EdWeek’s 2011 Technology Counts — from The Future of Education by Jesse Moyer
Also see the report at:
On 03/24/2011,
in 21st century, blended learning, cost of getting a degree, Daniel S. Christian, elearning, emerging technologies, Europe, future, future of higher education, game-changing environment, hybrid learning, intelligent systems, intelligent tutoring, K-12 related, learning agents, New "Amazon.com" of Higher Education, online learning, personalized/customized learning,
by Daniel Christian
From DSC:
In my mind, this area of intelligent systems and agents is one of the most important areas to watch in the years ahead. Such efforts should help us develop sophisticated systems that can help deliver personalized, customized education at the K-12 and higher ed levels…and perhaps will be relevant in the L&D space as well.
The innovations that come from this area may make hybrid-based — as well as 100% online-based learning — incredibly powerful!
If someone can develop such systems and make them available at far cheaper prices than exist today, a quality “Walmart of Education” will truly have been built.
Per the Call for Papers section, the topics for this conference include, but are not limited to:
| Area 1 – Intelligent Systems
– Algorithms – Artificial Intelligence – Automation Systems and Control – Bioinformatics – Computational Intelligence – Expert Systems – Fuzzy Technologies and Systems – Game and Decision Theories – Intelligent Control Systems – Intelligent Internet Systems – Intelligent Software Systems – Intelligent Systems – Machine Learning – Neural Networks – Neurocomputers – Optimization – Parallel Computation – Pattern Recognition – Robotics and Autonomous Robots – Signal Processing – Systems Modelling – Web Mining
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Area 2 – Agents
– Adaptive Agent Systems – Agent Applications – Agent Communication – Agent Development – Agent middleware – Agent Models and Architectures – Agent Ontologies – Agent Oriented Systems and Engineering – Agent Programming, Languages and Environments – Agent Systems – Agent Technologies – Agent Theories – Agent Trends – Agents Analysis and Design – Agents and Learning – Agents and Ubiquitous Computing – Agents in Networks – Agents Protocols and Standards – Artificial Systems – Computational Complexity – eCommerce and Agents – Embodied Agents – Mobile Agents – Multi-Agent Systems – Negotiation Strategies – Performance Issues – Security, Privacy and Trust – Semantic Grids – Simulation – Web Agents |
On 03/21/2011,
in 21st century, 24x7x365 access, education reform, education technology, future, personalized/customized learning, strategy, vision/possibilities,
by Daniel Christian
Customized Schooling — from edweek.org by Rick Hess
Excerpt:
So, if you’re ready to get your geek on, have I got a treat for you. Harvard Education Press has just published Customized Schooling: Beyond Whole-School Reform. The book, edited by Bruno Manno and [Rick Hess], is an attempt to pull together a bunch of sharp thinking on how we get past just trying to “fix” schools–or to merely give families a choice between school A and school B–and how we start to think about using new tools, technologies, and talent to transform the quality of teaching and learning.
School turnarounds are a swell idea, and will occasionally work. And I’m broadly in favor of choice-based reform as a useful way to open up systems to new providers and permit schools to sharpen their focus. But these measures retain and even enshrine the assumptions of the 19th century schoolhouse, and those assumptions seem an unlikely answer to the challenges of the 21st century. (For my full riff on this score, go peruse last fall’s The Same Thing Over and Over.)
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Contents
Introduction
Bruno V. Manno and Frederick M. Hess
1 Creating Responsive Supply in Public Education
Kim Smith and Julie Petersen
2 Reframing the Choice Agenda for Education Reform
Chester E. Finn Jr. and Eric Osberg
3 The Rise of Global Schooling
Chris Whittle
4 Multiple Pathways to Graduation
Tamara Battaglino and JoEllen Lynch
5 The Evolution of Parental School Choice
Thomas Stewart and Patrick J. Wolf
6 Education Tools in an Incomplete Market
Douglas Lynch and Michael Gottfried
7 A Typology of Demand Responders in K–12 Education
Joe Williams
8 Price Competition and Course-Level Choice in K–12 Education
Burck Smith
9 The Data Challenge
Jon Fullerton
10 Will Policy Let Demand Drive Change?
Curtis Johnson and Ted Kolderie
Conclusion
Frederick M. Hess and Olivia Meeks
On 03/12/2011,
in 21st century, 24x7x365 access, adult learning, Daniel S. Christian, graphics, instructional design, learning, learning ecosystem, learning theories, love of learning, pedagogy, personalized/customized learning,
by Daniel Christian
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If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.
