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New items from Educause including “Finding New Business Models in Unsettled Times” [LeBlanc]

On 11/12/2014, in 21st century, business side of he, change, changing business models, colleges, competency-based learning/education, cost of getting a degree, dangers of the status quo, education technology, future of higher education, game-changing environment, higher education, innovation, leadership, MOOCs -- Massive Open Online Courses, new business models, online learning, reinvent, strategy, surviving, vision/possibilities, by Daniel Christian

Finding New Business Models in Unsettled Times — from Educause.com by Paul J. LeBlanc
If the core crisis in higher education is one of sustainability, being focused on the job to be done and having a grasp of the forces shaping higher education gives institutional leaders a new way to think about recasting their future.

Excerpts:

“What to do?” is the question that so many college and university presidents struggle with right now. We seem to be sitting at the heart of a perfect storm where a lot of things are happening faster than our ability to predict and strategize. We can respond to this stormy weather as medieval farmers did to the next day’s weather: by simply waiting to see what arrives and then taking action, often inadequately. Or we can recognize that we actually have the tools, the technology, and the know-how to reinvent U.S. higher education in ways that will address its current failings.

…

Those established entities that survive are able to harness the innovations and rethink their business models to better serve their customers. Those that eventually disappear typically adopted one of two strategies: (1) hunker down and hope to ride out the storm by doing more of the same; or (2) try a little of everything. Neither strategy works very well, and as a result, once-great and seemingly unassailable companies have disappeared or, at best, survived as mere shadows of themselves. That’s the scenario that many current critics of traditional higher education posit and even welcome, often pointing to other industries that have seen enormous disruption—music, publishing, journalism, and retailing—to presage the impending doom for traditional higher education.

…

But there is no one higher education to reinvent, and colleges and universities do no one job. Higher education encompasses the following purposes:

  • A coming-of-age higher education that meets the needs of recent high school graduates, usually providing a purposeful living/learning community that provides ample opportunities for self-discovery and growing up
  • A workforce-development higher education that focuses on working adults and that provides job and career opportunities while creating a talent pipeline for employers in a local economy
  • A research higher education that seeks to add to the store of human knowledge, creating breakthrough, innovative solutions to a wide range of problems
  • A status higher education that provides a value-added network of peers, as well as access to and maintenance of privilege and social status
  • A civic-good higher education that works to produce a more just and responsible society
  • A cultural-improvement higher education that creates and/or supports the arts and humanities and instills in its graduates the taste and refinement to support and appreciate the arts

…

The need to reinvent underlying business models is increasingly urgent.

.

Other items from Educause:

Flexible Option: A Direct-Assessment Competency-Based Education Model
The University of Wisconsin Flexible Option CBE model focuses on assessment rather than credit hours, letting students undertake academic work at their own pace and prove mastery of required knowledge and skills through rigorous assessments.

 

 

A Tuition-Free College Degree (EDUCAUSE Review) — by Shai Reshef

Excerpt:

First, brick-and-mortar institutions have expenses that virtual universities do not. So we don’t need to pass these expenses on to our students. We also don’t need to worry about capacity. There are no limits on the number of seats in a virtual university: nobody needs to stand at the back of the lecture hall. In addition, through the use of open educational resources and through the generosity of professors who are willing to make their materials accessible and available for free, our students do not need to buy textbooks. Even professors, the most expensive line in any university balance sheet, come free to our students. More than 3,000 higher education professionals—including presidents, vice chancellors, and academic advisors from top colleges and universities such as NYU, Yale, Berkeley, and Oxford—are on-board to help our students. Finally, we believe in peer-to-peer learning. We use this sound pedagogical model to encourage our students from all over the world to interact and to study together and also to reduce the time required from professors for class assignments.

…

Five years ago, University of the People was a vision. Today, it is a reality. In February 2014, we were awarded the ultimate academic endorsement of our model: University of the People is now fully accredited. With this accreditation, it is time for us to scale up. We have demonstrated that our model works. I now invite colleges and universities and, even more important, the governments of developing countries to replicate this model to ensure that the gates to higher education will open ever more widely. A new era is coming—an era that will witness the disruption of the current model of higher education, changing the model from one that is a privilege for the few to one that is a basic right, affordable and accessible for all.

