From DSC:
Valerie’s interactive chart speaks to many of the items I was trying to capture a while back in this graphic:
On 10/21/2013,
in 21st century, 24x7x365 access, accreditation, business side of he, change, changing business models, corporate / business world, corporate universities / corporate training, Daniel S. Christian, disruption, education technology, future of higher education, game-changing environment, higher education, innovation, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, online learning, open courseware and systems, training / L&D, trends, workplace,
by Daniel Christian
On 09/27/2013,
in 21st century, accreditation, business, business side of he, career development, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, distance education, education technology, elearning, emerging technologies, experimentation, future of higher education, game-changing environment, Google, higher education, innovation, learner profiles, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, open courseware and systems, professional development, training / L&D, vendors, workplace,
by Daniel Christian
Job market embraces Massive Online Courses — from online.wsj.com by Douglas Belkin and Caroline Porter
Seeking better-trained workers, AT&T, Google and other firms help design and even fund web-based college classes
Excerpt (emphasis DSC):
Big employers such as AT&T Inc. and Google Inc. are helping to design and fund the latest round of low-cost online courses, a development that providers say will open the door for students to earn inexpensive credentials with real value in the job market.
New niche certifications being offered by providers of massive open online courses, or MOOCs, are aimed at satisfying employers’ specific needs. Available at a fraction of the cost of a four-year degree, they represent the latest crack in the monopoly traditional universities have in credentialing higher education.
…
The Massachusetts Institute of Technology, along with its MOOC partner edX, is starting a course sequence called the XSeries, and plans to ask for input from a consortium of about 50 companies, including United Parcel Service Inc., Procter & Gamble Co. and Wal-Mart Stores Inc. For up to $700, students will be able to take a test and earn a “verified certificate” in subjects like computer science and supply-chain management.
Meanwhile, companies such as Yahoo Inc. have begun reimbursing employees who take certified courses from Coursera, another MOOC provider.
On 09/11/2013,
in business, business side of he, consortiums, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, education reform, education technology, elearning, emerging technologies, experimentation, future of higher education, game-changing environment, Google, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, open courseware and systems, platforms, staying relevant, surviving, trends, using teams,
by Daniel Christian
EdX announces partnership with Google — from web.mit.edu; w/ thanks to Mr. John Shank for the Scoop on this
Google and edX to collaborate on an open-source learning platform and research, among other things.
Excerpt (emphasis DSC):
As part of the collaboration with Google, edX plans to build out and operate MOOC.org, a new website that will help educational institutions, businesses and teachers build and host online courses for a global audience. The site — slated to go live next year — will be powered by Open edX and built on Google infrastructure.
…
EdX, founded in 2012 and headquartered in Cambridge, is a nonprofit organization comprised of 28 leading global institutions, called the xConsortium. According to EdX, its aims are to transform online and on-campus learning through novel methodologies, gamelike experiences and research, among other things.
Also see:
.
Excerpt:
Today, Google will begin working with edX as a contributor to the open source platform, Open edX. We are taking our learnings from Course Builder and applying them to Open edX to further innovate on an open source MOOC platform. We look forward to contributing to edX’s new site, MOOC.org, a new service for online learning which will allow any academic institution, business and individual to create and host online courses.
Also see:
Also see:
From DSC:
Creating media-rich, professionally-done, well-designed, interactive materials can be expensive — especially if back-end analytics, programming, AI, etc. are called for. Such capital-intensive work may require the use of teams…of partnerships…of alliances…of consortia.
Once created though, such materials could be made available at a low cost, as the costs would be spread out on a large number of people/institutions — i.e. The Walmart of Education.
On 09/03/2013,
in 21st century, adjunct faculty, faculty/staff, higher education, ideas, internet, open courseware and systems, publishing, research,
by Daniel Christian
Why I won’t try to publish as I move towards tenure — by Brad King
Excerpt (emphasis DSC):
A growing number of faculty, including myself, have begun to reject that road to tenure.
The reason: the academic publishing system is built around a 1-2 year publishing process that requires the best and brightest minds to turn over all of their intellectual property without any compensation for that work.
