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Demo 1: Telemedicine
Demo 2: Digital Signage
Demo 3: Home ICT
Demo 4: Remote Collaboration Apparatus “t-Room”
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On 08/26/2010,
in collaboration, emerging technologies, nursing, technologies for your home, telepresence, vision/possibilities,
by Daniel Christian
On 08/17/2010,
in 21st century, 24x7x365 access, A/V -- audio/visual, blended learning, change, changing business models, collaboration, convergence, dangers of the status quo, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, expectations, face-to-face, future, game-changing environment, global / globalization, hybrid learning, innovation, interactivity, K-12 related, learning ecosystem, learning spaces, multimedia, New "Amazon.com" of Higher Education, online learning, online media, social learning / networks, technologies for your home, telecommunications, trends, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, webinars,
by Daniel Christian
Online collaboration: New innovations pave the way for convergence — from prnewswire.com
Merger of television and computer takes giant step closer as innovative online tool suite is released
CALABASAS, Calif., Aug. 16 /PRNewswire/ — Anticipating the coming paradigm shift that will merge your television and your computer, NxtGenTV has just released the most cohesive system of online tools to facilitate the ultimate interactive communication platform. Four years of innovating has resulted in NetConference.com, an elegant, easy-to-use online meeting system that supports the diverse requirements of single users, small and medium size businesses as well as enterprise and nonprofit organizations. Creating a new opportunity for the global audience to interact online in even greater and more efficient ways is only one of the many benefits of building a social media broadcasting system that facilitates Communication, Collaboration, Presentation and Education.
An industry leader in online games, apps, widgets, banners and rich media development for major entertainment brands, The Illusion Factory created a new company, NxtGenTV to develop and patent cutting-edge online technologies such as shared synchronized visual media and other key innovations that will further blur the lines between computers and television. “We have been passionate about creating the cumulative new systems that will drive Convergence,” shares Brian Weiner, CEO of The Illusion Factory, “our creation of NxtGenTV will lead the push for truly interactive television.”
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On 08/16/2010,
in collaboration, education technology, global / globalization, learning, new media literacies, web-based collaboration,
by Daniel Christian
“We deliver 21st century technology learning opportunities that foster academic excellence leading to global collaboration, digital citizenship, and a love for learning.”
Stanford and UC Berkeley Create Massively Collaborative Math – 8-8-10 — [via GetIdea.org blog]
Scholars at U.S. universities UC Berkeley and Stanford have created a free website, MathOverflow, that is transforming math research. By linking questions and answers from hands-on users, each small solution builds toward a larger understanding, accelerating research and proving mass collaboration can greatly expand human problem-solving abilities.
Less than a year old, Math-Overflow is growing quickly. On a typical day, it receives about 30 new questions and more than 30,000 page views from 2,500 different users worldwide. Questions and answers get votes, based on popularity. Contributors include leading researchers, and half its traffic is international. Some questions have already led to research papers naming both the asker and “answerer” as co-authors.
Source: Mercury News [San Jose, California]
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Also see:
On 08/06/2010,
in collaboration, mathematics, open courseware and systems, physics, social learning / networks, web-based collaboration,
by Daniel Christian
— original resource from Teachers as Technology Trailblazers by Kristen Nicole Swanson
Remaking the college campus — from CampusTechnnology.com by Bridget McCrea
An e-learning veteran envisions a college campus of the future where physical space, technology, and collaboration blend.
Imagine a college library where books are not the focal point. Instead of sitting behind a desk checking out volumes, librarians have become technology experts who are dispatched to help students and faculty who are in the building. The “No Food or Drinks” signs have been removed, allowing students to move freely throughout the building with coffee cups in hand.
Taking a page from Barnes & Noble’s business planning book, the college library is transformed into a place where students pore over laptop computers, PDAs, and iPads alone or in groups. The atmosphere simply oozes collaboration and provokes others to join the party to study, learn, and network with one another.
If this sounds like a far-off pipe dream, consider what’s going on in Glasgow, where the Saltire Centre is the centerpiece of learning and student services at Glasgow Caledonian University. Regarded as “one of the most ambitious and innovative learning environments in the UK,” the 1,800-seat building comprises multiple levels, each of which caters to different types of learning and interaction.