See:

https://www.uopeople.edu/programs/online-bachelor-degree-programs/

 

 

Beyond the MOOC Model: Changing Educational Paradigms — by James G. Mazoue
Four trends – MOOC-based degrees, competency-based education, the formalization of learning, and regulatory reform – are shifting educational practice away from core tenets of traditional education, indicating not a transient phenomenon but rather a fundamental change to the status quo.

Excerpt:

According to Georgia Tech’s recent survey, initial reviews from the first cohort of OMS CS students are positive: 93 percent recommend the program to others and nearly two-thirds said their experience exceeds their expectations. If data from the OMS CS show that MOOC-based degrees are viable, others will follow with an array of offerings that will compete directly with on-campus programs.

Some may quibble that the $6,600 OMS CS is not modeled on real MOOCs because of its price tag. However, this misses the larger point: namely, that a quality online degree offered at scale for a nominal or greatly reduced cost is a more attractive alternative for many students than an on-campus degree. In deference to purists who might balk at calling a degree program that charges tuition a MOOC, we can call it a MOD (for Massive Online Degree). Whatever we call it, it will be bad news for on-campus degree programs. With competition, we can expect a MOD’s cost to go down; it is not unreasonable to think that it might go down to a negligible amount if cost recovery shifts from charging students for the acquisition of knowledge to a model based on learning assessment and credentialing. In the end, students — if we let them — will be the ones who decide whether a MOD’s value outweighs the additional cost of an on-campus degree.

…

Far from fading into oblivion, data show that MOOCs are in fact increasing in global popularity.  The case for dismissing MOOCs as an educational alternative, therefore, has yet to be made.

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Impacts of MOOCs on Higher Education [Dulin Salisbury]

On 10/23/2014, in business side of he, change, changing business models, future of higher education, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, new business models, organizational change, pedagogy, strategy, universities, vision/possibilities, by Daniel Christian
Impacts of MOOCs on Higher Education — from insidehighered.com by Allison Dulin Salisbury

Excerpt:

An international group of higher education institutions—including UT Arlington, Stanford University, Hong Kong University and Davidson College—convened by learning researcher and theorist George Siemens gathered last week to explore the impacts of MOOCs on higher education (full list of participating institutions below).

The takeaway? Higher education is going digital, responding to the architecture of knowledge in a digital age, and MOOCs, while heavily criticized, have proven a much-needed catalyst for the development of progressive programs that respond to the changing world.

After sharing challenges, key innovations and general impacts, we were collectively awed by our similarities. Sure, Harvard and Stanford have larger budgets and teams, and the Texas system is, well, a system, while Davidson College enrolls a little under 2,000 students; yet, these fundamentally different institutions voiced similar challenges in their transitions to digital environments.

During a wide-ranging, engaging conversation, participants focused on themes that have to do with organizational change, the state of higher education, and what it is we want our purpose to be—collectively—over the coming years.

Here are a few of the effects MOOCs have had on our colleges or universities:

 

From DSC:
Thanks George for your continued work and assistance in helping higher education adapt, change, and improve our outcomes (as well as adding your expertise towards teaching and learning, tools, and/or pedagogies).

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Companies creating their own academies/schools: 2 recent examples

On 10/13/2014, in corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, digital learning, disruption, future of higher education, game-changing environment, higher education, innovation, online learning, pace of change, personalized/customized learning, training / L&D, workplace, by Daniel Christian

From DSC:
Last week, I ran across 2 postings that involved companies creating their own platforms and methods of educating and training folks — especially for their own industry and their own business needs.  They were:

 

 

IDEO-Online-EducationBeta-Oct2014

 

 

 

YieldrAcademy-Sept2014

 

 

 

A relevant aside/excerpt from Learning TRENDS by Elliott Masie – October 10, 2014  | #851 – Updates on Learning, Business & Technology

  1. Stephen Colbert – “Appointment TV” – Carol Burnett Perspective: Last night, a fun convergence happened between the Stephen Colbert TV Show, Learning, Carol Burnnett and Appointment TV.

As you may know, MASIE Productions is co-producing Love Letters – Starring Carol Burnett starting tomorrow on Broadway. She was interviewed on the Colbert TV Show and asked about the change in how people watch and consume media and content.

