technology (general)

Forrester: Top technology trends for 2014 & beyond [High]

On 12/23/2013, in cloud-based computing / apps / other cloud-related, computer science, convergence, corporate / business world, internet, IT in HE, mobile technologies, programming, technology (general), trends, workplace, by Daniel Christian

Forrester: Top technology trends for 2014 & beyond — from forbes.com by Peter High

Digital convergence erodes boundaries
Digital experience delivery makes (or breaks) firms
APIs become digital glue
The business takes ownership of process and intelligence
Firms shed yesterday’s data limitations
Sensors and devices draw ecosystems together
“Trust” and “identity” get a rethink
Infrastructure takes on engagement
Firms learn from the cloud and mobile
IT becomes an agile service broker (or fades away)

The first School in the Cloud opens in the UK — from blog.ted.com by Sarah Schoengold; with thanks to Lisa Duty (@LisaDuty1) for posting this resource on Twitter

A group of students explores a question at the Killingworth School in the Cloud.

A group of students explores a question at the Killingworth School in the Cloud,
as a volunteer member of the “Granny Cloud” gives them guidance from the screen.

…

“SOLE” –> Stands for “Self-Organized Learning Environment.”

Excerpt:

Sugata Mitra has opened the doors of the world’s first School in the Cloud.

Located inside George Stephenson High School in Killingworth, England, this one-room learning lab is a space where students can embark on their own learning adventures, exploring whatever questions most intrigue them. Students even designed the interior of the space — which has colorful beanbags scattered throughout and (very appropriately) fluffy clouds painted on the walls.

…

The Killingworth School in the Cloud is run by a committee of 12-year-old students, who manage a schedule to let different classes and groups use the lab in time slots before, during and after school.

Also see:

The next phase of online education: 24/7 digital video channels — from fastcoexist.com by Ariel Schwartz
Want a new skill? Now you can channel flip at any time of day, just like on TV.

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

Addendum:

Top 10 Characteristics of a 21st Century Classroom –from edtechreview.in

Top 10 Characteristics of a 21st Century Classroom

Excerpt:

As education advances with the help of technology, it becomes very clear that the modern day classroom needs are very different from the conventional classroom needs.

The evolved 21^st century classroom is a productive environment in which students can develop the skills they will require in the workplace and teachers are facilitators of their learning. The focus of a 21^st century classroom is on students experiencing the environment they will enter as modern day workers and developing their higher order thinking skills, effective communication skills, collaboration skills, making them adept with using technology and all other skills that they will need in the 21^st century workplace.

Reflections on “Behind the immersiveness trend: Why now?” [Rose]

On 12/18/2013, in 21st century, A/V -- audio/visual, active learning, attention, digital storytelling, immersion, interactivity, more voice more choice more control, society, storytelling, student-related, technology (general), transmedia, by Daniel Christian

Behind the immersiveness trend: Why now? — from deepmediaonline.com by Frank Rose with a thanks to Digital Rocking Chair for the Scoop on this

Excerpt (emphasis DSC):

When JWT Intelligence announced its “10 Trends for 2014 and Beyond” recently, trend #1 was “immersive experiences.” Certainly you can feel this in New York: From Punchdrunk’s Sleep No More (now running for nearly three years) to MoMA’s Rain Room to Yayoi Kusama’s Infinity Mirrored Room, people are willing to pay top dollar or line up for hours to experience something all-encompassing and beyond the ordinary. But why?

The new report—based on a survey of Internet users in the US and the UK, on assessments from JWT planners around the world, and on interviews with outside observers (myself included)—lists six key reasons. Interestingly, only two have anything to do with advances in technology or production techniques. The remaining four stem from broad societal shifts—shifts that are tied to, but in many cases a reaction against, the always-on nature of the digital world.

From DSC:
Notice one of the first slides.

It mentions the word attention. I submit to you that these types of immersive experiences will impact how easy it is or hard it is to get our students’ attentions. If we can’t get our students’ attentions, we have zero (0) chance of getting the information into their short term and/or long term memories.

This is why I’d like to see more transmedia-based storytelling and digital storytelling occurring within K-20. We should have students create the experiences using content taken directly from the course’s learning objectives. Such as course could be multidisciplinary in nature, helping students find roles that they enjoy doing while learning the content.

However, on the other side of things…I need to post another slide (below) as well. Some students might not like this type of learning experience at all. Thus, we need to offer more choice, more control to our students…letting them pick the assignments/pathways to their learning that work best for them.