See also:
From http://www.educause.edu/ELI/EDUCAUSELearningInitiative/SeekingEvidenceofImpact/206622
As the pace of technology change continues unabated, institutions are faced with numerous decisions and choices with respect to support for teaching and learning. With many options and constrained budgets, faculty and administrators must make careful decisions about what practices to adopt and about where to invest their time, effort, and fiscal resources. As critical as these decisions are, the information available about the impact of these innovations is often scarce, uneven, or both. What evidence do we have that these changes and innovation are having the impact we hope for?
What are the current effective practices that would enable us to collect that evidence? With the advent of Web 2.0, the themes of collaboration, participation, and openness have greatly changed the teaching and learning landscape. In light of these changes, what new methods for collecting evidence of impact might need to be developed?
Established practices and good data have made inroads in these areas. Often, however, they are scattered, disconnected, and at times in competition, making it challenging for the teaching and learning community to discover and compare their merits. Bringing these practices together and encouraging the invention of new ones will enable more institutions to measure impacts and produce data, providing a richer, evidence-based picture of the teaching and learning landscape on both the national and international level. The ELI announces a program intended to bring the teaching and learning community into a discussion about ways of gathering evidence of the impact of our innovations and current practices.
We hope to bring all types of higher education institutions and professional associations into a conversation on this theme. We envision an inclusive discussion that includes faculty members, instructional support professionals, librarians, students, and research experts in a collaborative exchange of insights and ideas.
Join us as we
- Catalyze new collaborations to advance evidence-based applications of learning innovation to benefit higher education practices
- Initiate a collective exploration that will serve to reinvigorate the community’s enthusiasm for and dedication to the task of identifying evidence of impact
- Enable participants to become (re)acquainted with a variety of current effective practices, so they can make appropriate choices about which ones to adopt locally
- Encourage the teaching and learning community to explore and discover options for new ways of gathering evidence
- Inaugurate ongoing dialogues, projects, and collaborations that help to enable institutions to effectively gather and share evidence of impact
As the pace of technology change continues unabated, institutions are faced with numerous decisions and choices with respect to support for teaching and learning. With many options and constrained budgets, faculty and administrators must make careful decisions about what practices to adopt and about where to invest their time, effort, and fiscal resources. As critical as these decisions are, the information available about the impact of these innovations is often scarce, uneven, or both. What evidence do we have that these changes and innovation are having the impact we hope for?What are the current effective practices that would enable us to collect that evidence? With the advent of Web 2.0, the themes of collaboration, participation, and openness have greatly changed the teaching and learning landscape. In light of these changes, what new methods for collecting evidence of impact might need to be developed?
Established practices and good data have made inroads in these areas. Often, however, they are scattered, disconnected, and at times in competition, making it challenging for the teaching and learning community to discover and compare their merits. Bringing these practices together and encouraging the invention of new ones will enable more institutions to measure impacts and produce data, providing a richer, evidence-based picture of the teaching and learning landscape on both the national and international level. The ELI announces a program intended to bring the teaching and learning community into a discussion about ways of gathering evidence of the impact of our innovations and current practices.
We hope to bring all types of higher education institutions and professional associations into a conversation on this theme. We envision an inclusive discussion that includes faculty members, instructional support professionals, librarians, students, and research experts in a collaborative exchange of insights and ideas.
Join us as we
- Catalyze new collaborations to advance evidence-based applications of learning innovation to benefit higher education practices
- Initiate a collective exploration that will serve to reinvigorate the community’s enthusiasm for and dedication to the task of identifying evidence of impact
- Enable participants to become (re)acquainted with a variety of current effective practices, so they can make appropriate choices about which ones to adopt locally
- Encourage the teaching and learning community to explore and discover options for new ways of gathering evidence
- Inaugurate ongoing dialogues, projects, and collaborations that help to enable institutions to effectively gather and share evidence of impact
On 07/20/2010,
in collaboration, computer science, innovation, programming, web-based collaboration,
by Daniel Christian
— original posting from FastCompany.com
Also see:
Computers intersect with sociology to sift through ‘all our ideas’ (from News at Princeton)
Fortunately, an acquaintance referred Moles to Matthew Salganik. An assistant professor of sociology at Princeton, Salganik has teamed up with Princeton computer scientists to develop a new way for organizations to solicit ideas from large groups of people and simultaneously have those same people vote on the merit of the ideas generated by the group.
