What a future, powerful, global learning platform will look & act like [Christian]


Learning from the Living [Class] Room:
A vision for a global, powerful, next generation learning platform

By Daniel Christian

NOTE: Having recently lost my Senior Instructional Designer position due to a staff reduction program, I am looking to help build such a platform as this. So if you are working on such a platform or know of someone who is, please let me know: danielchristian55@gmail.com.

I want to help people reinvent themselves quickly, efficiently, and cost-effectively — while providing more choice, more control to lifelong learners. This will become critically important as artificial intelligence, robotics, algorithms, and automation continue to impact the workplace.


 

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

 

Learning from the Living [Class] Room:
A global, powerful, next generation learning platform

 

What does the vision entail?

  • A new, global, collaborative learning platform that offers more choice, more control to learners of all ages – 24×7 – and could become the organization that futurist Thomas Frey discusses here with Business Insider:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

  • A learner-centered platform that is enabled by – and reliant upon – human beings but is backed up by a powerful suite of technologies that work together in order to help people reinvent themselves quickly, conveniently, and extremely cost-effectively
  • An AI-backed system of analyzing employment trends and opportunities will highlight those courses and “streams of content” that will help someone obtain the most in-demand skills
  • A system that tracks learning and, via Blockchain-based technologies, feeds all completed learning modules/courses into learners’ web-based learner profiles
  • A learning platform that provides customized, personalized recommendation lists – based upon the learner’s goals
  • A platform that delivers customized, personalized learning within a self-directed course (meant for those content creators who want to deliver more sophisticated courses/modules while moving people through the relevant Zones of Proximal Development)
  • Notifications and/or inspirational quotes will be available upon request to help provide motivation, encouragement, and accountability – helping learners establish habits of continual, lifelong-based learning
  • (Potentially) An online-based marketplace, matching learners with teachers, professors, and other such Subject Matter Experts (SMEs)
  • (Potentially) Direct access to popular job search sites
  • (Potentially) Direct access to resources that describe what other companies do/provide and descriptions of any particular company’s culture (as described by current and former employees and freelancers)

Further details:
While basic courses will be accessible via mobile devices, the optimal learning experience will leverage two or more displays/devices. So while smaller smartphones, laptops, and/or desktop workstations will be used to communicate synchronously or asynchronously with other learners, the larger displays will deliver an excellent learning environment for times when there is:

  • A Subject Matter Expert (SME) giving a talk or making a presentation on any given topic
  • A need to display multiple things going on at once, such as:
  • The SME(s)
  • An application or multiple applications that the SME(s) are using
  • Content/resources that learners are submitting in real-time (think Bluescape, T1V, Prysm, other)
  • The ability to annotate on top of the application(s) and point to things w/in the app(s)
  • Media being used to support the presentation such as pictures, graphics, graphs, videos, simulations, animations, audio, links to other resources, GPS coordinates for an app such as Google Earth, other
  • Other attendees (think Google Hangouts, Skype, Polycom, or other videoconferencing tools)
  • An (optional) representation of the Personal Assistant (such as today’s Alexa, Siri, M, Google Assistant, etc.) that’s being employed via the use of Artificial Intelligence (AI)

This new learning platform will also feature:

  • Voice-based commands to drive the system (via Natural Language Processing (NLP))
  • Language translation (using techs similar to what’s being used in Translate One2One, an earpiece powered by IBM Watson)
  • Speech-to-text capabilities for use w/ chatbots, messaging, inserting discussion board postings
  • Text-to-speech capabilities as an assistive technology and also for everyone to be able to be mobile while listening to what’s been typed
  • Chatbots
    • For learning how to use the system
    • For asking questions of – and addressing any issues with – the organization owning the system (credentials, payments, obtaining technical support, etc.)
    • For asking questions within a course
  • As many profiles as needed per household
  • (Optional) Machine-to-machine-based communications to automatically launch the correct profile when the system is initiated (from one’s smartphone, laptop, workstation, and/or tablet to a receiver for the system)
  • (Optional) Voice recognition to efficiently launch the desired profile
  • (Optional) Facial recognition to efficiently launch the desired profile
  • (Optional) Upon system launch, to immediately return to where the learner previously left off
  • The capability of the webcam to recognize objects and bring up relevant resources for that object
  • A built in RSS feed aggregator – or a similar technology – to enable learners to tap into the relevant “streams of content” that are constantly flowing by them
  • Social media dashboards/portals – providing quick access to multiple sources of content and whereby learners can contribute their own “streams of content”

In the future, new forms of Human Computer Interaction (HCI) such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) will be integrated into this new learning environment – providing entirely new means of collaborating with one another.

