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On 09/02/2010,
in 1:1, Europe, Lifelong learning, education technology, future, future of higher education, global / globalization, informal learning, learning ecosystem, open courseware and systems, personalized/customized learning, tools, training / corporate universities, trends,
by Daniel Christian
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On 09/01/2010,
in Apple, K-12 related, blended learning, convergence, digital learning, digital textbooks, disruption, distance education, e-books, e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, exchanges, future of higher education, game-changing environment, higher education, learning ecosystem, learning objects, multimedia, online learning, online media, podcasting, vodcasting,
by Daniel Christian
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On 09/01/2010,
in corporate / business world, corporate universities, instructional design, learning ecosystem, training / corporate universities,
by Daniel Christian
In search of pioneering learning architects – Clive Sheperd
Meet the learning architect
A learning architect designs environments for learning. Like the architect who designs buildings, the learning architect will be responding to a specific brief:
- What is the nature of the learning requirement? What knowledge, skills and attitudes is the employer (the client) wishing to engender in the employees working within the business, division or department in question? How will this learning contribute to effective performance?
- What jobs are carried out in the target area? How many people are doing these jobs? What are these people like in terms of their demographics, prior learning, ability to learn independently, their motivation and preferences?
- Under what constraints must this learning take place? How geographically dispersed is the population? How much time and money is available? What equipment and facilities can be deployed to support the learning?
The learning architect also has a professional responsibility to their client. This requires them to be fully conversant with current thinking in terms of learning methods, acquainted with the latest learning media and up-to-date with developments in the science of learning. As none of these is intuitive and obvious, the client cannot be expected to have this expertise. And for this reason, it is neither sufficient nor excusable for the learning architect to act as order taker.
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The learning architect does not need to directly facilitate learning or be present in all those situations in which learning might be taking place. However, they must know whether or not the learning that is occurring is in line with their plans and their client’s requirements, and that all this is happening at an acceptable speed and cost. And because the only constant in the modern workplace is change, they must be agile enough to respond to shifting requirements, new pressures and emerging opportunities.
From DSC:
I like this metaphor…it reminds me of a graphic that I developed a while back:
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On 08/24/2010,
in K-12 related, Mobile learning, education, education reform, future, game-changing environment, learning ecosystem, student teaching/teacher education,
by Daniel Christian
“The teacher is still leader of that classroom and is also mentor, is a coach and is a facilitator managing groups of students, managing individual students.”
Martinez said that while she believes the school house can remain a “hub for where learning happens,” it will be a place that prepares teachers to work across a distributive learning system where they can access multiple resources.
– from New Tech Network’s Monica Martinez: Future of education more mobile, student-centered (New Zealand)
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On 08/24/2010,
in engineering, learning ecosystem, professional development opportunities,
by Daniel Christian
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On 08/23/2010,
in corporate / business world, learning ecosystem,
by Daniel Christian
A corporate learning ecosystem — from Mark Berthelemy (UK)
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On 08/23/2010,
in 1:1, change, cognitive psychology, disruption, education technology, engineering, intelligent tutoring, learning ecosystem, learning styles, learning theories, personalized/customized learning,
by Daniel Christian
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On 08/17/2010,
in 21st century, 24x7x365 access, A/V -- audio/visual, Connectivism, K-12 related, Technologies for your home, Walmart of Education, blended learning, change, changing business models, collaboration, convergence, dangers of the status quo, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, expectations, face-to-face, future, game-changing environment, global / globalization, hybrid learning, innovation, interactivity, learning ecosystem, learning spaces, multimedia, network based learning, online learning, online media, social learning / networks, telecommunications, trends, videoconferencing, virtual K-12 schools, virtual field trips, virtual tutoring, virtual worlds, vision, webinars,
by Daniel Christian
Online collaboration: New innovations pave the way for convergence — from prnewswire.com
Merger of television and computer takes giant step closer as innovative online tool suite is released
CALABASAS, Calif., Aug. 16 /PRNewswire/ — Anticipating the coming paradigm shift that will merge your television and your computer, NxtGenTV has just released the most cohesive system of online tools to facilitate the ultimate interactive communication platform. Four years of innovating has resulted in NetConference.com, an elegant, easy-to-use online meeting system that supports the diverse requirements of single users, small and medium size businesses as well as enterprise and nonprofit organizations. Creating a new opportunity for the global audience to interact online in even greater and more efficient ways is only one of the many benefits of building a social media broadcasting system that facilitates Communication, Collaboration, Presentation and Education.