…
For years, academics had no other option. If they wanted to distribute their research, they had to go through the academic journal system. Thanks to the Internet, the Web, and the mobile Web, there are now have alternate ways to distribute their work.
The California Universities are encouraging faculty members to only publish in open-access journals, which make the dissemination of information the priority over the construction of lucrative business models.
Getting published in a prestigious scholarly journal is a big deal in academia because it’s one of the ways that universities decide who will be promoted and receive tenure.
But in this traditional publishing process, authors usually sign away exclusive first publishing rights to the journal. The journal makes its money by charging subscription fees to university libraries and others, and doesn’t allow the research to spread outside of its publication for a year or two.
The reason for this switch: faculty are tired of being held hostage by these journals that use the system of tenure as a way to hold academic hostage. Harvard University faculty have said that “major publishers had created an ‘untenable situation’ at the university by making scholarly interaction ‘fiscally unsustainable’ and ‘academically restrictive’, while drawing profits of 35% or more.”
On 09/03/2013,
in 21st century, 24x7x365 access, cloud-based computing / apps / other cloud-related, digital learning, digital storytelling, e-books, e-publishing related items (EPUB and more), e-readers, education technology, entrepreneurship, Europe, ideas, innovation, interactivity, interface design, internet, love of learning, new business models, new media literacies, online media, open courseware and systems, participation, publishing, reading, social learning / networks, social media, storytelling, writing,
by Daniel Christian
E-books could be the future of social media — from fastcolabs.com by Michael Grothaus
Excerpt (emphasis DSC):
Both Apple and Amazon were designing e-book readers by copying the 2,500-year-old idea of books as self-contained collections of words, completely missing how readers share and discuss content online today. While most e-readers allow you to share passages or links to the book you are reading, and sites like Goodreads let you share what you’ve read, their implementations treat the book and the discussions around them as separate collections. Worse, these apps force users to venture into the distracting world of the open Internet when they want to share, making it hard to stay focused on reading.
This didn’t sit well with Berggren, so he came up with an ingenious solution: Make each and every book its own self-contained social network.
From DSC:
When people urge us to do things differently due to the technologies at our disposal, this is a great example of that. It rethinks what can be done now vs. how it has been done in the past. I like the increased opportunities this type of big-thinking, innovative solution offers for increased participation, collaboration, and discussion.
Questions that come to my mind:
- How might this affect what’s possible with digital storytelling? With transmedia?
- Could each MOOC/course/stream of content be its own social network?
- “The app itself is free, so the company makes money by selling anonymized data it collects about its users’ consumption habits to publishers.” Will we see more of this type of business model?
Also see:
.
Also see:
Addendum on 9/10/13:
Content as a Service (CaaS) — from knowledgestarblog.wordpress.com by David Grebow
Excerpt:
The etextbook in 2018 will be dramatically different than the etextbook of today. It will be coupled to an app that will provide you with Content as a Service (CaaS). CaaS will include many of the following features (and more that have yet to be imagined):
Multimedia
Simulations
Educational Games
Animations
Pre- and post-tests
Formative and Summative Quizzes
Adaptive testing
Networked Social Learning
Study groups
Analytic Datasets
Virtual and Flipped classes
Communities of Learning and Practice
Virtual classes.
On 07/02/2013,
in future of higher education, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, online learning, open courseware and systems, platforms,
by Daniel Christian
Helping MOOC students navigate open educational resources — from ecampusnews.com by Jake New
Excerpt:
The Massachusetts Institute of Technology (MIT) has partnered with Fujitsu Laboratories of America, Inc., to begin addressing the problem with a new platform they call Guided Learning Pathways. The project’s team is currently exploring ways to introduce the platform into the MOOC systems of edX.
Announced June 17 at the Sixth Conference of MIT’s Learning International Networks Consortium but in the works since 2010, the platform allows students to access and organize free, high quality learning materials from all over the internet based on the student’s interest and level of understanding.
