hybrid learning

66 secondary schools worth visiting [Getting Smart Staff]

On 11/12/2015, in blended learning, competency-based learning/education, hybrid learning, innovation, K-12 related, learning ecosystem, learning spaces, smart classrooms, by Daniel Christian

66 secondary schools worth visiting — from gettingsmart.com by Getting Smart Staff; with thanks to WWSU Curriculum’s “ED Scoop” postings

Excerpt:

School visits are a great way to learn and are key to developing an innovation mindset. Based on a couple thousand school visits and with help from colleagues and readers, we’ve compiled a list of 66 U.S. secondary schools worth visits. The list includes schools that achieve extraordinary results for underserved communities, create powerful learning experiences, and/or are innovative blended and competency-based models.

Next Generation K-12: 10 Implications for HigherEd — from gettingsmart.com by Tom Vander Ark and Guest Author

Excerpt (emphasis DSC):

There are a growing number of next generation models in K-12 as a result of new thinking about learning design and deeper understandings of college and career readiness, enabled by cheap devices, better tools, and foundation support. They personalize learning in blended and competency-based environments. These models revolve around students and learning, rather than teachers and direct instruction as the primary pedagogy.

We’ve chronicled the development of next-gen schools (here and here) and see hundreds of districts and networks adopting next-gen strategies. We’re optimistic that broader adoption of these strategies will produce better student outcomes. Following are 10 examples of next-gen learning in K-12.

…

These examples are not single course innovations, they are engineered solutions. The first half are districts or networks; the other half are schoolwide models. There are hundreds of examples and they have big implications for HigherEd.

We see 10 implications for HigherEd; some directly as a result of next-gen models, some resulting from next-gen policies, some from EdTech and consumer variables impacting both K-12 and HigherEd.

From DSC:
I post this valuable item from Tom Vander Ark because I’m constantly shouting “Heads up!” “Heads-up!” I shout it to those of us working within higher education, and I shout it to those working within the corporate world.

Why?

Because those of us working within higher education operate in a continuum — and so do you working within the corporate world (especially those of you working within corporate training and corporate universities, as well as those of you producing elearning-based materials).

What happens in the prior stages of a student’s/employee’s life directly impacts us/you. Expectations are at play here; which impacts engagement; which impacts learning.

DanielChristian-what-should-our-learning-environments-look-and-act-like

Why there isn’t greater collaboration between these spheres is troublesome to me. So I want to lift up those people — like Tom Vander Ark — who are trying to do something about it.

————

Addendum on 11/5/15 that nicely illustrates my point:

2 things you should know about Google ed evangelist’s vision [Educause 2015] — from educationdive.com by Roger Riddell
Jaime Casap says schools aren’t broken, but they do need to adapt

Excerpt:

While that topic was certainly touched on during Casap’s keynote at Educause, the issue at hand on Thursday was a much more generational one. The discussion was, after all, titled “The Digitally Native Generation Z Is Going to College: Are You Ready?”

“There’s a generation of students coming to college that are a little bit different from the ones that they’re used to, and they’re learning in a different way,” Casap said, adding that a lot of the innovation in education is occurring in K-12 and will likely have some impact on higher ed.

tvOS: The days of developing for a “TV”-based OS are now upon us.

On 10/22/2015, in 21st century, 3D, A/V -- audio/visual, adult learning, Apple, Artificial Intelligence/Agents/LLMs/and Related, Bring your own device (BYOD), change, collaboration, computer science, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, future, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, informal learning, innovation, intelligent systems, intelligent tutoring, internet, journalism, K-12 related, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, more voice more choice more control, multi-touch, multimedia, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, participation, passions, personalized/customized learning, platforms, play, second screen apps, simulations, smart/connected TV, social learning / networks, story, storytelling, streams of content, student-related, tablets, technologies for your home, telecommunications, telepresence, television, training / L&D, transmedia, trends, user experience (UX), videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, by Daniel Christian

Apple puts out call for Apple TV apps — from bizjournals.com by Gina Hall

Excerpt:

The company put out the call for app submissions on Wednesday for tvOS. The Apple TV App Store will debut as Apple TV units are shipped out next week.
…
The main attraction of Apple TV is a remote with a glass touch surface and a Siri button that allows users to search by voice. Apple tvOS is capable of running apps ranging from Airbnb to Zillow and games like Crossy Road. Another major perk of Apple TV will be universal search, which allows users to scan for movies and television shows and see results from multiple sources, instead of having to conduct the same search within multiple apps.

