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Software is eating marketing [Bussgang]

On 10/16/2012, in career development, computer science, corporate / business world, disruption, marketing/social marketing, programming, by Daniel Christian
Software is eating marketing — from Inc.com by Jeff Bussgang
One VC argues that software is disrupting several industries in the 21st century, including marketing.
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Computer Code

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Excerpt:

Within the $1 trillion marketing industry, the impact of software eating marketing has now reached the board room.  With the explosion of digital marketing, it is clear that technology is radically transforming the marketing function and the role of the marketing professional.

 

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The need for more experimentation, innovation within higher education [Christian]

On 10/15/2012, in change, changing business models, dangers of the status quo, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, innovation, K-12 related, reinvent, staying relevant, by Daniel Christian

The need for more experimentation, innovation within higher education.
By Daniel Christian for the CHFE12 MOOC

Last week, I attended the 18th Annual Sloan Consortium on Online Learning in Orlando, FL (USA). After hearing Sebastian Thrun’s excellent keynote address, I was very troubled by a couple of questions that kept arising in my mind (which I’ll get to in a minute). It turns out that Sebastian had heard Sal Kahn at a TED talk a while back, where he learned of the impact that Sal was having and the pedagogy Sal was using.

Now bear in mind that Sal was not in education.  He was working in the financial services industry, putting together training-related items for his nephews/family members.

Then bear in mind that Sal Kahn has arguably had one of the most significant impacts on K-12 of any individual in recent decades – and even on institutions of higher education (in terms of professors investigating or starting to use the flipped/inverted classroom model).

Then bear in mind that Sebastian Thrun didn’t run his idea by anyone in Stanford’s administration! His email out to some folks started going viral, and within days the enrollment numbers were already in the thousands.  (And at that point he got asked to drop by his Admin’s offices! 🙂  I wonder what would have happened if Sebastian would have first asked Stanford’s leadership for permission…? It may never have occurred.)

Sebastian’s and Peter Norvig’s AI course went onto graduate 23,000 people (with an initial enrollment around 160,000). Then, there’s the related Coursera organization/endeavor — again, a business that needed to be created outside of the traditional institutions of higher education.

So, recapping things:

  • Sebastian didn’t run things by anyone in his administration
  • He ended up needing to create his own company – outside of traditional higher ed (Udacity)
  • He was significantly influenced by someone completely outside of  education
  • Coursera and Udacity operate outside the policies and procedures of traditional institutions of higher education

So, the following two questions arose in my mind last week:

  1. Why didn’t these innovations come from – or why weren’t they developed within – traditional institutions of K-12/higher education?
  2. Why did such influence have to occur – in great part – from outside of “the established systems”?

Any answer to these questions is troubling to me. But one plausible explanation involves leadership. Many of our leaders in higher education did not grow up with the Internet and with LANs, WANs, HTTP protocols, etc.  They didn’t grow up using the tools that today’s youth are using.

As such, they don’t always appreciate the power and potential of technology. I don’t mean to point fingers and play a blame game here. That’s not the point. The point is, leaders are people with finite gifts and abilities. Like all of us, they have been shaped by their experiences and they, too,  have their histories. They were moved into their positions of responsibility due to the needs of of the institutions at certain points in time. But the needs of those institutions have since changed.

The problem is, those in key leadership positions will either need to:

  • Quickly come to appreciate the disruptive, powerful impact that technologies can have (i.e. be sold on them) and strategize accordingly
    and/or
  • Find other positions (which most likely won’t be happening if normal self-preservation tendencies/principles of power continue to occur)

Blockbuster comes to mind as an organization that was once dominant, but disregarded the disruptive impact of technology and eventually had to declare bankruptcy. One can think of other examples from other industries as well (can’t we Kodak? Borders?).

Such reflections were reinforced when I read Selingo’s (2012) article from earlier today where he wrote, “It’s clear to me that the needed reforms for student financial-aid are unfortunately not going to come from higher education. Many financial-aid officials remain opposed to the model letter, as well as many other regulations.”