On 06/25/2013,
in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, animation, Apple, Artificial Intelligence/Agents/LLMs/and Related, blended learning, Bring your own device (BYOD), business, business side of he, changing business models, cloud-based computing / apps / other cloud-related, collaboration, communications, communities of practice, computer science, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, future of higher education, game-changing environment, heutagogy, higher education, human-computer interaction (HCI), innovation, interactivity, internet, IT in HE, K-12 related, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning spaces, lifelong learning, machine-to-machine communications, marketing/social marketing, marketplaces, mirroring and/or multiple devices, mobile learning, more voice more choice more control, multi-touch, multimedia, music, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, open courseware and systems, passions, personalized/customized learning, play, podcasting, professional development, programming, reinvent, second screen apps, smart classrooms, smart/connected TV, social learning / networks, staying relevant, storytelling, streams of content, student-related, tablets, teaching & learning, technologies for your home, telepresence, training / L&D, transmedia, trends, ubiquitous learning, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, workplace,
by Daniel Christian
Here’s why the TV apps economy will be a $14 billion business — from forbes.com by Michael Wolf
.
Excerpt:
According to new research published this week, the TV apps economy is forecasted to reach $14 billion by 2017.
…
Take for example today’s news that Apple will begin selling video advertisements served by iAd through iTunes Radio loaded on Apple TVs. This is only the first move for Apple in this space, and others like Samsung and Google are already investing heavily in connected TV app advertising.
From DSC:
Why post this? Because:
- It lays out future directions/careers related to Programming, Computer Science, Data Mining, Analytics, Marketing, Telecommunications, User Experience Design, Digital and Transmedia Storytelling, and more
.
- It leads to “Learning from the Living [Class] Room”
.
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg)
From DSC:
And if this does take off,
$14 billion won’t begin to capture the profits from this new industry.
It will be far larger than that.
Relevant addendum on 6/27/13:
- The future of cinema is on demand — from bitrebels.com by Ben Warner (From DSC: Having just paid $32 for 4 people — 3 of whom were kids — to see Monsters U, I believe it!)
.
Via: [The Verge] Image Credits: [Venture Beat] [Home Theater]
On 06/11/2013,
in Europe, experimentation, global / globalization, higher education, innovation, MOOCs -- Massive Open Online Courses, open courseware and systems,
by Daniel Christian
MOOC Monitor: European Union unveils its own MOOC Consortium…OpenUpEd — from wiredacademic.com
Excerpt:
As we reported a year ago, the European Union wants to get in to the MOOC game and is doing so now with a dozen partners at colleges throughout Europe in its new OpenUpEd MOOC platform. Partners in 11 different countries (France, Italy, Lithuania, the Netherlands, Portugal, Slovakia, Spain, UK, Russia, Turkey and Israel) joined forces to launch the first pan-European MOOCs initiative with the European Commission backing it. This is a great development for MOOCs globally.
The EU is busy at work, creating transferability and standardization at universities throughout the 27 member countries as part of the Bologna Process. It’s a smart move for the EU to include universities in Turkey and Israel in this consortium as it shows a broader reach to bring European neighbors, friends and NATO members to the table.
On 05/28/2013,
in digital learning, future of higher education, game-changing environment, global / globalization, higher education, online learning, open courseware and systems, United States,
by Daniel Christian
Open learning pioneer heads west — from insidehighered.com by Doug Lederman
Excerpt:
Since long before the advent of massive open online courses, Candace Thille’s project to fuse learning science with open educational delivery, developed at Carnegie Mellon University, has been heralded as one of higher education’s most significant and promising developments.
Friday, Thille essentially launched stage two of her research-based effort to expand the reach and improve the quality of technology-enabled education, with word that she (and at least part of her Open Learning Initiative) would move to Stanford University.
Thille and Stanford officials alike believe that by merging her experience in building high-quality, data-driven, open online courses with Stanford’s expertise in research on teaching and learning – notably its focus on how different types of students learn in differing environments – the university can become a center of research and practice in the efficacy of digital education.
On 05/23/2013,
in CMS/LMS, communications, digital audio, digital video, multimedia, open courseware and systems, teaching & learning, UK,
by Daniel Christian
UK University deploys open source video platform for teaching and learning — from campustechnology.com by Leila Meyer
.
On 04/10/2013,
in adjunct faculty, career development, faculty/staff, higher education, open courseware and systems, research, the downsides of how people use tech,
by Daniel Christian
Scientific articles accepted (personal checks, too) — from the nytimes.com by Gina Kolata
Excerpt:
The scientists who were recruited to appear at a conference called Entomology-2013 thought they had been selected to make a presentation to the leading professional association of scientists who study insects.