Likely players:

  • Amazon – personal assistance via Alexa
  • Apple – personal assistance via Siri
  • Google – personal assistance via Google Assistant; language translation
  • Facebook — personal assistance via M
  • Microsoft – personal assistance via Cortana; language translation
  • IBM Watson – cognitive computing; language translation
  • Polycom – videoconferencing
  • Blackboard – videoconferencing, application sharing, chat, interactive whiteboard
  • T1V, Prsym, and/or Bluescape – submitting content to a digital canvas/workspace
  • Samsung, Sharp, LCD, and others – for large displays with integrated microphones, speakers, webcams, etc.
  • Feedly – RSS aggregator
  • _________ – for providing backchannels
  • _________ – for tools to create videocasts and interactive videos
  • _________ – for blogs, wikis, podcasts, journals
  • _________ – for quizzes/assessments
  • _________ – for discussion boards/forums
  • _________ – for creating AR, MR, and/or VR-based content

 

 

From DSC:
Though slightly older, this article has some solid advice that I think we in higher education need to heed as well.


 

The Importance of Continuing Education for Digital Leaders — from strategy-business.com by Chris Curran — with thanks to tweets by Cathryn Marsh and G Athanasakopoulos

Excerpt (emphasis DSC):

Whether you’re a newly minted MBA or an experienced leader, you’re always honing your skills and navigating change. And technology is one discipline in which you really can’t afford to stagnate. With digital transformation so central to strategy for most companies, all executives — especially CEOs — must embrace a learning mind-set. Gone are the days you can delegate the job of keeping up with technology to the IT staff.

Chief information officers (CIOs), of course, should regularly brief the management team and the board on new developments, demoing exciting new technology, bringing in external speakers and vendors, and using other tactics that promote tech learning and engagement. But keeping up on technology trends is also the responsibility of every executive. And while that can be daunting given the vast tech landscape and seemingly limitless avenues for learning, it’s also incredibly exciting.

 

 

Indeed, the art of continuous learning itself may be the most sought-after skill for tomorrow’s workforce as well as the key to solving tomorrow’s problems. 

 

 


From DSC:
Tapping into streams of content (via RSS feeds and/or with tools like Google Alerts) is key here. Developing your personal learning networks and your communities of practice are key here. The article also mentions MOOCs and online learning. which I would also add to the list of helpful tools/avenues to pursue.


 

 

The 2017 Dean’s List: EdTech’s 50 Must-Read Higher Ed Blogs [Meghan Bogardus Cortez at edtechmagazine.com]

 

The 2017 Dean’s List: EdTech’s 50 Must-Read Higher Ed Blogs — from edtechmagazine.com by Meghan Bogardus Cortez
These administrative all-stars, IT gurus, teachers and community experts understand how the latest technology is changing the nature of education.

Excerpt:

With summer break almost here, we’ve got an idea for how you can use some of your spare time. Take a look at the Dean’s List, our compilation of the must-read blogs that seek to make sense of higher education in today’s digital world.

Follow these education trailblazers for not-to-be-missed analyses of the trends, challenges and opportunities that technology can provide.

If you’d like to check out the Must-Read IT blogs from previous years, view our lists from 2016, 2015, 2014 and 2013.

 

 



From DSC:
I would like to thank Tara Buck, Meghan Bogardus Cortez, D. Frank Smith, Meg Conlan, and Jimmy Daly and the rest of the staff at EdTech Magazine for their support of this Learning Ecosystems blog through the years — I really appreciate it. 

Thanks all for your encouragement through the years!



 

 

 

 

From DSC and Adobe — for faculty members and teachers out there:

Do your students an enormous favor by assigning them a digital communications project. Such a project could include images, infographics, illustrations, animations, videos, websites, blogs (with RSS feeds), podcasts, videocasts, mobile apps and more. Such outlets offer powerful means of communicating and demonstrating knowledge of a particular topic.

