#DesignInTech Report 2016 — from kpcb.com
Some excerpted slides:
On 03/07/2016,
in active learning, Asia, business, collaboration, education technology, higher education, ideas, learning hubs & pods & microschooling, learning spaces, MBA, pedagogy, smart classrooms, student-related, videoconferencing, web-based collaboration,
by Daniel Christian
SMU’s pioneering pedagogy, SMU-X, recognised globally for innovation, creativity and impact — from by smu.edu.sg
Excerpt:
SMU launched the SMU-X initiative in 2015 following three-and-a-half years of study and conceptualisation. Through SMU-X, the University introduced across all its six Schools innovative and fresh curriculum that is multi-disciplinary and hands-on, and also created unconventional, flexible spaces for 24/7 use that meet the usage patterns and behaviours of the millennial student.
Four key principles characterise all SMU-X courses:
(i) inter-disciplinary content and activities;
(ii) experiential learning via an actual problem/issue faced by an organisation;
(iii) active student-mentoring by faculty and industry; and
(iv) three-way learning by faculty, student and partner organisation, in the form of a tripartite sharing forum at the end of the course.
On 02/16/2016,
in 24x7x365 access, A/V -- audio/visual, Apple, business, corporate / business world, corporate universities / corporate training, education technology, emerging technologies, Google, human-computer interaction (HCI), immersion, innovation, MBA, user experience (UX), using teams, vendors, Virtual Reality (VR) / worlds / learning, web-based collaboration, workplace,
by Daniel Christian
EdTech: These four b-schools are exploring virtual reality with Oculus, Google, Samsung — from businessbecause.com by Seb Murray
Elite schools place bets on next big innovation in online learning
Excerpt:
The immersive potential of virtual reality has Silicon Valley’s finest pouring vast sums of money into headsets and other whizzy innovations.
Google, Apple and Samsung are betting that these sci-fi concepts will become a staple of everyday life, with potential uses in gaming, advertising, marketing and increasingly, education.
The hype surrounding VR and the more complex augmented reality, is not lost on universities and business schools, who are eyeing its early pioneers and conducting secretive trials of head-mounted VR displays.
Four of the world’s top-ranked schools have told BusinessBecause they are exploring VR in tie-ups with Oculus, Samsung, and Google, as they place bets on the next big innovation in online learning.
On 05/13/2015,
in 21st century, business, change, changing business models, innovation, MBA, new business models, trends, vendors, workplace,
by Daniel Christian
Meet the 2015 CNBC Disruptor 50 companies — from cnbc.com
Excerpt:
In the third annual Disruptor 50 list, CNBC features private companies in 16 industries—from aerospace to financial services to cybersecurity to retail—whose innovations are revolutionizing the business landscape. These forward-thinking upstarts have identified unexploited niches in the marketplace that have the potential to become billion-dollar businesses, and they rushed to fill them.
Here are the first 10:
On 05/05/2015,
in business, collaboration, corporate / business world, corporate universities / corporate training, cost of getting a degree, marketing/social marketing, MBA, MOOCs -- Massive Open Online Courses, online learning, strategy, student-related, training / L&D, United States, using teams, vendors, workplace,
by Daniel Christian
World’s first open online MBA to be launched by MOOC platform Coursera — from by Seb Murray
The world’s first open digital MBA degree will be launched in a tie-up between Mooc maker Coursera and US b-school the University of Illinois.
Excerpt:
The world’s first open online MBA will launch in 2015 after a landmark decision from a top business school which is expected to pave the way for further digitization of the business degree and disrupt an already shaken education market.
The University of Illinois at Urbana Champaign College of Business has received the seal of approval from its senate to launch the “iMBA”, in collaboration with Coursera, the $300 million-plus Silicon Valley start-up that produces MOOCs and has amassed nearly 13 million users.
Also see:
The University of Illinois at Urbana-Champaign plans to start a low-cost online M.B.A. program in partnership with Coursera, the Silicon Valley-based MOOC provider, hoping to meet its land-grant mission of improving access and also to create a new stream of revenue at a time of shrinking state support for higher education.
Students enrolling in the new online master’s program, dubbed the iMBA, could complete the entire degree for about $20,000 — far less than the approximately $50,000 for the on-campus version or the $100,000 for the university’s executive M.B.A.
On 04/24/2015,
in 21st century, business, career development, corporate / business world, economics, innovation, MBA, political science, real-world assignments, society, sociology, student-related, trends, United States, workplace,
by Daniel Christian
Assignment #1:
Review the opinion/posting out at marketwatch.com entitled, “Opinion: How the stock market destroyed the middle class” by Rex Nutting and make a listing of the items you believe he is right on the mark on and another listing of items you believe he is mistaken about. Then answer the following questions:
- What data or other types of support can you find to backup your lists and perspectives?