Stephen Colbert noted that when her show was on decades ago, she had 50 million viewers each week for the Carol Burnett Show. Carol noted:

* Every Saturday night there were these shows on in row: Archie Bunker, MASH, Mary Tyler Moore, Bob Newhart, Carol Burnett

* She joked that, back then – in 1967 – “There was only 1 channel on TV” – though there were only a few 🙂

* But, she said that the difference was that it was “APPOINTMENT TELEVISION” – People made a plan, to sit together with family and friends, and watch a show together – as others did at the same time around the country.

I loved her phrase “APPOINTMENT TELEVISION”.  In relates directly to Learning.  Much of what we did, for decades, was “APPOINTMENT TRAINING” – a parallel to the same trend in the workplace.  But, now the shift is towards many – many – more options – and viewer/learner freedom to choose when, what, how long and how often.

Also see:

  • Is innovation outpacing education? — from techpageone.dell.com by Dmitry Sheynin
    Futurist Thomas Frey believes ‘micro-colleges’ will educate the workforce of the future.

 

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Online learning could fundamentally change role of universities [Christensen; Smith]

On 10/01/2014, in 21st century, colleges, community colleges, disruption, future of higher education, game-changing environment, higher education, innovation, intelligent systems, intelligent tutoring, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, more voice more choice more control, new business models, online learning, universities, workplace, by Daniel Christian

Educause2014-Christensen-Online-Disruption

 

Excerpt:

Higher education institutions are poised for a massive shake-up, not unlike what tech companies experienced in the 1980s during the rise of the PC, said EDUCAUSE’s first general session speaker.

…

“Disruption is always a great opportunity before it becomes a threat,” he said.

…

“In the future, I don’t think universities themselves will be nearly as prominent as they have been in the past,” he said.

 

 

Also see:

 

 

 

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The next generation of learning technologies [via Stephen Downes]

On 09/26/2014, in Canada, competency-based learning/education, corporate / business world, corporate universities / corporate training, digital learning, Europe, formal learning, future, future of higher education, game-changing environment, higher education, ideas, informal learning, innovation, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, lifelong learning, online learning, social learning / networks, student-related, vision/possibilities, workplace, by Daniel Christian

Stephen Downes: ‘This is the next era of learning’ — from online-educa.com

Excerpts:

This year we are building on work we have undertaken over the last few years to develop and deploy the next generation of learning technologies, which we are calling ‘learning and performance support systems’. This is the outcome of an internal prototype called Plearn – ‘Personal Learning Environment and Research Network’ – and develops the idea of learning support based on personal and individual needs. This is not simply ‘personalised’ learning, it is a step beyond that. Rather than offering a customised version of some generic offering, we propose to enable each learner to develop their own custom programme from the ground up.

Our application, which launches in a limited beta September 30, provides individual learners with the tools and support necessary to access learning from any number of providers – not just educational institutions, but also their friends and mentors, their current and future employers, community and social programmes, and much more. Built on current and evolving learning technology standards, it provides access to MOOCs, to traditional learning management systems, to stand-alone courses and software, and even to the world of the Internet of things.

At the core of LPSS is a system we call the ‘personal learning record’ (PLR). A person’s LPSS system keeps track of everything related to learning – exercises followed, tests taken, games and simulations attempted, work read – and stores that all in a single location. In this way, unlike a learning management system, it combines data from the learning environment, the work environment and even the social environment, thus enabling adaptive learning software to close the loop between learning and performance. The PLR is also combined with a learner’s personal library and their personal e-portfolio, and links to credentials offered by and stored by learning institutions, employers, and social network activities, such as badges.

 

Also see:

 

LPSS-Sept2014

 

With a shout out to
Ana Cristina Pratas for her Scoop on this

 

Also see:

online-educa-berlin-2014

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College presidents predict 4 new institutional models for higher-ed [Stansbury]

On 09/12/2014, in 21st century, business side of he, change, changing business models, future of higher education, game-changing environment, higher education, by Daniel Christian

College presidents predict 4 new institutional models for higher-ed — from ecampusnews.com by Meris Stansbury
Presidents say these new models could be the future of all colleges and universities in the next decade

Excerpt:

A new think-tank-esque collection of leading college and university presidents last year came together to discuss the trends and disruptions shaping higher education thanks to new technologies and the evolving global economy. Outside of just naming trends, they also predicted four new models of higher-ed that may exist in the next 10 years.

