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Innovation U — from Southern New Hampshire University

On 04/24/2013, in 21st century, 24x7x365 access, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, love of learning, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, passions, by Daniel Christian

Innovation U — from Southern New Hampshire University by Michelle E. Dunn, Editor

Excerpt:

Blowing Up the Business Model
SNHU has a history of innovation that includes establishing satellite campuses and launching a groundbreaking three-year Honors Program in Business. But more recent initiatives have placed SNHU at the forefront of a movement to fundamentally change American higher education and earned it acclaim from the noted business magazine Fast Company, which placed SNHU 12th on its recent World’s 50 Most Innovative Companies list. Ranked alongside business giants such as Apple, Google, Facebook and Starbucks, SNHU was the only university on the list.

In the Fast Company article highlighting SNHU’s forward thinking, President Paul LeBlanc acknowledged that innovation is imperative to survival in a rapidly changing higher education landscape.

“We want to create the business model that blows up our current business model,” he told the magazine, “because if we don’t, someone else will.”

…

The Innovation Lab
Imagine a new education model that would enable students to earn an SNHU associate degree for less than $3,000 per year.

Making that model a reality is the goal of the SNHU Innovation Lab, an educational incubator that is working to reduce costs, increase access and provide transformational experiences for students who have been marginalized by traditional higher education.

Established last November and staffed by four SNHU academic and technology experts, the Innovation Lab is spearheading the Pathways Project, an initiative that will seek to educate 5,000 disadvantaged students in the next five years. Slated to launch this fall, the project’s pilot degree program will apply a competency-based approach that leverages technology, community support, social networking and strong assessment.

 

Also see:

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K-12 and higher ed: How are we doing on these desired job skills that employers want?

On 03/28/2013, in business, career development, corporate / business world, higher education, K-12 related, lifelong learning, love of learning, more voice more choice more control, passions, play, workplace, by Daniel Christian

Employers identify top 5 job skills

From DSC:
Though K-12 and higher ed do more than
develop skills — and I could add several key
traits/characteristics that we work on
developing (such as integrity, honesty, work
ethic, etc.) — I wanted to reflect on a question:
On a regular basis, are we doing
the things to help foster these traits?

 

Employers Identify Top 5 Job Skills

 

 

From DSC:
At a range between 79%-82%, note how high up the scale the desire is for people who have the ability and willingness to learn new skills!  In other words, employers want lifelong learners.

However, if people come out of their K-12 and/or higher ed experiences and don’t really enjoy learning in the first place, that’s going to be hard to deliver on.  I continue to suggest that we need to cultivate more of a love of learning in students — giving them more choice, more control to identify and pursue their passions….things they WANT to work on. If learning is fun, the other things will take care of themselves. 

 

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Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 [Gerstein]

On 03/22/2013, in 21st century, creativity, education, education reform, higher education, innovation, K-12 related, love of learning, more voice more choice more control, passions, by Daniel Christian

Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 — from User Generated Education by Jackie Gerstein

Excerpt:

Education 3.0
Education 3.0 is based on the belief that content is freely and readily available. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education.

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6915209866_dd348ca2b9_o

 

Also see —  with a thanks going our to Kevin Corbett on this one:

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TheNewMindset-SimonMcKenzie-Jan2013

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The power of being able to pursue one’s passion. [Christian]

On 03/20/2013, in corporate / business world, corporate universities / corporate training, Daniel S. Christian, hearts -- matters of the heart, lifelong learning, love of learning, passions, workplace, by Daniel Christian

From DSC:
I appreciate Kevin Wheeler’s comment on Jay Cross’ posting entitled “A Solution to the College Crisis” (emphasis below from DSC)

In response to Jay Cross:

Higher education in the United States is broken. Costs are ouf of control. Students are dissatisfied. Graduates can’t get jobs. Says MIT’s Andy McAfee, “What’s going on is halfway between a bubble and a scandal.” I propose we put higher ed back on track by founding Corporate Colleges. Corporate colleges break higher […]

Jay,

As you know I have written a book on Corporate Universities and have spent many years at the “coal face” of learning, work and formal education. What you propose is actually what many corporate universities are offering today (except for your funding approach). It works well at the professional levels where people already have skills and degrees but seek additional competence.

it works much less well with entry level folks and people with minimal education. Many of these folks lack basic skills or are functionally illiterate. Some are reluctant to sink time into learning, especially if it reduces pay. Many have social issues and have had bad experiences learning in school. They are not predisposed to learn in any way that looks like learning.

