Forecast 5.0 – The Future of Learning: Navigating the Future of Learning  — from knowledgeworks.org by Katherine Prince, Jason Swanson, and Katie King
Discover how current trends could impact learning ten years from now and consider ways to shape a future where all students can thrive.

 

 

 

Can space activate learning? UC Irvine seeks to find out with $67M teaching facility  — from edsurge.com by Sydney Johnson

Excerpt:

When class isn’t in session, UC Irvine’s shiny new Anteater Learning Pavillion looks like any modern campus building. There are large lecture halls, hard-wired lecture capture technology, smaller classrooms, casual study spaces and brightly colored swivel chairs.

But there’s more going on in this three-level, $67-million facility, which opened its doors in September. For starters, the space is dedicated to “active learning,” a term that often refers to teaching styles that go beyond a one-way lecture format. That could range from simply giving students a chance to pause and discuss with peers, to role playing, to polling students during class, and more.

To find out what that really looks like—and more importantly, if it works—the campus is also conducting a major study over the next year to assess active learning in the new building.

 

 

 

 

Alexa, get me the articles (voice interfaces in academia) — from blog.libux.co by Kelly Dagan

Excerpt:

Credit to Jill O’Neill, who has written an engaging consideration of applications, discussions, and potentials for voice-user interfaces in the scholarly realm. She details a few use case scenarios: finding recent, authoritative biographies of Jane Austen; finding if your closest library has an item on the shelf now (and whether it’s worth the drive based on traffic).

Coming from an undergraduate-focused (and library) perspective, I can think of a few more:

  • asking if there are any group study rooms available at 7 pm and making a booking
  • finding out if [X] is open now (Archives, the Cafe, the Library, etc.)
  • finding three books on the Red Brigades, seeing if they are available, and saving the locations
  • grabbing five research articles on stereotype threat, to read later

 

Also see:

 

 

 

Creating an Immersive, Global Experience for Business Education — from campustechnology.com by Meg Lloyd
The University of Oxford’s Saïd Business School is using cutting-edge videoconferencing technology to connect students and academic scholars in a truly global classroom.

 

 
 

Top Trends in Active and Collaborative Learning — from thesextantgroup.com by Joe Hammett

Excerpts:

My daughter is a maker. She spends hours tinkering with sewing machines and slime recipes, building salamander habitats and the like. She hangs out with her school friends inside apps that teach math and problem solving through multi-player games. All the while, they are learning to communicate and collaborate in ways that are completely foreign to their grandparent’s generation. She is 10 years old and represents a shift in human cognitive processing brought about by the mastery of technology from a very young age. Her generation and those that come after have never known a time without technology. Personal devices have changed the shared human experience and there is no turning back.

The spaces in which this new human chooses to occupy must cater to their style of existence. They see every display as interactive and are growing up knowing that the entirety of human knowledge is available to them by simply asking Alexa. The 3D printer is a familiar concept and space travel for pleasure will be the norm when they have children of their own.

Current trends in active and collaborative learning are evolving alongside these young minds and when appropriately implemented, enable experiential learning and creative encounters that are changing the very nature of the learning process. Attention to the spaces that will support the educators is also paramount to this success. Lesson plans and teaching style must flip with the classroom. The learning space is just a room without the educator and their content.

 


8. Flexible and Reconfigurable
With floor space at a premium, classrooms need to be able to adapt to a multitude of uses and pedagogies. Flexible furniture will allow the individual instructor freedom to set up the space as needed for their intended activities without impacting the next person to use the room. Construction material choices are key to achieving an easily reconfigurable space. Raised floors and individually controllable lighting fixtures allow a room to go from lecture to group work with ease. Whiteboard paints and rail mounting systems make walls reconfigurable too!.

Active Learning, Flipped Classroom, SCALE-UP, TEAL Classroom, whatever label you choose to place before it, the classroom, learning spaces of all sorts, are changing. The occupants of these spaces demand that they are able to effectively, and comfortably, share ideas and collaborate on projects with their counterparts both in person and in the ether. A global shift is happening in the way humans share ideas. Disruptive technology, on a level not seen since the assembly line, is driving a change in the way humans interact with other humans. The future is collaborative.

