more voice more choice more control

What to do when your kids find their “passion” [Juliani]

On 01/27/2014, in creativity, Daniel S. Christian, engagement / engaging students, entrepreneurship, experimentation, Google, love of learning, more voice more choice more control, motivation, participation, passions, personalized/customized learning, workplace, by Daniel Christian

what to do when your kids find their “passion” — from teachmama.com by author, teacher, and ‘learning addict’, A.J. Juliani

Excerpt:

As a high school English teacher I was able to answer this question of “What Next?” when I ran a “20% Project” with my students three years ago. The project was simple. It is based on the “20 percent time” Google employees have to work on something other than their job description. It has been well documented, and Google has exponentially grown as a company while giving this 20 percent time.

After we came back from winter break I gave them this handout:

The 20% Project

1. For the rest of the year, 20% of your time in my class will be spent working on something you want to work on.

2. It has to be some type of learning, and you have to document it (journal etc).

3. You’ll present your accomplishments to the class twice (and will not be graded on it).

4. That’s it. Have fun. Find your passion. Explore it. Enjoy learning what you want.

From DSC:

Another example of how we can learn from — and apply things from — each others’ worlds — K-12, higher ed, the corporate world.
Another example how “more choice/more control” impacts intrinsic motivation!
This is the sort of thing that should help kids become more entrepreneurial as well…perhaps even starting their own freelancing gigs!

Transmedia Storytelling: Trends for 2014 [Pratten]

On 01/27/2014, in attention, communities of practice, creativity, digital learning, education technology, educational games / serious games, emerging technologies, engagement / engaging students, human-computer interaction (HCI), interactivity, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, love of learning, mobile learning, mobile technologies, more voice more choice more control, multimedia, new business models, new media literacies, online learning, participation, passions, personalized/customized learning, platforms, publishing, second screen apps, smart/connected TV, social learning / networks, social media, storytelling, transmedia, trends, by Daniel Christian

Transmedia Storytelling: Trends for 2014 — from Robert Pratten, CEO at Transmedia Storyteller Ltd on Dec 06, 2013

Excerpt:

From DSC:
Something here for education/learning? With the creativity, innovation, interactivity, participation, and opportunities for more choice/more control being offered here, I would say YES!

Also see:

Simon Staffans: What 2014 holds for cross-platform content — from blog.mipworld.com by Simon Staffans
TV meets gaming; ad-funded transmedia; multiplatform finally valued… the biggest names in transmedia’s predictions for the year

Coursera comes of age, announces Specializations [Lapowsky]

On 01/21/2014, in business side of he, changing business models, cost of getting a degree, dangers of the status quo, disruption, innovation, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, vendors, by Daniel Christian

Coursera comes of age, announces Specializations — from inc.com by Issie Lapowsky
With a new feature that resembles the college major, Coursera gets a new revenue stream–and becomes an increasingly attractive education alternative.

Excerpt (emphasis DSC):

Coursera, the Mountain View, California-based provider of free, massively open online courses, or MOOCs, is launching a new feature called Specializations, the MOOC equivalent of majors. Rather than taking one isolated course for free, students can now select a sequence of courses, which they take in order, for a fee, albeit, a small one. Then, if they pass, students receive a certificate of completion.

“We heard from many students that they wanted help sequencing together courses in order to form more substantive programs of study than can be represented by a single course. On the flip side, we also heard significant interest from our university partners in offering course sequences,” Coursera co-founder Andrew Ng told me by email. “After discussions with our partners and several student surveys, we decided to proceed with this program, which we believe is the next stage in the development of MOOCs.”

…

Meanwhile, Specializations solve an equally big pain point for Coursera, namely that revenue’s hard to come by when you’re giving a premium product away for free. This way, students will sign up to get their identities verified, a service for which Coursera charges for each class, meaning Specializations will run students about $200 to $500. It’s substantially cheaper than a degree from a traditional university, and for those who can’t afford it, true to its mission, Coursera is offering students financial aid.

Also see:

Coursera Specializations: Focused Programs in Popular Fields — from blog.coursera.org

This vision is now reality.