An industry leader in online games, apps, widgets, banners and rich media development for major entertainment brands, The Illusion Factory created a new company, NxtGenTV to develop and patent cutting-edge online technologies such as shared synchronized visual media and other key innovations that will further blur the lines between computers and television. “We have been passionate about creating the cumulative new systems that will drive Convergence,” shares Brian Weiner, CEO of The Illusion Factory, “our creation of NxtGenTV will lead the push for truly interactive television.”
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On 08/13/2010,
in K-12 related, Learning Agents, Mobile learning, Walmart of Education, budgets, business, business side of he, disruption, education reform, education technology, educational games / serious games, engagement / engaging students, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, innovation, internet, leadership, learning ecosystem, learning objects, legislation / legislatures, multimedia, new business models, online learning, open courseware and systems, strategy,
by Daniel Christian
Buffett, Gates persuade 40 billionaires to donate half of wealth — from OregonLive.com
SEATTLE — Forty wealthy families and individuals have joined Microsoft co-founder Bill Gates and billionaire investor Warren Buffett in a pledge to give at least half their wealth to charity.
Those who have joined the Giving Pledge, as listed on its website, are: Paul G. Allen, Laura and John Arnold, Michael R. Bloomberg, Eli and Edythe Broad, Warren Buffett, Michele Chan and Patrick Soon-Shiong, Barry Diller and Diane von Furstenberg, Ann and John Doerr, Larry Ellison, Bill and Melinda Gates, Barron Hilton, Jon and Karen Huntsman, Joan and Irwin Jacobs, George B. Kaiser, Elaine and Ken Langone, Gerry and Marguerite Lenfest, Lorry I. Lokey, George Lucas, Alfred E. Mann, Bernie and Billi Marcus, Thomas S. Monaghan, Tashia and John Morgridge, Pierre and Pam Omidyar, Bernard and Barbro Osher, Ronald O. Perelman, Peter G. Peterson, T. Boone Pickens, Julian H. Robertson Jr., David Rockefeller, David M. Rubenstein, Herb and Marion Sandler, Vicki and Roger Sant, Walter Scott Jr., Jim and Marilyn Simons, Jeff Skoll, Tom Steyer and Kat Taylor, Jim and Virginia Stowers, Ted Turner, Sanford and Joan Weill and Shelby White.
From DSC:
This is fantastic news! Excellent. I’m a big supporter of various charities myself — albeit with far fewer O’s ($$) behind the amounts of my checks than what these folks are able to provide! 
But it got me to thinking…
If the United States government — or the government from another interested nation — could even get 1-2 billion of this enormous accumulation of wealth, think what could be done to create interactive, multimedia-based, engaging, customized/personalized, online learning-based materials that could be offered FREE of charge to various age groups/cognitive levels. Creative simulations and animations could be built and offered — free of charge — to students throughout the world. The materials would be available on a variety of devices for maximum flexibility (laptops, notebooks, iPads, iPhones, tablet PCs, workstations, etc.)
An amazing amount of digital scaffolding could be provided on a variety of disciplines. THIS could represent the Walmart of Education that I’ve been talking about…wow!
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On 08/06/2010,
in Blackboard, CMS/LMS, K-12 related, Lifelong learning, adult learning, education technology, game-changing environment, higher education, learning ecosystem, online learning,
by Daniel Christian
Ohio calls on Blackboard to create statewide online learning clearinghouse – from The Journal by Dian Schaffhauser
Ohio’s Board of Regents will be working with Blackboard in developing a program to host distance learning courses in the state. Chancellor Eric Fingerhut chose Blackboard’s consulting team to build a new, statewide digital learning clearinghouse that will provide a common platform for online courses. The goal of the program is to use the courses to graduate more students, keep more of them at Ohio colleges and universities and in the state’s workforce, and attract more out of state graduates to pursue additional education and careers in Ohio.
Participating schools can both add and tap into the courses offered in the program. High school students could earn college credit through dual enrollment and Advanced Placement courses or use remediation offerings. College students could attend a wider range of courses and other options for earning credits and completing degrees more quickly. The resources are also expected to help adult learners who want to pursue training to advance or change their careers and prepare for certifications.
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