Then globalization and the Internet changed everything. Customers suddenly had real choices, access to instant reliable information and the ability to communicate with each other. Power in the marketplace shifted from seller to buyer. Customers started insisting on ‘better, cheaper, quicker and smaller,’ along with ‘more convenient, reliable and personalized.’ Continuous, even transformational, innovation have become requirements for survival.”

Steve Denning, “The Management Revolution That’s Already Happening,”
Forbes Magazine, May 30, 2013.

 

 

ChangeIsOptionalDanielChristian-evolllutionDotcom-June2013

 

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PDF of article here

 

 

WhyLeanStartUpChangesEverything-SteveBlank-May2013

 

Excerpt (emphasis DSC):

But recently an important countervailing force has emerged, one that can make the process of starting a company less risky. It’s a methodology called the “lean start-up,” and it favors experimentation over elaborate planning, customer feedback over intuition, and iterative design over traditional “big design up front” development. Although the methodology is just a few years old, its concepts—such as “minimum viable product” and “pivoting”—have quickly taken root in the start-up world, and business schools have already begun adapting their curricula to teach them.

From DSC:
This fits into my thinking/recommendation that each institution of higher education should create a much smaller, more nimble group within itself — whose goal is to experiment, pivot, adapt, etc. — in order to find out what’s working and what’s not working.  It’s why I have categories and tags for words like “experimentation,” “staying relevant,” “reinvent,” “innovation,” “surviving,” and “disruption.”

The trick is/will be how NOT to be a commodity –what’s going to differentiate your college or university?

 

 

 

 

Ability to do creative, non-routine work will be a must in the coming automation era. Is this realistic for most workers? — from robohub.org by Martin Ford

Excerpt:

There can be no doubt that technological progress has resulted in a far more prosperous society. Technology has often disrupted entire industries and, in some cases — as with the mechanization of agriculture — destroyed millions of jobs. In the long run, however, the economy has always adjusted and new  jobs have been created, often in entirely new industries. Why then should we be concerned that the revolution in robotics and artificial intelligence will lead to sustained unemployment? I think the answer has to do with the nature the work that most members of our workforce are best equipped to perform.

Tagged with:  

New test for computers: Grading essays at college level — from nytimes.com by John Markoff
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Gretchen Ertl for The New York Times
EdX, a nonprofit enterprise founded by Harvard and the Massachusetts Institute of Technology,
will release automated software that uses artificial intelligence to grade student essays and short written answers.

 

Excerpt:

EdX, the nonprofit enterprise founded by Harvard and the Massachusetts Institute of Technology to offer courses on the Internet, has just introduced such a system and will make its automated software available free on the Web to any institution that wants to use it. The software uses artificial intelligence to grade student essays and short written answers, freeing professors for other tasks.

Review of higher ed adaptive learning products — from gettingsmart.com by Tom Vander Ark

Excerpt:

Last week we reviewed an EdGrowth white paper, A Case for Accelerating Adaptive Learning in HigherEd. Yesterday EdGrowth released a second paper that includes 8 profiles of adaptive learning providers.

 

Also see:


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ADAPTIVE LEARNING IN HIGHER EDUCATION:  A REALITY CHECK
Education Growth Advisors Report Makes Case for Accelerating Adaptive Learning in Higher Education

STAMFORD, CT (March 13, 2013) — Today, the higher education marketplace is thick with companies and organizations claiming to have “personalized learning” or “adaptive learning” capabilities.  Companies are using this language in their sales and marketing efforts, creating confusion for institutions as they grapple with determining an approach to personalized learning that matches their students’ and instructors’ needs.  But if one cuts through the clutter, adaptive learning may be one key capable of actually unshackling higher education from the “Iron Triangle” of cost, access and quality, according to a white paper by Education Growth Advisors.  The white paper, entitled “Learning to Adapt:  A Case for Accelerating Adaptive Learning in Higher Education”, funded by the Bill & Melinda Gates Foundation, explores the current adoption, opportunities, barriers, advancements, solutions and case studies of adaptive learning in higher education.

 

Also see:

How the internet is making us poor — from qz.com by Christopher Mims

Excerpt:

Everyone knows the story of how robots replaced humans on the factory floor. But in the broader sweep of automation versus labor, a trend with far greater significance for the middle class—in rich countries, at any rate—has been relatively overlooked: the replacement of knowledge workers with software.