As Adobe mentions, when you teach your students how to create these types of media projects, you prepare them to be flexible and effective digital communicators.  I would also add that these new forms and tools can be highly engaging, while at the same time, they can foster students’ creativity. Building new media literacy skills will pay off big time for your students. It will land them jobs. It will help them communicate to a global audience. Students can build upon these skills to powerfully communicate numerous kinds of messages in the future. They can be their own radio station. They can be their own TV station.

For more information, see this page out at Adobe.com.

 

 

From DSC:
This is where we may need more team-based approaches…because one person may not be able to create and grade/assess such assignments.

 

 

Making sure the machines don’t take over — from raconteur.net by Mark Frary
Preparing economic players for the impact of artificial intelligence is a work in progress which requires careful handling

 

From DSC:
This short article presents a balanced approach, as it relays both the advantages and disadvantages of AI in our world.

Perhaps it will be one of higher education’s new tasks — to determine the best jobs to go into that will survive the next 5-10+ years and help you get up-to-speed in those areas. The liberal arts are very important here, as they lay a solid foundation that one can use to adapt to changing conditions and move into multiple areas. If the C-suite only sees the savings to the bottom line — and to *&^# with humanity (that’s their problem, not mine!) — then our society could be in trouble.

 

Also see:

 

 

 

The Enterprise Gets Smart
Companies are starting to leverage artificial intelligence and machine learning technologies to bolster customer experience, improve security and optimize operations.

Excerpt:

Assembling the right talent is another critical component of an AI initiative. While existing enterprise software platforms that add AI capabilities will make the technology accessible to mainstream business users, there will be a need to ramp up expertise in areas like data science, analytics and even nontraditional IT competencies, says Guarini.

“As we start to see the land grab for talent, there are some real gaps in emerging roles, and those that haven’t been as critical in the past,” Guarini  says, citing the need for people with expertise in disciplines like philosophy and linguistics, for example. “CIOs need to get in front of what they need in terms of capabilities and, in some cases, identify potential partners.”

 

 

 

Asilomar AI Principles

These principles were developed in conjunction with the 2017 Asilomar conference (videos here), through the process described here.

 

Artificial intelligence has already provided beneficial tools that are used every day by people around the world. Its continued development, guided by the following principles, will offer amazing opportunities to help and empower people in the decades and centuries ahead.

Research Issues

 

1) Research Goal: The goal of AI research should be to create not undirected intelligence, but beneficial intelligence.

2) Research Funding: Investments in AI should be accompanied by funding for research on ensuring its beneficial use, including thorny questions in computer science, economics, law, ethics, and social studies, such as:

  • How can we make future AI systems highly robust, so that they do what we want without malfunctioning or getting hacked?
  • How can we grow our prosperity through automation while maintaining people’s resources and purpose?
  • How can we update our legal systems to be more fair and efficient, to keep pace with AI, and to manage the risks associated with AI?
  • What set of values should AI be aligned with, and what legal and ethical status should it have?

3) Science-Policy Link: There should be constructive and healthy exchange between AI researchers and policy-makers.

4) Research Culture: A culture of cooperation, trust, and transparency should be fostered among researchers and developers of AI.

5) Race Avoidance: Teams developing AI systems should actively cooperate to avoid corner-cutting on safety standards.

Ethics and Values

 

6) Safety: AI systems should be safe and secure throughout their operational lifetime, and verifiably so where applicable and feasible.

7) Failure Transparency: If an AI system causes harm, it should be possible to ascertain why.

8) Judicial Transparency: Any involvement by an autonomous system in judicial decision-making should provide a satisfactory explanation auditable by a competent human authority.

9) Responsibility: Designers and builders of advanced AI systems are stakeholders in the moral implications of their use, misuse, and actions, with a responsibility and opportunity to shape those implications.

10) Value Alignment: Highly autonomous AI systems should be designed so that their goals and behaviors can be assured to align with human values throughout their operation.

11) Human Values: AI systems should be designed and operated so as to be compatible with ideals of human dignity, rights, freedoms, and cultural diversity.

12) Personal Privacy: People should have the right to access, manage and control the data they generate, given AI systems’ power to analyze and utilize that data.

13) Liberty and Privacy: The application of AI to personal data must not unreasonably curtail people’s real or perceived liberty.

14) Shared Benefit: AI technologies should benefit and empower as many people as possible.