The brainstorming made formal can be found in a new series of papers called the Presidential Innovation Lab (PIL) White Paper Series, funded as part of a grant from the Bill & Melinda Gates Foundation and hosted by the American Council on Education (ACE).

14 chief executive officers from a diverse group of institutions participated in two separate sessions last year (2013)—institutions such as Northeastern University, MIT, Western Governors University, etc.—with the goal of engaging in a “robust and wide-ranging conversation about the various drivers of change and potential reactions to those drivers.”

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Two postings re: the unbundling and rebundling of higher education [Horn, Siemens]

On 09/12/2014, in change, changing business models, experimentation, future of higher education, game-changing environment, higher education, leadership, MBA, new business models, strategy, vision/possibilities, by Daniel Christian

Ed-Tech advances poised to revolutionize higher ed from all angles — from evolllution.com by Michael Horn

Excerpt:

There’s a flip side to unbundling, however, that receives far less attention. As a service’s architecture becomes modular, its performance becomes determined by the raw performance of its subcomponents, which consequently become interdependent — or re-bundled — as the entities making these subcomponents need to wring every ounce of performance out of them. In other words, as one stage becomes modular, an adjacent stage becomes interdependent.

In education, as elements such as content become unbundled, there will exist a need for subcomponents that bundle together — coaching, mentoring, communities, personal learning plans and employer connections, for example, as these areas are critical for student success, but the ways in which they fit together are not yet well enough understood such that there can be clear standards at their various interfaces. Standalone, modular solutions in these areas will struggle to succeed. Creating standards at their interfaces before we know what the standards should be will similarly suffer.
..
Similarly, too few are thinking about how to help students make sense of and navigate this emerging, unbundled world and integrate the modular pieces together in ways that help them carve out a coherent and sensible life path. This is critical because it appears that in a personalized learning future, every single learner will have a custom-fit educational pathway.

 

Bundling and Re-bundling — from elearnspace.com by George Siemens

Excerpt:

There are a few things wrong with the idea of unbundling in education:

1. Unbundling is different in social systems than it is in a content only system. An album can be unbundled without much loss. Sure, albums like The Wall don’t unbundle well, but those are exceptions. Unbundling a social system has ripple effects that cannot always be anticipated. The parts of a social system are less than the whole of a social system. Unbundling, while possible in higher education, is not a zero sum game. The pieces on the board that get rearranged will have a real impact on learners, society, and universities.

2. When unbundling happens, it is only temporary. Unbundling leads to rebundling. And digital rebundling results in less players and less competition. What unbundling represents then is a power shift. Universities are today an integrated network of products and services. Many universities have started to work with partners like Pearson (ASU is among the most prominent) to expand capacity that is not evident in their existing system.
.
Rebundling is what happens when the pieces that are created as a sector moves online become reintegrated into a new network model. It is most fundamentally a power shift. The current integrated higher education system is being pulled apart by a range of companies and startups. Currently the university is in the drivers seat. Eventually, the unbundled pieces will be integrated into a new network model that has a new power structure. For entrepreneurs, the goal appears to be to become part of a small number of big winners like Netflix or Google. When Sebastian Thrun stated that Udacity would be one of only 10 universities in the future, he was exhibiting the mentality that has existed in other sectors that have unbundled. Unbundling is not the real story: the real issue is the rebundling and how power structures are re-architected. Going forward, rebundling will remove the university from the drivers seat and place the control into the re-integrated networks.

 

 

————

Addendums:

 

 

unbundledMBA-CNBC-Sept2014

 

Addendum on 9/17/14:
Ed tech’s next wave rolls into view — from by Roger Novak

Excerpt:

If the second wave was about the unbundling of colleges and providing learning as a service, the third wave of companies will be involved in reassembling educational component pieces from various sources to help make students’ learning portfolios more meaningful to both individuals and employers. While we are starting to see colleges taking similar steps to become more student-centered, private-sector companies can act nimbly to fill gaps and create new technologies to help accomplish these goals.

