1:1

IADIS International Conference: Intelligent Systems and Agents 2011

On 03/24/2011, in 21st century, blended learning, cost of getting a degree, Daniel S. Christian, elearning, emerging technologies, Europe, future, future of higher education, game-changing environment, hybrid learning, intelligent systems, intelligent tutoring, K-12 related, learning agents, New "Amazon.com" of Higher Education, online learning, personalized/customized learning, by Daniel Christian

From DSC:
In my mind, this area of intelligent systems and agents is one of the most important areas to watch in the years ahead. Such efforts should help us develop sophisticated systems that can help deliver personalized, customized education at the K-12 and higher ed levels…and perhaps will be relevant in the L&D space as well.

The innovations that come from this area may make hybrid-based — as well as 100% online-based learning — incredibly powerful!

If someone can develop such systems and make them available at far cheaper prices than exist today, a quality “Walmart of Education” will truly have been built.

IADIS International Conference: Intelligent Systems and Agents - in Rome, July 24-26, 2011

Per the Call for Papers section, the topics for this conference include, but are not limited to:

Area 1 – Intelligent Systems

– Algorithms

– Artificial Intelligence

– Automation Systems and Control

– Bioinformatics

– Computational Intelligence

– Expert Systems

– Fuzzy Technologies and Systems

– Game and Decision Theories

– Intelligent Control Systems

– Intelligent Internet Systems

– Intelligent Software Systems

– Intelligent Systems

– Machine Learning

– Neural Networks

– Neurocomputers

– Optimization

– Parallel Computation

– Pattern Recognition

– Robotics and Autonomous Robots

– Signal Processing

– Systems Modelling

– Web Mining

Area 2 – Agents

– Adaptive Agent Systems

– Agent Applications

– Agent Communication

– Agent Development

– Agent middleware

– Agent Models and Architectures

– Agent Ontologies

– Agent Oriented Systems and Engineering

– Agent Programming, Languages and Environments

– Agent Systems

– Agent Technologies

– Agent Theories

– Agent Trends

– Agents Analysis and Design

– Agents and Learning

– Agents and Ubiquitous Computing

– Agents in Networks

– Agents Protocols and Standards

– Artificial Systems

– Computational Complexity

– eCommerce and Agents

– Embodied Agents

– Mobile Agents

– Multi-Agent Systems

– Negotiation Strategies

– Performance Issues

– Security, Privacy and Trust

– Semantic Grids

– Simulation

– Web Agents

Tagged with: 1:1 • 21st century • blended learning • customized learning • Daniel S. Christian • e-learning • emerging technologies • Europe • future • future of higher education • game-changing environment • hybrid learning • intelligent systems • intelligent tutoring • K-12 • Learning Agents • online learning • personalized learning • Walmart of Education

From Anya Kamenetz on 3-21-11 — DIY U: The transformation of higher education

On 03/22/2011, in 21st century, 24x7x365 access, accreditation, active learning, career development, change, changing business models, cost of getting a degree, dangers of the status quo, digital learning, disruption, education reform, education technology, engagement / engaging students, future of higher education, game-changing environment, generational differences, global / globalization, higher education, informal learning, innovation, learning, learning ecosystem, more voice more choice more control, motivation, new business models, participation, personalized/customized learning, presentations, professional development, relationships, social learning / networks, staying relevant, strategy, student teaching/teacher education, student-related, surviving, teaching & learning, technology (general), traditional / tradition, trends, web-based collaboration, workplace, by Daniel Christian

From DSC:
For those of us in more traditional institutions of higher education, if this is where things are heading — or even if pieces of Anya’s presentation come to fruition — what is our response? Strategy?

Tagged with: 1:1 • 21st century • 24x7x365 • accreditation • active learning • career development • change • dangers of the status quo • digital learning • disruption • education reform • educational technology • engagement • engaging students • eportfolios • future of higher education • game-changing environment • Global learning • higher education • innovation • Keeping students engaged • learning • learning ecosystem • more choice more control • motivation • new business models in he • nontraditional • participation • personal learning networks (PLNs) • presentations • professional development • relationships • social networking • strategy • student teaching/teacher education • student-related • teaching & learning • teaching online • traditional • vision • workplace

Customized schooling

On 03/21/2011, in 21st century, 24x7x365 access, education reform, education technology, future, personalized/customized learning, strategy, vision/possibilities, by Daniel Christian

Customized Schooling — from edweek.org by Rick Hess

Excerpt:

So, if you’re ready to get your geek on, have I got a treat for you. Harvard Education Press has just published Customized Schooling: Beyond Whole-School Reform. The book, edited by Bruno Manno and [Rick Hess], is an attempt to pull together a bunch of sharp thinking on how we get past just trying to “fix” schools–or to merely give families a choice between school A and school B–and how we start to think about using new tools, technologies, and talent to transform the quality of teaching and learning.