Apple CEO Tim Cook hopes the device will simplify how viewers consume content.

From DSC:
The days of developing for a “TV”-based OS are now upon us: tvOS is here. I put “TV” in quotes because what we know of the television in the year 2015 may look entirely different 5-10 years from now.

Once developed, things like lifelong learning, web-based learner profiles, badges and/or certifications, communities of practice, learning hubs, smart classrooms, virtual tutoring, virtual field trips, AI-based digital learning playlists, and more will never be the same again.

Also see:

tvOS for Developers – Apple Developer
An Introduction to tvOS Development — from code.tutsplus.com by Davis Allie

Addendum on 10/26/15:
The article below discusses one piece of the bundle of technologies that I’m trying to get at via my Learning from the Living [Class] Room Vision:

No More Pencils, No More Books — from by Will Oremus
Artificially intelligent software is replacing the textbook—and reshaping American education.
Excerpt:
ALEKS starts everyone at the same point. But from the moment students begin to answer the practice questions that it automatically generates for them, ALEKS’ machine-learning algorithms are analyzing their responses to figure out which concepts they understand and which they don’t. A few wrong answers to a given type of question, and the program may prompt them to read some background materials, watch a short video lecture, or view some hints on what they might be doing wrong. But if they’re breezing through a set of questions on, say, linear inequalities, it may whisk them on to polynomials and factoring. Master that, and ALEKS will ask if they’re ready to take a test. Pass, and they’re on to exponents—unless they’d prefer to take a detour into a different topic, like data analysis and probability. So long as they’ve mastered the prerequisites, which topic comes next is up to them.

Imagine what learning could look like w/ the same concepts found in Skreens!

On 09/29/2015, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, blended learning, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, communications, communities of practice, convergence, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-publishing related items (EPUB and more), education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, future, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, informal learning, innovation, intelligent systems, intelligent tutoring, internet, K-12 related, languages and translation, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, library / librarians, lifelong learning, media/film, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, new media literacies, online learning, online media, online tutoring, participation, personalized/customized learning, platforms, play, podcasting, reinvent, smart classrooms, smart/connected TV, social learning / networks, staying relevant, storytelling, streams of content, student-related, technologies for your home, telecommunications, telepresence, television, training / L&D, transmedia, ubiquitous learning, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

From DSC:
Imagine what learning could look like w/ the same concepts found in the Skreens kickstarter campaign? Where you can use your mobile device to direct what you are seeing and interacting with on the larger screen? Hmmm… very interesting indeed! With applications not only in the home (and on the road), but also in the active classroom, the boardroom, and the training room.

See
Skreens.com
&
Learning from the Living [Class] Room

From DSC:
Some of the phrases and concepts that come to my mind:

tvOS-based apps
Virtual field trips while chatting or videoconferencing with fellow learners about that experience
Virtual tutoring
Global learning for K-12, higher ed, the corporate world
Web-based collaborations and communications
Ubiquitous learning
Transmedia
Analytics / data mining / web-based learner profiles
Communities of practice
Lifelong learning
24×7 access
Reinvent
Staying relevant
More choice. More control.
Participation.
MOOCs — or what they will continue to morph into
Second screens
Mobile learning — and the ability to quickly tie into your learning networks
Ability to contact teachers, professors, trainers, specialists, librarians, tutors and more
Language translation
Informal and formal learning, blended learning, active learning, self-directed learning
The continued convergence of the telephone, the television, and the computer
Cloud-based apps for learning
Flipping the classroom
Homeschooling
Streams of content
…and more!

Addendum:

Check out this picture from Meet the winners of #RobotLaunch2015

Packed house at WilmerHale for the Robot Launch 2015 judging – although 2/3rds of the participants were attending and pitching remotely via video and web conferencing.

Flipped Classroom Survey Highlights Benefits and Challenges [facultyfocus.com]

On 08/24/2015, in adjunct faculty, blended learning, digital learning, digital video, education technology, faculty, flipping -- inverted learning, higher education, hybrid learning, learning, learning ecosystem, multimedia, online media, pedagogy, by Daniel Christian

Flipped Classroom Survey Highlights Benefits and Challenges — from facultyfocus.com

Excerpt/Key findings:

Results from the survey are based on the responses from the 1,089 Faculty Focus readers who completed the survey. Highlights include:

More than two-thirds (69.5%) have tried flipping an activity, class, or course, and plan to do it again. Another 5.49% have tried flipping, but don’t plan to do it again.
Roughly one-third (31.8%) of those who have flipped did so within the past year.
The majority of faculty who have flipped rated the experience as positive for themselves (70.3%) and their students (64.8%).
The top reasons for flipping include a desire to increase student engagement (79.3%) and improve student learning (75.8%).
In terms of the actual benefits, nearly three-fourths of respondents saw greater student engagement (74.9%), while just over half noticed evidence of improved student learning (54.66%).
More than 80% said students are more collaborative and 76.61% said they ask more questions, while almost half (48.75%) also noted some student resistance.
The most frequently reported barrier to experimenting with flipped learning practices came down to one word: time—a combined 70% of faculty said it was a significant or very significant challenge.
Of those respondents who are not interested in flipped learning, 38.9% said they don’t know enough about it and 27.4% felt it was a fad.

The NMC Horizon Report > 2015 K-12 Edition is now out.

Description:

What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and transforming teaching and learning steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report > 2015 K-12 Edition, in partnership with the Consortium for School Networking (CoSN). The NMC also gratefully acknowledges ISTE as a dissemination partner. The three key sections of this report — key trends, significant challenges, and important developments in educational technology — constitute a reference and straightforward technology planning guide for educators, school leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in K-12 education across the globe. View the wiki where the work was produced.

> Download the NMC Horizon Report > 2015 K-12 Edition (PDF)
> Download the report preview (PDF)
> Download the interim results (PDF)

Designing learning spaces for both online and on-campus delivery [Schaffhauser]

On 06/24/2015, in 21st century, A/V -- audio/visual, distance education, hybrid learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, online learning, smart classrooms, telecommunications, telepresence, universities, videoconferencing, by Daniel Christian

Designing learning spaces for both online and on-campus delivery — from campustechnology.com by Dian Schaffhauser
Purdue University found a way to create a flexible and inviting learning space for on-campus learners while also delivering high-quality audio and video recording for distance students.

Purdue’s new Engineering Professional Education classrooms
are designed for lecture capture while providing a flexible
space for on-campus students. (Photo by Phil Conrad)

From DSC:
Couple this with the concept of having the same student be able to attend in either a face-to-face manner or via online and you’re providing some serious opportunities for:

MoreChoiceMoreControl-DSC2

Ed Tech World on Notice: Miami U disability discrimination lawsuit could have major effect [Hill]

On 05/13/2015, in accessibility / UDL, blended learning, digital learning, education technology, hybrid learning, instructional design, online learning, by Daniel Christian

Ed Tech World on Notice: Miami U disability discrimination lawsuit could have major effect — from mfeldstein.com by Phil Hill

Excerpt:

This week the US Department of Justice, citing Title II of ADA, decided to intervene in a private lawsuit filed against Miami University of Ohio regarding disability discrimination based on ed tech usage. Call this a major escalation and just ask the for-profit industry how big an effect DOJ intervention can be. From the complaint:

Miami University uses technologies in its curricular and co-curricular programs, services, and activities that are inaccessible to qualified individuals with disabilities, including current and former students who have vision, hearing, or learning disabilities. Miami University has failed to make these technologies accessible to such individuals and has otherwise failed to ensure that individuals with disabilities can interact with Miami University’s websites and access course assignments, textbooks, and other curricular and co-curricular materials on an equal basis with non-disabled students. These failures have deprived current and former students and others with disabilities a full and equal opportunity to participate in and benefit from all of Miami University’s educational opportunities.

Resources re: the flipped classroom

On 05/12/2015, in 21st century, active learning, blended learning, collaboration, education technology, elearning, face-to-face, faculty, flipping -- inverted learning, hybrid learning, K-12 related, learning ecosystem, pedagogy, student-related, teachers, teaching & learning, by Daniel Christian

First of all, a shout out to the originators of the flipped classroom approach from back in 2009 (as I understand it and see it being practiced today):

Jon Bergmann — website & Twitter
Aaron Sams — website & Twitter

Also see the following article from 2009:

The Vod Couple | From The Journal by Dian Schaffhauser | 08/01/09
High school chemistry teachers Aaron Sams and Jonathan Bergmann have overturned conventional classroom instruction by using video podcasts to form the root of a new learning model.

The Vod Couple

GOOD CHEMISTRY
Sams (left) and Bergmann
together practice a
student-centered pedagogy

Some resources re: the flipped classroom approach:

If you’re interested in #flipclass at the university level, I recommend this volume, available for pre-order now: http://t.co/ODijffCSyq

— Robert Talbert (@RobertTalbert) May 11, 2015

Description:

Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book:

Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K–12 to its implementation in higher education.
Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations.
Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies.
Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models.
Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses.