FrankRoseRagingAgainstMachine-Dec182013

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

Eight NEW Global Collaborative ideas to Flatten Your Learning! [Lindsay]

On 12/16/2013, in collaboration, communities of practice, global / globalization, ideas, innovation, professional development, teachers, technology (general), web-based collaboration, by Daniel Christian

Eight NEW Global Collaborative ideas to Flatten Your Learning! — from 123elearning.blogspot.com by Julie Lindsay

Excerpt:

Celebrations and sharing well considered ideas for future collaborations have been part of the exciting culmination to the Flat Classroom Certified Teacher Cohort 13-2 this past week.

This professional learning course started 3 months ago, and together we have journeyed through the ‘7 Steps to Flatten your Classroom’ into ‘Global Project Design and Management’. Cohort members came from Australia, USA, Vietnam, Singapore, USA and New Zealand. We met most weeks for a synchronous meeting (you can appreciate the time zone challenges!) and connected asynchronously through our wiki portal and through the Flat Connections teacher community (which is open for anyone to come and join!)

What is significant about this course and this cohort is the diversity of teaching positions and experience and individual place on the global collaborative learning pathway, however as a community of learners we have thrived – learning with and from each other at each turn of the road.

Let me briefly introduce and describe each teacher and each project.

The Internet of Things (IoT) in the classroom [Christian]

On 12/16/2013, in blended learning, creativity, Daniel S. Christian, data related items, digital learning, education technology, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learning ecosystem, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, more voice more choice more control, multimedia, Near Field Communication (NFC), personalized/customized learning, platforms, second screen apps, technology (general), tools, transmedia, trends, ubiquitous learning, usability, user experience (UX), user interface design, vendors, workplace, by Daniel Christian

From DSC:
First some recent/relevant postings:

IFTTT’s ingenious new feature: Controlling apps with your location — from wired.com by Kyle VanHemert

An update to the IFTTT app lets you use your location in recipes. Image: IFTTT

Excerpt:

IFTTT stands athwart history. At a point where the software world is obsessed with finding ever more specialized apps for increasingly specific problems, the San Francisco-based company is gleefully doing just the opposite. It simply wants to give people a bunch of tools and let them figure it out. It all happens with simple conditional statements the company calls “recipes.” So, you can use the service to execute the following command: If I take a screenshot, then upload it to Dropbox. If this RSS feed is updated, then send me a text message. It’s great for kluging together quick, automated solutions for the little workflows that slip into the cracks between apps and services.

If This, Then That (IFTTT)

4 reasons why Apple’s iBeacon is about to disrupt interaction design — from wired.com by Kyle VanHemert

Excerpt:

You step inside Walmart and your shopping list is transformed into a personalized map, showing you the deals that’ll appeal to you most. You pause in front of a concert poster on the street, pull out your phone, and you’re greeted with an option to buy tickets with a single tap. You go to your local watering hole, have a round of drinks, and just leave, having paid—and tipped!—with Uber-like ease. Welcome to the world of iBeacon.

It sounds absurd, but it’s true: Here we are in 2013, and one of the most exciting things going on in consumer technology is Bluetooth. Indeed, times have changed. This isn’t the maddening, battery-leeching, why-won’t-it-stay-paired protocol of yore. Today we have Bluetooth Low Energy which solves many of the technology’s perennial problems with new protocols for ambient, continuous, low-power connectivity. It’s quickly becoming big deal.

The Internet of iThings: Apple’s iBeacon is already in almost 200 million iPhones and iPads — from forbes.com by Anthony Kosner

Excerpt (emphasis DSC):

Because of iBeacons’ limited range, they are well-suited for transmitting content that is relevant in the immediate proximity.

From DSC:
Along the lines of the above postings…I recently had a meeting whereby the topic of iBeacons came up. It was mentioned that museums will be using this sort of thing; i.e. approaching a piece of art will initiate an explanation of that piece on the museum’s self-guided tour application.

That idea made me wonder whether such technology could be used in a classroom…and I quickly thought, “Yes!”

For example, if a student goes to the SW corner of the room, they approach a table. That table has an iBeacon like device on it, which triggers a presentation within a mobile application on the student’s device. The students reviews the presentation and moves onto the SE corner of the room whereby they approach a different table with another/different iBeacon on it. That beacon triggers a quiz on the material they just reviewed, and then proceeds to build upon that information. Etc. Etc. Physically-based scaffolding along with some serious blended/hybrid learning. It’s like taking the concept of QR codes to the next level.

