The glorious end of higher education’s monopoly on credibility — from business.time.com by  Michael Ellsberg
In the past, the only way to get professional credibility was with a college degree.  Now young people are using many different tools to gain a foothold in the business world.

From DSC:
Do you sense a bit of the build-up/angst against higher education in this article from TIME? If you’ve been reading much about higher ed these days, this type of perspective is increasingly being voiced.

As such, those of us working in higher education — especially those in leadership positions — need to work much harder at reinventing ourselves.  At least part of the solution involves significantly lowering the price of higher education to make it much more accessible, but still maintaining the quality of our programs. Online learning will play a large part in the solution; I realize that it can be expensive to create high-quality materials, but it doesn’t come with nearly as much overhead.

Higher ed institutions are starting to find themselves in the “Have you driven a Ford lately?” mode.  If the public’s perspective continues to move down this trajectory/path, it will be an uphill battle to regain the public’s trust and respect. Relevancy will become a much harder battle to win at that point.

 

Other examples of the changing conversation and where it’s being held:
 

When the technologies behind Watson and Siri get perfected and integrated into the “Learning from the Living [Class] Room” environment [Christian]


From DSC:

When the technologies behind IBM’s Watson and Apple’s Siri get perfected and integrated into products and services that will make up the near future “Learning from the Living [Class] Room” environment— there will be:


 

  • A high degree of personalization and customization — available 24x7x365 on multiple kinds of devices
    .
  • The option to turn on tracking and analytics — reporting from which can be moved into the learner’s cloud-based profile upon completion of the unit/activity/badge
    .
  • Students of all ages will have access to their own virtual tutors so to speak
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  • When a virtual tutor is unable to resolve or address the student’s issue to the student’s satisfaction, the student will be able to instantly access a human tutor (with the option of keeping the existing work/issue/problems visible to the human tutor)

 

IBM's Watson -- incredible AI!

 

 

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

 

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Addendums:

 

Conflicted: Faculty and Online Education - June 2012

 

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Excerpt:

The study was based on a pair of related surveys about online education, co-designed by Inside Higher Ed and administered and analyzed by the Babson Survey Research Group, which has studied online education for more than a decade. The surveys garnered responses from representative samples of 4,564 faculty members (of about 60,000 who were sent invitations to participate) and 591 academic technology administrators, from all types of institution. The surveys asked a wide range of questions of both groups about their perceptions of online quality, institutional support and training in instructional technology, and compensation, among other things. The response rates for both surveys were below 10 percent.

A PDF copy of the study report can be downloaded here. To read the text of the report, click here.

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From DSC:
I urge faculty members to give online learning a try — not only for your students’ sakes, but for your own career’s sake:
  • Take a course from an organization that has a good reputation for their online courses
    or
  • Take a course re: instructional design for teaching online
    or
  • Try your hand at teaching your own course online.
I don’t mention this piece of advice as a threat or to come across as a scaremonger.  Online learning has been — and continues to be — reality.  In Christensen’s terms, face-to-face classrooms practice sustaining innnovations but online learning is a disruptive technology that keeps gaining ground.   [When either mode are done well] it’s now not only at least as good as face-to-face learning, but the powerful tools that keep being added to online learning will take it far beyond what we are able to currently offer in a face-to-face classroom.
One comment at the end of the article stood out for me as well:
  • “In a capitalistic society consumer demand dictates the products it will provide and sell.”  

For those interested in this topic, take a moment to check out the other comments as well.

AT&T brings more second-screen features, content to U-verse customers on iPhone, iPad & iPod touch, and online — from prnewswire.com

Excerpt:

DALLAS, July 9, 2012 /PRNewswire/ — The remote control is no longer the main device sitting next to you on the couch. Your iPhone or iPad is quickly becoming an integral part of TV watching, and AT&T* U-verse® TV customers now have access to several new features and content that bring their TV and wireless experiences together, including:

  • An expanded lineup of on demand premium and TV content available through the U-verse App for iPhone and iPod touch and AT&T U-verse App for iPad at no extra charge, including HBO®, Cinemax®, HBO, STARZ, ENCORE, MOVIEPLEX and Music Choice videos.
  • The ability to now link your iPad to your U-verse TV receiver with the AT&T U-verse App to access up to the minute sports companion content and scores from various leagues for today’s games, a review of yesterday’s games, and to see who is playing tomorrow.
  • The ability to now share information about what you are watching with friends on Facebook, and now, on Twitter through the AT&T U-verse App for iPad.
  • The ability to use your iPhone or iPod touch to control your U-verse TV with a full-featured, intuitive U-verse remote control with channel, guide, DVR, interactive app and on-demand controls, now available on the U-verse App for iPhone and iPod touch. The capability is already available today with the AT&T U-verse App for iPad.

