staying relevant

Free online university receives accreditation, in time for graduating class of 7 — from nytimes.com by Tamar Lewin

Excerpt:

Just in time for its first graduates, the University of the People, a tuition-free four-year-old online institution built to reach underserved students around the world, announced Thursday that it had received accreditation.

“This is every exciting, especially for the students who will graduate in April, with a degree from an accredited institution,” said Shai Reshef, the Israeli entrepreneur who invested millions of dollars to create the nonprofit university. “This has been the big question for anyone who thought about enrolling. We have 1.2 million supporters on Facebook, I think second only to Harvard, and every day, there is discussion about when we will be accredited.”

Now, with accreditation from the Distance Education and Training Council, a national accrediting group, Mr. Reshef said, the university will expand significantly. He expects to have 5,000 students by 2016.

Also see:

Excerpts (emphasis DSC):

Two big forces underpin a university’s costs. The first is the need for physical proximity. Adding students is expensive—they require more buildings and instructors—and so a university’s marginal cost of production is high. That means that even in a competitive market, where price converges towards marginal cost, modern education is dear.

…

MOOCs work completely differently. Alex Tabarrok, an economist at George Mason University and co-founder of an online-education site, Marginal Revolution University, reckons the most salient feature of the online course is its rock-bottom marginal cost: teaching additional students is virtually free.

Some challenges, strategies, & opportunities within higher ed — distilled into several key graphics.

On 01/17/2014, in business side of he, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, economics, lifelong learning, reinvent, society, staying relevant, strategy, student-related, surviving, trends, vision/possibilities, by Daniel Christian

DanielChristian-MiddleClassIncomesDown-TuitionUp

DanielChristian-No-longer-running-sprints--but-marathons

TheTrimtabInHigherEducation-DanielChristian

ThinkBiggerYet-DanielChristian-August282013

True…or false? “Education is holding Millennials back” [Harris]

On 01/16/2014, in 21st century, 24x7x365 access, change, dangers of the status quo, education, education reform, entrepreneurship, experimentation, global / globalization, higher education, K-12 related, leadership, learning ecosystem, Learning from the Living [Class] Room, reinvent, staying relevant, strategy, student-related, by Daniel Christian

Education is holding Millennials back — from blog.clomedia.com, interview with Donna Harris

Excerpt:

If you ask employers whether millenials are prepared for the workforce, there is no shortage of concern.
…
Being able to take charge of one’s own career, question the status quo, initiate change, be creative, solve problems, operate independently and be entrepreneurial will become increasingly crucial for career success.
…
Today’s workers will have dozens of jobs in their lifetimes and need a vastly different toolkit to be successful — the ability to question the status quo, initiate change, be creative, solve problems, operate independently and be entrepreneurial become crucial.
…
This massive change from a transactional, hierarchical, closed economy to one that is global, networked, transparent and entrepreneurial is a major challenge to our overall education system. We have large institutions, degrees take years to complete, students invest tens (or hundreds) of thousands of dollars, and yet employers are still saying that graduates are not well-suited for their needs. We have to rethink what we’re teaching and how we’re teaching it, with a fundamental understanding of the global economic shift we’re in the midst of.

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

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

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

Excerpt:

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

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

The above article links to:

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

Excerpt:

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

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

…

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

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

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

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

Questions:

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

Last comment:

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

From DSC:
Consider Noisetrade.com (a resource graciously relayed to me by Mr. Michael Haan at Calvin College)

Using this site/service, people can download music for free and donate to the artists if they want to (and I think they should). The WIN for the artist is more visibility and the ability to create/expand a fan base.

This site/service is another example of people representing themselves…of selling what they have to offer…of people representing their own brands.

Add to this the continuing trend towards more freelancing, and I can’t help but wonder…

How should these sorts of things impact what we teach?
How can we model this for our students? (i.e. reinventing oneself, selling oneself, communicating with others, staying relevant, and more)

Also see:

The death of the office: What happens when the workspace is mobile, on-demand and all about networking — from forbes.com by Jeanne Meister

Excerpt:

As work becomes more flexible and communication more mobile, the office is turning into an increasingly complex and even abstract concept. As we look to the future, we have to ask: Will the workplace be on-site at our employer’s property, or on-demand at a collaborative space? Or will work simply be a mindset independent of place or time of day?

The answer is all three, and more.

Can we “THINK BIG” within the industry of higher education?

On 12/18/2013, in 21st century, 24x7x365 access, dangers of the status quo, Daniel S. Christian, education reform, experimentation, future of higher education, game-changing environment, higher education, ideas, innovation, reinvent, staying relevant, by Daniel Christian

From DSC:
Can we THINK BIG?