Some iBeacon vendors out there include:

Data mining, interaction design, user interface design, and user experience design may never be the same again.

Gartner hype cycle for education 2013

On 12/03/2013, in education, IT in HE, new business models, pace of change, technology (general), by Daniel Christian

Gartner hype cycle for education 2013 — with thanks to Cammy Bean for pointing this resource out

Study: Teachers love EdTech, they just don’t use it — from edudemic.com by Katie Lepi

Excerpt:

EdTech Is Essential!

86% of teachers think it is ‘important’ or ‘absolutely essential’ to use edtech in the classroom
965 say that edtech increases student engagement in learning
95% say that it enables personalized learning
89% say that it improves student outcomes
87% say that it helps students collaborate

However…

Only 19% use subject specific content tools weekly
Only 31% use information or reference tools weekly
Only 24% use teacher tools weekly
Only 14% use digital curricula weekly
Despite all the buzz about 1:1 classrooms, only about 1 in 9 are implementing a 1:1 or BYOD classroom
…

From DSC:
Looking at this solid posting from edudemic and Katie Lepi, I can’t help but ask:

What might this tell us about the model/approach that we are using?
Is that model/approach working?
Is that model/approach working fast enough to prepare our students for the futures they will inherit/experience?
Are there other approaches that would work better?

I’d like to add some potential factors to the list of why educational technologies might not be being implemented in certain situations:

We decided not to use teams; that is, we decided that our teachers (or professors or trainers) should continue to do everything — “it is their job after all”
A teacher (professor, trainer) may not be gifted in a particular area (such as creating digital audio or digital video, designing simulations, developing educational gaming, designing e-books, offering mobile learning, etc.)
A teacher (professor, trainer) may not be interested in a particular area (such as creating digital audio or digital video, designing simulations, developing educational gaming, designing e-books, offering mobile learning, etc.)
May view an area as totally irrelevant because that wasn’t part of that person’s background/experience (i.e. Who needs educational gaming? Why should that matter/help? I didn’t have that in my toolbox.)

With the rapid pace of change, time is no longer on our side. That is, it doesn’t serve our students well if it takes us 2-3 generations to get teachers, professors, and trainers ready to use all of the relevant technologies. That is a pipe dream and we need to abandon it asap. No one has all of the gifts that they need. We need to work with teams of specialists. It will take team-based efforts to create and deliver learning environments, products, and services that feature more choice and more control for our students. They — and all of us actually — are encountering a different world every single day that we wake up. Are we preparing them for it?

The past, present, and future of money: An envisioning technology timeline by envisioning.io

On 11/08/2013, in 21st century, business, corporate / business world, economics, future, global / globalization, technology (general), vision/possibilities, workplace, by Daniel Christian

Also see:

2013 Yearbook: Technology Innovation in Education [Center for Digital Education]

On 11/07/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, attention, Bring your own device (BYOD), budgets, business side of he, cloud-based computing / apps / other cloud-related, convergence, cost of getting a degree, creativity, Daniel S. Christian, digital learning, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, higher education, innovation, interactivity, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, learning theories, love of learning, mobile learning, mobile technologies, more voice more choice more control, online learning, smart classrooms, social learning / networks, social media, storytelling, strategy, streams of content, student-related, teachers, teaching & learning, technology (general), trends, TVs, videoconferencing, vision/possibilities, web-based collaboration, by Daniel Christian

Description:

The Yearbook is a unique publication produced annually by the Center for Digital Education (CDE) that highlights some of the outstanding trends,

people and events over the past year in education technology. The first part of the Yearbook gives readers market awareness by outlining how much money schools spent on education technology, where the funding came from and what technologies have been garnering the most attention.

The second part features 40 education innovators who are using technology to inspire their students, improve learning and better the K-20 education system. We hope that this 2013 Yearbook issue provides inspiration to our readers to continue on their quests towards innovation in education.

From DSC:
My quote in the Center for Digital Education’s 2013 Yearbook reads:

“Educational technologists need to be bold, visionary and creative. They need to be in tune with the needs, missions and visions of their organizations. We have the opportunity — and responsibility — to make lasting and significant contributions within our fields and for the organizations that we work for.”

A new pedagogy is emerging..and online learning is a key contributing factor — from Contact North ; with thanks to Stephen Downes (@oldaily) for putting this on The MOOC Newsletter

Excerpt (emphasis DSC):

What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education.

…

What drives the development of this new pedagogy? Changes in society, student expectations, and technology are motivating innovative university and college professors and instructors to re-think pedagogy and teaching methods.