From DSC:
Another illustration of convergence as well as another vendor taking one more step towards enabling a “Learning from the Living [Class] Room” piece of our future learning ecosystems.

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

 

 

 

Addendum:

 

The 40 best sources of free music education online — from onlineuniversities.com

Excerpt:

When considering music education, most people don’t immediately think of studying online. Music is something that lends itself to being learned and experienced in person, but the fact is that excellent online music education is available as well. Many will be amazed by the amount of high quality resources that exist. Full courses, lessons, sheet music, and artistic exhibits are all available to study online for absolutely free, and we’ve found the best of them. Read on and discover 40 incredible sources of free music education.

 

41 open ed resources kids love — from OEDb.org

Excerpt:

Whether you’re a teacher looking to incorporate new media into a classroom setting, a homeschooling family, or a parent hoping to supplement the day’s formal coursework, the following resources offer some particularly great examples of using digital technology to get kids exploring the universe. They’re fun. They’re free. And they feature a diverse selection of topics and strategies, meaning almost every user will find something of interest.

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Addendum on 7/9/12:

8 online platforms to help you further your education for free — from BostInno.com by Lauren Landry

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From DSC:
I’m a member of the team working at Calvin College to get online learning implemented for the College.  I’m grateful for — and proud of — our team and what we’ve been able to accomplish thus far.  (BTW, I use the word pride knowingly but carefully.)   My hope/dream/vision is that people from all over the world will be able to get a solid, Christian-based education at a significantly-reduced price!

 

Calvin Online -- Students and faculty appraise the online classes offered through Calvin's 2012 pilot program.

 

The first principle of blended learning — from innosightinstitute.org by Heather Clayton Staker

Excerpt:

As I talk to people who want to blend online learning into students’ curriculum, the most frequent question I get is what online content is best? I respect that question, and others that sound really good too, like what does a student-centric classroom look like? Or what should be the teacher’s role?

But I am convinced that the infinitely most important question to ask first is what will motivate students to love this? My observation is that once a student’s heart is in it, the learning happens naturally, elegantly, and quickly. Imagine a classroom filled with students who want to be there, are focused, engaged, even clamoring to learn. But getting students into that righteous flow*, where they learn something because they genuinely love learning it—that’s where 90 percent of the battle is won or lost.

From DSC:
I think Heather & Co. are onto something here. One of the most important bottom lines and gifts that we can give our young people is a love for learning. 

I ask myself, if  and when students graduate from high school, what are their views on learning? Do they love it?  Are they looking forward to continuing a journey of lifelong learning? Are they prepared for being employed on a constant basis in a world of constant change?

How much more could lifelong learning be served if students developed a love of learning. Then, like Heather mentioned, “…once a student’s heart is in it, the learning happens naturally, elegantly, and quickly.”

Borrowing from a sports-related analogy…it’s like in tennis; don’t worry about the score. Play the point, mentally be in the point/moment and enjoy what you’re doing. Then the score will take care of itself. But if you are so focused on the score, you probably won’t enjoy what you’re doing and the score, most likely, will not take care of itself.

 

“Learning from the living room” — Part I [Christian]

Learning from the living room -- a component of our future learning ecosystems -- by Daniel S. Christian, June 2012

 

 

Legal size PDF here

 

 

Addendum on 7/3/12 from an article I wrote for EvoLLLution.com (for LifeLong Learning):
Establishing better collaboration between the corporate world and higher education [Christian]

In the near future, perhaps we could have second screen-based activities whereby corporate leaders are giving TED-like presentations or expressing the current issues in their worlds via a program on Smart TVs, and the students are communicating and collaborating about these presentations via tablets or smart phones.  Perhaps there will be electronic means whereby students could submit their ideas and feedback to the presenting companies (and whereby selected ideas could be rewarded in terms of free products or services that the company produces).