 

 

 

A Space for Learning: A review of research on active learning spaces — from by Robert Talbert and Anat Mor-Avi

Abstract:
Active Learning Classrooms (ALCs) are learning spaces specially designed to optimize the practice of active learning and amplify its positive effects in learners from young children through university-level learners. As interest in and adoption of ALCs has increased rapidly over the last decade, the need for grounded research in their effects on learners and schools has grown proportionately. In this paper, we review the peer-reviewed published research on ALCs, dating back to the introduction of “studio” classrooms and the SCALE-UP program up to the present day. We investigate the literature and summarize findings on the effects of ALCs on learning outcomes, student engagement, and the behaviors and practices of instructors as well as the specific elements of ALC design that seem to contribute the most to these effects. We also look at the emerging cultural impact of ALCs on institutions of learning, and we examine the drawbacks of the published research as well as avenues for potential future research in this area.

 

1: Introduction
1.1: What is active learning, and what is an active learning classroom?
Active learning is defined broadly to include any pedagogical method that involves students actively working on learning tasks and reflecting on their work, apart from watching, listening, and taking notes (Bonwell & Eison, 1991). Active learning has taken hold as a normative instructional practice in K12 and higher education institutions worldwide. Recent studies, such as the 2014 meta-analysis linking active learning pedagogies with dramatically reduced failure rates in university-level STEM courses (Freeman et al., 2014) have established that active learning drives increased student learning and engagement across disciplines, grade levels, and demographics.

As schools, colleges, and universities increasingly seek to implement active learning, concerns about the learning spaces used for active learning have naturally arisen. Attempts to implement active learning pedagogies in spaces that are not attuned to the particular needs of active learning — for example, large lecture halls with fixed seating — have resulted in suboptimal results and often frustration among instructors and students alike. In an effort to link architectural design to best practices in active learning pedagogy, numerous instructors, school leaders, and architects have explored how learning spaces can be differently designed to support active learning and amplify its positive effects on student learning. The result is a category of learning spaces known as Active Learning Classrooms (ALCs).

While there is no universally accepted definition of an ALC, the spaces often described by this term have several common characteristics:

  • ALCs are classrooms, that is, formal spaces in which learners convene for educational activities. We do not include less-formal learning spaces such as faculty offices, library study spaces, or “in-between” spaces located in hallways or foyers.
  • ALCs include deliberate architectural and design attributes that are specifically intended to promote active learning. These typically include moveable furniture that can be reconfigured into a variety of different setups with ease, seating that places students in small groups, plentiful horizontal and/or vertical writing surfaces such as whiteboards, and easy access to learning
    technologies (including technological infrastructure such as power outlets).
  • In particular, most ALCs have a “polycentric” or “acentric” design in which there is no clearly-defined front of the room by default. Rather, the instructor has a station which is either
    movable or located in an inconspicuous location so as not to attract attention; or perhaps there is no specific location for the instructor.
  • Finally, ALCs typically provide easy access to digital and analog tools for learning , such as multiple digital projectors, tablet or laptop computers, wall-mounted and personal whiteboards, or classroom response systems.

2.1: Research questions
The main question that this study intends to investigate is: What are the effects of the use of ALCs on student learning, faculty teaching, and institutional cultures? Within this broad overall question, we will focus on four research questions:

  1. What effects do ALCs have on measurable metrics of student academic achievement? Included in such metrics are measures such as exam scores, course grades, and learning gains on pre/post-test measures, along with data on the acquisition of “21st Century Skills”, which we will define using a framework (OCDE, 2009) which groups “21st Century Skills” into skills pertaining to information, communication, and ethical/social impact.
  2. What effects do ALCs have on student engagement? Specifically, we examine results pertaining to affective, behavioral, and cognitive elements of the idea of “engagement” as well as results that cut across these categories.
  3. What effect do ALCs have on the pedagogical practices and behaviors of instructors? In addition to their effects on students, we are also interested the effects of ALCs on the instructors who use them. Specifically, we are interested in how ALCs affect instructor attitudes toward and implementations of active learning, how ALCs influence faculty adoption of active learning pedagogies, and how the use of ALCs affects instructors’ general and environmental behavior.
  4. What specific design elements of ALCs contribute significantly to the above effects? Finally, we seek to identify the critical elements of ALCs that contribute the most to their effects on student learning and instructor performance, including affordances and elements of design, architecture, and technology integration.