But they found out the hard way that they were wrong. The prestigious, academically sanctioned conference they had in mind has a slightly different name: Entomology 2013 (without the hyphen). The one they had signed up for featured speakers who were recruited by e-mail, not vetted by leading academics. Those who agreed to appear were later charged a hefty fee for the privilege, and pretty much anyone who paid got a spot on the podium that could be used to pad a résumé.
Excerpt of some recommendations/suggestions from Mr. Steve McMullen, Assistant Professor of Economics, Calvin College:
- Only publish in journals that you know are legitimate and long standing.
- Only go to conferences hosted by an institution or association that you respect.
These two rules immediately rule out all the suspect journals and conferences, but they do so by granting power to the traditional gatekeepers. I recognize that if everyone behaves this way, it might be difficult for the open-access movement, which is sometimes laudable, to take off in our field.
Another observation: It is probably important for departments to have some statement written into their scholarship statements/guidelines that indicate the sort of journals that count and those that don’t, and a process for evaluating publication outlets.
On 01/30/2013,
in blended learning, blogs / blogging / vlogging, communities of practice, corporate universities / corporate training, Daniel S. Christian, face-to-face, hearts -- matters of the heart, higher education, hybrid learning, innovation, learning ecosystem, more voice more choice more control, online learning, open courseware and systems, passions, personalized/customized learning, social learning / networks, strategy, tools, workplace,
by Daniel Christian
Excerpt from Beyond school choice — from Michael Horn
With the rapid growth in online and mobile learning, students everywhere at all levels are increasingly having educational choices—regardless of where they live and even regardless of the policies that regulate schools.
What’s so exciting about this movement beyond school choice is the customization that it allows students to have. Given that each student has different learning needs at different times and different passions and interests, there is likely no school, no matter how great, that can single-handedly cater to all of these needs just by using its own resources contained within the four walls of its classrooms.
…
With the choices available, students increasingly don’t need to make the tradeoff between attending a large school with lots of choices but perhaps lots of anonymity or a small school with limited choices but a deeply developed personal support structure.
Excerpt from Cooperating in the open — from Harold Jarche
I think one of the problems today is that many online social networks are trying to be communities of practice. But to be a community of practice, there has to be something to practice. One social network, mine, is enough for me. How I manage the connections is also up to me. In some cases I will follow a blogger, in others I will connect via Google Plus or Twitter, but from my perspective it is one network, with varying types of connections. Jumping into someone else’s bounded social network/community only makes sense if I have an objective. If not, I’ll keep cooperating out in the open.
From DSC:
Perhaps helping folks build their own learning ecosystems — based upon one’s gifts/abilities/passions — should be an objective for teachers, professors, instructional designers, trainers, and consultants alike. No matter whether we’re talking K-12, higher ed, or corporate training, these ever-changing networks/tools/strategies will help keep us marketable and able to contribute in a variety of areas to society.
Addendum on 2/5/13:
.
On 01/14/2013,
in analytics, attention, cloud-based computing / apps / other cloud-related, education reform, education technology, educational games / serious games, emerging technologies, engagement / engaging students, K-12 related, mobile learning, open courseware and systems, personalized/customized learning, play, United States,
by Daniel Christian
From DSC:
A solid infographic is out at Knewton.com — of which I want to highlight 2 portions of it (below).
This first excerpt is not to dog teachers but rather it’s meant to support them and to say that we need to change a losing game (at least a part of the solution in ed reform is to get out of the business of focusing so much on standardized tests and another part of the solution resides in the second graphic below):
.
Also relevant see:
- Let children’s play (with technology) be their work in education — from Jackie Gerstein
On 12/18/2012,
in Apple, education technology, educational games / serious games, engagement / engaging students, Google, IT in HE, Microsoft, open courseware and systems, simulations, student-related, tablets,
by Daniel Christian
.
Example slides from today’s presentation:
.
.
.
.
.
From DSC:
I also support one of the questions which, paraphrasing, asked, “Do you pulse check students’ expectations?“