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What if things move *significantly* towards “Show me what you can *do*”…?

On 09/09/2014, in 21st century, business side of he, career development, changing business models, colleges, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, cost of getting a degree, curriculum, dangers of the status quo, future of higher education, game-changing environment, heutagogy, higher education, innovation, new business models, pace of change, real-world assignments, reinvent, society, staying relevant, strategy, student-related, surviving, trends, universities, vision/possibilities, workplace, by Daniel Christian

From DSC:
First of all, let me say that I’m a big fan and supporter of a liberal arts education — my degree was in economics (from Northwestern University’s College of Arts & Sciences, as the school was called at the time) and I currently work at a Christian liberal arts college. 

That said, within the current higher education landscape, we’re already seeing and hearing more and more about competency-based education, credits for prior learning, and other forms of obtaining a credential in less time.  I don’t have data on this, but my mental picture of these things is that such initiatives have had a limited impact, at least so far. 

However, as the pace of change has increased, I wonder…what if hiring decisions move significantly more towards “Show me what you can DO…?  That’s already taking place to a significant degree in many hiring situations, but my reflection revolves around questions such as:

  • What if it takes too long to wait for someone to get a 2 or 4-year degree? Will employers start looking more towards what competencies someone has today or can acquire much more quickly? 
  • Will people look outside of traditional higher education to get those skills?

Again, these reflections involve the increasing pace of change.

The pace has changed significantly and quickly

 

Anyway, such a shift could open doors for new “providers” such as:  

 

LessonsGoWhere

 

 

ClassDo

 

iUniv-August2014

 

 

udemy

 

Then, consider some quotes from the following article, Tottering Ivory Towers:

 

TotteringTowers-August112014

Excerpts:

…there is growing interest in new ways of measuring the quality of a degree. The variety of scorecards now available, for instance, means students and their parents have much better and more granular measures of quality than accreditation provides. For another, employers are gradually making greater use of independent, competency-based measures and credentialed courses rather than relying on accredited degrees and credit hours (derided as “seat time” by its critics). Try getting a job in computer network management if you can’t show which Microsoft Certified Systems Engineer courses you have passed. Meanwhile, Udacity is partnering with Google, AT&T, and other technology firms in an “Open Education Alliance” to provide top-level technical skills. Nevertheless, when it comes to alternatives to accreditation, the United States is generally playing catch-up with some other countries. In Britain, for instance, students can earn employer-union certified City & Guilds qualifications while studying at almost any institution, and there are standard competency measures in a variety of professional fields.

…

In a New York Times interview, Google’s senior vice president for people operations, Laszlo Bock, admitted that transcripts, test scores, and even degrees are less useful than other data as predictors of employee success.3 In this environment, an industry-led move to create a more dependable measure of knowledge and ability than a transcript will become increasingly attractive.

…

The critical lesson from the transformation of other industries is that it is likely to be a disastrous mistake to assume you can just tweak an existing business model and be all right. That can work only for a while.

 

Dmitry Sheynin writes in his article, Is innovation outpacing education? “With the ever-increasing pace of innovation, traditional colleges and universities are failing to train and retrain workers quickly enough. The model of two and four-year degrees, [futurist Thomas Frey] says, is largely incompatible with an industry that gets flipped on its head every couple of quarters.”  Again, according to Frey, “The main factor driving change in the labor force is new innovations rendering old jobs obsolete, but no mechanism is in place yet to help workers grow at the pace of evolving technology.”

Self-directed learning, or heutagogy, is key in this fast-paced environment. We all need to be constantly learning, growing, and reinventing ourselves.  However, not everyone is comfortable with such an approach.  So there are some gaps/opportunities opening up for those organizations who are innovative enough to experiment and to change.

 

Also see:

 

Addendum on 9/17/14:

Excerpt:

Argosy University System is among the first institutions in a movement toward competency-based education, creating new models of direct assessment that promise to reduce time-to-degree and offer greater relevance for graduates in the job market. CT talked with Argosy University System’s vice chancellor for academic affairs to learn how that institution tackled competency-based education — creating the first WASC-accredited MBA in its region based on a direct assessment, competency model. Now, Argosy is developing hybrid approaches that combine direct assessment with traditional seat time-based courses.