 

Active Learning Classrooms (ALCs)

 

 

The common denominator in the larger cultural effects of ALCs and active learning on students and instructors is the notion of connectedness, a concept we have already introduced in discussions of specific ALC design elements. By being freer to move and have physical and visual contact with each other in a class meeting, students feel more connected to each other and more connected to their instructor. By having an architectural design that facilitates not only movement but choice and agency — for example, through the use of polycentric layouts and reconfigurable furniture — the line between instructor and students is erased, turning the ALC into a vessel in which an authentic community of learners can take form.

 

 

 

 

Affordable and at-scale — from insidehighered.com by Ray Schroeder
Affordable degrees at scale have arrived. The momentum behind this movement is undeniable, and its impact will be significant, Ray Schroeder writes.

Excerpt (emphasis DSC):

How many times have we been told that major change in our field is on the near horizon? Too many times, indeed.

The promises of technologies and practices have fallen short more often than not. Just seven years ago, I was part of the early MOOC movement and felt the pulsating potential of teaching thousands of students around the world in a single class. The “year of the MOOC” was declared in 2012. Three years later, skeptics declared that the MOOC had died an ignominious death with high “failure” rates and relatively little recognition by employers.

However, the skeptics were too impatient, misunderstood the nature of MOOCs and lacked the vision of those at Georgia Tech, the University of Illinois, Arizona State University, Coursera, edX and scores of other institutions that have persevered in building upon MOOCs’ premises to develop high-quality, affordable courses, certificates and now, degrees at scale.

No, these degrees are not free, but they are less than half the cost of on-campus versions. No, they are not massive in the hundreds of thousands, but they are certainly at large scale with many thousands enrolled. In computer science, the success is felt across the country.

 

Georgia Tech alone has enrolled 10,000 students over all in its online master’s program and is adding thousands of new students each semester in a top 10-ranked degree program costing less than $7,000. Georgia Tech broke the new ground through building collaborations among several partners. Yet, that was just the beginning, and many leading universities have followed.

 

 

Also see:

Trends for the future of education with Jeff Selingo — from steelcase.com
How the future of work and new technology will make place more important than ever.

Excerpt:

Selingo sees artificial intelligence and big data as game changers for higher education. He says AI can free up professors and advisors to spend more time with students by answering some more frequently-asked questions and handling some of the grading. He also says data can help us track and predict student performance to help them create better outcomes. “When they come in as a first-year student, we can say ‘People who came in like you that had similar high school grades and took similar classes ended up here. So, if you want to get out of here in four years and have a successful career, here are the different pathways you should follow.’”

 

 

 

Reflections on “Are ‘smart’ classrooms the future?” [Johnston]

Are ‘smart’ classrooms the future? — from campustechnology.com by Julie Johnston
Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.

Excerpt:

To achieve these goals, we are investigating smart solutions that will:

  • Untether instructors from the room’s podium, allowing them control from anywhere in the room;
  • Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
  • Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
  • Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
  • Deliver these features through a simple, user-friendly and reliable room/technology interface.

Activities included collaborative brainstorming focusing on these questions:

  • What else can we do to create the classroom of the future?
  • What current technology exists to solve these problems?
  • What could be developed that doesn’t yet exist?
  • What’s next?

 

 

 

From DSC:
Though many peoples’ — including faculty members’ — eyes gloss over when we start talking about learning spaces and smart classrooms, it’s still an important topic. Personally, I’d rather be learning in an engaging, exciting learning environment that’s outfitted with a variety of tools (physically as well as digitally and virtually-based) that make sense for that community of learners. Also, faculty members have very limited time to get across campus and into the classroom and get things setup…the more things that can be automated in those setup situations the better!