Like Selingo, I don’t see change coming from within the current system.  I hope that I’m sorely mistaken here, but from the pulse checking I’ve been doing, the conversation seems to be continuing to move away from traditional institutions of higher education (example here and another example here).  I hope that we can pick up the pace of experimentation within our organizations to find ways to lower the costs while still providing effective means of educating people.

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Selingo, J.  (2012, October 15). In a Broken Student Aid System, Colleges Are Part of the Problem. In The Quick and the Ed. Retrieved from http://www.quickanded.com/2012/10/in-a-broken-student-aid-system-colleges-are-part-of-the-problem.html

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Addendum/also see:

Sal Kahn and Eric Schmidt - at Google Talks -- October 2012

 

 

 

 

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The power and potential of mobile learning [Christian]

On 10/15/2012, in 21st century, analytics, Artificial Intelligence/Agents/LLMs/and Related, cloud-based computing / apps / other cloud-related, convergence, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, disruption, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, online learning, online media, online tutoring, personalized/customized learning, reinvent, second screen apps, social learning / networks, staying relevant, strategy, streams of content, student-related, surviving, teaching & learning, technologies for your home, technology (general), telepresence, television, trends, TVs, ubiquitous learning, user experience (UX), using teams, videoconferencing, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

The power and possibility of mobile learning — as cross posted from evoLLLution.com (for LifeLong Learning)
Daniel S. Christian | October 2012

As I sat down to write about mobile learning, I struggled with narrowing down the scope of what I was going to attempt to address.  Which angle(s) should I take?

And then I reflected on my morning so far. I helped my daughter wake up to the sounds of a song coming from my iPhone.  She opened one eye, then the other, and soon, she was dancing around the room.  Success!

I then proceeded to listen to my iPhone as I drove my car into work – it gave me the energy I needed to start my internal engines.  (By the way, the idea of automobile-based technologies continues to grow, opening up further possibilities; but that’s a topic for another day.)

Then I caught up with a friend for coffee and he reached for his iPad.  He showed me an app for the local Art Prize competition that’s currently going on in our area.  He mentioned that if a person wasn’t in the immediately vicinity of the Art Prize event, that person could not vote on any of the pieces.  However, if the GPS-based coordinates were within the approved range, a person could use that app to:

  • Vote on which pieces of artwork that they liked
  • Find out where the artwork was located (at numerous locations on a map)
  • Learn more about the pieces themselves – what the pieces were made of, hear the artists’ thoughts on why they created what they created, etc.

So by the time I pulled up to my PC at 9:00am, I had already been positively impacted by mobile technology in several ways.  The common words and phrases that are often used to describe mobile learning and mobile technologies rang true and popped back into my mind: ubiquitous, always on, always connected, 24x7x365, convenient, etc.

As I enjoy peering into the future as well as pulse checking a variety of items, I would like to ask the following questions concerning the potential power and possibility of mobile learning as well as the relevant, emerging set of technologies that enable it:

