In the future, the whole world will be a classroom — from fastcoexist.com by Marina Gorbis

 

TheFutureOfEducation-Gorbis-6-28-13

. TheFutureOfEducation3-Gorbis-6-28-13.

From DSC:
What Marina is asserting is what I’m seeing as well. That is, we are between two massive but different means of obtaining an education/learning (throughout our lifetimes I might add).  What she’s saying is also captured in the following graphic:

.

streams-of-content-blue-overlay

 

Also see:

 

Excerpt from Beyond school choice — from Michael Horn

With the rapid growth in online and mobile learning, students everywhere at all levels are increasingly having educational choices—regardless of where they live and even regardless of the policies that regulate schools.

What’s so exciting about this movement beyond school choice is the customization that it allows students to have. Given that each student has different learning needs at different times and different passions and interests, there is likely no school, no matter how great, that can single-handedly cater to all of these needs just by using its own resources contained within the four walls of its classrooms.

With the choices available, students increasingly don’t need to make the tradeoff between attending a large school with lots of choices but perhaps lots of anonymity or a small school with limited choices but a deeply developed personal support structure.

 

Excerpt from Cooperating in the open — from Harold Jarche

I think one of the problems today is that many online social networks are trying to be communities of practice. But to be a community of practice, there has to be something to practice. One social network, mine, is enough for me. How I manage the connections is also up to me. In some cases I will follow a blogger, in others I will connect via Google Plus or Twitter, but from my perspective it is one network, with varying types of connections. Jumping into someone else’s bounded social network/community only makes sense if I have an objective. If not, I’ll keep cooperating out in the open.

 

 

From DSC:
Perhaps helping folks build their own learning ecosystems — based upon one’s gifts/abilities/passions — should be an objective for teachers, professors, instructional designers, trainers, and consultants alike. No matter whether we’re talking K-12, higher ed, or corporate training, these ever-changing networks/tools/strategies will help keep us marketable and able to contribute in a variety of areas to society.

 

 

 

Addendum on 2/5/13:

.

JayCross-LearningEcosystem2013

 

20 tips for creating a Professional Learning Network — from newsroom.opencolleges.edu.au by

Excerpt:

As educators, we aim to be connected to advance our craft.  On another level, we hope to teach students to use networks to prepare for them for a changing job market.  But what is the best way to approach PLNs?

Learning networks are based on the theory of connectivism, or learning from diverse social webs.  Connectivism implies that learning relies on communicating ideas with others.  PLNs facilitate learning through meaningful interactions.  The advantages of PLNs today are two-fold.  In one way, they can improve classroom teaching and help develop new projects. On the other hand, they act as a form of communal intelligence that changes societal perceptions.

What are some ways to grow your PLN and improve the quality of your interactions?  As you will see, there are diverse ways to build your network and many new management tools.   Here are some simple tips…

 

Also see the following items from Genius:

  • The New Consumer Agenda:
    From authentic collaboration to small indulgences … what consumers want in 2013 and beyond, and how brands are responding.
  • Marketing Trends 2013+:
    From black marketing to crowd creatives, brand gaming to urban formats, solomo and diffusion … what will be big in marketing in 2013

 

Additional notes from DSC:

  • With thanks going out to Mr. Jim Woods (@hyperinnovation) on twitter for this resource
  • The wave-related graphics above are very appropriate for our times — and I’d rather be surfing the waves then being crushed by them!

 

 

 Also see:

 

.

From DSC:
What caught my eye here was the use of scenarios and using those scenarios to help define/create/plan for our future.

 

 

Only 14% think that company training is an essential way for them to learn in the workplace — from Learning in the Social Workplace by Jane Hart

Excerpt:

That was one of the findings of my recent anonymous survey on how people learn best in the workplace, and even I was surprised by the results.  But I think the biggest take-away from my survey is that we can no longer assume we know how people like to learn in the workplace nor how we think people should learn. So in this blog post, I want to share the data from my survey, some of my thoughts about the results, and the importance of undertaking your own survey.

Digital learning: What kids really want — from The Journal by Chris Riedel

Excerpt:

According to [Project Tomorrow CEO Julie] Evans, the data from those surveys indicated that students:

  • Have a growing interest in social-based learning;
  • Want to connect with and develop a personal network of expert resources;
  • Are looking for tools that increase untethered learning; and
  • Want a digitally rich learning environment, unencumbered by traditional rules.