- What data or other types of support does he bring to the table?
- What are the potential ramifications of this topic (on career development/livelihoods, policy, business practices, business ethics, families, society, innovation, other)?
- If companies aren’t investing in their employees as much, what advice would you give to existing employees within the corporate world? To your peers in your colleges and universities or to your peers within your MBA programs?
- Has the middle class decreased in size since the early 1980’s? What are some of the other factors involved here? Is this situation currently impacting families across the nation and if so, how?
Excerpt:
“The ‘buyback corporation’ is in large part responsible for a national economy characterized by income inequality, employment instability, and diminished innovative capacity,” wrote William Lazonick, an economics professor at the University of Massachusetts at Lowell in a new paper published by the Brookings Institution.
Lazonick argues that corporations — which once retained a sizable share of profits to reinvest (including investing in their workforce by paying them enough to get them to stay) — have adopted a “downsize-and-distribute” model.
It’s not just lefty academics and pundits who think buybacks are ruining America. Last week, the CEOs of America’s 500 biggest companies received a letter from Lawrence Fink, CEO of BlackRock BLK, +0.46% the largest asset manager in the world, saying exactly the same thing.
“The effects of the short-termist phenomenon are troubling both to those seeking to save for long-term goals such as retirement and for our broader economy,” Fink wrote, adding that favoring shareholders comes at the expense of investing in “innovation, skilled work forces or essential capital expenditures necessary to sustain long-term growth.”
Also see:
————–
Assignment #2:
Review the current information out at usdebtclock.org and answer the following questions:
- What does the $18.2+ trillion (as of 4/24/15) U.S. National Debt affect?
- What level of debt is acceptable for a nation?
- What does that level of debt depend upon?
- Which of the pieces of information below have the most impact on future interest rates? Do we even know that or is that crystal balling it?
- Do the C-Suites at major companies look at this information? If so, what pieces of this information do they focus in on?
- Are there potential implications for inflation or items related to the financial stability of the banking systems throughout the globe?
- Are there any other ramifications of this information that you can think of?
- What might you focus in on if you were addressing the masses (i.e., all U.S. citizens)?
- Should politicians be aware of these #’s? If so, what might their concerns be for their constituents? For their local economies?
————–
Extra Credit Questions:
Now let’s bring it closer to home. Do you have some student loans that are contributing to the Student Loan Debt figure of $1.3+trillion (as of 4/24/15)? Do you see such loans impacting you in the future? If so, how?
On 04/23/2015,
in 21st century, business, career development, colleges, community colleges, corporate / business world, corporate universities / corporate training, creativity, Europe, future, global / globalization, health, higher education, legislatures / government / legal, MBA, professional development, reinvent, social learning / networks, social media, society, staying relevant, surviving, universities, workplace,
by Daniel Christian
Automated, creative & dispersed: The future of work in the 21st century — from The Economist
Date Published:
May 20th 2015
Excerpt:
The key findings are as follows:
- In the next decade-and-a-half, digital technology will dissolve the concept of work as we know it.
- The growing use and sophistication of automation will shift the emphasis of human employment towards creativity and social skills.
- This new reality of work will require a new, more nurturing approach to management.
Contents
About the research
Executive summary
Introduction
Your workplace is… everywhere
The hospital of the future
Creative and social skills will dominate the automated world
The bank of the future
Well-being and employee development top the management agenda
The university of the future
The government of the future
Conclusion
Appendix: Survey results
This requires university workers to develop new skills, she says. Ms Shutt predicts that in the future lecturers will be encouraging more of their students to take work placements or even launch their own start-ups, and developing relationships that give industry a greater input
into the direction of research. “We need to develop skills in interaction with business and in preparing students for the work world.”
On 02/11/2015,
in business, experimentation, global / globalization, higher education, internet, MBA, online learning, web-based collaboration,
by Daniel Christian
Harvard B-school opens the flood gates with online courses — from fortune.com by John A. Byrne; with thanks to EduWire for the resource
The school is opening up its online education program—based on case studies and videos—to applicants worldwide, including adult learners.
Excerpt:
(Poets&Quants) — After a pair of highly successful pilot runs, Harvard Business School is now opening its online program in business basics to students worldwide. The school is also inviting admitted MBA students to enroll in the program as a pre-MBA boot camp experience, particularly for non-traditional admits or those who need more basic quantitative work before showing up on campus.
On 09/12/2014,
in change, changing business models, experimentation, future of higher education, game-changing environment, higher education, leadership, MBA, new business models, strategy, vision/possibilities,
by Daniel Christian
Ed-Tech advances poised to revolutionize higher ed from all angles — from evolllution.com by Michael Horn
Excerpt:
There’s a flip side to unbundling, however, that receives far less attention. As a service’s architecture becomes modular, its performance becomes determined by the raw performance of its subcomponents, which consequently become interdependent — or re-bundled — as the entities making these subcomponents need to wring every ounce of performance out of them. In other words, as one stage becomes modular, an adjacent stage becomes interdependent.
In education, as elements such as content become unbundled, there will exist a need for subcomponents that bundle together — coaching, mentoring, communities, personal learning plans and employer connections, for example, as these areas are critical for student success, but the ways in which they fit together are not yet well enough understood such that there can be clear standards at their various interfaces. Standalone, modular solutions in these areas will struggle to succeed. Creating standards at their interfaces before we know what the standards should be will similarly suffer.
..
Similarly, too few are thinking about how to help students make sense of and navigate this emerging, unbundled world and integrate the modular pieces together in ways that help them carve out a coherent and sensible life path. This is critical because it appears that in a personalized learning future, every single learner will have a custom-fit educational pathway.
Bundling and Re-bundling — from elearnspace.com by George Siemens
Excerpt:
There are a few things wrong with the idea of unbundling in education:
1. Unbundling is different in social systems than it is in a content only system. An album can be unbundled without much loss. Sure, albums like The Wall don’t unbundle well, but those are exceptions. Unbundling a social system has ripple effects that cannot always be anticipated. The parts of a social system are less than the whole of a social system. Unbundling, while possible in higher education, is not a zero sum game. The pieces on the board that get rearranged will have a real impact on learners, society, and universities.
2. When unbundling happens, it is only temporary. Unbundling leads to rebundling. And digital rebundling results in less players and less competition. What unbundling represents then is a power shift. Universities are today an integrated network of products and services. Many universities have started to work with partners like Pearson (ASU is among the most prominent) to expand capacity that is not evident in their existing system.
.
Rebundling is what happens when the pieces that are created as a sector moves online become reintegrated into a new network model. It is most fundamentally a power shift. The current integrated higher education system is being pulled apart by a range of companies and startups. Currently the university is in the drivers seat. Eventually, the unbundled pieces will be integrated into a new network model that has a new power structure. For entrepreneurs, the goal appears to be to become part of a small number of big winners like Netflix or Google. When Sebastian Thrun stated that Udacity would be one of only 10 universities in the future, he was exhibiting the mentality that has existed in other sectors that have unbundled. Unbundling is not the real story: the real issue is the rebundling and how power structures are re-architected. Going forward, rebundling will remove the university from the drivers seat and place the control into the re-integrated networks.
————
Addendums:
- Unbundling Versus Designing Faculty Roles (PDF) 1MB — from this page at acenet.edu
This paper explores current conversations about the changing role of college and university faculty, the so-called “unbundling” or “disaggregation” of the faculty role.
- The unbundled MBA: How you’ll earn the degree in 25 years — from cnbc.com by John Byrne
Addendum on 9/17/14:
Ed tech’s next wave rolls into view — from by Roger Novak
Excerpt:
If the second wave was about the unbundling of colleges and providing learning as a service, the third wave of companies will be involved in reassembling educational component pieces from various sources to help make students’ learning portfolios more meaningful to both individuals and employers. While we are starting to see colleges taking similar steps to become more student-centered, private-sector companies can act nimbly to fill gaps and create new technologies to help accomplish these goals.
On 08/14/2014,
in art, Augmented Reality (AR), biology, business, career development, chemistry, computer science, corporate / business world, corporate universities / corporate training, design, drama/theater, engineering, entrepreneurship, geography / geology, higher education, history, instructional design, interaction design, interface design, K-12 related, leadership, liberal arts, library / librarians, marketing/social marketing, marketplaces, mathematics, MBA, media/film, music, new media literacies, organizational change, photography, political science, professional development, programming, psychology, publishing, reinvent, staying relevant, student-related, tools, user interface design, web design and production, workplace, writing, youth,
by Daniel Christian
Does Studying Fine Art = Unemployment? Introducing LinkedIn’s Field of Study Explorer — from LinkedIn.com by Kathy Hwang
Excerpt:
[On July 28, 2014], we are pleased to announce a new product – Field of Study Explorer – designed to help students like Candice explore the wide range of careers LinkedIn members have pursued based on what they studied in school.
So let’s explore the validity of this assumption: studying fine art = unemployment by looking at the careers of members who studied Fine & Studio Arts at Universities around the world. Are they all starving artists who live in their parents’ basements?
Also see:
The New Rankings? — from insidehighered.com by Charlie Tyson
Excerpt:
Who majored in Slovak language and literature? At least 14 IBM employees, according to LinkedIn.