The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroomis the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.

The Flipped Classroom FAQ — from cirtl.net by Derek Bruff

Excerpts:

The usual approach:

The flipped approach:

Okay, I’m in. How can I learn more? Some starting points: This blog post by the University of Colorado’s Stephanie Chasteen, this resource guide from the University of Indiana at Bloomington, the K12-focused-but-still-helpful Flipped Learning Network, and the weekly #flipclass Twitter chat.

Image from “The Definition Of The Flipped Classroom” — from by teachthought.com

Items re: the flipped classroom from educatorstechnology.com

Items re: the flipped classroom from teachthought.com

Items re: the flipped classroom from edudemic.com

Confronting my flipped classroom bias — from middleweb.com by Jody & Shara | 12/29/2013

Excerpt:

I’d always thought that the flipped classroom was mostly for teachers who lectured. So how could classroom flipping be useful to me? I only really lectured twice a year. And, wasn’t it about watching videos for homework? Not according to Cheryl, who talked about using the flipping strategy for instructions, assignments, procedures and review – in class.

The wheels in my head began turning as I remembered all those times I stood in front of my students trying to explain complicated instructions — again and again and again. I recalled the times where I modeled a skill for the students, had them practice, and then sent them home to do it on their own – and how challenging that often was for them without any ready means of support.

What in our course could be easily conveyed by video? What concepts did students often need to review at their own pace? What instructions would be more easily explained with a combination of audio and visual rather than (me upfront) whole-class discussion?

Also see:

My Flipped History Classroom: Year Two — from middleweb.com by Jody & Shara | 05/03/2015
Excerpt:
I still maintain that since I don’t lecture all that much, the flipped model of “watch lecture at home and then discuss at school” isn’t a good fit for me and my inquiry oriented classroom.
…
What might I do differently next year? For sure, I would limit the number of videos shown at any given time – especially at the beginning of the year. I would also involve the students in making the videos themselves. It would be an interesting project near the end of school to have the current students make instructional videos for next year’s classes – how to submit a paper, how to take notes, how to complete a particular assignment. I suspect videos by last year’s veterans would be more engaging for new students to watch and respond to.

Also see:

Mobile Learning and the Inverted Classroom — by Derek Bruff
What, Why, and How to Flip Your Classroom — from edsurge.com by Scott Haselwood

MoreChoiceMoreControl-DSC2

Addendum on 5/13/15:

What Can We Learn from Flipped Learning for Business Training? — from td.org by Jillian Douglas

Click here to download the PDF of the report.
Click here to view the report in HTML.

Also see:

Key findings from [the April 30th, 2015 Project Tomorrow] briefing include — from projecttomorrowblog.blogspot.com

Excerpt (emphasis DSC):

When students have access to technology as part of their learning, especially school-provided or enabled technology, their use of the digital tools and resources is deeper and more sophisticated.
The availability of online learning continues to increase with only 27 percent of high school principals reporting that they are not yet offering any online courses for students. Interest among students continues to grow, with 24% of high school students saying they wish they could take all their classes online – a large increase from 8% in 2013.
Almost three-quarters of students with school-provided devices as well as students with limited or non-existent technology access at school agreed that every student should be able to use a mobile device during the school day for learning.
Students connect the use of technology tools within learning to the development of college, career, and citizenship skills that will empower their future capabilities.
Digital experiences for students in a 100 percent virtual environment are much different than those in traditional schools. For instance, 72 percent of high school students in virtual schools take online tests, compared with 58 percent of traditional students.
Students see the smartphone as the ideal device for communicating with teachers (46%) and classmates (72%) and for social media (64%).
A gender bias exists in STEM interest –middle school girls are 38% less likely and high school girls are 32% less likely than their male peers to say they are very interested in a STEM career.

Excerpt from Press Release (emphasis DSC):

Students Report Digital Learning Supports Goals of Self-Directed and Collaborative Education, National Survey Finds
Nearly 60 Percent of High School Students Report Using Their Own Mobile Devices in School for Learning
Report Explores Differences Among Students in Blended Learning, Online Learning, STEM Learning and School-Sponsored Mobile Device Environments

Washington, D.C. – The ultimate learning experience for students is both highly collaborative and extremely personalized, supported by mobile devices and digital content, reports Project Tomorrow in their latest Speak Up report.