Also:

Other things students at all grade levels are looking for include access to online tutoring, the ability to take online classes, access to real-word data and databases, greater access to teachers using SMS/text messaging, education-based virtual reality and games, and increased access to digital collaboration tools.

From Daniel Christian: Fasten your seatbelts! An accelerated ride through some ed-tech landscapes.


From DSC:
Immediately below is a presentation that I did for the Title II Conference at Calvin College back on August 11, 2011
It is aimed at K-12 audiences.


 

Daniel S. Christian presentation -- Fasten your seatbelts! An accelerated ride through some ed-tech landscapes (for a K-12 audience)

 


From DSC:
Immediately below is a presentation that I did today for the Calvin College Fall 2011 Conference.
It is aimed at higher education audiences.


 

 Daniel S. Christian presentation -- Fasten your seatbelts! An accelerated ride through some ed-tech landscapes (for a higher ed audience)

 


Note from DSC:

There is a great deal of overlap here, as many of the same technologies are (or will be) hitting the K-12 and higher ed spaces at the same time. However, there are some differences in the two presentations and what I stressed depended upon my audience.

Pending time, I may put some audio to accompany these presentations so that folks can hear a bit more about what I was trying to relay within these two presentations.


Tagged with:  

Social media and its impact on how we learn in the workplace — from C4PLT by Jane Hart


 

From DSC:
One reflection that jumped out at me from Jane’s excellent presentation…and that I believe is a universal truth:

If an organization doesn’t respond to changing conditions, needs, desires, preferences, best interests, and/or the requirements of its customers, that organization will diminish in usefulness and will most likely (albeit eventually) go out of business.

I know I’m not introducing a new thought here and the above statement seems very self-evident, but do we heed this advice in corporate L&D? Corporate IT? IT within higher education? In higher education as an industry?

 


A hugely powerful vision: A potent addition to our learning ecosystems of the future

 

Daniel Christian:
A Vision of Our Future Learning Ecosystems


In the near future, as the computer, the television, the telephone (and more) continues to converge, we will most likely enjoy even more powerful capabilities to conveniently create and share our content as well as participate in a global learning ecosystem — whether that be from within our homes and/or from within our schools, colleges, universities and businesses throughout the world.

We will be teachers and students at the same time — even within the same hour — with online-based learning exchanges taking place all over the virtual and physical world.  Subject Matter Experts (SME’s) — in the form of online-based tutors, instructors, teachers, and professors — will be available on demand. Even more powerful/accurate/helpful learning engines will be involved behind the scenes in delivering up personalized, customized learning — available 24x7x365.  Cloud-based learner profiles may enter the equation as well.

The chances for creativity,  innovation, and entrepreneurship that are coming will be mind-blowing! What employers will be looking for — and where they can look for it — may change as well.

What we know today as the “television” will most likely play a significant role in this learning ecosystem of the future. But it won’t be like the TV we’ve come to know. It will be much more interactive and will be aware of who is using it — and what that person is interested in learning about. Technologies/applications like Apple’s AirPlay will become more standard, allowing a person to move from device to device without missing a  beat. Transmedia storytellers will thrive in this environment!

Much of the professionally done content will be created by teams of specialists, including the publishers of educational content, and the in-house teams of specialists within colleges, universities, and corporations around the globe. Perhaps consortiums of colleges/universities will each contribute some of the content — more readily accepting previous coursework that was delivered via their consortium’s membership.

An additional thought regarding higher education and K-12 and their Smart Classrooms/Spaces:
For input devices…
The “chalkboards” of the future may be transparent, or they may be on top of a drawing board-sized table or they may be tablet-based. But whatever form they take and whatever is displayed upon them, the ability to annotate will be there; with the resulting graphics saved and instantly distributed. (Eventually, we may get to voice-controlled Smart Classrooms, but we have a ways to go in that area…)

Below are some of the graphics that capture a bit of what I’m seeing in my mind…and in our futures.

Alternatively available as a PowerPoint Presentation (audio forthcoming in a future version)

 



 

 

 

 

 

 

 

 

 

 

 

 

— from Daniel S. Christian | April 2011

See also:

Addendum on 4-14-11:

 

Tagged with:  
Tagged with:  

What's the best way to deal with ever-changing streams of content? When information has shrinking half-lives?