ThinkBiggerYet-DanielChristian-August282013

Also see:

Moonshot Thinking
Moonshots live in the gray area between audacious technology and pure science fiction. Instead of a mere 10% gain, a moonshot aims for a 10x improvement over what currently exists. The combination of a huge problem, a radical solution to that problem, and the breakthrough technology that just might make that solution possible, is the essence of a moonshot.
.
SolveForX.com

From DSC:
First, some items:

Thinking for the future — from nytimes.com by David Brooks

Excerpt:

We’re living in an era of mechanized intelligence, an age in which you’re probably going to find yourself in a workplace with diagnostic systems, different algorithms and computer-driven data analysis. If you want to thrive in this era, you probably want to be good at working with intelligent machines. As Tyler Cowen puts it in his relentlessly provocative recent book, “Average Is Over,” “If you and your skills are a complement to the computer, your wage and labor market prospects are likely to be cheery. If your skills do not complement the computer, you may want to address that mismatch.”

So our challenge for the day is to think of exactly which mental abilities complement mechanized intelligence. Off the top of my head, I can think of a few mental types that will probably thrive in the years ahead.

Excerpt:

Create your own employment avatar robot to replace you at work. Fight fire with fire. Could this be the solution to the coming robotic automation revolution?

…

The question on everyone’s mind is “If all the jobs are automated, who will have money to buy the products from these corporations?” This is not just a blue-collar issue. Predictive analytics in soft A.I. robots could replace creative jobs as well.

Siri says ‘dump him’? How mobile devices could run (or ruin) your life — from CNN.com by futurist Gerd Leonhard

Excerpt:

(CNN) — The Web is set to change our lives dramatically over the next decade. This will also raise questions about the use of personal data and the need to balance new powers with ethics. Here are five ways you can expect the explosion in technology to impact you:

From DSC:
These items caused me to reflect…they made me wonder…

How should we educate our youth in this age of automation?
How should our curricula respond/change/adapt to these trends?
Or should we even be talking about curricula? Perhaps we should rather be curating and providing streams of content — and doing so on a lifelong basis…?
How should we reinvent ourselves and keep ourselves marketable?

Addendum:

Why Cognition-as-a-Service is the next operating system battlefield — from gigaom.com by Nova Spivack

Reflections on “Is it too late to reinvent our universities?” [Maddock]

On 12/16/2013, in colleges, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, innovation, reinvent, staying relevant, universities, by Daniel Christian

Is it too late to reinvent our universities? — from forbes.com by Mike Maddock

Excerpt (most emphasis from DSC):

A new survey by Moody’s Investor Service reports that more than 40% of U.S. colleges and universities face stagnant or falling tuition revenue and enrollment.

That’s four in 10!

It isn’t a misprint. For you data heads, let me quote from the news release that accompanied the research report.

“Moody’s key findings include net tuition revenue declines at a projected 28% of public and 19% of private universities, with net tuition revenue growth below inflation projected for 44% of public and 42% of private universities and total enrollment declines at nearly half of public and private universities. In our prior survey, 15% of public and 18% of private universities projected net tuition revenue declines.”

From DSC:
Back in February of 2009, I publicly asked whether there was a bubble in higher education (see 2/16/09 entry) — being pretty sure there was one developing even before 2009.

A year or two later, there wasn’t any doubt in my mind that there was a bubble in higher ed. Then for me, the question became…”Has it popped yet?”

Fast forward to 2013 and it seems I have my answer. It’s a definite one; there’s no mistaking it. The bubble has popped.

For those of us working within higher education, time is no longer on our side. We have been too slow to adapt and not innovative enough with our experiments. If we keep this up, I can’t help but think that the answer to Maddock’s question is a “Yes.”

But we can change. We need to be willing to experiment, innovate, fail, pivot, try things again. It would be good to model this for our students — as most likely, many of them are going to be doing this sort of thing throughout their lifetimes.

Along these lines…this addendum concerns me:

Millennials view education as least satisfying segment for empowerment, workplace collaboration — from thejournal.com by Dian Schaffhauser

Stephen Downes: Heading up a new initiative in Canada where individuals can access/get credit for learning from any education provider at all

On 12/10/2013, in 21st century, Canada, career development, corporate / business world, corporate universities / corporate training, cost of getting a degree, future of higher education, game-changing environment, higher education, innovation, New "Amazon.com" of Higher Education, new business models, professional development, reinvent, staying relevant, student-related, workplace, by Daniel Christian

Learning and Performance Support Systems — from Stephen Downes

Excerpt:

This post is to introduce you to our Learning and Performance Support Systems program, a new $19 million 5-year initiative at the National Research Council that I will be leading.