School turnarounds are a swell idea, and will occasionally work. And I’m broadly in favor of choice-based reform as a useful way to open up systems to new providers and permit schools to sharpen their focus. But these measures retain and even enshrine the assumptions of the 19th century schoolhouse, and those assumptions seem an unlikely answer to the challenges of the 21st century. (For my full riff on this score, go peruse last fall’s The Same Thing Over and Over.)

Contents

Introduction
Bruno V. Manno and Frederick M. Hess

1 Creating Responsive Supply in Public Education
Kim Smith and Julie Petersen

2 Reframing the Choice Agenda for Education Reform
Chester E. Finn Jr. and Eric Osberg

3 The Rise of Global Schooling
Chris Whittle

4 Multiple Pathways to Graduation
Tamara Battaglino and JoEllen Lynch

5 The Evolution of Parental School Choice
Thomas Stewart and Patrick J. Wolf

6 Education Tools in an Incomplete Market
Douglas Lynch and Michael Gottfried

7 A Typology of Demand Responders in K–12 Education
Joe Williams

8 Price Competition and Course-Level Choice in K–12 Education
Burck Smith

9 The Data Challenge
Jon Fullerton

10 Will Policy Let Demand Drive Change?
Curtis Johnson and Ted Kolderie

Conclusion
Frederick M. Hess and Olivia Meeks

Tagged with: 1:1 • 21st century • 24x7x365 • customized learning • education reform • future • personalized learning • strategy • vision

What’s the best way for learners, employees, organizations, & publishers to deal with constantly-moving streams of content?

On 03/18/2011, in 21st century, 24x7x365 access, active learning, adult learning, career development, change, collaboration, content development, aggregation, repositories, corporate / business world, dangers of the status quo, Daniel S. Christian, digital textbooks, distance education, informal learning, instructional design, learning ecosystem, learning theories, lifelong learning, microlearning, online learning, online media, pace of change, Personal Learning Networks (PLNs), professional development, publishing, RSS, social learning / networks, social media, staying relevant, strategy, student-related, surviving, teaching & learning, textbooks, training / L&D, ubiquitous learning, workplace, by Daniel Christian

From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:

What’s the best way for us to dip our feet into the constantly moving streams of content?
(No matter the topic or discipline, the streams continue to flow.)
What’s the optimal setup for K-12 based “courses”?
What’s the optimal setup for “courses” within higher education?
How should L&D departments deal with this phenomenon?
How do publishers and textbook authors want to address this situation?

Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:

“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”

Excerpt/slides:

I need to put more thought into this, but wanted to throw this question out there…more later…

* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www. downes. ca/post/33034. Downes noted that this was published in Hug, Theo (ed. ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies. Proceedings of the International Conference held on June 25-26, 2007. November 27, 2007.

Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.

Tracey, R. (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p. Retrieved from EBSCOhost. ISSN 0310-4664.

Kerr, B. (2007). A challenge to connectivism. Retrieved at http://learningevolves. wikispaces. com/kerr.

Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance Education Vol. 29, No. 2, August 2008, 153–164. ISSN 0158-7919 print/ISSN 1475-0198 online. DOI: 10. 1080/01587910802154954

Lisa Dawley. (2009). Social network knowledge construction: emerging virtual world pedagogy. On the Horizon, 17(2), 109-121. Retrieved from ProQuest Education Journals. (Document ID: 1880656431).

Hargadon, S. (2011). Ugh. Classic politics now extends to social networking in education. Retrieved from http://www. stevehargadon. com/2011/03/ugh-classic-politics-now-extends-to. html.

Cross, J. (2001). Crowd-inspired innovation. Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.

Rogers-Estable, M.. (2009). Web 2.0 and distance education: Tools and techniques. Distance Learning, 6(4), 55-60. Retrieved from ProQuest Education Journals. (Document ID: 2017059921).

Marrotte-Newman, S.. (2009). Why virtual schools exist and understanding their culture. Distance Learning, 6(4), 31-35. Retrieved from ProQuest Education Journals. (Document ID: 2017059881).

Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance. Distance Education, 31(1), 77-92. Retrieved from ProQuest Education Journals. (Document ID: 2074810921).

Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.