From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:

  • What’s the best way for us to dip our feet into the constantly moving streams of content?
    (No matter the topic or discipline, the streams continue to flow.)
  • What’s the optimal setup for K-12 based “courses”?
  • What’s the optimal setup for “courses” within higher education?
  • How should L&D departments deal with this phenomenon?
  • How do publishers and textbook authors want to address this situation?

Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:

“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”

Excerpt/slides:

.

I need to put more thought into this, but wanted to throw this question out there…more later…

 

 


* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:


Siemens, G.  (2005).  Connectivism: A learning theory for the digital age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Downes, S.  (2005).  An introduction to connective knowledge.  Retrieved from http://www.  downes.  ca/post/33034.  Downes noted that this was published in Hug, Theo (ed.  ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies.  Proceedings of the International Conference held on June 25-26, 2007.  November 27, 2007.

Kop, R.  & Hill, A.  (2008).  Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.

Tracey, R.  (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p.  Retrieved from EBSCOhost. ISSN 0310-4664.

Kerr, B.  (2007).  A challenge to connectivism.  Retrieved at http://learningevolves.  wikispaces.  com/kerr.

Sims, R.  (2008).  Rethinking (e)learning: A manifesto for connected generations.  Distance Education Vol.  29, No.  2, August 2008, 153–164.  ISSN 0158-7919 print/ISSN 1475-0198 online.  DOI: 10.  1080/01587910802154954

Lisa Dawley.   (2009).  Social network knowledge construction: emerging virtual world pedagogy.  On the Horizon, 17(2), 109-121.   Retrieved from ProQuest Education Journals.  (Document ID: 1880656431).

Hargadon, S.  (2011).  Ugh.  Classic politics now extends to social networking in education.  Retrieved from http://www.  stevehargadon.  com/2011/03/ugh-classic-politics-now-extends-to.  html.

Cross, J.  (2001).  Crowd-inspired innovation.  Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.

Rogers-Estable, M..  (2009).  Web 2.0 and distance education: Tools and techniques.  Distance Learning, 6(4), 55-60.  Retrieved from ProQuest Education Journals.  (Document ID: 2017059921).

Marrotte-Newman, S..  (2009).  Why virtual schools exist and understanding their culture.  Distance Learning, 6(4), 31-35.  Retrieved from ProQuest Education Journals.  (Document ID: 2017059881).

Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance.  Distance Education, 31(1), 77-92.  Retrieved from ProQuest Education Journals.  (Document ID: 2074810921).

Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.

10 Steps for Working Smarter with Social Media — from the Centre for Learning & Performance Technologies by Jane Hart
Webinar for Learning & Skills Group, 17 March 2010

Excerpt below:


10 Steps for Working Smarter with Social Media
Webinar for Learning & Skills Group,  17 March 2010

Workplace Learning is changing!

 

A number of people, my Internet Time Alliance (ITA) colleague Charles Jennings in particular, have highlighted the fact that  training that simply involves filling people’s heads with knowledge, is ineffective and inefficient – as most people forget what they have learnt very quickly.  And that online courses, which do pretty much the same, take time, effort and money to develop.

 

Many are also “over-engineered” solutions – and this often leads to resentment by those who have to spend time to work through courses – when the material could have been provided in a much simpler way. But in fact this whole approach to workplace learning is not sustainable in a world that is moving very fast and where there is need for access to constantly changing information.

 

On the other hand, although we have now realized – due largely to the work of (my ITA colleague) Jay Cross that most of an individual’s “real” learning takes place outside formal learning .. continuously … in the workflow … by reading or listening to things, or more significantly in conversations and interactions with other people, L&D have struggled to understand how to harness informal learning, and perhaps understandably often try to force it into the formal model they feel comfortable with it.

 

But it is in fact, the emergence of social media, that has really begun to make us think differently about the way work and learning is happening.  For an increasing number of individuals and groups are using these new technologies in the workplace to  connect with colleagues both inside and outside the organisation in order to share ideas, resources and experiences – often under the radar of IT and L&D.   This use of social media has become a revolution in the sense that these tools are now in the hands of the employees.  So the question is what role does L&D play in all this?

 

One key thing to remember is Learning is not the end goal; but is a means to an end.  It’s about PERFORMANCE; people doing their jobs (better).  In fact it’s all about working smarter.  So what is working smarter?


.

Also related:

Looking for something?

Use the form below to search the site:

Still not finding what you're looking for? Drop a comment on a post or contact us so we can take care of it!

© 2019 | Daniel Christian