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If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.
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If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.
On 03/04/2011,
in 21st century, 24x7x365 access, education reform, engagement / engaging students, passions, personalized/customized learning, student-related,
by Daniel Christian
Big ideas from TED 2011: Letting students drive their education
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The implications of Khan’s work are nothing short of a total reevaluation of education. In a world in which the only constant is the increase in the pace of change, we simply can’t afford to give our kids anything less than an education system that actually gives them what they need to be successful.
On 03/03/2011,
in mobile learning, mobile technologies, personalized/customized learning, publishing,
by Daniel Christian
On 02/28/2011,
in education, educational games / serious games, future, K-12 related, learning, personalized/customized learning, simulations, social learning / networks, staying relevant,
by Daniel Christian
Models for the Future of Learning — from KnowledgeWorks by Katherine Prince, Jesse Moyer, Lisa Scheerer, and Jamie Feltner
January 2011
This report was prepared for, and with the support of, Yellow Springs School District as part of a series of engagements related to its Class of 2020 initiative.
On 02/28/2011,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, adult learning, cloud-based computing / apps / other cloud-related, communications, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, entrepreneurship, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, informal learning, intelligent tutoring, internet, K-12 related, learner profiles, learning, learning agents, learning ecosystem, learning spaces, lifelong learning, mobile learning, mobile technologies, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, open courseware and systems, personalized/customized learning, social learning / networks, social media, technologies for your home, technology (general), telepresence, television, tools, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, workplace,
by Daniel Christian
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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.
Above item from:
On 02/16/2011,
in economics, education reform, love of learning, passions, personalized/customized learning, STEAM-related,
by Daniel Christian
From DSC:
The first portions of Kelly Tenkely’s solid blog posting — 17 ways to meet individual learning needs in the math classroom — stirred up some thoughts from a training-related session I was in earlier today. Kelly writes:
Differentiating instruction can be challenging. Student’s educational strengths and weaknesses can be widely varied, making it a difficult task to meet each student’s needs in any given lesson. Math is one such subject area where student skill levels can be very different.
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For most students, math takes a lot of practice. Unfortunately, the students who need the most practice are the most reluctant to do so because they haven’t been successful in the past. Many of these students have convinced themselves, through negative self-talk, that “I’m just not good at math.” What is a teacher to do with such a mix of skill and comfort levels in the math classroom?
Though there could be several lines of thought that I could pursue here — such as the good and bad sides of self-efficacy, personalized/customized learning, 1:1 initiatives, other — my thought process was most influenced from a training session I had attended earlier today. That session featured a video from Marcus Buckingham’s short-film series entitled Trombone Player Wanted.
Marcus asserts that there are several myths that many of us grow up with (such as our personalities change as we grow; we grow most in the areas of our weaknesses; our teams don’t need us to show up with our strengths, instead they need us to do ____). Marcus asserts that we should identify and develop our strengths (and manage around our weaknesses) — as we seek to create Win/Win situations. This perspective is consistent with my economics training that states that everyone benefits when each one of us does what we do best.
This made me reflect on the massive, systemic pressure most of our current educational environments/policies/curriculums put on students to get everyone to be at the same place. It seems like our systems stress conformity — in the goal of “level-setting” everyone.
This made me wonder:
- Why are STEM-related topics the most important topics being focused on by legislatures and policy-making bodies?
- Why do we attempt to make every child pursue a STEM-related field?
- Why do we assume that students should be interested in a STEM-related topic/course?
- What about all of the other gifts that students bring to the table?
- What if a child could pursue their own passion(s) — STEM-related or not?
I realize that there are basic skills that are very helpful for all adults — balancing a checkbook, being able to read and write, and many other skills. However, the question I started pondering today was…”At what point should we call it quits on a subject area — say that’s good enough — and then allow the students to pursue their individual strengths (rather than try to hammer out performance increases in an area they will rarely use)?”
Examples:
- Does a First Violinist in an orchestra need to know everything about Chemistry?