They need personal attention, work-based apprentice-like education, and a tremendous amount of coaching with consistent motivation or interest falls off. It is a dilema that technology works much less well at this level and therefore costs for coaching go up while the benefit to a corporation is minimal. Most organizations would rather invest in those who are already performing than try and educate entry-level or marginal folks. …

Everything you propose makes perfect sense, but it is damn hard to get it to work in reality.

.

From DSC:
This is exactly the kind of thing I’ve been trying to address — if people don’t like learning, it will be very hard to get them to become lifelong learners (something that has become a requirement these days). 

To those of us working within K-12 and/or higher education:

One of the greatest gifts that we can possibly give to our students is a chance for them to identify and develop their God-given passions, interests, and abilities.  If we create the “space” for this to occur, an enormous amount of internal energy and will power will be released.

Check out this video for a perfect example of this!!!

.

 

IfStudentsDesignedTheirOwnSchools-March2013

 

To those folks working within the corporate world:

How can your organization’s culture be tweaked to better support people and their development?  This might be putting more resources towards helping internal employees develop their own learning ecosystems — based upon their interests, passions, career goals — and/or hiring entry-level folks and then helping develop them.  Besides helping to make the world a better place, this approach just might just turn out to be a solid business move.

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Great to see this! A passions-based learning conference.

On 03/18/2013, in hearts -- matters of the heart, love of learning, passions, by Daniel Christian

Passion-Based Learning Conference: Spartans Connect II — from ryanbretag.com

Excerpt (emphasis DSC):

Just like the past two years ago, we asked our students and faculty what they are passionate about. But we didn’t stop there. As Dan Pink said, “If people tap their strengths, and use them in the service of something larger than themselves, passion will take care of itself.” So we asked questions like these:

  • What do you do for fun?
  • What are your interests?
  • How do you spend your free time?
  • What do you love doing – something you get lost in, find flow with?
  • What are you passionate about.
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Items re: multi-screen media — eventually this trend/convergence enables “Learning from the Living [Class] Room”

On 03/15/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, Artificial Intelligence/Agents/LLMs/and Related, business, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, digital storytelling, digital textbooks, digital video, disruption, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, Europe, game-changing environment, global / globalization, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, internet, languages and translation, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, machine-to-machine communications, media/film, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, passions, personalized/customized learning, play, real-world assignments, second screen apps, smart/connected TV, social learning / networks, social media, society, storytelling, streams of content, student-related, technologies for your home, telepresence, television, training / L&D, transmedia, trends, ubiquitous learning, UK, using teams, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, by Daniel Christian

PayWizard launches first dedicated payment and subscriber management solution for TV and media industry — from PayWizard

Excerpt:

London, 21 February 2013 – PayWizard, specialists in payment and subscription management, has launched the TV and media industry’s first dedicated, end to end payment and subscription solution. The integrated solution brings together a strong heritage in the Pay-TV market with a deep understanding of the challenges TV operators and media companies face in monetising the multiplatform world.

Using its award-winning modular Payment and Subscription platform, PayWizard combines payment processing, intelligent subscriber management technology and real-time customer service operations to tailor-make solutions that enhance the consumer experience across all screens.

With 16.8 billion video-enabled devices set to be in the global marketplace by 2015, content owners are facing the challenge of enhancing existing services while creating compelling experiences that embrace new routes to market. PayWizard’s comprehensive set of products and services has enabled clients, such as the UK’s biggest commercial broadcaster, ITV, to address these commercial challenges by enabling new monetisation strategies to drive revenue and profitability.

 

Also see:

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ConnectedTVSummit-London-2013

 

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Nagra-Kudelskidotcom-March2013

 

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civolution-march2013

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Also see:

 

From DSC:
See the categories listed above for the items/topics/disciplines/trends that are relevant here.

 

Addendum:

Check this out!

Massive Open Online Course offered by UMass Boston to feature the first adaptive MOOC technology
Enables students to be taught according to individual learning strategies

Excerpt from email:

(Boston, MA) – February 27, 2013 – If you’ve ever been in a course and struggled because you just aren’t “getting it,” the reason might be less your ability than the way in which the material is being presented.

New technology is now allowing online course environments to analyze how individual students learn, customizing instruction to individualized learning strategies. The College of Advancing and Professional Studies (CAPS) at the University of Massachusetts Boston has teamed up with USDLA 21st Century Sponsor, Synaptic Global Learning (SGL), to use the new learning management system, Adaptive Mobile Online Learning (AMOL), to deliver the first adaptive Massive Online Open Course (a-MOOC) ever offered. The course launches March 25.

PhilipsSmartTV-March2013

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THIS is what it could look like if students designed and *owned* their own learning! A very powerful piece.