Over the last few years of the Speak Up survey, more students and administrators have signaled the importance of being able to access mobile devices in the classroom, whether through Bring Your Own Device policy consideration and implementation or through school-provided technology. This year, nearly half of teachers (47 percent) said their students have regular access to mobile devices in their classrooms. Among high school students, 58 percent said they now use their own mobile device at school to support learning activities.

From DSC:
This is a great pulse check on students’ use of ed tech — and on some things that they might be coming to expect.

Preparing for the Digital University: A review of the history & current state of distance, blended, & online learning [Siemens, Gasevic, Dawson]

On 04/30/2015, in 21st century, adjunct faculty, Australia, blended learning, Canada, change, distance education, education technology, faculty, future of higher education, game-changing environment, higher education, history, hybrid learning, innovation, leadership, learning, learning ecosystem, MOOCs -- Massive Open Online Courses, online learning, organizational change, pace of change, pedagogy, research, social learning / networks, strategy, student-related, teaching & learning, teaching online, technology (general), trends, UK, United States, user experience (UX), vision/possibilities, by Daniel Christian

Excerpt:

It is our intent that these reports will serve to introduce academics, administrators, and students to the rich history of technology in education with a particular emphasis of the importance of the human factors: social interaction, well-designed learning experiences, participatory pedagogy, supportive teaching presence, and effective techniques for using technology to support learning.

The world is digitizing and higher education is not immune to this transition. The trend is well underway and seems to be accelerating as top universities create departments and senior leadership positions to explore processes of innovation within the academy. It is our somewhat axiomatic assessment that in order to understand how we should design and develop learning for the future, we need to first take a look at what we already know. Any scientific enterprise that runs forward on only new technology, ignoring the landscape of existing knowledge, will be sub-optimal and likely fail. To build a strong future of digital learning in the academy, we must first take stock of what we know and what has been well researched.

During the process of completing this report, it became clear to us that a society or academic organization is required to facilitate the advancement and adoption of digital learning research. Important areas in need of exploration include faculty development, organizational change, innovative practices and new institutional models, effectiveness of teaching and learning activities, the student experience, increasing success for all students, and state and provincial policies, strategies, and funding models. To address this need, we invite interested academics, administrators, government and industry to contact us to discuss the formation of an organization to advocate for a collaborative and research informed approach to digital learning.

February 2015
George Siemens
Dragan Gasevic
Shane Dawson

If the NBA & NHL can do this, what about applying this in education & training?

On 03/16/2015, in 21st century, A/V -- audio/visual, business, changing business models, communications, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital learning, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, face-to-face, formal learning, future, global / globalization, health, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, immersion, innovation, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, more voice more choice more control, multimedia, online learning, online media, online tutoring, personalized/customized learning, play, second screen apps, smart/connected TV, social learning / networks, technologies for your home, training / L&D, transmedia, user experience (UX), user interface design, using teams, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, workplace, by Daniel Christian

Excerpt:

AUSTIN, TX – Virtual reality is featured prominently at South By Southwest Sports this year, from using it to better train athletes with Oculus Rift to how it could transform the fan experience watching basketball, football and hockey at home.
…
The NHL had its first successful test of a 360-degree virtual reality experience at its Stadium Series game between the San Jose Sharks and Los Angeles Kings last month, mounting cameras around the glass that filmed HD images in the round.

Excerpt:

When basketball lovers aren’t able to trek to stadiums near and far to follow their favorite teams, it’s possible that watching games on a bar’s widescreen TV from behind bowls of wings is the next best thing. This may no longer be true, however, as a wave of court-side, 3D virtual game experiences is becoming available to superfans with Oculus gear.

Earlier this month, NextVR showed off its new enhanced spectator experiences at the 2015 NBA All-Star Technology Summit with virtual reality (VR) footage of an October 2014 Miami Heat and Cleveland Cavaliers match-up in Rio de Janeiro. The NBA also already announced plans to record VR sessions of the NBA All-Star Game, the Foot Locker Three-Point Contest, and the Sprite Slam Dunk event and practice.

From DSC:
In the future, will you be able to “pull up a seat” at any lecture — throughout the globe — that you want to?

Alternatively, another experiment might relate to second screening lectures — i.e., listening to the lecture on the main/large screen — in your home or office — and employing social-based learning/networking going on via a mobile device.

Consider this article:

Twitter Aims To Hook TV Viewers With Radical New Mobile Service
Twitter’s TV Timeline lets viewers focus on one show while second-screening

TV-friendly social network Twitter is testing a new Social TV service on iPhones which provides users with content and interaction about only one TV show at a time.