Tagged with: 1:1 • 21st century • 24x7x365 • active learning • adult learners/learning • change • collaboration • Connectivism • content • Content aggregration • corporate training / universities • dangers of the status quo • Daniel S. Christian • digital textbooks • distance ed • informal learning • information overload • instructional design • learning and study strategies • learning ecosystem • learning theories • Lifelong learning • mash-ups • online learning • online media • pace of change • personal learning networks (PLNs) • professional development • RSS • social learning • social media • staying relevant • strategy • student-related • surviving • teaching & learning • textbooks • training • ubiquitous learning • web-based collaboration • workplace

Schools use digital tools to customize education

On 03/14/2011, in 21st century, digital learning, education technology, K-12 related, personalized/customized learning, tools, by Daniel Christian

Schools use digital tools to customize education — from Education Week by Michelle R. Davis

“In regular, face-to-face classrooms, it’s very difficult to create an individual experience for each student unless you can make the learning independent but also interactive,” says Jeff Snyder, a former classroom social studies teacher who is now an assistant principal with the Jefferson County, Ky., public schools’ eSchool, an online school with more than 6,000 students. “Technology allows students to go in their own direction, which is really difficult to do in a classroom with 30 different kids

Tagged with: 1:1 • 21st century • customized learning • digital learning • K-12 • personalized learning • tools

Tagged with: 1:1 • educational technology • leadership • vision

Some graphics I created: Learning theories; Instructional Design goals; love of learning

On 03/12/2011, in 21st century, 24x7x365 access, adult learning, Daniel S. Christian, graphics, instructional design, learning, learning ecosystem, learning theories, love of learning, pedagogy, personalized/customized learning, by Daniel Christian

If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.

Tagged with: 1:1 • 21st century • cognitive psychology / computing • Connectivism • customized learning • Daniel S. Christian • Graphics • instructional design • learning theories • love of learning • pedagogy • personalized learning • social learning

Big ideas from TED 2011: Letting students drive their education

On 03/04/2011, in 21st century, 24x7x365 access, education reform, engagement / engaging students, passions, personalized/customized learning, student-related, by Daniel Christian

Big ideas from TED 2011: Letting students drive their education

The implications of Khan’s work are nothing short of a total reevaluation of education. In a world in which the only constant is the increase in the pace of change, we simply can’t afford to give our kids anything less than an education system that actually gives them what they need to be successful.

Tagged with: 1:1 • customized learning • education reform • engagement • Keeping students engaged • passions • personalized learning • student-related

MindTap

On 03/03/2011, in mobile learning, mobile technologies, personalized/customized learning, publishing, by Daniel Christian

Tagged with: 1:1 • customized learning • educational technology • Mobile learning • mobile technology • new publishing models • personalized learning • publishing

The Connected Life at Home — from Cisco

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

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:

http://www.cisco.com/en/US/netsol/ns934/networking_solutions_market_segment_solution.html

Tagged with: 1:1 • 21st century • 24x7x365 • 3D • A/V • adult learners/learning • cloud-based computing / apps / other cloud-related • communications • content repositories • convergence • corporate / business world • corporate training / universities • cost of getting an education • customized learning • dangers of the status quo • Daniel S. Christian • digital audio • digital learning • digital photography • digital storytelling • digital textbooks • digital video • distance ed • e-books • e-learning • e-readers • educational gaming • educational technology • emerging technologies • future • future of higher education • game-changing environment • higher education • intelligent tutoring • internet • iTunes U • K-12 • learner profiles • Learning Agents • learning ecosystem • learning spaces • lecture recording • Mobile learning • mobile technology • online learning • online media • online tutoring • open • personalized learning • social learning • social media • social networking • technologies for the home • technology (general) • telecommunications • telepresence • tools • TV • ubiquitous learning • user experience • vendors • videoconferencing • virtual field trips • virtual reality / worlds / learning • virtual schools • virtual tutoring • vision • VLE • Walmart of Education • web-based collaboration • webinars • Wireless • workplace

Interesting post from Jon Bischke: Learning Graph + Reputation Graph = Massive Disruption in Higher Ed?

On 02/12/2011, in 21st century, 24x7x365 access, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, assessment, career development, cloud-based computing / apps / other cloud-related, competency-based learning/education, disruption, higher education, K-12 related, learner profiles, learning agents, learning ecosystem, workplace, by Daniel Christian

Learning Graph + Reputation Graph = Massive Disruption in Higher Ed? — from Jon Bischke

From DSC:
Jon gets at something similar to my thoughts on cloud-based learner profiles. Jon links to — and also see — Kirsten Winkler’s posting from August 2010:

Bill Gates and Marco Masoni on Online Education – Why We Need a Learning Graph

Also see:

Reputation Graph: One of the Web’s largest opportunities — from Jon Bischke

Tagged with: 1:1 • 21st century • 24x7x365 • AI • assessment • career development • cloud-based computing / apps / other cloud-related • competency-based learning/education • disruption • K-12 • learner profiles • Learning Agents • workplace

Elementary, my dear Watson: Jeopardy computer offers insight into human cognition

On 02/09/2011, in 21st century, 24x7x365 access, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, Canada, future, future of higher education, game-changing environment, learning agents, learning ecosystem, personalized/customized learning, vendors, by Daniel Christian

Elementary, my dear Watson: Jeopardy computer offers insight into human cognition — from Sentient Developments by George Dvorsky

Also see:

The DeepQA Project — from IBM; the overarching principles in DeepQA are:

Massive parallelism:
Exploit massive parallelism in the consideration of multiple interpretations and hypotheses.

