On 06/25/2013,
in 21st century, Apple, business side of he, cloud-based computing / apps / other cloud-related, cost of getting a degree, Daniel S. Christian, education technology, experimentation, future of higher education, game-changing environment, innovation,
by Daniel Christian
On 06/25/2013,
in change, economics, game-changing environment, higher education,
by Daniel Christian
4 ways higher ed has changed, post recession — from the Associated Press (via ABC News in this case) by Justin Pope, AP Education Writer
Excerpt:
More urgent. More crowded. More expensive. Also, more flexible and accessible to millions.
That, in a nutshell, is how higher education has changed around the world in the wake of the global financial crisis that struck five years ago, and the Great Recession that followed.
Here’s how it happened…
On 06/04/2013,
in 21st century, career development, change, corporate / business world, dangers of the status quo, future, global / globalization, innovation, society, workplace,
by Daniel Christian
The future of jobs and work — from futurist.com by Glen Hiemstra
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Also see:
- Top 10 Future Careers: 2050 and 2100 — from futurist.com by Mallory Smith
- Harold Jarche’s perspective on living in a post-jobs economy
On 05/29/2013,
in Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, Asia, Australia, Canada, change, corporate / business world, emerging technologies, innovation, internet, learning ecosystem, mobile technologies, online learning, platforms, social media, trends, UK, United States, workplace,
by Daniel Christian
KPCB Internet Trends 2013 — by Mary Meeker and Liang Wu on May 29, 2013
Description:
The latest edition of the annual Internet Trends report finds continued robust online growth. There are now 2.4 billion Internet users around the world, and the total continues to grow apace. Mobile usage is expanding rapidly, while the mobile advertising opportunity remains largely untapped. The report reviews the shifting online landscape, which has become more social and content rich, with expanded use of photos, video and audio. Looking ahead, the report finds early signs of growth for wearable computing devices, like glasses, connected wrist bands and watches – and the emergence of connected cars, drones and other new platforms.
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Excerpts:
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On 05/29/2013,
in Canada, higher education, innovation, learning ecosystem, MOOCs -- Massive Open Online Courses,
by Daniel Christian
I’d like to thank Canada’s George Siemens, Stephen Downes, Alec Couros, and Dave Cormier – as well as David Wiley over at BYU — for being the true pioneers of MOOCs.
I’d like to thank them for their innovative, entrepreneurial spirits and for their hard work in helping others build their own learning ecosystems. It isn’t easy to be change agents within the realm of higher education. They have pressed the envelop many times. Thanks all — and keep up the great work you guys! (Now can you help integrate IBM’s Watson into what MOOCs morph into?! Please…?)
Also I’d like to thank to Audrey Watters over at the Hack Education blog for her recent keynote address at Canada’s Ed-Tech Innovation Conference where she minces no words to straighten the record out. It was her article — and Professor Wang’s comments from earlier today — that made me realize that I needed to post this item.
On 05/29/2013,
in change, changing business models, corporate / business world, dangers of the status quo, Daniel S. Christian, digital learning, elearning, Google, learning ecosystem, MOOCs -- Massive Open Online Courses, more voice more choice more control, online learning, workplace,
by Daniel Christian
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SAP launches MOOC style online courseware — from technorati.com by Adi Gaskell
Excerpt:
Last year I looked at the impact of Massive Online Open Courses and other forms of online learning were having on learning in the workplace.
So it’s interesting to read that software giant SAP are to launch their own MOOC style platform.
The site, called Open.SAP.com, aims to offer employees and other people interested in the SAP environment, a range of courses on topics that the company believe are key to success in the SAP world.
For instance, the first module available is an introduction to software development on SAP HANA. SAP recommend that people spend around 5 hours per week for six weeks on the course, which has thus far attracted around 20,000 students.
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Excerpt (emphasis DSC):
Discover new ways to navigate the world around you with Google Maps and Google Earth.
Improve your use of new and existing features of Google’s mapping tools.
Choose your own path. Complete a project using Google Maps, Google Earth, or both, and earn a certificate of completion.
On 05/28/2013,
in change, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, MOOCs -- Massive Open Online Courses, student-related,
by Daniel Christian
From DSC:
When I first saw the graphs (below) from Mary Meeker’s 2012 KPCB Internet Trends Year-End Update — as a technologist — my mind/focus went to the increasing pace of change/adoption of technologies. But another way to view these graphs would be to ask:
What does this say about society’s expectations? About society’s use of technology?
Are folks willing to wait around as long as they used to? Apparently, not as much these days.