 

 

Videos from Qualcomm Uplinq 2012 show the future of Smart TV
— from hexus.net by Mark Tyson

Excerpt:
Here are the feature highlights of these “redefined” Smart TVs:

  • Console quality gaming
  • Concurrency of apps
  • Miracast wireless technology allowing smartphone and tablet screens to partake in multi-screen interactivity
  • Personalisation and facial recognition
  • Gestures
  • HD picture quality
  • HD video calling

 

From DSC:
…and add to that list the power of customized learning and analytics!

Penn launches its first free online classes via Coursera — from the University of Pennsylvania

Excerpt (emphasis DSC):

PHILADELPHIA — This week, the University of Pennsylvania launched three free courses via Coursera, an online educational platform designed to make Web-based classes available more widely.

With the capacity to reach millions of people simultaneously, Coursera has a design inspired by educational research on effective learning practices and creates an interactive learning experience for the course offerings.

So far, more than 50,000 people from around the world have enrolled in these three online courses, all stemming from Penn’s Perelman School of Medicine:

  1. Fundamentals of Pharmacology with Emma Meagher, an attending physician in preventive cardiology at Penn Medicine and the director of Penn’s four-year pharmacology curriculum.
  2. Vaccines with Paul Offit, a professor of pediatrics in the Perelman School and the director of the Vaccine Education Center at the Children’s Hospital of Philadelphia, who has made it his life’s work to educate both the medical profession and the public on the value of vaccinations.
  3. Health Policy and the Affordable Care Act with Ezekiel Emanuel, the vice provost for global initiatives at Penn and the chair of the Department of Medical Ethics and Health Policy.  He is also a Penn Integrates Knowledge professor in the Perelman School and the Wharton School.

From DSC:
My cousin helps Fortune 500 companies innovate and deal with change management-related issues.  Something he once said is rather haunting to me now…

“Often when organizations start feeling the pain, it’s too late at that point.” (Think Blockbuster, Kodak, Borders, and many others.)

So that has been the question I’ve been pondering these last couple of years — are we already too late to the game?


 

Public universities see familiar fight at Virginia — from the NYT by Tamar Lewin on 6/25/12

Excerpt (emphasis DSC):

The tumult at the University of Virginia …reflects a low-grade panic now spreading through much of public higher education.

But the 10-point outline she offered — listing state and federal financing challenges, the changing role of technology, a rapidly changing health care environment, prioritization of scarce resources, faculty workload and the quality of the student experience, faculty compensation, research financing and the like — was almost generic, and would have applied to nearly every public university in the nation.

Rebuilding Mr. Jefferson’s University — from insidehighered.com by Kevin Kiley

Excerpt (emphasis DSC):

In a statement before the vote, Dragas said the events of the past two weeks have actually unified the campus around a series of questions it needs to address. “Prior to these events, there seemed to be a roadblock between the board’s sense of urgency around our future in a number of critical areas, and the administration’s response to that urgency,” she said. “Also, many of our concerns about the direction of the university remained unknown to all but a few. This situation has now keenly focused the attention of the entire university community on the reality and urgency of the specific challenges facing the university  most of which, once again, are not unique to U.Va. – but whose structural and long-term nature do require a deliberate and strategic approach.”

University of Virginia: Only the Beginning — from The American Interest by Walter Russell Mead

Excerpt (emphasis DSC):

What we see at UVA this month is just a foretaste of the storm that is coming — a few early raindrops and gusts of wind before the real storm hits. The country needs more education than the current system can affordably supply, and the pressure on the educational system will not abate until this problem is resolved.

Fixing college — from the NYT by Jeff Selingo, editorial director at The Chronicle of Higher Education, who is writing a book on the future of higher education

Excerpt:

Other information industries, from journalism to music to book publishing, enjoyed similar periods of success right before epic change enveloped them, seemingly overnight.We now know how those industries have been transformed by technology, resulting in the decline of the middleman newspapers, record stores, bookstores and publishers.

Colleges and universities could be next, unless they act to mitigate the poor choices and inaction from the lost decade by looking for ways to lower costs, embrace technology and improve education.