Addendum on 10/2/14:

 

Addendum on 10/8/14:

 

Addendum on 10/13/14:

.

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Reflections on “Humans need not apply”

On 08/13/2014, in 21st century, change, emerging technologies, engineering, future of higher education, game-changing environment, reinvent, robotics, society, staying relevant, surviving, technology (general), by Daniel Christian

HumansNeedNotApply-cpggrey

 

With thanks to George Veletsianos and @reddit,
& Audrey Watters for posting this item on Twitter

 

From DSC:
I don’t know much about this video in terms of who created it or what their purpose was in developing it.  Though it paints an overly bleak picture IMHO, at least in some ways, I post it here because I think it outlines some solid topics to think about and to plan for — NOW!  Not later.

Automation, algorithms, robotics, and more are with us today, but will be even more prevalent tomorrow.  It doesn’t matter what the color is of the collar that we’re currently wearing (white, blue, other), more of our jobs are being replaced by such things.   As such, we need to think about what the ramifications are concerning these trends. Societies throughout the globe are most definitely  in a game-changing environment.

Along these lines, how do such trends affect what is taught? How it’s taught? In K-12? In higher ed? In the corporate world?

How do we stay relevant/employed?

How do we reinvent ourselves and to what?

Are our vocations affected by this? How so?

Also see:

  • our new robo-reader overlords — from text-patterns.thenewatlantis.com by Alan Jacobs
  • Teaching Machines: The Drive to Automate Education — from teachingmachin.es by Audrey Watters
  • AI, Robotics, and the Future of Jobs — from pewinternet.org by Aaron Smith and Janna Anderson
    Excerpt:
    The vast majority of respondents to the 2014 Future of the Internet canvassing anticipate that robotics and artificial intelligence will permeate wide segments of daily life by 2025, with huge implications for a range of industries such as health care, transport and logistics, customer service, and home maintenance. But even as they are largely consistent in their predictions for the evolution of technology itself, they are deeply divided on how advances in AI and robotics will impact the economic and employment picture over the next decade.
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Some of the coverage of The World Future Society’s WorldFuture 2014 Conference: What If

On 08/05/2014, in 21st century, future, future of higher education, game-changing environment, global / globalization, ideas, society, trends, vision/possibilities, by Daniel Christian

Some coverage of The World Future Society’s WorldFuture 2014 Conference: What If

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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 "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online tutoring, participation, personalized/customized learning, platforms, second screen apps, smart/connected TV, social learning / networks, streams of content, student-related, technologies for your home, telecommunications, television, training / L&D, trends, 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.

 

MYOB-July2014

 

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.

 

 

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

 

 

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“Creating a Future Forward College” — an excerpt from the free July-August 2014 issue of THE FUTURIST

On 06/17/2014, in change, colleges, community colleges, education reform, emerging technologies, experimentation, future, future of higher education, pedagogy, teaching & learning, universities, by Daniel Christian

The July-August 2014 issue of THE FUTURIST is FREE online, as part of WorldFuture 2014: What If.

 

Excerpt:

Creating a Future Forward College: What If. … Collaborations in Transformational Learning — by Benita Budd, Magdalena de la Teja, Butch Grove, and Rick Smyre

Imagine a college classroom where the professor asks students to review the course requirements and then decide, as a group, how to meet those requirements. Imagine the lively discussions as students take ownership of their learning, and the questions to the professor when information becomes “necessary” to the projects. Imagine the professor coaching, guiding, and inspiring each student or group as they need to be uniquely inspired; imagine guest experts visiting the class to mentor and assist; imagine the shift in thinking from “receivers of knowledge” to “creators of knowledge.”

You’ve just imagined a DNA shift in education. And it’s happening now, in Wake Technical Community College’s Future Forward classrooms and at Tarrant County College, through its initiatives supporting transformational learning and its FFC Innovation Forum idea incubator.

…

A time of constant change always hides a developing narrative that often slips past our awareness. The trick is to find the “weak signals” of a new idea in its early stages; then we can witness its development as a force from our position on the cutting edge of thinking and action. Our challenge is to understand what may be occurring and to build collaborative networks, futures projects, and pilot programs that exist in parallel with conventional models and serve as harbingers of a world and society that do not yet exist. The narrative of an emerging Future Forward College is one of these forces pushing the change.

