Swedish publishing house Bonnier re-imagines the daily newspaper — from etre.com
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On 11/29/2010,
in change, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, Europe, future, journalism, publishing, vision/possibilities, visualizing information,
by Daniel Christian
On 11/23/2010,
in change, higher education,
by Daniel Christian
On 11/06/2010,
in change, changing business models, disruption, future of higher education, game-changing environment, reinvent, staying relevant, technologies for your home, trends,
by Daniel Christian
From DSC:
All of us must constantly reinvent ourselves — if current trends continue, this will become truer with each day that passes for the rest of our lifetimes.
The article below points out yet another example of how the entrenched incumbents who don’t reinvent themselves ultimately lose customers, and therefor relevancy. It is very difficult to make a right turn from our traditional “bread and butter” business models and methods of doing business. But if an organization is to stay atop its field, it must reinvent itself. This is not a message for just the corporate world — it is a message for those of us within higher education.
Cable TV Bleeds Subscribers, Internet TV Cleans Them Up — from FastCompany.com by Austin Carr
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On 11/05/2010,
in adjunct faculty, change, changing business models, colleges, community colleges, faculty, future of higher education, game-changing environment, online learning, organizational change, staying relevant, strategy, student-related, universities,
by Daniel Christian
The Rise of the ‘Edupunk’ — from InsideHigherEd.com by Jack Stripling
NEW YORK — The “Edupunks” will inherit the Earth … or at least some attention.
Those in higher education who continue hand-wringing over the relative merits of online learning and other technology-driven platforms will soon find themselves left in the dust of an up-and-coming generation of students who are seeking knowledge outside academe. Such was an emerging consensus view here Monday, as college leaders gathered for the TIAA-CREF Institute’s 2010 Higher Education Leadership Conference.
“We’re still trying to fit the Web into our educational paradigm.… I just don’t think that’s going to work,” said Mary Spilde, president of Lane Community College, in Eugene, Ore.
Today’s students are “pretty bored with what we do,” she added.
In a notable acknowledgment of the tail wagging the dog, several panelists alluded here to the possibility that if colleges don’t change the way they do business, then students will change the way colleges do business.
College leaders don’t yet know how to credential the knowledge students are gaining on their own, but they may soon have to, said Mark David Milliron, deputy director for postsecondary improvement at the Bill & Melinda Gates Foundation. We are not far from the day when a student, finding unsatisfactory reviews of a faculty member on ratemyprofessors.com, will choose to take a class through open courseware online and then ask his home institution to assess him, Milliron said. Colleges need to prepare for that reality, he said.
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Web 2.0’s Foundation of Sand — from CampusTechnology.com by Trent Batson
From DSC:
Below is the excerpt I want to point out:
The lessons of our experience, and perhaps of the experience of others, is that startups and other initiatives without venture capital that may need to depend on free Web services to get started must at some point move to commercial sites. The Web, where information wants to be free, and which is wildly creative, innovative, vital, and powerful, offers a great ride. But it is also highly transient with Web apps coming and going, metamorphizing, being bought, or not staying current.
From DSC:
The world of IT is very complex right now (with no signs of getting any less complex) — and things are constantly changing. Thus, when building or maintaining one’s learning ecosystem, you WILL experience changes in applications, services, vendors, and features sets. Such things will come and go (think Google Wave for example). Technologies evolve. Change WILL happen. Some services and vendors won’t make it or will be purchased. Count on such things happening, stay flexible, adaptable and responsive; try to make backup plans for each product/service/vendor that you possibly can.
On 11/03/2010,
in career development, change, disruption, future, higher education, student-related, trends, workplace,
by Daniel Christian
How to pick the right education and career path for the future 30 years — from ILookForwardTo blog
1. Identify broad future trends.
2. Identify jobs that will be automated.
3. Identify jobs that will be outsourced.
4. If in doubt, pick a versatile degree.
5. Pick the right specialization
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From DSC:
I don’t know much about this blog; however, what resonated with me from the above posting was this quote:
This world is different from the one your parents grew up in, and the world in 30 years will be unimaginably different from that of today.
On 11/01/2010,
in change, dangers of the status quo, disruption, future, journalism, trends,
by Daniel Christian
Launch of Newspaper Extinction Timeline for every country in the world — from Exploration Network by Ross Dawson
Newspaper extinction timeline:
When newspapers in their current form will become insignificant
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On 10/29/2010,
in change, digital textbooks, disruption, e-books, e-readers, education technology, future, mobile learning, mobile technologies, new business models, open courseware and systems, publishing,
by Daniel Christian
On 10/29/2010,
in change, disruption, future of higher education, higher education, innovation, leadership, reinvent, strategy, vision/possibilities,
by Daniel Christian
5 things Netflix streaming can teach higher ed — by Joshua Kim
1. Replace Yourself:
Where can we replace ourselves in higher ed, before someone else does it for us?
2. Service Tomorrow:
Do we have a good idea how education will be constructed, delivered and consumed in the future?
3. Experience, Not Technology:
How can we in higher ed focus on the experience of learning, as opposed to the delivery mechanism?
4. Be Fearless:
How can we be more fearless in higher ed, and be willing to take risks for our students?
5. Design For Your Customer:
Are we in higher ed offering enough choices for how our students’ want to consume and participate in learning?
On 10/22/2010,
in blended learning, change, cost of getting a degree, hybrid learning, New "Amazon.com" of Higher Education,
by Daniel Christian
The secret government plan to transform education — from EdNet News by Thomas W. Greaves
Tucked away on page 79 of the absolutely splendid National Educational Technology Plan 2010 is a gem known as Grand Challenge 4:
4.0: Identify and validate design principles for efficient and effective online learning systems and combined online and offline learning systems that produce content expertise and competencies equal to or better than those produced by the best conventional instruction in half the time at half the cost.
It is a gem because if it comes to pass, it will be truly transformative. It will have the power and potential to solve our educational woes, improve our national security and, over the long term, provide a major boost to the economy. It must be a secret because if people know about it, they are not talking about it.
Since the microcomputer revolution began in schools around 1980, educators have been looking forward to the day when computer technology would become transformative. However, even schools with a 1:1 student-computer ratio have failed to accomplish this goal.
The root cause of this lack of transformation is that in the vast majority of cases, we have employed first-order change rather than second order-change.
Our problem is analogous to the Pony Express problem. We can breed faster, stronger horses. We can do research to find better horse feed. We can require that letters be written on tissue paper. No matter what we do, there is a limit to the improvement we can get. It will still take ten days to move a letter from St. Joseph, Missouri, to San Francisco. No amount of tinkering with the system, not even the use of an electric saddle for the horse could cut the time from ten days to five days or to one day. Nor would any of these changes cut the cost of delivering a letter in half.
One common term that describes incremental improvement efforts is first-order change. The special horses of the Pony Express were a first-order change. The corresponding term describing transformative change is “second-order change.” Moving from horses to trains or trains to airplanes is an example of second-order change.
From DSC:
Also relevant here is a posting that I did (on my archived website) back from Dec 2008 entitled, The Forthcoming Walmart of Education.