like that; it’s only local and state policy that stands in the way of better learning opportunities for several million kids and fast.
Community–based organizations (CBO) build powerful sustained relationships with youth, engage them in developmental activities, and connect them to youth and family services. Many of them are frustrated by working around struggling schools.
If we combine the two assets—online instruction and powerful community connections—we get one big scalable idea: blended CBOs. A blended school model incorporates online learning and onsite support in ways that are often more flexible and cost effective than traditional schools.
Michael Robbins, Department of Education’s Office of Faith-Based Partnerships, is interested in expanding the educational impact of CBOs. He thinks blended CBOs is a big idea. Over breakfast at DC’s Tabard Inn, Michael and I sketched out a couple ways this idea could scale:
On 01/15/2011,
in Australia, budgets, economics, education reform, Europe, global / globalization, India, K-12 related, Michigan, online learning, open courseware and systems, relationships, UK, United States,
by Daniel Christian
Half of Detroit’s schools may close — from good.is
Financial mismanagement and declining enrollment are ringing a death knell for Detroit’s schools. According to Detroit Public School Emergency Manager Robert Bobb, to close a $327 million budget deficit, he’ll need to shut half of the city’s campuses over the next two years.
Under the plan, the 142 current schools in the district would be reduced to 72 by the 2012-13 school year. What will happen to the students attending those schools? Bobb plans to shift them over to the remaining campuses, raising class sizes to 62 students per teacher.
From DSC:
Seriously…this is crazy and completely unfair! Those of us who have more resources need to step in and help out. But how can we best do this? How can folks outside of the Detroit area make a solid, helpful impact? Coming from the tech side of the house, I’d like to see us offer FREE materials…online.
That assistance could come from private corporations, individuals, colleges, universities or for-profit organizations such as K12 Inc. Another idea along the lines of individuals, is to allocate $1-$5 billion from the amounts being donated by some of the nation’s wealthiest people. Use those funds to make outstanding educational materials that engage our youth. Then we could offer those incredibly-well done, multimedia-based, interactive, engaging, highly-sophisticated materials FREELY to anyone who wants access to them — whether inside or outside the United States. This would be a massive undertaking from a curricular, instructional design, programming, production, etc. standpoint. But WOW! What a difference it could make to level the playing field!
Perhaps working with vendors, some of the funding could be used for loaning out the devices needed to “play” and interact with the materials, and perhaps some other funding could be allocated to the city of Detroit to provide wireless access throughout the city and surrounding suburbs.
Also see:
The $600 billion challenge– from Fortune
Bill Gates, Melinda Gates, and Warren Buffett are asking the nation’s billionaires to pledge to give at least half their net worth to charity, in their lifetimes or at death. If their campaign succeeds, it could change the face of philanthropy.
On 01/15/2011,
in change, changing business models, dangers of the status quo, digital textbooks, disruption, education reform, education technology, elearning, new business models, online learning, online media, open courseware and systems, publishing, tools, vendors,
by Daniel Christian
100+ online resources that are transforming education — from Mashable
On 01/15/2011,
in change, disruption, education reform, education technology, game-changing environment, internet,
by Daniel Christian
“Predicting the future of the Internet is easy: anything it hasn’t yet dramatically transformed, it will.” — from Chris Dixon
The Internet has gone through fits and starts – in particular the dot com crash of 2000 disillusioned many – but every year we see it transform industries that previously sauntered along blissfully denying its existence (emphasis DSC). Already transformed: music, news, advertising, telecom. Being transformed: finance, commerce, TV & movies, real estate, politics & government. Soon to be transformed (among many others): healthcare, education, energy.
From DSC:
I used to think education was “on-deck” — but not anymore. It’s at bat.
On 01/10/2011,
in 21st century, 24x7x365 access, analytics, education, education reform, Google, innovation, online learning, personalized/customized learning,
by Daniel Christian
Is the Google-fication of education underway? — from cnnmoney.com by Scott Olster (emphasis below from DSC)
Among tablets and 3D TVs at CES, one-size-fits-all learning is facing a digital death knell.
Excerpt:
Similar to the way that Google collects data based on its users’ search patterns, Knewton collects data from every student that has taken one of its courses and uses it to improve its courses. Eduational content that achieves better student results will then be ranked higher in the system and be used more often. Ideally, the system becomes smarter and better over time.
“It’s like a giant recommendation engine on steroids,” says Ferreira.
The data that the company collects could potentially prove useful to educational researchers.
“We’re still trying to map out the way people learn. Collecting more data rather than looking at course grades is a welcome change,” says Miller.
On 01/10/2011,
in change, education reform, education technology, future, game-changing environment, higher education, innovation, K-12 related, learning ecosystem, pace of change, play, social learning / networks, social media, teaching & learning, vision/possibilities,
by Daniel Christian
.
Original posting from:
A New Culture of Learning — weblogg-ed.com
Addendum on 1-31-11:
I just saw this posting from Catherine Lombardozzi on the Learning Journal blog, as she comments on Thomas’ & Seely Brown’s book. She concludes:
“I’m thinking that the new culture of learning doesn’t replace the old, it enriches it.”