Addendums on 1/22/14:

Georgia Tech MOOC-Based Degree Program Turns Away Nearly 2,000 Applicants — from campustechnology.com by Dian Schaffhauser

Excerpt:

A totally MOOC-based master’s degree in computer science announced last spring has opened for business with about 375 students. The new program, being delivered by Georgia Institute of Technology’s College of Computing, claims to be the “first and only” one from an accredited university that operates entirely through a massive open online course format.

The degree program received 2,360 applications during a three-week period in October, about 75 percent more applications than are typically received for the on-campus program during an entire year. Of those, 401 students were offered admission, and 94 percent enrolled for the Spring 2014 semester. According to Georgia Tech, a couple of differences distinguish MOOC enrollment from on-campus enrollment. Whereas 88 percent of the MOOC students are United States citizens or permanent residents, about 90 percent are international in the on-campus program. Also, the average age of the MOOC students is 34.8, about 11 years older than their on-campus counterparts.

More Competition for Online Certificate Students — from insidehighered.com by Carl Straumsheim

Excerpt:

An online course provider will this spring introduce bundles of courses created by top-tier universities that can be completed for certificates. That description fits both Academic Partnerships and Coursera, and both programs are called “Specializations.”

The similarities are more than mere coincidence, as the two companies have since last summer discussed a partnership proposed by Academic Partnerships for its platform to use Coursera’s university course offerings. Yet Coursera’s Specializations, announced Tuesday morning, took Academic Partnerships CEO Randy Best by surprise. When the parties spoke last week, Best said Coursera “expressed that they were going to defer for now the idea of Specializations.”

Reflections on “The Campus of the Future: Hybrid and Lean” [Winkler]

On 01/15/2014, in adjunct faculty, blended learning, change, changing business models, colleges, community colleges, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, disruption, distance education, education technology, elearning, faculty, future of higher education, game-changing environment, higher education, hybrid learning, IT in HE, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, organizational change, reinvent, smart classrooms, social learning / networks, staying relevant, student teaching/teacher education, student-related, UK, United States, universities, videoconferencing, virtual tutoring, by Daniel Christian

The Campus of the Future: Hybrid and Lean — from edcetera.rafter.com by Kirsten Winkler

Excerpt:

When people imagine the campus of the future, two main ideas seem to come up. On the one hand, the campus experience will be blended or hybrid, meaning that even with the majority of learning taking place online, there will still be demand for activities in a classic brick-and-mortar setting. On the other hand, the campus of the future will be more like a technology startup, focused on cutting expenses and running a lean operation.

Three recent articles in Education DIVE, The Times Higher Education, Slate and Inc. underline this trend.

The above article links to:

Internet mentors could supplant traditional lecturers — from timeshighereducation.co.uk by Jack Grove
Horizon Scanning study points to a ‘new kind of pedagogy’ in higher education by 2020

Excerpt:

Traditional lecturers may soon be replaced by networks of online mentors working for several universities, a new study predicts.

In the report, titled Horizon Scanning: What will higher education look like in 2020?, the Observatory on Borderless Education suggests that academic staff are likely to be employed part-time by several universities – often working remotely via the internet – rather than relying on a single employer.

…

With one undergraduate module, Forms of Identity, already taught via video conferencing to students at both institutions, the alliance “may be pointing the way to a new kind of pedagogy”, the report says.

“Undergraduate lectures, for example, may be delivered simultaneously to any number of participating institutions, either across a whole sector or indeed across borders,” it states.

From DSC:
With adjunct faculty members playing a significant role at many institutions of higher education, I could see a scenario like this occurring. In fact, even years ago I knew an adjunct faculty member who sat behind her PC all day, servicing students at multiple universities. I’m sure that this is not a rare occurrence. Plus, we are already above 30% of the workforce working in a freelance mode, with estimations of this going to 40% or more by 2020.

Learning hubs: (how I define it)
Places of blended/hybrid learning whereby some of the content is “piped in” or made available via the Internet and whereby some of the content is discussed/worked on in a face-to-face manner.