I’ve long posted items re: machine-to-machine communications, voice recognition/voice-enabled interfaces, artificial intelligence, bots, algorithms, a variety of vendors and their products including Amazon’s Alexa / Apple’s Siri / Microsoft’s Cortana / and Google’s Home or Google Assistant, learning spaces, and smart classrooms, as I do think those things are components of our future learning ecosystems.

 

 

 

Reflections on “Inside Amazon’s artificial intelligence flywheel” [Levy]

Inside Amazon’s artificial intelligence flywheel — from wired.com by Steven Levy
How deep learning came to power Alexa, Amazon Web Services, and nearly every other division of the company.

Excerpt (emphasis DSC):

Amazon loves to use the word flywheel to describe how various parts of its massive business work as a single perpetual motion machine. It now has a powerful AI flywheel, where machine-learning innovations in one part of the company fuel the efforts of other teams, who in turn can build products or offer services to affect other groups, or even the company at large. Offering its machine-learning platforms to outsiders as a paid service makes the effort itself profitable—and in certain cases scoops up yet more data to level up the technology even more.

It took a lot of six-pagers to transform Amazon from a deep-learning wannabe into a formidable power. The results of this transformation can be seen throughout the company—including in a recommendations system that now runs on a totally new machine-learning infrastructure. Amazon is smarter in suggesting what you should read next, what items you should add to your shopping list, and what movie you might want to watch tonight. And this year Thirumalai started a new job, heading Amazon search, where he intends to use deep learning in every aspect of the service.

“If you asked me seven or eight years ago how big a force Amazon was in AI, I would have said, ‘They aren’t,’” says Pedro Domingos, a top computer science professor at the University of Washington. “But they have really come on aggressively. Now they are becoming a force.”

Maybe the force.

 

 

From DSC:
When will we begin to see more mainstream recommendation engines for learning-based materials? With the demand for people to reinvent themselves, such a next generation learning platform can’t come soon enough!

  • Turning over control to learners to create/enhance their own web-based learner profiles; and allowing people to say who can access their learning profiles.
  • AI-based recommendation engines to help people identify curated, effective digital playlists for what they want to learn about.
  • Voice-driven interfaces.
  • Matching employees to employers.
  • Matching one’s learning preferences (not styles) with the content being presented as one piece of a personalized learning experience.
  • From cradle to grave. Lifelong learning.
  • Multimedia-based, interactive content.
  • Asynchronously and synchronously connecting with others learning about the same content.
  • Online-based tutoring/assistance; remote assistance.
  • Reinvent. Staying relevant. Surviving.
  • Competency-based learning.

 

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

 

 

 

 

 

 

 

We’re about to embark on a period in American history where career reinvention will be critical, perhaps more so than it’s ever been before. In the next decade, as many as 50 million American workers—a third of the total—will need to change careers, according to McKinsey Global Institute. Automation, in the form of AI (artificial intelligence) and RPA (robotic process automation), is the primary driver. McKinsey observes: “There are few precedents in which societies have successfully retrained such large numbers of people.”

Bill Triant and Ryan Craig

 

 

 

Also relevant/see:

Online education’s expansion continues in higher ed with a focus on tech skills — from educationdive.com by James Paterson

Dive Brief:

  • Online learning continues to expand in higher ed with the addition of several online master’s degrees and a new for-profit college that offers a hybrid of vocational training and liberal arts curriculum online.
  • Inside Higher Ed reported the nonprofit learning provider edX is offering nine master’s degrees through five U.S. universities — the Georgia Institute of Technology, the University of Texas at Austin, Indiana University, Arizona State University and the University of California, San Diego. The programs include cybersecurity, data science, analytics, computer science and marketing, and they cost from around $10,000 to $22,000. Most offer stackable certificates, helping students who change their educational trajectory.
  • Former Harvard University Dean of Social Science Stephen Kosslyn, meanwhile, will open Foundry College in January. The for-profit, two-year program targets adult learners who want to upskill, and it includes training in soft skills such as critical thinking and problem solving. Students will pay about $1,000 per course, though the college is waiving tuition for its first cohort.

 

 

 

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