  • Q:  What happens when the technologies behind IBM’s Watson and Apple’s Siri get perfected and integrated into learning-based products and services? What types of devices will be able to tap into those products and services?
    A:  IBM’s Watson beat the best human players in a game of Jeopardy and is now being used as a data analytics engine for the medical community, wading through terabytes of patient healthcare information and research data in order to determine how best to treat illnesses.  So, such technologies hold some serious promise in terms of at least addressing the lower to mid-levels of Bloom’s Taxonomy. For 2012, tablets, smart phones, laptops, notebooks would be likely candidates of accessing these types of products/services. But we are just at the embryonic stages of the Smart/Connected TV, and I have it that such a device will become an important and commonly-used mechanism for accessing such cloud-based applications and services in the future.
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  • Q: Will students of all ages have access to their own virtual tutors so to speak? From any device at any time?
    A: Yes; this is highly likely, especially given the current (and increasing) levels of investments being made in educational technology related areas.  It’s very feasible to think that Apple, IBM, Google, Microsoft, McGraw-Hill, Pearson, or some other organization with deep pockets will develop such virtual tutoring products and services.
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  • Q:  What will happen when a virtual tutor is unable to resolve or address the student’s issue to the student’s satisfaction?  Will the student be able to instantly access a human tutor – with the option of keeping the existing work/issue/problem visible to the human tutor?
    A:  Yes, again…highly likely. This will open up new opportunities for faculty members, teachers, instructors, trainers, and tutors.  Getting experience in teaching online is a solid career move at this point in history.  (Also relevant will be those people creating applications and technically supporting them. An understanding of web-based videoconferencing and collaboration tools will be helpful here.)
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  • Q:  How will the convergence of the television, the computer, and the telephone impact what can be done with learning-based applications and experiences?
    A:  We are just beginning to see the ecosystems changing and adapting to deal with the convergence of the television, the computer, and the telephone.  The Smart/Connected TV – along with “second screen” based applications – is being driven by innovations involving the entertainment, marketing, and advertising industries.  But it’s not a stretch to think that educationally-related content will be right behind such innovative solutions.
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  • Q:  How will the multiple screens phenomenon affect how content can be consumed and discussed?
    A:   I created a couple of graphics along these lines that attempt to capture a potential vision here. I call it “Learning from the Living [Class] Room,” and it continues to develop in front of our eyes. We could be watching a “lecture” on a big screen and simultaneously interacting with people throughout the world on our smaller screens.

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

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Learning from the living room -- a component of our future learning ecosystems -- by Daniel S. Christian, June 2012

  • Q:  How will mobile conferencing affect what can be achieved?
    A:  Mobile-based conferencing will provide 24x7x365 opportunities for learning – and communications – to occur.  Such technologies have applications even in more traditional face-to-face classroom settings.  For a few possibilities here, see how mobile technologies are used in this vision by Intel  as well as in this vision by Corning.

 

Great vision from Intel!

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Great vision from Corning!

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  • Q:  What sort of creative doors are opened when a story can be told across a variety of “channels” and means?  And what sorts of skill sets do we need to start building – or continue to build – in order to help students find work in these emerging fields?
    A:  Create a Google Alert on transmedia and/or transmedia-based storytelling and you will get a sense of what’s happening in this arena.  There will be huge opportunity for creative, innovative folks out there!  Being versed in new media would be a solid idea if one hopes to pursue careers in these burgeoning fields. That is, building at least a rudimentary skill set of how to creatively use text, graphics, animations, digital audio, digital video, and interactive programming to deliver and obtain information would be very beneficial here.
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  • Q:  What types of analytics will be tracked and fed into one’s cloud-based learner profile?
    A:  It will depend upon where we want such technologies to take us.  However, think about the applications and implications of this approach if a web-based profile were used to:

    • Feed a workplace-based exchange – matching buyers and sellers of services
    • Inform a learning agent on which topics/disciplines that person wants to learn more about – helping that person obtain a highly-personalized, customized, relevant, engaging, productive learning experience with a solid ROI
    • Inform a cloud-based app on what prior knowledge one has and where to begin the “next lesson”
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  • Q:  Will courses become apps?  Will what we know of TV programs become apps and, if so, how will that affect what each of us can contribute to our own communities of practice?
    A:  Just as the web has enabled individuals to deliver their own podcasts, information, etc. – essentially becoming their own radio stations to a degree – the ecosystems being built up around the Smart/Connected TVs could help each of us become our own TV station. The potential is huge in terms of further developing and sharing knowledge within communities of practice.
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  • Q:  Will educational gaming dove-tail nicely with mobile learning and emerging technologies such as augmented reality, 3D, and connected television?
    Yes, the synergies and foundational pieces are already coming into place.
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  • Q:  How will the bring-your-own-device (BYOD) situation affect what can occur in the face-to-face classroom?
    A:  Students will be able to seamlessly and efficiently contribute content to the discussions in a face-to-face classroom without breaking the flow of the classroom.  An example graphic can be found here.

 

A piece of the Next Generation Smart Classroom -- Daniel Christian -- June 2012

 

The topics and potential routes that additional articles could take are almost endless.  But I think it’s safe to say that mobile, lifelong learning is here to stay.

