.
.
.
.
From DSC:
My interest in this? All of this ultimately relates to:
.
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg "The-Living-Class-Room-Daniel-S-Christian---July-2012")
Addendum on 9/12/12:
- Transmedia storytelling for content creators — by Jason Konopinski
On 07/24/2012,
in Apple, Artificial Intelligence/Agents/LLMs/and Related, Asia, Australia, convergence, cost of getting a degree, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, education technology, educational games / serious games, elearning, emerging technologies, Europe, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), India, innovation, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, MOOCs -- Massive Open Online Courses, multi-touch, multimedia, smart/connected TV, streams of content, teaching online, technologies for your home,
by Daniel Christian
From DSC:
Apple has been putting together a solid ecosystem of hardware and software that allows for the creation and distribution of content. “Easy is hard” I like to say and Apple’s done a great job of creating easy-to-use devices and apps. They have a long way to go before iTunes U has all the built-in functionality needed to replace a Blackboard Learn or a Moodle type of CMS/LMS. But given their solid history of creating highly-usable hardware and software, they could deal a smashing blow to what’s happening in the CMS/LMS world today.
Plus, with Apple TV, Airplay mirroring, the growth of second screen-based apps, and machine-to-machine communications, Apple is poised to get into this game…big time. If my thoughts re: “Learning from the Living [Class] Room” come to fruition, Apple would be positioned for some serious worldwide impact on lifelong learning; especially when combined with the developments such as the use of MOOCs, AI and HCI-related innovations, learning agents, web-based learner profiles, and potential/upcoming changes to accreditation.
Too far fetched do you think? Hmmm….well considering that online learning has already been proven to be at least as affective as f2f learning — and in some studies has produced even greater learning outcomes/results — I wonder how things will look in mid-2015…? (That is, where is the innovation occurring?)
Addendum:
- Connected TV penetration to top 50% by 2017 — from worldscreen.com by Mansha Daswani
Excerpt:
SCOTTSDALE: ABI Research forecasts that more than 50 percent of television homes in North America and Western Europe will have Internet-connected TV sets by 2017, up from just 10 percent last year, while Blu-ray player penetration is expected to rise to more than 76 percent from about 25 percent. The report notes that the popularity of connected TV is not limited to developed markets—there have been increasing shipments to China, ABI notes.
. - Advertisers need to pay attention to connected TV [INFOGRAPHIC] — from Mashable.com
. - The future of TV is two screens, one held firmly in your hands — from FastCompany.com by Kit Eaton
Excerpt:
The connected TV, sometimes called the smart TV (and even branded as such by Samsung) is a growing phenomenon: TV makers are adding limited apps, Net connectivity, and even streaming media powers to their newer TVs in the hope they’ll persuade you to upgrade your newish LCD for a flatter, smarter unit. They’re desperate to, given how flat this market is. But according to new research from Pew, the future of TV may actually be a little more closely aligned with the notion of a “connected TV viewer,” an important distinction. Pew spoke to over 2,200 U.S. adults a couple of months ago and discovered that 52% of all adult cell phone owners now “incorporate their mobile devices into their television watching experiences.”
On 07/23/2012,
in accreditation, analytics, assessment, innovation, learning ecosystem, MOOCs -- Massive Open Online Courses, pedagogy, teaching & learning,
by Daniel Christian
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.
.
Exploring new forms of teaching, learning and assessment, to guide educators and policy makers
Contents
- Executive summary 3
- Introduction 6
- New pedagogy for e-books
Innovative ways of teaching and learning with next-generation e-books 8 - Publisher-led short courses
Publishers producing commercial short courses for leisure and professional development 11 - Assessment for learning
Assessment that supports the learning process through diagnostic feedback 13 - Badges to accredit learning
Open framework for gaining recognition of skills and achievements 16 - MOOCs
Massive open online courses 19 - Rebirth of academic publishing
New forms of open scholarly publishing 21 - Seamless learning
Connecting learning across settings, technologies and activities 24 - Learning analytics
Data-driven analysis of learning activities and environments 27 - Personal inquiry learning
Learning through collaborative inquiry and active investigation 30 - Rhizomatic learning
Knowledge constructed by self-aware communities adapting to environmental conditions 33
On 07/16/2012,
in cost of getting a degree, MOOCs -- Massive Open Online Courses, online learning, open courseware and systems, visualizing information, web-based collaboration,
by Daniel Christian
.
Addendums/also see:
- mooctalk.org from Dr. Keith Devlin, mathematician at Stanford — added 7/17/12
Excerpt from his blog:
I’m Dr. Keith Devlin, a mathematician at Stanford University. In fall 2012, I’ll be launching my first free online math course. This blog will chronicle my experiences as they happen, and hopefully garner some feedback and discussion for what can be approached only as a huge, but exciting experiment. - One course, 150,000 students — from the New York Times by Tamar Lewin — added 7/19/12
Excerpt re: “How does this all work with a global enrollment?”