The aim is to give users significantly better engagement with their favourite shows than they presently experience when they follow a live broadcast via a Twitter hashtag.

This radical innovation in Social TV design effectively curates just relevant content (screening out irrelevant tweets that use a show’s hashtag) and presents it in an easy-to-use interface.

If successful, the TV Timeline feature will better position Twitter as it competes with Facebook to partner with the television industry and tap advertising revenue related to TV programming.

Why you now need a team to create and deliver learning [Christian & Grush]

On 02/26/2015, in 21st century, A/V -- audio/visual, active learning, adjunct faculty, adult learning, analytics, animation, attention, blended learning, changing business models, collaboration, colleges, communities of practice, community colleges, computer science, copyright/ownership/NFTs, dangers of the status quo, Daniel S. Christian, data related items, design, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, education reform, education technology, elearning, emerging technologies, expectations, experimentation, face-to-face, faculty, future of higher education, game-changing environment, graphics, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, interaction design, interactivity, interface design, internet, learning, learning ecosystem, learning spaces, more voice more choice more control, multimedia, online learning, online media, programming, staying relevant, strategy, student-related, surviving, teaching & learning, traditional / tradition, trends, universities, user experience (UX), user interface design, using teams, web design and production, writing, by Daniel Christian

My thanks to Mary Grush at Campus Technology for her continued work in bringing relevant topics and discussions to light — so that our institutions of higher education will continue delivering on their missions well into the future. By doing so, learners will be able to continue to partake of the benefits of attending such institutions. But in order to do so, we must adapt, be responsive, and be willing to experiment. Towards that end, this Q&A with Mary relays some of my thoughts on the need to move more towards a team-based approach.

When you think about it, we need teams whether we’re talking about online learning, hybrid learning or face-to-face learning. In fact, I just came back from an excellent Next Generation Learning Space Conference and it was never so evident to me that you need a team of specialists to design the Next Generation Learning Space and to design/implement pedagogies that take advantage of the new affordances being offered by active learning environments.

Combine these concepts into a multitouch, interactive “video wall” or Smart TV-related apps: Some incredible opportunities for collaborative learning!

On 02/16/2015, in 21st century, 24x7x365 access, A/V -- audio/visual, business, collaboration, communications, communities of practice, corporate / business world, corporate universities / corporate training, Daniel S. Christian, distance education, education technology, elearning, emerging technologies, future, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, interactivity, internet, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, mirroring and/or multiple devices, mobile learning, multi-touch, multimedia, online learning, online media, participation, platforms, productivity / tips and tricks, project-based learning, second screen apps, smart classrooms, smart/connected TV, streams of content, teaching online, technologies for your home, telepresence, television, training / L&D, web-based collaboration, workplace, by Daniel Christian

From DSC:
Check out some of the functionality in these solutions. Then imagine if these solutions were in the size of an entire wall in a classroom or in a corporate L&D facility. Whew!

Some serious opportunities for collaboration would arise for remote learners –as well as those located in the face-to-face setting
What new affordances would be present for those teaching in K-12, higher ed, or trainers working within the training/learning and development fields? Conversations/discussions would be recorded — to be picked up at the next session. In the meantime, learners could review the discussions at their own pace.
What if all of this were possible in your future Smart/Connected TV?
I’m also talking here about a vendor that could offer solutions that K-12 systems and institutions of higher ed could afford; some of the solutions below have much of what I’m envisioning here, but are out of the price range. Or the product is multitouch and fairly large, but it doesn’t offer the collaborative features of some of the other products here.

Ideum’s touch walls come close to what I’m talking about in this posting. If they could add some functionality for seeing/bringing in/collaborating with remote learners — as found in Mezzanine — then that would be great!

Also see:

Also see bluescape — but these excellent, innovative solutions are out of the price range for most K-12 and higher ed institutions:

NMC Horizon Report > 2015 Higher Education Edition — from nmc.org

Excerpt:

What is on the five-year horizon for higher education institutions? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and educational change steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report: 2015 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). The NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in learning communities across the globe. With more than 13 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.

Learning Ecosystems

Flipped Classroom Survey Highlights Benefits and Challenges [facultyfocus.com]

Designing learning spaces for both online and on-campus delivery [Schaffhauser]

Ed Tech World on Notice: Miami U disability discrimination lawsuit could have major effect [Hill]

Categories

Tags