See:
http://learningjournal.wordpress.com/2011/01/30/thenew-culture-of-learning/
On 01/04/2011,
in budgets, business side of he, education, education reform, future of higher education, game-changing environment, higher education, K-12 related, legislatures / government / legal,
by Daniel Christian
Policy, Fiscal Challenges Confront State Officials — from EdWeek.org by Sean Cavanagh
Governor Jerry Brown addresses the audience after he was sworn-in as
California’s 39th Governor in Sacramento, Calif. on Jan. 3.
Brown has warned school officials to expect deep reductions
as the state struggles with a $28 billion two-year deficit.
—Anne Chadwick Williams/AP
California’s 39th Governor in Sacramento, Calif. on Jan. 3.
Brown has warned school officials to expect deep reductions
as the state struggles with a $28 billion two-year deficit.
—Anne Chadwick Williams/AP
.
Also see:
- Higher Education Faces Deep Cuts In Some States — from the HuffingtonPost.com
- Colleges to Confront Deep Cutbacks — from The Chronicle
In states where new governors pledge no new taxes, higher-education budgets will suffer - States Coax Veteran Professors to Retire as Budget Cuts Loom — from Bloomberg.com
On 01/03/2011,
in education, education reform, game-changing environment, generational differences, global / globalization, trends,
by Daniel Christian
Time for education innovation— from edReformer.com by Tom Vander Ark (emphasis DSC)
The growth of media and communications technology, the rise of a new generation of students and teachers equipped to use technology, and the shifts within schools and educational systems themselves create new fertile ground for education innovation. Taken all together these major changes can be understood as The Big Shifts in education.
The Big Shifts are comprised of the Technology Shift, the Global Shift, and the Learning Shift.
On 12/27/2010,
in change, dangers of the status quo, education reform, future, game-changing environment, innovation,
by Daniel Christian
A Dickens of a Year — from neXtedu
Quoting from this posting:
“My take is that in 2020, with perfect hindsight vision, 2010 is going to be viewed as the year when education change and innovation launched into orbit. Many have said that we need a “Sputnik” moment in education—I think we just had a Neil Armstrong “one small step for man-one giant step for mankind’ year for the learning industry.
On 12/23/2010,
in change, disruption, education, education reform, future, United States,
by Daniel Christian
On 12/22/2010,
in education, education reform, K-12 related, leadership, strategy, student-related,
by Daniel Christian
On 12/20/2010,
in 21st century, 24x7x365 access, education reform, leadership, learning, lifelong learning, personalized/customized learning, strategy, vision/possibilities,
by Daniel Christian
Table of Contents
Executive Summary
Introduction
Building a Knowledge-Based Society
The Needs of a Knowledge-Based Society
Case Study: Finland
Vision of Education for the 21st Century
Case Study: Singapore
How Would the System Function?
Case Study: China
Shifting Roles
Conclusion
Appendix A – Measuring 21st Century Skills
Numeracy and Mathematics
Reading Literacy
Creativity
ICT/Technological Literacy
Digital Literacy
Appendix B – Consultations & Acknowledgments
Appendix C – PTC Members & Staff
Bibliography
Some quotes:
From Learning Information to Learning to Learn:
The system must place greater emphasis on the learning of skills over the learning of content.
From Data to Discovery:
Content will have to evolve constantly, not only to remain relevant but so students are ready to deal with how rapidly information changes in a knowledge-based society.
From One Size Fits All to Tailored Learning:
As students progress they will increasingly access and engage with their own content, at their own pace of learning and take an increasing role in charting a path best suited to those talents, interests and abilities.
From Testing to Assess to Assessing to Learn:
Technology allows educators and students to assess progress more regularly than with traditional classroom assessments and to identify and address each student’s challenges as they arise. This is in contrast to tests and exams that measure what a student learned at the end of an instructional unit by which time it is often too late to address shortcomings.
From Classroom Learning to Lifelong Learning:
Lifelong learning can be encouraged by incorporating aspects of a student’s life outside of school into their education.
How would the system function?
- A Blended System:
The system would have a mixture of face-to-face classroom and online learning. It would also incorporate the immense range of learning opportunities outside the classroom. Some students would prefer a heavier emphasis on classroom learning while others may prefer the options of online learning. There has already been a strong uptake of online learning in BC. - Access to Learning Objects and Teaching Tools:
Technology allows for better access to learning objects, teaching tools, and information. This is important for students, parents and teachers to collaborate in creating an individualised learning path that incorporates the information they need to know in more customised ways. - Open Access to Information Systems:
Students need to be able to access information. Unfettered (but not unguided) access will allow them to learn and to teach themselves as they go forward. Furthermore, access to information will allow students to make informed decisions about their interests and understand the implications of new information for potential career decisions. - Constant Feedback and Assessment:
While the system will be more flexible, there is a need for assessment based standards that will be higher in the future than they are today. Technology can provide new options for assessment and improving learning outcomes. In particular it allows for timely assessment so that students, parents and teachers can be informed during, not after, learning and in ways that allow for correction and celebration.