If I had to depict LPSS in a nutshell, I would describe it as a combination of the MOOC project we’ve been working on over the last few year, as well as our work in Personal Learning Environments (PLEs). The objective is to build a system where individuals can access, and get credit for, learning from any education provider at all, whether from home, the workplace, or at a school.

What follows is a version of the case we presented to NRC senior executive in order to have this program approved. They supported our proposal, and for the last few weeks I have been engaged in developing the program implementation with a large team of NRC colleagues.

…

Learning and Performance Support Systems
The LPSS program will deliver software algorithms and prototypes that enable Canada’s training and development sector to offer learning solutions to industry partners that will address their immediate and long term skills challenges.

…

I originally saw this via Tony Bates at:

Massive funding for the development of Canadian online training tools and services

From DSC:
Congratulations Stephen! May these efforts help many people reinvent themselves and stay marketable — while helping them pursue their gifts, passions, abilities.

Also see:

The Slow Death of the Carnegie Unit & the Future of Education — from etale.org by Bernard Bull
Excerpt:
Consider that the Carnegie Unit preceded the contemporary concept of learning objectives, outcomes, or standards (which have their own potential forthcoming disruptions).

A proposal for Apple, Google, IBM, Microsoft, and any other company who wants to own the future living room [Christian]

On 11/18/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, analytics, animation, Apple, Artificial Intelligence/Agents/LLMs/and Related, attention, Augmented Reality (AR), blended learning, Bring your own device (BYOD), career development, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, e-publishing related items (EPUB and more), education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, future of higher education, game-changing environment, global / globalization, Google, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, IBM, ideas, immersion, informal learning, innovation, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, K-12 related, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning spaces, lifelong learning, machine-to-machine communications, media/film, mirroring and/or multiple devices, mobile learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, motivation, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, open courseware and systems, pace of change, participation, passions, personalized/customized learning, play, professional development, real-world assignments, reinvent, second screen apps, simulations, smart classrooms, smart/connected TV, social learning / networks, social media, society, staying relevant, STEAM-related, storytelling, strategy, streams of content, student-related, teaching & learning, teaching online, technologies for your home, telepresence, television, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), user interface design, using teams, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, visualizing information, web-based collaboration, webinars, workplace, by Daniel Christian

“The main obstacle to an Apple television set has been content. It has mostly failed to convince cable companies to make their programming available through an Apple device. And cable companies have sought to prevent individual networks from signing distribution deals with Apple.”

— Apple, closer to its vision for a TV set, wants
ESPN, HBO, Viacom, and others to come along
qz.com by Seward, Chon, & Delaney, 8/22/13

From DSC:
I wonder if this is because of the type of content that Apple is asking for. Instead of entertainment-oriented content, what if the content were more focused on engaging, interactive, learning materials? More on educational streams of content (whether we — as individuals — create and contribute that content or whether businesses do)?

Also see:

What the mobile “fourth wave” means for operators — from mportal.com by D.P. Venkatesh on November 12, 2013

Excerpt (emphasis DSC):

The communications landscape has historically taken the form of a tumultuous ocean of opportunities. Like rolling waves on a shore, these opportunities are often strong and powerful – yet ebb and flow with time.

Get ready, because the next great wave is upon us. And, like a tropical storm, it is likely to change the landscape around us.

As detailed by analyst Chetan Sharma, this particular wave is the one created by the popularity of over-the-top (OTT) solutions – apps that allow access to entertainment, communication and collaboration over the Internet from smartphones, tablets and laptops, rather than traditional telecommunications methods. Sharma has coined this the mobile “fourth wave” – the first three being voice, messaging (SMS) and data access, respectively – and it is rapidly washing over us.

Addendum on 11/25:

The Smart TV app revolution is coming: Here’s what you need to know — from businessinsider.com by Dan Frommer

Yale’s struggles signal broader challenges ahead for colleges [Horn]

On 11/18/2013, in 21st century, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, leadership, New "Amazon.com" of Higher Education, new business models, reinvent, staying relevant, strategy, surviving, vision/possibilities, by Daniel Christian

Yale’s struggles signal broader challenges ahead for colleges — from christenseninstitute.org by Michael B. Horn

Excerpts (emphasis DSC):

For some time, the business model that supports traditional colleges and universities has been breaking. The ability to continue to implement sustaining innovations—more research faculty, more extravagant facilities, more administrative positions—that add cost by using increased revenue from a mixture of tuition, government funding, endowment returns, and donations is in peril for many institutions.