 

Ousted Head of University Is Reinstated in Virginia — from the NYT by Richard Perz-Pena

Excerpt (emphasis DSC):

CHARLOTTESVILLE, Va. — Facing a torrent of criticism, the University of Virginia trustees made a stunning turnabout on Tuesday, voting unanimously to reinstate the president they had forced to resign over concerns that the university was not adapting fast enough to financial and technological pressures.

Online education startups: A field guide — from gigaom.com by Ki Mae Heussner

Public university becomes first to endorse untraditional online model — from by Denny Carter
Some UW faculty members, after political clashes with Gov. Scott Walker, remain skeptical of UW Flexible Degree

Excerpt:

Students at the University of Wisconsin (UW) can earn college degrees based on proven competency in a subject, making UW the first publicly-funded school to launch a competency-based degree program.

Led by officials at UW-Extension, a continued learning program with offices located across Wisconsin, the UW Flexible Degree will let incoming students demonstrate their knowledge and cut down on the time it takes to earn a degree.

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Don’t knock it until you try it.

From DSC:
To the many people who disregard or think that online learning is “less than” or inferior..my first thought to such a perspective is, “Have you ever taken or taught an online course before?  And if so, how recently?”  That is, do you know what that experience can be like these days? Below is a story of a “new believer” so to speak.

To be sure, online learning is not for everyone. Many students don’t have the discipline to make it in the online classroom.  But if I were an employer looking to hire someone, I’d definitely want to hire someone who was successful in the online classroom — as they will be the self-starters of the future, folks who will require little hand holding and supervision.

 

No Back Row — from InsideHigherEd.com by Steve Cohen

Excerpt (emphasis DSC):

Computers and the Internet were supposed to revolutionize education – from pre-K through grad school. And while there have been isolated examples of teaching-learning breakthroughs – think Scholastic’s Read 180, Khan Academy – most of the so-called technological advances I’ve seen are decidedly unimpressive.
Until now.

And what I saw truly surprised me. UNC has created a virtual classroom that is more intimate than 90 percent of the seminars I’ve taught in or taken. That’s because a quarter of every student’s computer screen is a grid of the dozen other students in the class – in close-up! Within minutes of signing into the class – and this particular class was “live” (referred to as synchronous) – I realized that each of us was sitting in a front-row seat. The professor was going to call on each of us. He could also capture and share our computer screen with the other students.

Which meant that all 12 of the students in the class were going to contribute. There was no perusing Facebook, no e-mailing, and no shopping during this 90-minute class. Although it may be hard to believe, there was closer intimacy in this virtual classroom than in most of the dozen-person seminars I’ve experienced in law school. Perhaps it was the close-up of each person’s face in the upper quadrant of the screen. But I got a sense that each student knew that he or she was expected to contribute to the class discussion. And that shared expectation raised the bar for all.

Also see:

Excerpt:

Seeing is believing – after reading the essay, No Back Row which describes how a long-time professor of higher-ed  had an ‘aha’ moment when he observed first-hand how an online MBA program actually worked, I also had my own ‘aha’ moment… perhaps one of the key barriers to educators’ resistance to online education is the lack of visualization, in other words, not being able to ‘see’ what an online program actually ‘looks’ like?  Perhaps. Below are some thoughts based upon the essay in which the author acknowledged [after visualizing an online program]  that online learning is a legitimate and viable alternative to face-to-face instruction.

“And I’m now convinced that what Apple’s Mac did for the personal computer, the “MBA@UNC” is about to do for higher education.” (Cohen, 2012)

Making ‘Sense’ of Something New
This seems reasonable to me  – we make sense of new concepts or ideas by comparing to, or drawing upon, what we already know –  so it’s no surprise that those who have not ‘seen’ or experienced online learning find it challenging to see how learning can happen on a computer. It is an abstract concept until one ‘sees’ it.

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Addendum on 6/21/12:

  • Conflicted: Faculty and Online Education, 2012 — from InsideHigherEd.com by Steve Kolowich
    From DSC:
    My advice to faculty members: Get some training re: how to teach online and give it a try.  Your career will be all the better for it in the long run and new doors will open for you. Conversely, if you only teach F2F, your options will becoming increasingly limited; and you had better hope that you don’t lose your job and have to enter again into the competitive fray of landing a new teaching position.

 

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