On 03/12/2013, in Daniel S. Christian, engagement / engaging students, formal learning, hearts -- matters of the heart, informal learning, innovation, instructional design, K-12 related, learning ecosystem, love of learning, participation, passions, student-related, by Daniel Christian

From DSC:
THIS is what it could look like if students OWNED their own learning and could pursue their own passions! — A powerful piece! Well worth your time if you are involved with — or concerned about — education in any way, shape, or form.

The video starts off with this troubling/deep assertion by a student (which I’m sure varies in actuality across the board):

  • “It’s crazy that…in a system that is meant to teach…and to help the youth, there is NO voice from the youth at all.”

 

IfStudentsDesignedTheirOwnSchools-March2013

 

From DSC:
A few radical — but powerful ideas — to help students OWN their own learning (something that they will need for the rest of their lives):

  • More choice, more control
  • Research what you want to research — “The most important thing about your question is that you ACTUALLY  WANT to know the answer.”
  • Students pursue their own passions — be that an interest in music, art, science, aviation, or in another discipline.
  • Student present their findings to each other — which involves more of a team-based approach (i.e. peer pressure in a positive way here, strongly encouraging each other to do their best work so as not to let others down)
  • Peer evaluation
  • No quizzes
  • No grades
  • Often no adults in the room; if adults are there, they are acting more as guides and facilitators
  • Multiple types of “assignments”/activities — some individualistic, some group work, some long-term

A couple of questions kept running through the back of my mind:

  • Did they hand select these particular students for this program?
  • If so, what were the predominant characteristics of those students?

 

 

With that said, this is a very powerful piece — well worth your time to check out.

 

 

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Reflections after reading ‘Warnings From the Trenches’ [Flaherty]

On 02/19/2013, in assessment, global / globalization, higher education, homeschooling/homeschoolers, K-12 related, Learning from the Living [Class] Room, legislatures / government / legal, love of learning, passions, student-related, ubiquitous learning, by Daniel Christian

‘Warnings from the trenches’ — from insidehighered.com by Colleen Flaherty

Excerpt (emphasis DSC):

“Thus, students arriving in our high school lacked experience and knowledge about how to do the kinds of writing that are expected at higher levels of education,” he wrote. And even though high school teachers may try their best to make up for lost time, they, too, are held accountable for standardized test scores. Beyond mandatory state tests, the broad scope of Advanced Placement exams can have the same short-sighted effect on instruction, he added (many of Bernstein’s courses were AP U.S. government and politics).

Consequently, he said in an interview, students now arriving at college — even elite ones — are better at “filling in bubbles” than thinking outside a discrete set of multiple choices, in the ways the higher education and adult life demand.

Bernstein said he’d planned on retiring from his Maryland high school several years from now, but decided to leave last month due to a combination of factors, including the increasingly frustrating nature of teaching in a test-focused system.

 

From DSC:
I saw a question out on the blogosphere the other day that asked, “After the SATs are gone, then what?”  I’d like to see us pursue that line of thinking, as we need to strive to do more things for students’ learning and not so much because that’s the most efficient way to “manage” education.  (I wonder about CMS’s/LMS’s in this regard as well.)  My vote is for helping students identify their God-given talents, interests, passions, abilities and to help them develop those gifts — creating WIN-WIN situations throughout society and the globe. Assessment is a key element of teaching and learning, but I think we’ve gone too far with these standardized tests — the pendulum needs to swing back the other way.

 

Also see:

  • The Future of Education .. from Isaac Asimov, 1988 #edcmooc — from dontwasteyourtime.co.uk
    Excerpt:
    “Once we have computer outlets in every home, each of them hooked up to enormous libraries where anyone can ask any question and be given answers, be given reference material in something you’re interested in knowing … you ask,you can find out, you can follow it up and you can do it in your own home, at your own speed, at your own direction, in your own time, then everyone will enjoy learning.”
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Some great strategies/examples showing how people build their own learning ecosystems [Horn; Jarche; Cross]

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:

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JayCross-LearningEcosystem2013

 

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A network of remote-controlled, mobile, videoconferencing-based sorts of devices [hooked up to voice translation engines] that students could travel the world with! [Christian]

On 12/13/2012, in 21st century, A/V -- audio/visual, blogs / blogging / vlogging, career development, Daniel S. Christian, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, game-changing environment, global / globalization, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, learning ecosystem, machine-to-machine communications, metacognition / metacognitive skills, mirroring and/or multiple devices, mobile learning, mobile technologies, more voice more choice more control, multimedia, online learning, participation, passions, personalized/customized learning, professional development, real-world assignments, robotics, student-related, videoconferencing, web-based collaboration, by Daniel Christian

“Mom! Check out what I did at school today!”