As a result, we’ve written about how there are a number of traditional higher education institutions that will likely merge or even cease to exist in the coming years. Many have suggested that this could not happen—despite the fact that a state like Georgia is already consolidating its public institutions of higher learning; that the situation is not so dire; or that it is something for which there will be a fix at some point.

…

The article relates how even five years after the onset of the recession, revenue sources have not bounced back at Yale: “More and more students require financial aid, endowment investment returns are still down, government funding is declining and tuition and fundraising increases are limited by the weak economy.”

…

The bigger point for traditional institutions of higher education beyond Yale is that with the repeated annual tuition increases over the past few decades, the middle class is increasingly being priced out of much of higher education.

Faculty Coalition: Forget About Cost Savings with Online Programs — from CampusTechnology.com by Dian Schaffhauser

Excerpts:

Cost savings promised by the expansion of online education are tough to pinpoint, including those programs that promise to be free for students.
…
According to the Campaign, there are no guarantees that online courses save students money.
…
The Campaign declared the idea that MOOCs could lower the cost of college degrees a “pipe dream.”
…
But even as public institutions introduce their own online programs, they frequently charge students more for those courses, the report said.

From DSC:
(Dian, these thoughts are not aimed at you. Keep up the excellent work out there!)

The only way that online education costs as much as a face-to-face offering is if such a course/offering is ***highly*** sophisticated — that is, that it incorporates a ***significant*** amount of programing, educational gaming, deep analytics and sophisticated reporting, home-grown animations and/or simulations, etc.

Otherwise, there is no way in the world that an online course costs as much to produce and offer as a face-to-face course. Consider two key things:

Ask any Director of Physical Plant to lay out their annual budget and expenses ***just to keep their campus(es) up and running*** — let alone enhance them further — and you’ll quickly see what I mean!
In many cases, the infrastructures already exist to serve the face-to-face students (i.e. systems like the CMS’s/LMS’s, Student Information Systems, etc.). So offering online courses only serves to increase the ROI for this infrastructure. (If one couldn’t use the existing systems, then I could see where there would be additional expenses; with that said, the bottom lines are still not the same.)

Many colleges and universities are using the increased demand for online courses to keep the prices up; they are not passing along the savings to the students. (BTW, for those who claim higher education isn’t a business, how do you explain this? The argument that higher education isn’t a business holds no water at all; such viewpoints can no longer be taken seriously.)

By keeping the costs of online courses as high or higher than F2F courses, such colleges and universities are making a big mistake. By doing so, they are only causing the existing bubble in higher education to expand even further. It will pop. In fact, with the increased use of incentives and lowering the tuition that’s actually being paid by the students (vs. the “list” price), one can’t help but wonder if the bubble hasn’t already popped at many colleges and universities.

We need to start passing along more of the savings to our students. I can’t think of a good reason why everyuniversity and college in the U.S. should not offer a spectrum/variety of pricing structures. If you want to take a face-to-face course, you will need to pay more for that course, as there are greater expenses involved in providing that type of learning environment.

Last thoughts:

While I think that MOOCs are half-baked, they continue to improve.
If MOOCs morph into something that uses technologies like IBM’s Watson, that will be a game-changer for sure. We will still need SME’s, but the prices that can be offered will be drastically less. See this recent posting for further thoughts on this perspective.

Google Helpouts — Is this where things are heading?

On 11/06/2013, in adjunct faculty, collaboration, communications, corporate / business world, corporate universities / corporate training, cost of getting a degree, curriculum, dangers of the status quo, Daniel S. Christian, digital learning, disruption, education technology, elearning, faculty, future, future of higher education, game-changing environment, Google, higher education, innovation, internet, learning ecosystem, Learning from the Living [Class] Room, platforms, reinvent, second screen apps, smart/connected TV, social learning / networks, staying relevant, streams of content, surviving, teachers, teaching & learning, teaching online, technologies for your home, videoconferencing, web-based collaboration, by Daniel Christian

Items re: Helpouts by Google, which was just introduced on Monday, November 4th, 2013:

Google Helpouts: Need Help With Your Shakespeare? — video from The Wall Street Journal
Google Launches Helpouts, Paid Video Chats With Experts To Address Whatever Is Bothering You Right Now — from techcrunch.com by Alex Wilhelm
Google’s Helpouts could be the company’s secret weapon to take on healthcare — from gigaom.com by Janko Roettgers
Will Google Helpouts Undercut Freelancers? — from mashable.com by Chris Taylor
Per Paul Simbeck-Hampson

All things Helpouts
Thanks for compiling +Denis Labelle .

