.
From DSC:
Now picture this from the educational standpoint — and what MOOCs could morph into. The foundation for some serious learning power (from the living room) seems to be developing!
Streams of content/learning channels/cloud-based applications that each of us can create and make available.
Voice recognition, learning analytics, machine-to-machine communications, transmedia and more! Wow!
.
![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)
.
Netflix CEO: ‘TV in the future will be like a giant iPad’ — from business.financialpost.com by Armina Ligaya
Excerpt (emphasis DSC):
Q: What do you think is going to happen over the next five or 10 years in internet video?
A: Well, you know, the fundamental thing is the internet has been getting faster. And now it’s video capable, which is really a last-five-years phenomenon. And, internet video will be very transformative across all societies for telemedicine, for online learning, for education. For communication of various sorts. And it brings, whether it’s person to person, or a recorded video like a movie or a TV show, to a person it will be very transformative.
And, TV in the future will be like a giant iPad. It will have a bunch of apps on it, each app will have a unique experience.
…
So we’re getting beyond just a stream of video, which is all broadcast technology can do, to really try to be innovative about the interaction.
.
Also, from Steve Wheeler’s Are you a meerkat or an ostrich?
Etienne Wenger recently declared: ‘If any institutions are going to help learners with the real challenges they face…(they) will have to shift their focus from imparting curriculum to supporting the negotiation of productive identities through landscapes of practice’ (Wenger, 2010).
We live in uncertain times, where we cannot be sure how the economy is going to perform today, let alone predict what kind of jobs there will be for students when they graduate in a few years time. How can we prepare students for a world of work that doesn’t yet exist? How can we help learners to ready themselves for employment that is shifting like the sand, and where many of the jobs they will be applying for when they leave university probably don’t exist yet? It’s a conundrum many faculty and lecturers are wrestling with, and one which many others are ignoring in the hope that the problem will simply go away. Whether we are meerkats, looking out and anticipating the challenges, or ostriches burying our heads in the sand, the challenge remains, and it is growing stronger.
.
Also see:
.
Also see:
.
From DSC:
My best take on this at this point:
Excerpt (with additional emphasis DSC) from an email I rec’d from personalizelearning.com’s Barbara Bray and Kathleen McClaskey, under the section entitled, “It’s All About the Conversations”
Personalized learning is becoming more than a “buzz word” — it is driving conversations. One of our posts, “Learners NOT Students,” has taken the conversations where we never thought they would go. A comment from Lisa Welch, K-2 teacher at Wales Elementary in Kettle Moraine, Wisconsin shared about being a student and a learner:
Many of us were good “students” yet still had trouble learning. The conversations continue about what is Personalized Learning, transforming learning instead of reforming learning, learners taking ownership of their learning and teachers as partners in learning. We believe our purpose is to share what we learn from you and with you about ideas, resources, research, and from the journeys of educators and learners who are personalizing learning. This newsletter is about the conversations!
Also see:
.
BII REPORT: Here’s why the “second screen” industry is set to explode — BusinessInsider.com
Excerpt:
Here’s why the second screen industry will ultimately succeed:
From DSC:
As this article alludes to, I wouldn’t rule the living room out in terms of where interactive, multimedia-based, educationally-related, second screen-based applications will turn up (apps backed up by data mining, AI, and opportunities for social learning). This area is poised for some serious growth.
40 years coming, the revolution is here — from gettingsmart.com by Tom Vander Ark
Excerpt:
Moe sees learners creating a “personalized knowledge portfolio,” an unbundled sequence of learning experiences from multiple providers.
Moe sees an innovation ecosystem emerging, and calls it KaizenEDU. In this emerging ecosystem, it’s the “return on education” that matters. Moe argues the entrepreneurs that help create great learning gains are the ones that will create great shareholder value.
Healthcare gives us a picture of what that could mean for edtech. In 1970 there were 3 companies worth more than $1 billion. Last year, health care made up 13% of U.S. GDP and there were 398 companies with a market cap of more than $1 billion. Education is about 9% of GDP but there are only 5 public companies worth more than $1 billion. The difference is a result of dramatic under investment in R&D, but that’s changing!