If you’re a parent, don’t you love to hear the excitement in your son’s or daughter’s voice when they bring home something from school that really peaked their interest? Their passions?

I woke up last night with several ideas and thoughts on how technology could help students become — and stay — engaged, while passing over more control and choice to the students in order for them to pursue their own interests and passions. The idea would enable students to efficiently gain some exposure to a variety of things to see if those things were interesting to them — perhaps opening a way for a future internship or, eventually, a career.

The device I pictured in my mind was the sort of device that I saw a while back out at Double Robotics and/or at Suitable Technologies:

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doublerobotics dot com -- wheels for your iPad

 

 

Remote presence system called Beam -- from Suitable Technologies - September 2012

 

The thoughts centered on implementing a growing network of such remote-controlled, mobile, videoconferencing-based sorts of devices, that were hooked up to voice translation engines.  Students could control such devices to pursue things that they wanted to know more about, such as:

  • Touring the Louvre in Paris
  • Being backstage at a Broadway musical or checking out a live performance of Macbeth
  • Watching a filming of a National Geographic Special in the Fiji Islands
  • Attending an IEEE International Conference in Taiwan
  • Attending an Educause Conference or a Sloan C event to get further knowledge about how to maximize your time studying online or within a hybrid environment
  • Touring The Exploratorium in San Francisco
  • Touring the Museum of Science & Industry in Chicago
  • Being a fly on the wall during a Senate hearing/debate
  • Seeing how changes are made in the assembly lines at a Ford plant
  • Or perhaps, when a student wheels their device to a particular area — such as the front row of a conference, the signal automatically switches to the main speaker/event (keynote speakers, panel, etc. via machine-to-machine communications)
  • Inviting guest speakers into a class: pastors, authors, poets, composers, etc.
  • Work with local/virtual teams on how to heighten public awareness re: a project that deals with sustainability
  • Virtually head to another country to immerse themselves in another country’s language — and, vice versa, help them learn the students’ native languages

For accountability — as well as for setting aside intentional time to process the information — students would update their own blogs about what they experienced, heard, and saw.  They would need to include at least one image, along with the text they write about their experience.  Or perhaps a brief/edited piece of digital video or audio of some of the statements that they heard that really resonated with them, or that they had further questions on.  The default setting on such postings would be to be kept private, but if the teacher and the student felt that a posting could/should be made public, a quick setting could be checked to publish it out there for others to see/experience.

Real world. Engaging. Passing over more choice and control to the students so that they can pursue what they are passionate about.

 

 

 

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Gamechangers: The next generation in business are changing the game — by Peter Fisk

On 12/07/2012, in 21st century, business, career development, changing business models, creativity, economics, entrepreneurship, experimentation, game-changing environment, generational differences, global / globalization, innovation, leadership, marketing/social marketing, participation, passions, real-world assignments, social learning / networks, social media, web-based collaboration, workplace, by Daniel Christian

 

Also see the following items from Genius:

  • The New Consumer Agenda:
    From authentic collaboration to small indulgences … what consumers want in 2013 and beyond, and how brands are responding.
  • Marketing Trends 2013+:
    From black marketing to crowd creatives, brand gaming to urban formats, solomo and diffusion … what will be big in marketing in 2013

 

Additional notes from DSC:

  • With thanks going out to Mr. Jim Woods (@hyperinnovation) on twitter for this resource
  • The wave-related graphics above are very appropriate for our times — and I’d rather be surfing the waves then being crushed by them!

 

 

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Transform education by measuring what matters. Hint: It’s not test scores. [Nielsen]

On 08/31/2012, in assessment, change, education reform, K-12 related, passions, personalized/customized learning, student-related, using teams, by Daniel Christian

Transform education by measuring what matters. Hint: It’s not test scores. — from the Innovative Educator by Lisa Nielsen

Excerpts:

What if instead we measured success in things that really mattered to students, parents and teachers.  For example…

Students have:

  • A plan to find and develop their passion(s).
  • A team of mentors, guidance, and/or advisors to help guide them in discovery and development of their passions.
  • Customized success plans that they help design.
  • Advisors who are deeply involved in and responsible for their lives and their success.
  • An opportunity to learn about what they are interested in the world with real world experts.
  • Reported they are satisfied with support they receive from the school.
  • An authentic portfolio that can be used for career, academic, or civic pursuits.