Questions:

What if learning hubs spring up in many types of facilities, such as in schools, libraries, buildings on campuses, corporate spaces, parks, cafes, other places? How might such a trend affect the possible scenario that there will be online mentors working for several universities?
Will these mentors make enough to cover insurance costs, retirement costs, etc.?
Will this be a potential model for lifelong learning? For learning-on-demand?
How might MOOCs — and what they morph into — affect this type of scenario?
How might this scenario affect how we teach student teachers? (Will it involve more efforts/endeavors like this one?)
Could this type of scenario also happen in the corporate world?

Last comment:

I’m not saying that this sort of setup is better than a seminar-like experience that has a dozen or so students setting down with a highly-trained professor in a strictly face-to-face setting. However, that model is increasingly unobtainable/unaffordable for many people.

Could this tech make life easier for teachers and pupils? — from cnbc.com by Anmar Frangoul

Deeper Learning 101 MOOC

On 01/03/2014, in 21st century, collaboration, communications, creativity, education reform, engagement / engaging students, K-12 related, learning ecosystem, learning theories, maker movement, MOOCs -- Massive Open Online Courses, more voice more choice more control, online learning, professional development, teachers, teaching & learning, by Daniel Christian

From DSC:
I originally saw this via a Scoop from Jim Lerman who pointed out the article:

Diving Into ‘Deeper Learning’ with High Tech High’s MOOC
One school network takes charge, offering a glimpse into innovate school models

Excerpt:

It combines the principles behind project-based learning, inquiry-based learning and Maker activities to give students more agency through collaboration, communicating, and thinking critically.

HTH Chief Academic Officer Ben Daley says, “Shallow learning is about racing to the textbook, trying to cover all the topics before the year rolls to an end. Deeper learning is about covering a smaller number of topics in a greater depth, making things, and presenting to a real audience.”

Over the course of nine weeks, the MOOC will offer a glimpse into how Deeper Learning is applied in schools like Expeditionary Learning, Big Picture Learning, Envision, and of course, High Tech High. Activities will include looking at student work from these schools, experiencing a “protocol” where teachers use a structured framework to guide a conversation, and a final project that will ask participants to design and implement their own deeper learning activity.

From DSC:
In briefly reviewing this endeavor, what I appreciated about these efforts was:

Giving more agency to the students — I took this to mean, “More choice. More control.” It seems to encourage student voice.
It encourages self-directed learning, something we all will need in our lifetimes — but does so in combination with other forms of learning that involve collaboration and communication (two other skills we all need)
It seems to have been a team-based approach – something I think will often be required to be successful in the future
The active, well-thought through experimentation going on; putting learning theories into practice in new ways that will hopefully connect with learners more and engage them at deeper levels

Also, slightly-related items 🙂

Standardized Achievement Tests: What Are They Good For? Hint: Not Cognitive Ability. — from blogs.scientificamerican.com by Scott Barry Kaufman
College course asks students to develop Google Glass apps as homework — from psfk.com by John Pugh

“What changed in higher education?” [Zinny]; also, “MOOCs in 2013: Breaking Down the Numbers” [Shah]

On 12/23/2013, in change, changing business models, cost of getting a degree, future of higher education, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, open courseware and systems, by Daniel Christian

What changed in higher education? — from by Gabriel Sanchez Zinny

Excerpt:

Higher education is undergoing a number transformative changes, much as the banking, entertainment and travel industries have been doing in recent years. In those sectors, new technology and lower barriers to entry led to new players and increased competition.

The same forces are affecting education as well — but on an even more basic level. The entire model of the university is in the midst of a structural transformation. This is the argument of a recent report released by the experts at Pearson and the Institute for Public Policy Research, entitled “An Avalanche is Coming: Higher Education and the Revolution Ahead.”

In his Forward, the economist Larry Summers summarizes the nature of this avalanche, writing that:

A new phase of competitive intensity is emerging as the concept of the traditional university itself comes under pressure and the various functions it serves are unbundled and increasingly supplied, perhaps better, by providers that are not universities at all.

Also see:

MOOCs in 2013: Breaking Down the Numbers — from edsurge.com by Dhawal Shah
Teasing out trends among the unabated growth of online courses

Excerpt (emphasis DSC):

In November 2011 I was taking one of the first MOOCs from Stanford. At that time, many new MOOCs were being announced and I started Class Central as a way to keep track of them and figure out what I should take next. The website gathers course listings through provider sites, social media, and tips from MOOC providers and users. The figures below are based on these data.