(If not, what should they know? What is the minimum level that they should know for operations in the “real world” — really — and why?)
- Conversely, does a Chemist need to know everything about Music?
(If not, what should they know? What is the minimum level that they should know for operations in the “real world” — really — and why?) - Does a Computer Systems Analyst need to know everything about Biology?
(If not, what should they know? What is the minimum level that they should know for operations in the “real world” — really — and why?) - Does a Biologist need to know everything about Computer Science?
(If not, what should they know? What is the minimum level that they should know for operations in the “real world” — really — and why?) - Etc.
On 02/15/2011,
in Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, disruption, education technology, emerging technologies, game-changing environment, human-computer interaction (HCI), innovation, learner profiles, learning agents, learning ecosystem, personalized/customized learning, the downsides of how people use tech,
by Daniel Christian
Computer ties human as they square off on ‘Jeopardy!’ — from CNN.com
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.From DSC:
To be clear, I celebrate what the LORD has created and given to us in our amazingly-complex minds! I do not subscribe to the idea that robots are better than humans or that technologies are to be glorified and that technologies will save the world — not at all. (In fact, I have some concerns about the havoc that could easily occur if certain technologies wound up in the wrong hands — with those who have no fear of the LORD and who have massive amounts of pride…with hearts of stone.)
Getting back to my point…
The phenomenon that Christensen, Horn, and Johnson describe in Disrupting Class continues to play out in higher education/K-12. The innovations are mainly happening outside the face-to-face T&L environments.
Also see:
- IBM’s Watson is very 20th century — from Judy Breck
- How IBM created Watson to beat jeopardy — from digitizd
- This Computer Could Defeat You at ‘Jeopardy!’ Q: What is Watson? — from PBS
- IBM Watson Videos –nextbigfuture.com
On 02/09/2011,
in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, Canada, future, future of higher education, game-changing environment, learning agents, learning ecosystem, personalized/customized learning, vendors,
by Daniel Christian
Elementary, my dear Watson: Jeopardy computer offers insight into human cognition — from Sentient Developments by George Dvorsky
Also see:
- The DeepQA Project — from IBM; the overarching principles in DeepQA are:
- Massive parallelism:
Exploit massive parallelism in the consideration of multiple interpretations and hypotheses.- Many experts:
Facilitate the integration, application and con-textual evaluation of a wide range of loosely coupled probabilistic question and content analytics.- Pervasive confidence estimation:
No single component commits to an answer; all components produce features and associated confidences, scoring different question and contentinterpretations. An underlying confidence processing substratelearns how to stack and combine the scores.- Integrate shallow and deep knowledge:
Balance the use of strict semantics and shallow semantics, leveraging many loosely formed ontologies.
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On 02/07/2011,
in 21st century, 24x7x365 access, assessment, education technology, elearning, emerging technologies, learning agents, online learning, online tutoring, open courseware and systems, personalized/customized learning, research, simulations,
by Daniel Christian
IEEE Transactions on Learning Technologies TLT is a scholarly archival journal published quarterly using a delayed open access publication model.
The Web revolution, the popularity of on-line learning, and the broad availability of computers in schools, colleges, universities, workplaces and in other social settings has caused a qualitative change in the field of learning technologies. Both the variety and the complexity of e-learning tools have increased dramatically over the last 10 years. A number of new conferences emerged to provide a forum for researchers and practitioners in the field of learning technologies to discuss their work. Yet, there are very few journals, which embrace the field as a whole and provide a space to publish archival quality papers. The goal of IEEE Transactions on Learning Technologies (TLT) is to bridge this gap.TLT covers all advances in learning technologies, including but not limited to the following topics:
- Innovative online learning systems
- Intelligent tutors
- Educational software applications and games
- Simulation systems for education and training
- Collaborative learning tools
- Devices and interfaces for learning
- Interactive techniques for learning
- Personalized and adaptive learning systems
- Tools for formative and summative assessment
- Ontologies for learning systems
- Standards and web services that support learning
- Authoring tools for learning materials
- Computer support for peer tutoring
- Learning via discovery, field, and lab work
- Learning with mobile devices
- Social learning techniques
- Social networks and infrastructures for learning and knowledge sharing
- Creation and management of learning objects
IEEE Transactions on Learning Technologies
The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge.