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Also see:
On 02/28/2011,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, adult learning, cloud-based computing / apps / other cloud-related, communications, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, entrepreneurship, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, informal learning, intelligent tutoring, internet, K-12 related, learner profiles, learning, learning agents, learning ecosystem, learning spaces, lifelong learning, mobile learning, mobile technologies, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, open courseware and systems, personalized/customized learning, social learning / networks, social media, technologies for your home, technology (general), telepresence, television, tools, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), vendors, 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
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From DSC:
How will these types of technologies affect what we can do with K-12 education/higher education/workplace training and development? I’d say they will open up a world of new applications and opportunities for those who are ready to innovate; and these types of technologies will move the “Forthcoming Walmart of Education” along.
Above item from:
On 01/27/2011,
in computer science, future, simulations, trends, vision/possibilities,
by Daniel Christian
7 Ways to Spot Tomorrow’s Trends Today — from the World Future Society’s Forecasts for the Next 25 Years
In the more than 40 years since the World Future Society was founded, futurists have developed a range of techniques to study the future. Here are a few techniques futurist use to spot new opportunities and potential problems. These methods give individuals and organizations an edge to help them succeed in a fast-changing world:
- Scan the Media to Identify Trends—Futurists often conduct an ongoing and systematic surveys of news media and research institutes. These surveys help spot significant trends and technology breakthroughs. Futurists call this environmental scanning.
- Analyze and Extrapolate Trends—After the trends are identified, the next step is to plot the trends to show their direction and development into the future. Trend analysis and extrapolation can show the nature, causes, speed, and potential impacts of trends.
- Develop Scenarios—Futurists often describe the future development of a trend, a strategy, or a wild-card event in story form. These scenarios can paint a vivid picture that can help you visualize possible future developments and show how you can prepare effectively for future risks and opportunities. Scenarios help you to blend what you know about the future with imagination about the uncertain. Scenarios help you move from dreaming to planning and then to accomplishment.
- Ask Groups of Experts—Futurists also conduct “Delphi Polls” which are carefully structured surveys of experts. Polling a wide range of experts in a given field can yield accurate forecasts and suggestions for action.
- Use Computer Modeling—Futurists often use computer models to simulate the behavior of a complex system under a variety of conditions. For example, a model of the U.S. economy might show the effects of a 10 percent increase in taxes.
- Explore Possibilities with Simulations—Futurists create simulations of a real-world situations by means of humans playing different roles. For example, in war games, generals test out tactics they may later use on the battlefield, or corporate executives can explore the possible results of competitive strategies.
- Create the Vision—Futurists help organizations and individuals systematically develop visions of a desirable future. Visioning creates the big picture of the possibilities and prepares the way for goal setting and planning.
On 01/27/2011,
in education, education reform, love of learning, passions, pedagogy, strategy, teaching & learning, vision/possibilities,
by Daniel Christian
Curiosity-Driven Education — from Futurist Thomas Frey
“If a teacher can be replaced by a machine, they should be.” – Arthur C. Clark
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Wilhelm Konrad von Roentgen became famous for “accidentally” discovering x-rays. Roentgen found something in nature that seemed useless, but fascinated him. He devoted countless hours to studying how electrons move from one point to another within a gas. He did this because he had an amazing sense of curiosity that was driven by a need to understand nature.
X-rays weren’t discovered by chance. Chance is when something comes from nothing. Yes, his discovery was serendipitous, but it was followed by a lot of hard work. Today, a scientist in a similar situation would be confronted with the challenges of finding the funding to proceed with this type of research.
Roentgen’s story is a classic example of a scientist who didn’t begin with a well-defined question. So, how do we remove the constraints and incentivize people to build on a hunch, with the remote possibility that their hunch may lead to an enormous breakthrough in society?
We do it by creating systems that empower our curiosity.
On 01/27/2011,
in India, innovation, mobile learning, new business models, publishing, vision/possibilities,
by Daniel Christian
McGraw-Hill and Wipro to develop mConnect — an affordable mobile learning platform — to reduce skills gap in emerging markets — from McGraw-Hill.com
Excerpt:
“Through advances in mobile learning, McGraw-Hill and Wipro have an unprecedented opportunity to deliver high-quality, low-cost education to students and workers in rural areas and cities with limited access to resources,” said Harold McGraw III, chairman, president and CEO of The McGraw-Hill Companies, who made the announcement in Davos. “In a country with more than 700 million cell phones, mobile learning will help level the playing field for education in India in ways never before possible. The success of our pilots in India will serve as a powerful example of how business, schools and governments around the world can harness the power of mobile learning to give more people the skills to succeed in the global Knowledge Economy.”
Philippians 4:8 (NIV) — from BibleGateway.com’s Verse of the Day
Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things.
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From DSC:
I went to Northwestern University (NU). It’s a great, tough school to go to. It has one of the most beautiful campuses in the country. They have student-athletes there, not just athletes who are using college as pre-pro camp grounds. I had some great experiences there and also some tough experiences there. Anyway, BibleGateway.com’s Verse of the Day the other day make me reflect upon how difficult it is for universities and colleges to maintain a faith-based perspective to why they exist.
For example, NU’s logo has two parts to it: the seal and the signature. On the seal, it says, “Quaecumque Sunt Vera” — which NU’s website explains:
This Latin phrase was adopted as the University’s official motto in 1890. Translated as “Whatsoever things are true,” it comes from the New Testament book of Philippians (4:8), in which St. Paul admonishes the Christians in the Greek city of Philippi: “Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things.”
Unfortunately, NU’s motto/logo should now have the Latin phrase for “whatever makes you wealthy” — as the unspoken mission and vision of the administration and students these last few decades has been more along these lines:
Finally, to those who are taught to compete against each other,
Whatever will get you the corner office,
Whatever will get you the highest salary,
Whatever will allow you to obtain the most possessions,
Whatever will allow you to boast about yourselves,
Whatever will allow you to show the world just how powerful and wealthy you are –
If there be any money, if there be any gold, if there be any silver in the world (and no matter how your actions may affect other people), think about how you can obtain such things.
I’m sorry to be so harsh here…seriously. I feel a bit sheepish about posting this. It’s just that it’s very sad to see a university lose it’s heart and soul and become very worldly in the process (especially one I care so much about). And this has happened to 100’s of colleges and universities — I just have experienced and witnessed NU as one example here. So now, we have some great country clubs of higher ed out there…great for us.
Psalm 33:12
Blessed is the nation whose God is the LORD…
Psalm 127:1
Unless the LORD builds the house,
the builders labor in vain.
Unless the LORD watches over the city,
the guards stand watch in vain.
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Many in the United States try as hard as they can to keep kicking the LORD out of our public squares, out of our schools, out of everything. Hmmm…I wonder if that’s why the United States finds itself in such a powerful, downward spiral.
On 01/22/2011,
in disruption, future of higher education, game-changing environment, leadership, lifelong learning, love of learning, marketplaces, New "Amazon.com" of Higher Education, open courseware and systems, strategy, vision/possibilities,
by Daniel Christian
Who wants a self-paced, free, world class education? — from OpenSesame.com
From DSC:
I work within higher education…so why am I posting this? For several reasons:
- To help those folks who may not have the funding to attend a college or university.
- To help those students who are already in a college or university and who want further resources on a particular discipline.
- For lifelong learners — and for those who love to learn — who want to pick up further knowledge re: a discipline.
- To prompt leadership/management within higher education to talk about their strategies in how to respond to this game-changing trend/environment. Such disruptive trends can be opportunities or threats.
- It’s published at OpenSesame.org — an organization that is forming another online marketplace/exchange that involves education.
- It relates to my thoughts on The Forthcoming Walmart of Education (and also here). Something that all universities and colleges will have to deal with…sooner or later.
On 01/20/2011,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, animation, blended learning, cloud-based computing / apps / other cloud-related, collaboration, convergence, 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, disruption, distance education, e-books, e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, hybrid learning, immersion, informal learning, innovation, interactivity, internet, K-12 related, learning, learning agents, learning ecosystem, learning preferences, learning spaces, lifelong learning, love of learning, marketplaces, media/film, mobile learning, mobile technologies, multimedia, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, play, podcasting, simulations, social learning / networks, social media, strategy, teaching & learning, technologies for your home, technology (general), telepresence, television, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), user interface design, vendors, videoconferencing, virtual field trips, virtual K-12 schools, vision/possibilities, visualizing information, web-based collaboration,
by Daniel Christian
From DSC:
The other day, I created/posted the top graphic below. Take the concepts below — hook them up to engines that use cloud-based learner profiles — and you have some serious potential for powerful, global, ubiquitous learning! A touch-sensitive panel might be interesting here as well.