Called “All Our Ideas,” the survey tool melds concepts from sociology and computer science to allow an organization to quickly set up a free website where large numbers of people can contribute and rank ideas. The system could help governments tap into public opinion and provide sociologists with a new research tool.
On 07/16/2010,
in blended learning, collaboration, corporate / business world, corporate universities / corporate training, design, distance education, education technology, emerging technologies, engagement / engaging students, face-to-face, higher education, human-computer interaction (HCI), hybrid learning, learning ecosystem, learning spaces, library / librarians, multimedia, productivity / tips and tricks, smart classrooms, social learning / networks, teaching & learning, training / L&D, videoconferencing, virtual field trips, web-based collaboration, webinars, workplace,
by Daniel Christian
From DSC:
For those of you involved with creating learning labs, smart classrooms, group study areas, etc. — or for those who want to enable more efficient group collaboration within your classrooms — you need to check out Steelcase’s Media:Scape product line.
One of the pieces of this configuration that I love is that they have created an easy-to-use interface in a puck-like device. What I want to see happen is for students to pull up to a movable/reconfigurable table, connect their device, and click the puck to “play” their media for the class (without interrupting the flow of the class).
Also, one monitor on the “totem” can be used for one set of information/data — or even a remote speaker via videoconferencing for example — and the other monitor can be used for someone else’s data/desktop.
Here are some images for you:
Also see the Media:Scape ad/video:
This product line is also available through Custer Workplace Interiors.
On 07/12/2010,
in collaboration, face-to-face, learning spaces, smart classrooms,
by Daniel Christian
Tribeca Flashpoint Presents the node Augmented Reality Demo — from blog.flashpointacademy.com
This summer, Steelcase and Tribeca Flashpoint Media Arts Academy collaborated in the research and launch of the node student learning pod.
Turn on your webcam to try the node Augmented Reality demo! http://node.tribecaflashpoint.com
Engineered specifically for today’s collaborative classrooms, the node allows students to move more, store more, and fit more into their learning space.
As part of the launch campaign for the node Classroom Chair, Flashpoint developed this augmented reality tool to illustrate the node’s easy, 30-second, tool-free assembly.
Learning from the creative industries – consistency to build trust — from infoq.com
In the June 2010 edition of Wired magazine Jonah Leher wrote an article titled “Animating a Blockbuster: Inside Pixar’s creative magic” in which he examines the creative process in use at Pixar Animation Studios. He states
“Since 1995 when the first Toy Story was released, Pixar has made nine films, and every one has been a smashing success. Pixar’s secret? It’s unusual creative process.”
According to Leher: “the studio has built a team of moviemakers who know and trust one another in ways unimaginable on most sets”
He points out how Pixar’s process requires deep trust among the team, and the ability to handle feedback on the quality of the work being done. Each day the team review the work done the previous day and “ruthlessly shred” each frame. This constant feedback cycle enables the team to continuously improve the quality of the work being done, and the product being developed. This process involves every member of the team, “even the most junior staffers are encouraged to join in”, the intent is to learn, adapt and improve in a short cycle time – something that should be very familiar to anyone who has worked in an Agile software development team.
This safe to fail environment is one of the key aspects that makes Pixar so successful. Leher quotes Lee Unkrich (director of Toy Story 3) who says “It is important that nobody gets mad at you for screwing up. We know screwups are an essential part of making something good. That’s why our goal is to screw up as fast as possible”
- Resources include the 44 benefits of collaborative learning
Original resource:
On 06/29/2010,
in corporate universities / corporate training, future, online learning, training / L&D, web-based collaboration, webinars,
by Daniel Christian
Highlights of the study:
- 74% see the influence of L&D expanding in the immediate future (0-2 years)
- Almost 50% believe their training offerings will grow in the next two years
- Online learning is set to take center stage, with eLearning (62% will offer it), collaborative training (62%) and webinars (55%) being the formats identified as necessary for success
- 85% agreed/strongly agreed that the majority of learning will be collaborative going forward
- 100% agreed/strongly agreed that learning in the future will be done in short timeframes, using ‘micro modules’ to provide more focused learning and achieve better results