Late last month LinkedIn unveiled a “field of study explorer.” Enter a field of study – even one as obscure in the U.S. as Slovak – and you’ll see which companies Slovak majors on LinkedIn work for, which fields they work in and where they went to college. You can also search by college, by industry and by location. You can winnow down, if you desire, to find the employee who majored in Slovak at the Open University and worked in Britain after graduation.
On 07/27/2014,
in disruption, education technology, future, game-changing environment, Learning from the Living [Class] Room, MBA, MOOCs -- Massive Open Online Courses, streams of content, vision/possibilities,
by Daniel Christian
From DSC:
A paraphrased excerpt:
When I watch my teenagers do their math, they use their laptops, smartphones (to text their friends), and they watch YouTube videos to explain how to do the problems.
This statement made me reflect on the vision that I’m pursuing re: the use of second screen apps in learning as it relates to Learning from the Living [Class] Room.
The video was interesting to watch, and the topic grabbed my eye — i.e., will MOOCs impact MBA programs and if so, what might the potential scenarios look like?
I appreciated the excellent example of peering into the future, developing some scenarios, and planning for those scenarios NOW.
Also see:
- Would graduate school work better if you never graduated from it? — from thechronicle.com by Steve Kolowich
Excerpt:
Learning continues long after college ends. What if being enrolled in college was also a lifelong condition?
That is how Christian Terwiesch, a professor at the University of Pennsylvania’s Wharton School, thinks graduate business programs might work in the future.
He and a colleague, Karl T. Ulrich, vice dean of innovation at Wharton, have published a paper on how the ascent of short video lectures—the kind popularized by massive open online courses and Khan Academy—might change the cost and structure of top business programs like Wharton’s. The short answer is that they probably won’t, at least not anytime soon.
…
The business school eventually might have to provide chunks of its curriculum on demand over a student’s whole career, he said, rather than during a two-year stretch at the beginning.
From DSC:
I like that question — Would graduate school work better if you never graduated from it? — as it speaks to me of tapping into the streams of content that are constantly flowing by us now…and doing so throughout our lifetimes. That’s one possible scenario for the delivery mechanism for some of our educational programs in the future.
On 06/24/2014,
in Apple, business, corporate / business world, Daniel S. Christian, education technology, ethics, funding / grants, K-12 related, MBA, reinvent, society, staying relevant, student-related, workplace,
by Daniel Christian
The most extraordinary speech ever by a graduating MBA — from LinkedIn.com by John Byrne
Excerpt (emphasis DSC):
Gerald spoke movingly about a near-death experience with armed gunmen in his hometown of Dallas, and how that changed his life forever. “A strange thing happened as I accepted that I was about to die: I stopped being afraid.” He then decided to “give my life to a cause greater than myself.”
After arriving at Harvard Business School from Yale, Gerald said that HBS “changed who we were; it reminded us who we could be. It reminded us that we didn’t have to wait until we were rich or powerful, or until we actually knew finance, to make a difference. We could act right now.”
With three classmates, Casey founded a non-profit, MBAs Across America, which is a movement of MBAs and entrepreneurs working together to revitalize America. “We saw the signs for hope in entrepreneurs who were on the front lines of change. They showed us that the new ‘bottom line’ in business is the impact you have on your community and the world around you — that no amount of profit could make up for purpose.”
See also:
From DSC:
Though the use of the word “ever” in John Byrne’s posting on LinkedIn.com may be a stretch for some, Casey Gerald did give an incredibly powerful, deep, well-articulated message at Harvard Business School’s 2014 Commencement.
I really appreciated what Casey was getting at — a higher calling for business. A higher calling for one’s life. If it’s only about making a living — vs making a life and a contribution — it comes up short. We can do better. Businesses can do better. Wall Street can do better. With corporations sitting on a trillion+ dollars, how might those massive resources be put towards helping society at large? Here are 2 ideas:
- Don’t lay people off so quickly. Take some of those funds and use them to retrain/reinvent people. Keep America’s households running. Help keep peoples’ skillsets relevant, and help keep people employed. Better yet, do this now for those people that you know you will be replacing in the future with algorithms and/or with robotics.
. - Fund/outfit educational institutions. For example, it would benefit society greatly if the large tech companies would outfit the K-12 classrooms across the country (yes, I’m mainly thinking of you Apple, Google, & Cisco). Many districts are struggling to implement ed tech and this would be of huge service to the country.
See also:
Business School, Disrupted — from nytimes.com by Jerry Useem
Excerpt:
The question: Should Harvard Business School enter the business of online education, and, if so, how?
Universities across the country are wrestling with the same question — call it the educator’s quandary — of whether to plunge into the rapidly growing realm of online teaching, at the risk of devaluing the on-campus education for which students pay tens of thousands of dollars, or to stand pat at the risk of being left behind.