Come to think of it, add social networking, videoconferencing, and web-based collaboration tools — the power to learn would be quite impressive. Multimedia to the nth degree.
Then add to that online marketplaces for teaching and learning — where you can be both a teacher and a learner at the same time — hmmm…
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From DSC:
Then today, I saw Cisco’s piece on their Videoscape product line! Check it out!
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On 01/20/2011,
in budgets, education technology, leadership, vision/possibilities,
by Daniel Christian
What are the costs of not investing in ICTs in education? — from blogs.worldbank.org Michael Trucano, Sr. ICT & Education Specialist
From DSC:
Having studied economics, I appreciate what Michael is saying about the opportunity costs involved here:
What are the costs of not investing in ICT use in education?
Can we afford them?
On 01/10/2011,
in change, education reform, education technology, future, game-changing environment, higher education, innovation, K-12 related, learning ecosystem, pace of change, play, social learning / networks, social media, teaching & learning, vision/possibilities,
by Daniel Christian
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Original posting from:
A New Culture of Learning — weblogg-ed.com
Addendum on 1-31-11:
I just saw this posting from Catherine Lombardozzi on the Learning Journal blog, as she comments on Thomas’ & Seely Brown’s book. She concludes:
“I’m thinking that the new culture of learning doesn’t replace the old, it enriches it.”
See:
http://learningjournal.wordpress.com/2011/01/30/thenew-culture-of-learning/
On 12/20/2010,
in 21st century, 24x7x365 access, education reform, leadership, learning, lifelong learning, personalized/customized learning, strategy, vision/possibilities,
by Daniel Christian
Table of Contents
Executive Summary
Introduction
Building a Knowledge-Based Society
The Needs of a Knowledge-Based Society
Case Study: Finland
Vision of Education for the 21st Century
Case Study: Singapore
How Would the System Function?
Case Study: China
Shifting Roles
Conclusion
Appendix A – Measuring 21st Century Skills
Numeracy and Mathematics
Reading Literacy
Creativity
ICT/Technological Literacy
Digital Literacy
Appendix B – Consultations & Acknowledgments
Appendix C – PTC Members & Staff
Bibliography
Some quotes:
From Learning Information to Learning to Learn:
The system must place greater emphasis on the learning of skills over the learning of content.
From Data to Discovery:
Content will have to evolve constantly, not only to remain relevant but so students are ready to deal with how rapidly information changes in a knowledge-based society.
From One Size Fits All to Tailored Learning:
As students progress they will increasingly access and engage with their own content, at their own pace of learning and take an increasing role in charting a path best suited to those talents, interests and abilities.
From Testing to Assess to Assessing to Learn:
Technology allows educators and students to assess progress more regularly than with traditional classroom assessments and to identify and address each student’s challenges as they arise. This is in contrast to tests and exams that measure what a student learned at the end of an instructional unit by which time it is often too late to address shortcomings.
From Classroom Learning to Lifelong Learning:
Lifelong learning can be encouraged by incorporating aspects of a student’s life outside of school into their education.
How would the system function?
- A Blended System:
The system would have a mixture of face-to-face classroom and online learning. It would also incorporate the immense range of learning opportunities outside the classroom. Some students would prefer a heavier emphasis on classroom learning while others may prefer the options of online learning. There has already been a strong uptake of online learning in BC. - Access to Learning Objects and Teaching Tools:
Technology allows for better access to learning objects, teaching tools, and information. This is important for students, parents and teachers to collaborate in creating an individualised learning path that incorporates the information they need to know in more customised ways. - Open Access to Information Systems:
Students need to be able to access information. Unfettered (but not unguided) access will allow them to learn and to teach themselves as they go forward. Furthermore, access to information will allow students to make informed decisions about their interests and understand the implications of new information for potential career decisions. - Constant Feedback and Assessment:
While the system will be more flexible, there is a need for assessment based standards that will be higher in the future than they are today. Technology can provide new options for assessment and improving learning outcomes. In particular it allows for timely assessment so that students, parents and teachers can be informed during, not after, learning and in ways that allow for correction and celebration.