 

 

Also see:

 

From DSC:
So…what courses aren’t we teaching in K-12 and in higher ed that we need to be teaching to help our students get prepared for this quickly-changing situation in the workplace? Now? In the near future? 

What’s some good career advice (or resources) out there?

Dan Pink’s A Whole New Mind is one resource that comes to mind.

 

 

 

 

 

Traditional institutions will close, number of colleges and universities will rise (audio and transcript) — from evoLLLution.com (where LLL stands for lifelong learning) by Richard DeMillo | Director of the Center for 21st Century Universities, Georgia Institute of Technology
Excerpt (emphasis DSC):
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Well, for me, it always boils down to value. People misunderstand this as assigning value based on salaries or employability, but I mean value in the larger sense. You have to have a reason to ask students to pay more than the marginal costs of delivering education. And with all these revolutions in technology for course delivery, that marginal cost is going to zero very, very quickly [think journalism]. So, every institution that’s going to survive, I think, over the next 50 years, is going to have to make that case. Why is it that tuition at this institution is justified?

The interesting thing about this is it’s going to be accelerated because the old bureaucracies, the old institutional models… are crumbling. At least, their boundaries are crumbling. Let me tell you what I mean by that.

The accrediting agencies, which I think traditionally have had — at least for the last 120 years or so—an institutional focus, are now shifting their focus to students; to competencies, to demonstrations of what students know. And that really starts to cut against institutional entitlement.

I think the conclusion of all this is that, as it becomes harder and harder for… a “Me-Too Institution” to argue for a marginal increase in price, the amount of money that those institutions are going to have available to them to spend on anything but core mission for students is also going to go to zero. So, this is kind of a virtuous cycle; … institutions that are unable to make the value proposition will find themselves more and more strapped for discretionary funds in order to move themselves into a different space. And that’s an ending that’s not very good for most institutions.

From DSC:
How will our/your organization keep from becoming a commodity?  What are we/you all going to bring to the table that’s different, unique, and worth paying for?

 

WalmartOfEducation-Christian2008

 

 

Also see:

The transience of power:  The powerful do not stay that way for long — from The Economist

Excerpt:

But Mr Naím has good objections to the objections. His argument is not that companies are shrinking but that they are becoming more fragile. Internet giants can no longer rely on the economies of scale that kept General Motors and Sears on top for decades. Rather, they must constantly struggle to keep their products innovative and their brands fashionable—or fall prey to more agile upstarts. Powerful people are less secure than they were, too. The composition of the top 1% is constantly changing as CEOs lose their jobs and young go-getters outpace their elders.

Mr Naím celebrates the anti-power revolution for holding the mighty to account and providing ordinary people with opportunities. But he sees downsides, too. The more slippery power becomes, the more the world is ruled by short-term incentives and ever-changing fears. Politicians fail to tackle long-term problems such as climate change. Companies think of little besides the struggle for survival. Nonetheless, it would be worse if the populists were right and the 1% really did rule the world.

From DSC:
Some reflections onHollywood meets higher ed — a thought-provoking post by Amanda Ripley

Excerpt:

But online classes are different than the in-person kind: Not only do they have a huge potential profit upside, given the ability to attract tens of thousands of students worldwide, but they are, at their best, performances. No one likes to say this out loud in academia, but it’s true: the most impactful MOOCs are also entertaining. The teacher does not need to be a singing, dancing, joke-telling maniac, but the teacher does need to be riveting, one way or another. The production quality needs to be high. Or the students will evaporate, clicking off to Facebook or Twitter or one of the many other online classes multiplying on the Internet.

 

From DSC:
I post this with a fair amount of hesitation, as mixing the words “higher ed” with Hollywood makes me very uneasy…but Amanda makes some good points in her posting and she highlights yet another potential disruption to the way things are:

 

creativelive-mardch2013

 

Beyond the buzz, where are MOOCs really going? — from wired.com by Michael Horn and Clayton Christensen

Excerpt:

MOOCs can be much more than marketing and edutainment. We believe they are likely to evolve into a “scale business”: one that relies on the technology and data backbone of the medium to optimize and individualize learning opportunities for millions of students.

This is very different than simply putting a video of a professor lecturing online.

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