15) Shared Prosperity: The economic prosperity created by AI should be shared broadly, to benefit all of humanity.

16) Human Control: Humans should choose how and whether to delegate decisions to AI systems, to accomplish human-chosen objectives.

17) Non-subversion: The power conferred by control of highly advanced AI systems should respect and improve, rather than subvert, the social and civic processes on which the health of society depends.

18) AI Arms Race: An arms race in lethal autonomous weapons should be avoided.

Longer-term Issues

 

19) Capability Caution: There being no consensus, we should avoid strong assumptions regarding upper limits on future AI capabilities.

20) Importance: Advanced AI could represent a profound change in the history of life on Earth, and should be planned for and managed with commensurate care and resources.

21) Risks: Risks posed by AI systems, especially catastrophic or existential risks, must be subject to planning and mitigation efforts commensurate with their expected impact.

22) Recursive Self-Improvement: AI systems designed to recursively self-improve or self-replicate in a manner that could lead to rapidly increasing quality or quantity must be subject to strict safety and control measures.

23) Common Good: Superintelligence should only be developed in the service of widely shared ethical ideals, and for the benefit of all humanity rather than one state or organization.

 

 

 

Excerpts:
Creating human-level AI: Will it happen, and if so, when and how? What key remaining obstacles can be identified? How can we make future AI systems more robust than today’s, so that they do what we want without crashing, malfunctioning or getting hacked?

  • Talks:
    • Demis Hassabis (DeepMind)
    • Ray Kurzweil (Google) (video)
    • Yann LeCun (Facebook/NYU) (pdf) (video)
  • Panel with Anca Dragan (Berkeley), Demis Hassabis (DeepMind), Guru Banavar (IBM), Oren Etzioni (Allen Institute), Tom Gruber (Apple), Jürgen Schmidhuber (Swiss AI Lab), Yann LeCun (Facebook/NYU), Yoshua Bengio (Montreal) (video)
  • Superintelligence: Science or fiction? If human level general AI is developed, then what are likely outcomes? What can we do now to maximize the probability of a positive outcome? (video)
    • Talks:
      • Shane Legg (DeepMind)
      • Nick Bostrom (Oxford) (pdf) (video)
      • Jaan Tallinn (CSER/FLI) (pdf) (video)
    • Panel with Bart Selman (Cornell), David Chalmers (NYU), Elon Musk (Tesla, SpaceX), Jaan Tallinn (CSER/FLI), Nick Bostrom (FHI), Ray Kurzweil (Google), Stuart Russell (Berkeley), Sam Harris, Demis Hassabis (DeepMind): If we succeed in building human-level AGI, then what are likely outcomes? What would we like to happen?
    • Panel with Dario Amodei (OpenAI), Nate Soares (MIRI), Shane Legg (DeepMind), Richard Mallah (FLI), Stefano Ermon (Stanford), Viktoriya Krakovna (DeepMind/FLI): Technical research agenda: What can we do now to maximize the chances of a good outcome? (video)
  • Law, policy & ethics: How can we update legal systems, international treaties and algorithms to be more fair, ethical and efficient and to keep pace with AI?
    • Talks:
      • Matt Scherer (pdf) (video)
      • Heather Roff-Perkins (Oxford)
    • Panel with Martin Rees (CSER/Cambridge), Heather Roff-Perkins, Jason Matheny (IARPA), Steve Goose (HRW), Irakli Beridze (UNICRI), Rao Kambhampati (AAAI, ASU), Anthony Romero (ACLU): Policy & Governance (video)
    • Panel with Kate Crawford (Microsoft/MIT), Matt Scherer, Ryan Calo (U. Washington), Kent Walker (Google), Sam Altman (OpenAI): AI & Law (video)
    • Panel with Kay Firth-Butterfield (IEEE, Austin-AI), Wendell Wallach (Yale), Francesca Rossi (IBM/Padova), Huw Price (Cambridge, CFI), Margaret Boden (Sussex): AI & Ethics (video)

 

 

 

ngls-2017-conference

 

From DSC:
I have attended the Next Generation Learning Spaces Conference for the past two years. Both conferences were very solid and they made a significant impact on our campus, as they provided the knowledge, research, data, ideas, contacts, and the catalyst for us to move forward with building a Sandbox Classroom on campus. This new, collaborative space allows us to experiment with different pedagogies as well as technologies. As such, we’ve been able to experiment much more with active learning-based methods of teaching and learning. We’re still in Phase I of this new space, and we’re learning new things all of the time.