It’s been amazing. You’d see someone post in Brazil looking for other students in Brazil so they could meet and have a study group at a coffee shop. Facebook sites for the course popped up, not all in English. There are people in Tunisia, Pakistan, New Zealand, Latin America. And a professor in Mongolia has a group of students taking the course. He got them all a little laboratory kit, so they’re doing the experiments live along with the course. - Democratizing Education: Peter Norvig on Reaching a Global Audience — from techapex.com by Brent Hannify
Excerpt:
Norvig delivered a TED Talk titled “The 100,000-student classroom” in which he shared what he and Thrun learned about reaching a global audience through online teaching. He and Thrun worked together to create an online class that would be equal or better than the flagship artificial intelligence class at Stanford … and to also bring it free to anyone who was interested in signing up. Norvig and Thrun watched in amazement as 50,000 people signed up during the first two weeks after the class’s announcement, and grew “a bit terrified” when it reached a total of approximately 160,000 students.
On 07/03/2012,
in collaboration, corporate / business world, corporate universities / corporate training, Daniel S. Christian, future of higher education, higher education, MOOCs -- Massive Open Online Courses, streams of content, student-related, using teams, web-based collaboration, workplace,
by Daniel Christian
From DSC:
The above article I wrote for evoLLLution.com (for LifeLong Learning) mentions the need for — and the opportunities to build:
- More streams of content flowing between these two worlds
- Web-based learner profiles
- Tools that students can begin using in their collegiate days that they can later tap into long after they’ve graduated
- Using teams of specialists
- MOOCs
- Collaboration between a corporation and an entire classroom
- and more
On 06/20/2012,
in MOOCs -- Massive Open Online Courses, new business models,
by Daniel Christian
Making it count — from insidehighered.com by Paul Fain
Excerpt:
Massively open online courses, or MOOCs, are not credit-bearing. But a pathway to college credit for the courses already exists — one that experts say many students may soon take.
The diagram of this concept (note: at concept stage at this point) looks like this:
.
On 06/07/2012,
in dangers of the status quo, Daniel S. Christian, disruption, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education,
by Daniel Christian
How would you like a graduate degree for $100 — from forbes.com by George Anders
Sebastian Thrun wants to fix what’s broken with higher ed. How about a master’s degree for $100?
On 05/23/2012,
in 21st century, 24x7x365 access, analytics, blended learning, data related items, digital learning, education, education reform, future, hybrid learning, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, personalized/customized learning, strategy, trends,
by Daniel Christian
.
Featured presenters:
- Karen Cator, Dir. Office of Education Technology, U.S. Department of Education
- Dr. Barrett Mosbacker, Superintendent, Briarwood Christian School
Excerpts re: trends:
- Mobility — 24/7 access
- Social interactions for learning
- Digital content
- Big data
On 05/22/2012,
in analytics, Augmented Reality (AR), Australia, cloud-based computing / apps / other cloud-related, collaboration, education technology, educational games / serious games, emerging technologies, engagement / engaging students, expectations, future, game-changing environment, higher education, human-computer interaction (HCI), learning ecosystem, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, multimedia, new media literacies, online learning, open courseware and systems, publishing, teaching & learning, technology (general), telepresence, trends, videoconferencing, web-based collaboration,
by Daniel Christian
.
On 02/08/2012,
in 21st century, 24x7x365 access, computer science, dangers of the status quo, Daniel S. Christian, digital learning, disruption, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, online learning, open courseware and systems, reinvent, staying relevant,
by Daniel Christian
From DSC:
I originally saw this at
Stanford Professors Daphne Koller & Andrew Ng
also launching a massive online learning startup [Watters]
On 08/29/2011,
in 24x7x365 access, Australia, computer science, Daniel S. Christian, disruption, engineering, higher education, innovation, internet, machine-to-machine communications, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, open courseware and systems, robotics, strategy, trends, United States, vision/possibilities,
by Daniel Christian
Stanford University is offering Computer Science courses online, free to anyone — from geekosystem.com by Max Eddy
A bold experiment in distributed education, “Introduction to Databases” will be offered free and online to students worldwide during the fall of 2011. Students will have access to lecture videos, receive regular feedback on progress, and receive answers to questions. When you successfully complete this class, you will also receive a statement of accomplishment. Taught by Professor Jennifer Widom, the curriculum draws from Stanford’s popular Introduction to Databases course. A topics list and many of the materials are available here. More information about the Stanford course can be perused here. Details on the public offering will be available by late September. Sign up below to receive additional information about participating in the online version when it becomes available.
Also see the video at:
Introduction to Databases class by Stanford University
A bold experiment in distributed education, “Machine Learning” will be offered free and online to students worldwide during the fall of 2011. Students will have access to lecture videos, lecture notes, receive regular feedback on progress, and receive answers to questions. When you successfully complete the class, you will also receive a statement of accomplishment. Taught by Professor Andrew Ng, the curriculum draws from Stanford’s popular Machine Learning course. A syllabus and more information is available here. Sign up below to receive additional information about participating in the online version when it becomes available.
Also see the video at:
Machine Learning: About the class
From DSC:
Again, my question is…if these trends continue, what opportunities are presenting themselves? What threats are presenting themselves? What is our response? How will colleges/universities differentiate themselves in this developing landscape? If items like the below continue to grow…how do we respond?
Addendum later on 8/29/11:
- Also see iversity raises $1.6 million – Wants to bring Campus Experience Online — from edukwest.com by Kirsten Winkler
On 08/07/2011,
in online learning,
by Daniel Christian
Massive open online course — definition on wikipedia.org
Are MOOCs the Future of Online Learning? — from Mind/Shift