200+ universities. 1200+ courses. 1300+ instructors. 10 million students.

For the first time in history, courses that were limited to a small number of students are now open to the entire world–or at least those with access to the Internet. These courses are known as “MOOCs” (Massive Open Online Courses), a term that has now become a part of our everyday vocabulary. (It was recently added to the Oxford Dictionary.) Over the past two years, MOOCs have been embroiled in controversy with regards to their efficacy and role in relation to traditional in-person university classes. And it’s still not clear whether they have a sustainable business model.
…
The most popular courses, based on clicks within Class Central…

Trends in 2014:

Credit-granting MOOCs

Corporate-developed public MOOCs

Broader access to MOOC creation

The first School in the Cloud opens in the UK — from blog.ted.com by Sarah Schoengold; with thanks to Lisa Duty (@LisaDuty1) for posting this resource on Twitter

A group of students explores a question at the Killingworth School in the Cloud.

A group of students explores a question at the Killingworth School in the Cloud,
as a volunteer member of the “Granny Cloud” gives them guidance from the screen.

…

“SOLE” –> Stands for “Self-Organized Learning Environment.”

Excerpt:

Sugata Mitra has opened the doors of the world’s first School in the Cloud.

Located inside George Stephenson High School in Killingworth, England, this one-room learning lab is a space where students can embark on their own learning adventures, exploring whatever questions most intrigue them. Students even designed the interior of the space — which has colorful beanbags scattered throughout and (very appropriately) fluffy clouds painted on the walls.

…

The Killingworth School in the Cloud is run by a committee of 12-year-old students, who manage a schedule to let different classes and groups use the lab in time slots before, during and after school.

Also see:

The next phase of online education: 24/7 digital video channels — from fastcoexist.com by Ariel Schwartz
Want a new skill? Now you can channel flip at any time of day, just like on TV.

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

Addendum:

Top 10 Characteristics of a 21st Century Classroom –from edtechreview.in

Top 10 Characteristics of a 21st Century Classroom

Excerpt:

As education advances with the help of technology, it becomes very clear that the modern day classroom needs are very different from the conventional classroom needs.

The evolved 21^st century classroom is a productive environment in which students can develop the skills they will require in the workplace and teachers are facilitators of their learning. The focus of a 21^st century classroom is on students experiencing the environment they will enter as modern day workers and developing their higher order thinking skills, effective communication skills, collaboration skills, making them adept with using technology and all other skills that they will need in the 21^st century workplace.

Could MOOCs morph into a freemium model? [Christian]

On 12/18/2013, in business side of he, Daniel S. Christian, experimentation, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, new business models, online learning, by Daniel Christian

From DSC:

Could MOOCs morph into a freemium model?

That is, a person might take a MOOC to see if they are interested in that particular topic. If they are, they might finish the MOOC. If they are really interested in that topic, perhaps the MOOC becomes the on ramp into a stream of content whereby the student pays a small amount for a subscription (could be monthly, yearly, up to a lifetime, other) to a constantly curated stream of content on that topic.

Just thinking out loud.

RealEstate-HigherEd-DanielSChristian11-1-13

streams-of-content-blue-overlay

Reflections on “Behind the immersiveness trend: Why now?” [Rose]

On 12/18/2013, in 21st century, A/V -- audio/visual, active learning, attention, digital storytelling, immersion, interactivity, more voice more choice more control, society, storytelling, student-related, technology (general), transmedia, by Daniel Christian

Behind the immersiveness trend: Why now? — from deepmediaonline.com by Frank Rose with a thanks to Digital Rocking Chair for the Scoop on this

Excerpt (emphasis DSC):

When JWT Intelligence announced its “10 Trends for 2014 and Beyond” recently, trend #1 was “immersive experiences.” Certainly you can feel this in New York: From Punchdrunk’s Sleep No More (now running for nearly three years) to MoMA’s Rain Room to Yayoi Kusama’s Infinity Mirrored Room, people are willing to pay top dollar or line up for hours to experience something all-encompassing and beyond the ordinary. But why?