…
The three emerging areas requiring more attention, according to Shelton, are early learning tools and resources, summer and out of school learning, and course redesign in higher education.
Review of higher ed adaptive learning products — from gettingsmart.com by Tom Vander Ark
Excerpt:
Last week we reviewed an EdGrowth white paper, A Case for Accelerating Adaptive Learning in HigherEd. Yesterday EdGrowth released a second paper that includes 8 profiles of adaptive learning providers.
Also see:
.
ADAPTIVE LEARNING IN HIGHER EDUCATION: A REALITY CHECK
Education Growth Advisors Report Makes Case for Accelerating Adaptive Learning in Higher Education
STAMFORD, CT (March 13, 2013) — Today, the higher education marketplace is thick with companies and organizations claiming to have “personalized learning” or “adaptive learning” capabilities. Companies are using this language in their sales and marketing efforts, creating confusion for institutions as they grapple with determining an approach to personalized learning that matches their students’ and instructors’ needs. But if one cuts through the clutter, adaptive learning may be one key capable of actually unshackling higher education from the “Iron Triangle” of cost, access and quality, according to a white paper by Education Growth Advisors. The white paper, entitled “Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education”, funded by the Bill & Melinda Gates Foundation, explores the current adoption, opportunities, barriers, advancements, solutions and case studies of adaptive learning in higher education.
Also see:
Also, the PDF file of this article is here.
.
From DSC:
Though the title of this article I wrote says 10 years, it may be more or less (and given the pace of change, I would lean towards sooner rather than later).
If you haven’t read Christensen’s/Horn’s/Johnson’s work re: disruption — such as Disrupting Class and/or The Innovator’s Dilemma — it would be worth your time to do so. They are right on the mark. What they have been asserting is happening within higher education. The article briefly addresses face-to-face learning and hybrid learning as well. Readers of this blog will know that I have been pressing for higher ed to reinvent itself in order to stay relevant. There is danger in the status quo, especially when the conversation continues to move away from traditional higher education.
See other perspectives out at evoLLLution.com as well.
Princeton Review founder’s startup Noodle acquires Lore to build an education marketplace around search — from techcrunch.com by Rip Empson
Excerpt:
Last summer, we told you about the launch of Noodle Education, a startup co-founded and led by John Katzman, perhaps better known as a co-founder of The Princeton Review and 2U (formerly 2tor). The startup is on a mission to bring a Netflix-style recommendation engine to the fragmented and noisy world of education. Not unlike Google, Noodle Education wants to organize the world’s learning platforms and aggregate the huge amount of educational info out their on the Web into a learning-centric, personalized search and recommendation engine.
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:
.
.
.
.
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.
Future learning environments: professional, powerful, personal — from learning technologies by Steve Wheeler, Associate Professor of Learning Technology, Plymouth University
Description:
We will explore future learning possibilities using new and emerging technologies. Smart mobile phones, social media and learning platforms are just the start of a rapid evolution in learning technology, and many new technologies are beginning to emerge. The so called ‘Web 2.0’ tools are socially rich and participatory, enabling users to create, organise and share their own content, and collaborate with others in their professional communities, but the next phase in the evolution of the Web is already here. We will explore concepts such as Web 3.0 and Web x.0, intelligent filtering and recommender systems and speculate on how these new tools might liberate learners further, personalising their learning experiences and enabling them to create powerful professional learning networks. We will discuss:
- Personal and professional learning networks
- User generated content
- Web 3.0, Web x.0 and beyond
- Smart mobiles, intelligent filtering and recommender systems
- Issues and challenges for organisations
Instructional design: from “packaging” to “scaffolding” — from c4lpt.co.uk by Jane Hart
Excerpt:
In my recent posts, The changing role of L&D: from “packaging” to “scaffolding” plus “social capability building” and Towards the Connected L&D Department I wrote about the need to move from a focus on “packaging” training to “scaffolding” learning, and I said I would talk more about what “scaffolding” looks like. For me, this is the key way for workplace learning professionals to move the learning industry into the future. In this post I’m going to look at “instructional scaffolding” but in subsequent posts, I will consider “scaffolding performance support & team collaboration” in the workplace as well as “scaffolding professional learning“.