…

If we work to move the conversation to measuring success by meeting our student’s personal goals in college, career, and/or life experiences we accomplish these goals:

  • Instead of teaching to the test we teach to the student.
  • Billions of dollars are restored toward resources for students.
  • Schools are held accountable, not for test scores, but for placement in what matters: college, career, and/or civic duty.

 

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Reflections on David Warlick’s solid posting, “I never needed to know that.”

On 08/30/2012, in career development, Daniel S. Christian, engagement / engaging students, lifelong learning, love of learning, passions, personalized/customized learning, by Daniel Christian

From DSC:
Some reflections on on David Warlick’s solid posting, I never needed to know that. First, some excerpts (emphasis DSC):

But the fact is that one reason we, as educators, do not readily recognize this compelling truth and try to make sense of its profound implications is that we can not predict what our children will need to know and not need to know.  It would be nothing more than speculation.

So again, “What do our children need to be learning today?”

Several ideas spring to my mind as I try to unfold this.

  1. Our children need to learn something.
  2. What they need to learn is no longer as important as it use to be.
  3. Increasing the stakes on what they learn does little more than punish our children for our own arrogance.
  4. If what they learn today may not be useful to them tomorrow, then how will they continue to learn what is?
  5. How they learn has become much more important.
  6. Perhaps the most important thing we can help our children learn, is how to teach themselves.

I think David’s comments are right on. How students learn — and I would add enjoying learning — are very important. If I don’t like to learn, or if school is a painful experience, I will be at a huge disadvantage in life these days. Lifelong learning is now a requirement for most of us, if we want to stay marketable/employed. But if I don’t like to learn, this is going to be an uphill battle for me.

So when I approach the Common Core, or standardized tests, or questions concerning curriculum, etc….I am looking through the lenses that constantly ask the questions:

  • Will this help develop a passion for learning?
  • Does this allow students to pursue their passions?

 

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Your future TV is not about Tele-Vision [Eaton]

On 08/17/2012, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, Bring your own device (BYOD), convergence, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, data related items, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, education technology, educational games / serious games, emerging technologies, engagement / engaging students, flipping -- inverted learning, future, future of higher education, game-changing environment, global / globalization, homeschooling/homeschoolers, innovation, intelligent systems, intelligent tutoring, interactivity, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, MOOCs -- Massive Open Online Courses, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, online learning, online media, online tutoring, participation, passions, podcasting, reading, reinvent, second screen apps, smart classrooms, smart/connected TV, social learning / networks, strategy, streams of content, technologies for your home, telepresence, television, transmedia, trends, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, by Daniel Christian

Your future TV is not about Tele-Vision — from FastCompany.com by Kit Eaton

Excerpt (emphasis below from DSC; also see the above categories to see how I see this as a highly-relevant component to our future learning ecosystems):

Then imagine what a hybrid of Apple’s tech and efforts like GetGlue, Shazam, and other interactive systems will be like when they’re more integrated into your 2017 smart TV. The big screen in your living room won’t be a one-way window into another world you can’t touch anymore. It’ll be a discovery engine, a way to learn facts, interact with the world, talk to people, find new and surprising content to absorb. Advertisers will love it, and companies like Nielsen–which largely has to guess all those stats about who watches which show at primetime nowadays–will be able to get accurate data…which may mean more appealing shows.

 

 

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

 

 

Also see:

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Lifelong learning ecosystems!!! A powerful vision for our future [Daniel Christian]

On 03/14/2012, in 21st century, 24x7x365 access, A/V -- audio/visual, accreditation, active learning, adult learning, analytics, Apple, blended learning, business side of he, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, digital textbooks, disruption, distance education, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, face-to-face, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, innovation, intelligent systems, intelligent tutoring, interactivity, internet, K-12 related, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, love of learning, machine-to-machine communications, marketplaces, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, multi-touch, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, passions, personalized/customized learning, reinvent, smart classrooms, smart/connected TV, social learning / networks, social media, staying relevant, student-related, surviving, teachers, teaching & learning, teaching online, technologies for your home, telepresence, television, 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

From DSC:
The vision below involves:
(click on the image below to access it) 

  • The convergence of the telephone, the television, and the computer
  • Cloud-based education stores/marketplaces/exchanges
  • Second screen devices and machine-to-machine communications
  • Social networking/learning
  • Smart classrooms/learning spaces
  • Content recognition/synchronization applications
  • Apps as “channels”
  • Web-based learner profiles
  • Video overlays
  • New business models in higher ed
  • New jobs/needs for the future
  • A new way for employers to hire highly-effective employees/contractors/consultants
  • …and more

 

Click this thumbnail image to access the larger image / vision

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