…

As professors and instructors become more familiar with digital technologies for teaching and learning, pedagogical challenges and strategies are emerging. The developments listed below have had an impact on how teaching is structured and how and where learning happens.

“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 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, 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, TVs, 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:

.

Mobile education: Lessons from 35 education experts on improving learning with mobile technology [Citrix]

On 11/04/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, attention, blended learning, collaboration, communications, convergence, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, e-books, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future, game-changing environment, heutagogy, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, interactivity, internet, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, learning theories, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, online learning, smart classrooms, social learning / networks, student-related, technologies for your home, technology (general), telepresence, tools, trends, TVs, vendors, web-based collaboration, workplace, by Daniel Christian

Description:

Education is at a tipping point. From the rising cost of a college education and the financial pressures upon local districts and state agencies to fund K-12 schools and programs, to the questions of how to employ mobile technologies and leverage social platforms to support the growing trend toward mobile, collaborative learning models, educators face an almost overwhelming set of challenges. While there are no easy answers to these and other issues, Citrix believes strongly that online learning technologies can help enhance and extend the teaching and learning process and provide greater, more wide-spread access to education to students. We are committed to developing and delivering learning solutions that will meet the evolving needs of teachers and students in this changing landscape. We hope that our sponsorship of this ebook and other projects will help you, the reader, gain a better understanding of the opportunities that online learning technologies provide, increase your mastery of these solutions, and enable you to put them to productive use. We look forward to working with you as we explore new and effective ways to help teachers teach and learners learn.

CaIlin Pitcher
Product Line Director, Collaboration, Citrix

Comments/disclosure from DSC:
I do not work for Citrix — I have been at Calvin College since
March 2007. I was not paid to develop/contribute this piece.

I’d like to thank David Rogelberg for his work on this project.

Reflections on “A new digital ecology is evolving, and humans are being left behind” [Dvorsky]

On 10/23/2013, in 21st century, business, Daniel S. Christian, ethics, hearts -- matters of the heart, machine-to-machine communications, MBA, technology (general), the downsides of how people use tech, by Daniel Christian

A new digital ecology is evolving, and humans are being left behind — from io9.com by George Dvorsky

Excerpt (emphasis DSC):

Incomprehensible computer behaviors (<– Can we use the word behavior here? It seems an odd word to describe computer-related actions…) have evolved out of high-frequency stock trading, and humans aren’t sure why. Eventually, it could start affecting high-tech warfare, too. We spoke with a researcher at University of Miami who thinks humans will be outpaced by a new “machine ecology.”

For all intents and purposes, this genesis of this new world began in 2006 with the introduction of legislation which made high frequency stock trading a viable option. This form of rapid-fire trading involves algorithms, or bots, that can make decisions on the order of milliseconds (ms). By contrast, it takes a human at least one full second to both recognize and react to potential danger. Consequently, humans are progressively being left out of the trading loop.

…

“What we see with the new ultrafast computer algorithms is predatory trading,” he says. “In this case, the predator acts before the prey even knows it’s there.”

Johnson describes this new ecology as one consisting of mobs of ultrafast bots that frequently overwhelm the system. When events last less than a second, the financial world transitions to a new one inhabited by packs of aggressively trading algorithms.

.

From DSC:
I’m getting concerned about the power of emerging technologies and who is using these technologies — and how they are using them. It took humans to program these algorithms. It still takes humans to oversee these issues/trends (at least at this point in time!). Therefore, values — and hearts — come into play here — with very real effects. Quoting from the article:

“There is real money being gained and lost here — even a few thousand dollars every millisecond, which is a tiny amount on the market, is a million dollars per second,” he told us. “This money could be pension fund money, and so on. So somebody needs to understand what is going on, and if it is ‘fair’.”

Who’s involved here? Who’s making sure things are “fair?” Also…what are MBA programs teaching along these lines? Computer Science teachers/professors? What values are we instilling in the people who will be programming the algorithms that overlook such processes? That are/will be creating this new “machine ecology?”

Learning Ecosystems

Forrester: Top technology trends for 2014 & beyond [High]

Eight NEW Global Collaborative ideas to Flatten Your Learning! [Lindsay]

Gartner hype cycle for education 2013

Reflections on “Study: Teachers love EdTech, they just don’t use it” [Lepi]

The past, present, and future of money: An envisioning technology timeline by envisioning.io

Reflections on “A new digital ecology is evolving, and humans are being left behind” [Dvorsky]

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