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On 05/08/2013,
in adjunct faculty, change, dangers of the status quo, Daniel S. Christian, education reform, engagement / engaging students, experimentation, faculty, future, future of higher education, game-changing environment, hearts -- matters of the heart, higher education, homeschooling/homeschoolers, K-12 related, learning ecosystem, more voice more choice more control, motivation, pace of change, passions, personalized/customized learning, real-world assignments, reinvent, staying relevant, student teaching/teacher education, student-related, teachers, teaching & learning,
by Daniel Christian
Also, from Steve Wheeler’s Are you a meerkat or an ostrich?
Etienne Wenger recently declared: ‘If any institutions are going to help learners with the real challenges they face…(they) will have to shift their focus from imparting curriculum to supporting the negotiation of productive identities through landscapes of practice’ (Wenger, 2010).
We live in uncertain times, where we cannot be sure how the economy is going to perform today, let alone predict what kind of jobs there will be for students when they graduate in a few years time. How can we prepare students for a world of work that doesn’t yet exist? How can we help learners to ready themselves for employment that is shifting like the sand, and where many of the jobs they will be applying for when they leave university probably don’t exist yet? It’s a conundrum many faculty and lecturers are wrestling with, and one which many others are ignoring in the hope that the problem will simply go away. Whether we are meerkats, looking out and anticipating the challenges, or ostriches burying our heads in the sand, the challenge remains, and it is growing stronger.
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Also see:
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Also see:
- The Nature of the Future: The Socialstructed World — from nextberlin.eu by Marina Gorbis, Institute for the Future
Marina Gorbis, Executive Director of the Institute for the Future (iftf.org) discussed the evolution of communication and its consequences at NEXT13. She analyzed the perks and challenges of the new relationship-driven or “socialstructed” economy, stating that “humans and technology will team up”. Her new book ‘The Nature of the Future: Dispatches from the Socialstructed World’ was published in early 2013. Watch her inspiring talk on April 23, 2013 at NEXT13.
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From DSC:
My best take on this at this point:
- Give students more choice, more control of their learning
- Help them discover their gifts, abilities, talents, passions
- Help them develop their gifts, abilities, talents, passions
- Provide content in as many ways as possible — and let the students work with what they prefer to work with
- Implement story, emotion, creativity, and play as much as possible (providing plenty of chances for them to create what they want to create)
- Utilize cross-disciplinary assignments and teams
- Integrate real-world assignments/projects into the mix
- Help them develop their own businesses while they are still in school — coach them along, provide mentors, relevant blogs/websites, etc.
- Guide them as they create/develop their own “textbooks” and/or streams of content
On 04/23/2013,
in business, career development, change, corporate / business world, corporate universities / corporate training, robotics, workplace,
by Daniel Christian
Why robots are ready for takeoff –– from cnn.com by Keller Rinaudo
Robot pharmacist fills patient prescriptions — from NBC News by Todd Kenreck
Will robots create new jobs when they take over existing ones? — from technologyreview.com by Tom Simonite
A new class of smarter robots is being readied for the workplace.
Robots and jobs, a nuanced issue — from abb-conversations.com by Per Vegard Nerseth
Judging by some of the headlines around the world it would be easy to conclude that robots are the source of our employment problems. The reality is far more nuanced.
On 04/19/2013,
in 21st century, 24x7x365 access, business, business side of he, change, changing business models, dangers of the status quo, education technology, educational games / serious games, elearning, emerging technologies, entrepreneurship, innovation, learning ecosystem, Learning from the Living [Class] Room, New "Amazon.com" of Higher Education, personalized/customized learning,
by Daniel Christian
40 years coming, the revolution is here — from gettingsmart.com by Tom Vander Ark
Excerpt:
Moe sees learners creating a “personalized knowledge portfolio,” an unbundled sequence of learning experiences from multiple providers.
Moe sees an innovation ecosystem emerging, and calls it KaizenEDU. In this emerging ecosystem, it’s the “return on education” that matters. Moe argues the entrepreneurs that help create great learning gains are the ones that will create great shareholder value.
Healthcare gives us a picture of what that could mean for edtech. In 1970 there were 3 companies worth more than $1 billion. Last year, health care made up 13% of U.S. GDP and there were 398 companies with a market cap of more than $1 billion. Education is about 9% of GDP but there are only 5 public companies worth more than $1 billion. The difference is a result of dramatic under investment in R&D, but that’s changing!
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The three emerging areas requiring more attention, according to Shelton, are early learning tools and resources, summer and out of school learning, and course redesign in higher education.