The new report—based on a survey of Internet users in the US and the UK, on assessments from JWT planners around the world, and on interviews with outside observers (myself included)—lists six key reasons. Interestingly, only two have anything to do with advances in technology or production techniques. The remaining four stem from broad societal shifts—shifts that are tied to, but in many cases a reaction against, the always-on nature of the digital world.

From DSC:
Notice one of the first slides.

It mentions the word attention. I submit to you that these types of immersive experiences will impact how easy it is or hard it is to get our students’ attentions. If we can’t get our students’ attentions, we have zero (0) chance of getting the information into their short term and/or long term memories.

This is why I’d like to see more transmedia-based storytelling and digital storytelling occurring within K-20. We should have students create the experiences using content taken directly from the course’s learning objectives. Such as course could be multidisciplinary in nature, helping students find roles that they enjoy doing while learning the content.

However, on the other side of things…I need to post another slide (below) as well. Some students might not like this type of learning experience at all. Thus, we need to offer more choice, more control to our students…letting them pick the assignments/pathways to their learning that work best for them.

FrankRoseRagingAgainstMachine-Dec182013

Four radically different models in higher ed worth considering [Morrison]

On 12/17/2013, in 21st century, blended learning, education technology, experimentation, game-changing environment, heutagogy, higher education, hybrid learning, more voice more choice more control, new business models, online learning, pedagogy, personalized/customized learning, teaching & learning, by Daniel Christian

Four radically different models in higher ed worth considering — from onlinelearninginsights.wordpress.com by Debbie Morrison

Excerpt:

Yet there are few models in practice that offer face-to-face education experiences that are truly transformational. However, I suggest the four models presented here are worth pondering; two created from scratch, and two that changed within an existing framework.

To reiterate, the institutions discussed here are not virtual schools, each provides face-to-face undergraduate learning experiences where technology is leveraged to facilitate learning. The schools are also committed to teaching foundational subjects—courses from the humanities, yet each provides unique learning experiences that challenge the traditional model in some way. Each institution takes a different approach, though all encourage learners to choose a learning path, to be self-directed, to follow their interests, and establish their own learning goals. All seek to engage young people in learning, prepare students to think critically and to guide them to find their passion.

The Internet of Things (IoT) in the classroom [Christian]

On 12/16/2013, in blended learning, creativity, Daniel S. Christian, data related items, digital learning, education technology, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learning ecosystem, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, more voice more choice more control, multimedia, Near Field Communication (NFC), personalized/customized learning, platforms, second screen apps, technology (general), tools, transmedia, trends, ubiquitous learning, usability, user experience (UX), user interface design, vendors, workplace, by Daniel Christian

From DSC:
First some recent/relevant postings:

IFTTT’s ingenious new feature: Controlling apps with your location — from wired.com by Kyle VanHemert

An update to the IFTTT app lets you use your location in recipes. Image: IFTTT

Excerpt:

IFTTT stands athwart history. At a point where the software world is obsessed with finding ever more specialized apps for increasingly specific problems, the San Francisco-based company is gleefully doing just the opposite. It simply wants to give people a bunch of tools and let them figure it out. It all happens with simple conditional statements the company calls “recipes.” So, you can use the service to execute the following command: If I take a screenshot, then upload it to Dropbox. If this RSS feed is updated, then send me a text message. It’s great for kluging together quick, automated solutions for the little workflows that slip into the cracks between apps and services.

If This, Then That (IFTTT)

4 reasons why Apple’s iBeacon is about to disrupt interaction design — from wired.com by Kyle VanHemert

Excerpt:

You step inside Walmart and your shopping list is transformed into a personalized map, showing you the deals that’ll appeal to you most. You pause in front of a concert poster on the street, pull out your phone, and you’re greeted with an option to buy tickets with a single tap. You go to your local watering hole, have a round of drinks, and just leave, having paid—and tipped!—with Uber-like ease. Welcome to the world of iBeacon.

It sounds absurd, but it’s true: Here we are in 2013, and one of the most exciting things going on in consumer technology is Bluetooth. Indeed, times have changed. This isn’t the maddening, battery-leeching, why-won’t-it-stay-paired protocol of yore. Today we have Bluetooth Low Energy which solves many of the technology’s perennial problems with new protocols for ambient, continuous, low-power connectivity. It’s quickly becoming big deal.