+Helpouts -> helpouts.google.com
1. Help/Support: support.google.com/helpouts
2. Google Help: support.google.com/helpouts/topic/3168357
3. Meet with a Helpouts Specialist: helpouts.google.com/supporthelpouts
4. Settings: helpouts.google.com/settings
5. On Google+: Circle +Helpouts
6. Helpouts Community on Google+:
plus.google.com/communities/103151120922119140466
7. On YouTube: youtube.com/helpouts
8. Mobile app: https://play.google.com/store/apps/details?id=com.google.android.apps.helpouts

Video -> Introducing Helpouts by Google

From DSC:
This type of thing goes hand and hand with what I’m saying in the Learning from the Living Room vision/concept: “More choice. More control.” This type of thing may impact K-12, higher ed, and corporate training/L&D departments.

It this how we are going to make a living in the future? If so, what changes do we need to make:

To the curricula out there?
To the “cores” out there?
In helping people build their digital/online-based footprints?
In helping people market themselves?

“Learning in the Living [Class] Room” — as explained by Daniel Christian [Campus Technology]

On 11/05/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, animation, Artificial Intelligence/Agents/LLMs/and Related, attention, blended learning, Bring your own device (BYOD), business side of he, career development, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, computer science, consortiums, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, data related items, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, expectations, experimentation, flipping -- inverted learning, formal learning, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, IBM, ideas, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning spaces, liberal arts, lifelong learning, love of learning, machine-to-machine communications, marketplaces, media/film, Michigan, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, motivation, multi-touch, multimedia, Near Field Communication (NFC), neurodivergent/special needs, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, open courseware and systems, organizational change, pace of change, participation, passions, personalized/customized learning, platforms, play, professional development, programming, real-world assignments, reinvent, second screen apps, simulations, smart classrooms, smart/connected TV, social learning / networks, social media, society, staying relevant, STEAM-related, story, storytelling, strategy, streams of content, student-related, surviving, tablets, teaching & learning, technologies for your home, technology (general), telecommunications, telepresence, television, transmedia, trends, ubiquitous learning, universities, user experience (UX), user interface design, using teams, 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

Learning from the Living [Class] Room — from Campus Technology by Daniel Christian and Mary Grush; with a huge thanks also going out to Mr. Steven Niedzielski (@Marketing4pt0) and to Mr. Sam Beckett (@SamJohnBeck) for their assistance and some of the graphics used in making these videos.

From DSC:
These 4 short videos explain what I’m trying to relay with a vision I’m entitling, Learning from the Living [Class] Room. I’ve been pulse checking a variety of areas for years now, and the pieces of this vision continue to come into fruition. This is what I see Massive Open Online Courses (MOOCs) morphing into (though there may be other directions/offshoots that they go in as well).

After watching these videos, I think you will see why I think we must move to a team–based approach.

(It looks like the production folks for Campus Technology had to scale things way back in terms of video quality to insure an overall better performance for the digitally-based magazine.)

To watch these videos in a higher resolution, please use these links:

Alternatively, these videos can be found at:

.

Innovation imperative: Change everything — from nytimes.com by Clayton Christensen and Michael Horn; with a special thanks to Mr. Joel Adams at Calvin College for the resource here

Online education as an agent of transformation

Excerpt (emphasis DSC):

Like steam, online education is a disruptive innovation — one that introduces more convenient and affordable products or services that over time transform sectors. Yet many bricks-and-mortar colleges are making the same mistake as the once-dominant tall ships: they offer online courses but are not changing the existing model. They are not saving students time and money, the essential steps to disruption. And though their approach makes sense in the short term, it leaves them vulnerable as students gravitate toward less expensive colleges.

…

Still, the theory predicts that, be it steam or online education, existing consumers will ultimately adopt the disruption, and a host of struggling colleges and universities — the bottom 25 percent of every tier, we predict — will disappear or merge in the next 10 to 15 years. Already traditional universities are showing the strains of a broken business model, reflecting demand and pricing pressures previously unheard-of in higher education.

To serve them, it will enlist operators to create mini-campuses around the globe where clusters of its students will live and socialize together in residence halls, as well as take online courses and work together on projects.

Learning Ecosystems

Free online university receives accreditation, in time for graduating class of 7 [Lewin]

Can we “THINK BIG” within the industry of higher education?

Reflections on “Is it too late to reinvent our universities?” [Maddock]

Yale’s struggles signal broader challenges ahead for colleges [Horn]

Innovation imperative: Change everything [Christensen & Horn]

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