For the upcoming conference in February, I will be moderating a New Directions in Learning panel on the use of augmented reality (AR), virtual reality (VR), and mixed reality (MR). Time permitting, I hope that we can also address other promising, emerging technologies that are heading our way such as chatbots, personal assistants, artificial intelligence, the Internet of Things, tvOS, blockchain and more.

The goal of this quickly-moving, engaging session will be to provide a smorgasbord of ideas to generate creative, innovative, and big thinking. We need to think about how these topics, trends, and technologies relate to what our next generation learning environments might look like in the near future — and put these things on our radars if they aren’t already there.

Key takeaways for the panel discussion:

  • Reflections regarding the affordances that new developments in Human Computer Interaction (HCI) — such as AR, VR, and MR — might offer for our learning and our learning spaces (or is our concept of what constitutes a learning space about to significantly expand?)
  • An update on the state of the approaching ed tech landscape
  • Creative, new thinking: What might our next generation learning environments look like in 5-10 years?

I’m looking forward to catching up with friends, meeting new people, and to the solid learning that I know will happen at this conference. I encourage you to check out the conference and register soon to take advantage of the early bird discounts.

 

 
 

Why can’t the “One Day University” come directly into your living room — 24×7? [Christian]

  • An idea/question from DSC:
    Looking at the article below, I wonder…“Why can’t the ‘One Day University‘ come directly into your living room — 24×7?”

 

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

 

This is why I’m so excited about the “The Living [Class] Room” vision. Because it is through that vision that people of all ages — and from all over the world — will be able to constantly learn, grow, and reinvent themselves (if need be) throughout their lifetimes. They’ll be able to access and share content, communicate and discuss/debate with one another, form communities of practice, go through digital learning playlists (like Lynda.com’s Learning Paths) and more.  All from devices that represent the convergence of the television, the telephone, and the computer (and likely converging with the types of devices that are only now coming into view, such as Microsoft’s Hololens).

 

LearningPaths-LyndaDotCom-April2016

 

You won’t just be limited to going back to college for a day — you’ll be able to do that 24×7 for as many days of the year as you want to.

Then when some sophisticated technologies are integrated into this type of platform — such as artificial intelligence, cloud-based learner profiles, algorithms, and the ability to setup exchanges for learning materials — we’ll get some things that will blow our minds in the not too distant future! Heutagogy on steroids!

 

 


 

 

Want to go back to college? You can, for a day. — from washingtonpost.com by Valerie Strauss

Excerpt:

Have you ever thought about how nice it would be if you could go back to college, just for the sake of learning something new, in a field you don’t know much about, with no tests, homework or studying to worry about? And you won’t need to take the SAT or the ACT to be accepted? You can, at least for a day, with something called One Day University, the brainchild of a man named Steve Schragis, who about a decade ago brought his daughter to Bard College as a freshman and thought that he wanted to stay.

One Day University now financially partners with dozens of newspapers — including The Washington Post — and a few other organizations to bring lectures to people around the country. The vast majority of the attendees are over the age 50 and interested in continuing education, and One Day University offers them only those professors identified by college students as fascinating. As Schragis says, it doesn’t matter if you are famous; you have to be a great teacher. For example, Schragis says that since Bill Gates has never shown to be one, he can’t teach at One Day University.

We bring together these professors, usually four at at a time, to cities across the country to create “The Perfect Day of College.” Of course we leave out the homework, exams, and studying! Best if there’s real variety, both male and female profs, four different schools, four different subjects, four different styles, etc. There’s no one single way to be a great professor. We like to show multiple ways to our students.

Most popular classes are history, psychology, music, politics, and film. Least favorite are math and science.

 

 


See also:


 

 

OneDayUniversity-1-April2016

 

OneDayUniversity-2-April2016

 

 

 


Addendum:


 

 

lyndaDotcom-onAppleTV-April2016

 

We know the shelf-life of skills are getting shorter and shorter. So whether it’s to brush up on new skills or it’s to stay on top of evolving ones, Lynda.com can help you stay ahead of the latest technologies.

 

 
© 2016 Learning Ecosystems