The Internet of iThings: Apple’s iBeacon is already in almost 200 million iPhones and iPads — from forbes.com by Anthony Kosner

Excerpt (emphasis DSC):

Because of iBeacons’ limited range, they are well-suited for transmitting content that is relevant in the immediate proximity.

From DSC:
Along the lines of the above postings…I recently had a meeting whereby the topic of iBeacons came up. It was mentioned that museums will be using this sort of thing; i.e. approaching a piece of art will initiate an explanation of that piece on the museum’s self-guided tour application.

That idea made me wonder whether such technology could be used in a classroom…and I quickly thought, “Yes!”

For example, if a student goes to the SW corner of the room, they approach a table. That table has an iBeacon like device on it, which triggers a presentation within a mobile application on the student’s device. The students reviews the presentation and moves onto the SE corner of the room whereby they approach a different table with another/different iBeacon on it. That beacon triggers a quiz on the material they just reviewed, and then proceeds to build upon that information. Etc. Etc. Physically-based scaffolding along with some serious blended/hybrid learning. It’s like taking the concept of QR codes to the next level.

Some iBeacon vendors out there include:

Data mining, interaction design, user interface design, and user experience design may never be the same again.

Reflections on “The Classroom of 2024: Four future hallmarks” [Devaney]

On 12/13/2013, in 21st century, change, education technology, emerging technologies, future, K-12 related, learning spaces, more voice more choice more control, smart classrooms, student-related, teachers, teaching & learning, videoconferencing, virtual tutoring, vision/possibilities, by Daniel Christian

From DSC:
For those of us working in higher education, read this article and keep an ongoing pulse check on the changing K-12 situation. Those students will be on our doorsteps before we know it — bringing with them their own/new set of expectations for their learning experiences. These expectations will have major implications for our teaching and learning environments.

Pharrell Williams debuts 24-hour, interactive music video for ‘Happy’ — from theverge.com by Amar Toor; with thanks to Mr. Colton Credelle for this item

Excerpt:

On Thursday, at the stroke of midnight, pop impresario Pharrell Williams debuted the video for his new single, “Happy.” It’s 24 hours long.

The video, available for streaming on 24hoursofhappy.com, features various dancers lip-synching to Williams’ single throughout the course of a day in Los Angeles. The four-minute, upbeat song is played on loop, with each cycle introducing a new dancer (or dancers) at a different location. Viewers can fast-forward or move backward using a clock interface that hovers over the display, and share specific moments on Twitter or Facebook. The dancers, meanwhile, include both anonymous extras and celebrities like Magic Johnson, Steve Carrell, and of course, Williams himself.

Also see:

From DSC:
How might this relate to educationally-related videos?

And for those of you in marketing and retail out there, could be some sharp/beneficial applications for you all here.

You’ll never guess who’s disrupting online learning — from forbes.com by Chris Proulx, President & CEO of eCornell

Excerpt:

The reality behind the hype is that online education has been disruptive for over a decade, well before MOOCs. Certainly since the economic downturn in 2009, we have seen an accelerated focus on agile work practices and more rapid adjustments in company strategy. This change has created opportunities for employees to drive their career growth by becoming masters at acquiring and applying new skills in short bursts. Much of this has come through on the job skill development, but individuals and organizations alike are also adapting their more formal training and education approaches so it aligns with the accelerating pace of business.

…

First, in the 21st economy, education needs to be as much about context as it needs to be about content. Second, it needs to put the learner in control of the pace, timing, and application of the learning. Third, it needs to blend concepts with practice by aligning expertise from traditional faculty with non-traditional expert-practitioners in order to drive relevance.

…

But just like with iTunes, the next step for the digitization of higher ed will need to come with new sustainable business models, not just technology, to drive widespread adoption and change.

Learning Ecosystems

What to do when your kids find their “passion” [Juliani]

Coursera comes of age, announces Specializations [Lapowsky]

“What changed in higher education?” [Zinny]; also, “MOOCs in 2013: Breaking Down the Numbers” [Shah]

Could MOOCs morph into a freemium model? [Christian]

Four radically different models in higher ed worth considering [Morrison]

Music videos go interactive [How might this relate to educationally-related videos? <-- DSC]

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