Disrupting the learning dynamic with technology — from Cisco
So how can technology disrupt the academic learning dynamic as effectively as it has disrupted the process for becoming more adept with social engagements? A new PBS documentary, Digital Media: New Learners of the 21st Century, explores this subject in depth. View an excerpt from the documentary…
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Salman Khan: Let’s use video to reinvent education — March 2011
Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script — give students video lectures to watch at home, and do “homework” in the classroom with the teacher available to help.
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From DSC:
Before rushing to a quick take/judgment on this, hear him out. Turning over more control to the students during the relaying of the information makes sense to me. They can pause, rewind, fast forward, etc. They can re-listen to the lecture again and again, without affecting the flow of a typical face-to-face classroom. Then they come into class and can get help on their homework, instantly and when they need the assistance.
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Originally saw this at: The Next 25 Years in Emerging Tech — from ideum.com by Jim Spadaccini
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Originally saw this at xplana.com.
Notes and most of the slides from the Keynotes [11.02MB]
John Chambers, CEO, Cisco
John reflects on why he believes we are better positioned than ever, as a global community, to take advantage of the major transitions that are occurring in education and technology today.
Michael Stevenson, Vice President, Global Education, Cisco
Michael discusses the journey for 21st century learning around the world, and how Cisco is working on critical partnerships to advance education transformation globally.
Gregory B. Whitby, Executive Director of Schools, Diocese of Parramatta
Leading learning for today’s world requires a deep understanding of learners, pedagogy, content and cultural change. Good teachers positively influence student learning outcomes so every school leader has a responsibility to lead and sustain educational change.
Salman Khan, Founder, Khan Academy
There is a lot of talk of how to use technology to improve technology, but very little discussion about using technology to RETHINK education. Salman Khan will outline his path to building the Khan Academy–used by over 1 million students every month–and think through what it means for transforming what happens inside and outside of the classroom.
Gay Krause, Founder, Krause Center for Innovation
The Krause Center for Innovation (KCI) was established to design and implement innovative professional development emphasizing technology integration and STEM subjects, to support the diverse workforce needed to compete in the knowledge economy. Our programs include: (1) MERIT (Making Education Relevant and Interactive through Technology) for enhancing curriculum, pedagogy, and technology skills for educators; (2) FAME (Faculty Academy for Mathematics Excellence) for using Internet technology to support student learning in Algebra; (3) FASTTech – short technology classes to enhance software-based skills. This presentation will address what we’ve learned from our ten years of professional development experience as well as the recommended future direction for PD in order to train educators to guide students to succeed in a global economy.
Gene Wilhoit, Executive Director, Council Chief State School Officers
What do today’s graduates need to know to succeed in tomorrow’s world? In the US and around the globe there are heightened expectations for education, and the multiple attributes students need to acquire to become active contributors in a complex global society. In this session, you will learn how the Council of Chief State School Officers is reshaping American public education, through clear, focused standards, more robust assessment designs, and accountability systems; redesign of our education workforce: and enhanced and dynamic information systems.
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Notes and most of the slides from the College and University Breakout Session [9.52MB]
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2020 Learners — from learning with ‘e’s by Steve Wheeler
Excerpt:
Children of the future will also need to learn for life – learning to be flexible, adaptable and open to changes that might – for our current generation at least – be perceived as a threat. Of one thing we can all be certain – that change will accelerate in the next few years. Change can be disruptive and can take time, energy and effort to adapt to, but learners of the future will need to see change as an opportunity, and will need the requisite skills to take the opportunities that are presented and turn them into positive and sustainable outcomes.
Finally, children will need to be able to design their own learning spaces, create their own content and learn from it. They will be less reliant on didactic and transmissive forms of teaching and will turn instead to more independent learning from the vast storehouse of knowledge we know as the World Wide Web. This does not preclude some form of ‘schooling’ however. The teacher’s role will change to accommodate these new needs. Teachers will become facilitators, mediators, co-authors and co-producers of content, and ultimately, companion travellers with children on their road to better learning. It is already happening in some schools. In posts later this week, I will explore what possible new roles of teachers in 2020 will need to adopt to help to prepare learners for an uncertain and certainly unpredictable future.
Lisa Gansky: The future of business is the “mesh” — from TED
At TED@MotorCity, Lisa Gansky, author of “The Mesh,” talks about a future of business that’s about sharing all kinds of stuff, either via smart and tech-enabled rental or, more boldly, peer-to-peer. Examples across industries — from music to cars — show how close we are to this meshy future.
Preparing for Generation C — from Business Spectator by Roman Friedrich, Michael Peterson, and Alex K
Excerpt:
Colin is a 20-year-old computer science student living in London with two other students in the year 2020. He enjoys backpacking, sports, music, and gaming. He has a primary digital device (PDD) that keeps him connected 24 hours a day — at home, in transit, at school. He uses it to download and record music, video, and other content, and to keep in touch with his family, friends, and an ever-widening circle of acquaintances. His apartment is equipped with the latest wireless home technology, giving him superfast download speeds of up to 100 Mbps.
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Much of Colin’s experience at school is mediated by his PDD. He can attend lectures, browse reading material, do research, compare notes with classmates, and take exams — all from the comfort of his apartment. When he goes to campus, his PDD automatically connects to the school’s network and downloads relevant content, notices, and bills for fees, for which he can authorise payment later, at his leisure. Although he prefers to shop online, when he visits a retail store, his PDD automatically connects to the store’s network, guiding him through product choices, offering peer reviews, and automatically checking out and paying for items he purchases.
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This is the first generation that has never known any reality, other than that defined and enabled by the Internet, mobile devices, and social networking. They have owned various hand-held devices all their lives, so they are intimately familiar with them and use them for as much as six hours a day. They all have mobile phones, yet they prefer sending text messages to talking with people. More than 95 per cent of them have computers, and more than half use instant messaging to communicate, have Facebook pages, and watch videos on YouTube. Their familiarity with technology; reliance on mobile communications; and desire to remain in contact with large networks of family members, friends, business contacts, and people with common interests will transform how we work and how we consume.
The article includes this graphic:
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Augmented reality: A travel essential — from wired.co.uk by David Rowan
It’s 2011, and you’re standing by the Brandenburg Gate in Germany’s capital examining the cracks and graffitied slogans of the vast and intimidating Berlin Wall. Sure, the physical wall fell back in 1989 — but now it’s back to add context to your journey, thanks to creative use of smartphone technology. Point your iPhone or your Android phone towards the wall’s original location, and superimposed on the phone’s camera image is an intricate 3D representation of the wall where it originally stood. City discovery just became augmented.
Until recently, “augmented reality” was an awkward and generally disappointing technology that involved downloading special software, holding strange symbols up to computer webcams, and waiting with fingers crossed for your movements to yield some sort of interactive movement on the screen. But the latest GPS-enabled, high-resolution-camera smartphones have given “AR” (as it’s known) a new and often very engaging life. So if you download a free app from a Dutch company called Layar, you can select layers of real-world information that will be displayed on your phone’s screen according to your location. When I travel, I now use these layers to learn the history of Rome or Red Square, or simply which way to walk to the nearest subway station. Just point your camera and follow the virtual signs.
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Also see:
While online surveying is nothing new for quantitative research thanks to companies like SurveyMonkey, GutCheck is the first to enable real-time experience-based (qualitative) feedback online, saving thousands of dollars and hours of hassle — and making high-quality feedback available to anyone, from sophisticated agencies working on messaging to small startups wanting to test their market strategy.
Winner DEMO 2011
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New technologies introduced at the DEMO Spring 2011 Event
Promising new products and prototypes of 2011 that have never been seen before. These are real products that are ready for market.
February 28:
Consumer Technologies
Enterprise Technologies
Cloud Technologies
MARCH 1
Social and Media Technologies
Mobile Technologies
The next trillion dollar industry: 3D printing — from businessinsider.com
Also see:
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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.
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