Many experts:
Facilitate the integration, application and con-textual evaluation of a wide range of loosely coupled probabilistic question and content analytics.

Pervasive confidence estimation:
No single component commits to an answer; all components produce features and associated confidences, scoring different question and contentinterpretations. An underlying confidence processing substratelearns how to stack and combine the scores.

Integrate shallow and deep knowledge:
Balance the use of strict semantics and shallow semantics, leveraging many loosely formed ontologies.

Tagged with: 1:1 • AI • Canada • cognition • cognitive psychology / computing • customized learning • future • future of higher education • game-changing environment • Learning Agents • learning ecosystem • personalized learning • vendors

IEEE Transactions on Learning Technologies Journal

On 02/07/2011, in 21st century, 24x7x365 access, assessment, education technology, elearning, emerging technologies, learning agents, online learning, online tutoring, open courseware and systems, personalized/customized learning, research, simulations, by Daniel Christian

IEEE Transactions on Learning Technologies TLT is a scholarly archival journal published quarterly using a delayed open access publication model.

The Web revolution, the popularity of on-line learning, and the broad availability of computers in schools, colleges, universities, workplaces and in other social settings has caused a qualitative change in the field of learning technologies. Both the variety and the complexity of e-learning tools have increased dramatically over the last 10 years. A number of new conferences emerged to provide a forum for researchers and practitioners in the field of learning technologies to discuss their work. Yet, there are very few journals, which embrace the field as a whole and provide a space to publish archival quality papers. The goal of IEEE Transactions on Learning Technologies (TLT) is to bridge this gap.TLT covers all advances in learning technologies, including but not limited to the following topics:

Innovative online learning systems
Intelligent tutors
Educational software applications and games
Simulation systems for education and training
Collaborative learning tools
Devices and interfaces for learning
Interactive techniques for learning
Personalized and adaptive learning systems
Tools for formative and summative assessment
Ontologies for learning systems
Standards and web services that support learning
Authoring tools for learning materials
Computer support for peer tutoring
Learning via discovery, field, and lab work
Learning with mobile devices
Social learning techniques
Social networks and infrastructures for learning and knowledge sharing
Creation and management of learning objects

IEEE Transactions on Learning Technologies
The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge.

Tagged with: 1:1 • 21st century • assessment • customized learning • e-learning • educational technology • emerging technologies • journals • Learning Agents • online learning • online tutoring • open • personalized learning • research • simulations

This is the type of learning engine that could be applied in education for personalized, customized learning (on demand)

On 02/04/2011, in 21st century, analytics, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, emerging technologies, IT in HE, learner profiles, learning agents, personalized/customized learning, trends, by Daniel Christian

Along these lines, check out:
‘Jeopardy’ champs take on IBM’s Watson

“This is huge; this isn’t just about answering questions,” says computational linguistics expert George Luger of the University of New Mexico in Albuquerque, who was not part of IBM’s team. “Everything before this was just a run-up to computers as true personal assistants.”

Tagged with: 1:1 • 21st century • AI • analytics • customized learning • emerging technologies • IT • learner profiles • Learning Agents • personalized learning • trends

London: Videos from the Learning Without Frontiers Festival now online

On 01/28/2011, in 21st century, 24x7x365 access, digital learning, digital textbooks, disruption, education reform, Europe, technology (general), ubiquitous learning, UK, by Daniel Christian

London: Videos from the Learning Without Frontiers Festival now online

Learning Without Frontiers is a global platform for disruptive thinkers and practitioners from the education, digital media, technology and entertainment sectors who come together to explore how new disruptive technologies can drive radical efficiencies and improvements in learning whilst providing equality of access.

If you were unable to attend the recent LWF Festival of Learning & Technology in London we’re pleased to let you know that videos from the conference are now online for your personal or group viewing pleasure. There are a number of ways to view these videos so just choose the one you prefer.

To view, comment & join the discussions you can visit the video pages on the LWF site here

Amongst the alternatives, they are available on the following platforms:

iTunes (download to your PC, iPad or iPhone)*

YouTube

Blip.TV

And for users of Apple TV simply search for the Learning Without Frontiers channel under podcasts.

*You can also search for Learning Without Frontiers in the iTunes store – they are FREE!

Tagged with: 1:1 • 21st century • 24x7x365 • digital learning • disruption • education • educational technology • emerging technologies • Europe • reform • technology (general) • ubiquitous learning • UK

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