We are shifting from the rigid forms of hierarchies, standard answers, and predictability to an evolving society of interlocking networks, varied solutions, and the need to be comfortable with uncertainty and ambiguity. And we have no models to follow as we explore this unprecedented transformation from an Industrial to an Organic Society.

Nowhere is this more evident than in the field of education. It is as if we are stepping off the cliff of a comfortable past and falling into an unknown abyss, full of false expectations, failing students, accelerating dropout rates, and paths leading to dead ends. And if we ask for guides to help us with direction, we often hear, “look in the literature,” or “this must occur for your college to be accredited.” Somehow, in this time of exponential change, it makes little sense to look to the past for direction in order to be accredited in increasingly obsolete ideas and methods.

 

 

…the following principles are core to the idea of a Future Forward College:

  • Trans-disciplinary Thinking
  • Complex Adaptive Systems
  • Adaptive Planning
  • And/both parallel processes
  • Identifying Emerging Weak Signals
  • Master Capacity Builders
  • Resilience Centered
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The Futurist Forum at Co. Exist including “5 Bold Predictions for the Future of Higher Education”

On 06/12/2014, in future, future of higher education, game-changing environment, leadership, strategy, vision/possibilities, by Daniel Christian

The Futurist Forum at Co. Exist — from fastcoexist.com; with thanks to Gerd Leonhard (@gleonhard) for putting this out there on Twitter.
A series of articles by some of the world’s leading futurists about what the world will look like in the near and distant future, and how you can improve how you navigate future scenarios through better forecasting.

 

FuturistForumFastCoExist-June2014

 

 

One excerpted item from that forum regards potential scenarios for higher education:

5BoldPredictionsHE-April2014

 

 

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Can disruption save higher education? [Stansbury]

On 06/10/2014, in change, changing business models, cost of getting a degree, dangers of the status quo, disruption, future of higher education, game-changing environment, higher education, innovation, leadership, new business models, online learning, reinvent, staying relevant, strategy, surviving, trends, vision/possibilities, by Daniel Christian

CanDisruptionSaveHigherEducation-June2014

 

Can disruption save higher education? — from eCampus News by Meris Stansbury

Excerpts (emphasis DSC):

Christensen: “The question now is: ‘Is there something that can’t be displaced within a traditional university’s value offering?'”

…

However, Christensen outlined three ways traditional colleges and universities, like his own Harvard Business school, could survive into the future:

Focus on professors
[when recruiting faculty]…focus less on their publishing capabilities and expert knowledge of material, and more on their ability to connect to others.

Understand why technology, like online learning, is disruptive.

Don’t try to change from the inside — you will fail.  [Use offsets.]

 

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The University of the Future: The Student Perspective [laureate.net]

On 06/10/2014, in career development, change, changing business models, colleges, community colleges, expectations, future of higher education, higher education, online learning, open courseware and systems, student-related, universities, by Daniel Christian

The University of the Future: The Student Perspective — from laureate.net

 

TheUniversityOfTheFuture-Laureate-June2014

 

 Excerpt:

In the interest of changing the debate about the future of higher education to include more students’ perspectives, we commissioned Zogby Analytics, a leading international opinion research firm, to survey students at 37 Laureate network institutions in 21 countries. More than 20,800 students responded to the survey, making it the largest international survey ever of student attitudes.

In the survey, students express the belief that the “university of the future” will be accessible, flexible, innovative and job-focused. Students foresee classes being offered at a variety of times throughout the day and year, courses being affordable and online, and learning being a lifelong process through degree and certificate programs that are geared to market needs.

Some of the specific findings of the survey include…

 

Also see:

Report: Students expect future universities to be flexible, accessible, career-oriented — from campustechnology.com by Joshua Bolkan

Excerpt:

Students expect universities to be more accessible, flexible and focused on jobs, according to a new survey commissioned by Laureate International Universities and compiled by Zogby Analytics.

The “2014 Global Survey of Students” compiled responses from more than 20,800 students at 37 institutions in the Laureate network. Students from 21 countries participated in the survey, which sought student opinions on what universities would look like in 15 years.

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