Listed below are some recent articles and resources if you are interested in pursuing the topic of mobile learning.  I also have a section on my Learning Ecosystems blog dedicated to mobile learning.

If you are interested in what I’m calling Learning from the Living [Class] Room, you might be interested in these postings.

 

Some recent articles/resources regarding mobile learning:

 

Addendum:

 

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Higher education is now at bat. [Christian]

On 10/08/2012, in 21st century, 24x7x365 access, accreditation, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, business side of he, changing business models, convergence, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, disruption, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, higher education, innovation, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, machine-to-machine communications, online learning, social learning / networks, ubiquitous learning, videoconferencing, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

Higher education used to be on deck, but is now at bat. [Christian]

 

From DSC:
My way of thinking about what’s happening to higher education these days borrows from the sport of baseball: Higher education used to be on deck; but now, we’re at bat.

I’ve watched as the former power brokers throughout many other industries reluctantly got out of the dugout, nervously began their warm up on deck, and then timidly moved up to bat as well. They were trying to cling to the status quo. Which didn’t work. We’ve all seen the results. There are new power brokers in those industries now. (Which is I why I assert that there is danger in the status quo — our organizations need to always be at the work of reinventing ourselves.)

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If I had to pick the top 2 forces driving change throughout the higher education landscape, I would have to say the cost of obtaining a degree and technology-enabled innovation.

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Control is an illusion; people will find a way.

 

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The coming revolution in health care [Bluestein]

On 10/02/2012, in 21st century, change, disruption, emerging technologies, future, health, innovation, nursing, technology (general), web-based collaboration, by Daniel Christian

The coming revolution in health care — from inc.com by Adam Bluestein
To understand how the American health-care system is about to change, forget Washington. Look to the innovative companies hard at work on the future.

Excerpts/BIG IDEAS:

  • Medicine is a marketplace
    With new software, the doctor will see you now, not in three weeks.
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  • The consumer is king
    How to get good data into the hands of patients.
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  • The digital health record is here
    A cure for chronic paperwork.
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  • Health care is social
    Is the crowd smarter than your doctor? Just possibly.
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  • The house call makes a comeback
    A computer screen becomes an exam room.
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  • The algorithm is in
    Why smart software means better diagnoses.
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  • Your doctor is watching you
    How a simple text message can make you healthier.

 

Also see:

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Higher education used to be on deck, but is now at bat. [Christian]

On 09/21/2012, in 21st century, 24x7x365 access, business side of he, change, changing business models, dangers of the status quo, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, innovation, internet, learning ecosystem, lifelong learning, online learning, social learning / networks, by Daniel Christian

Higher education used to be on deck, but is now at bat. [Christian]

 

From DSC:
My way of thinking about what’s happening to higher education these days borrows from the sport of baseball:  Higher education used to be on deck; but now, we’re at bat.

I’ve watched as the former power brokers throughout many other industries reluctantly got out of the dugout, nervously began their warm up on deck, and then timidly moved up to bat as well. They were trying to cling to the status quo. Which didn’t work.  We’ve all seen the results.  There are new power brokers in those industries now.  (Which is I why I assert that there is danger in the status quo — our organizations need to always be at the work of reinventing ourselves.)

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If I had to pick the top 2 forces driving change throughout the higher education landscape, I would have to say the cost of obtaining a degree and technology-enabled innovation.

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Control is an illusion; people will find a way.

 

The items below reinforced my perspectives when I saw them this morning.  They inspired me to create the above graphic, something I’ve been meaning to do for quite some time now.

Excerpt:

Our thesis with xEducation is that the internet is happening to higher education and that successful universities of the future will be those that find ways to generate value for its many stakeholders that go beyond content provision and teaching. What exactly that value proposition is remains unclear. On the one hand, content and (recorded) lectures can easily be shared with limited costs. The internet scales content exceptionally well. The human, social, processes of learning don’t scale. Research doesn’t scale (yet). Regional and national economic value generation doesn’t scale. In these spaces where scalability does not work well, universities will likely find their new roles in society. Over the next six months, we’ll explore and test this thesis and place the discussion of higher education reform on a firmer foundation than the latest tool and popular hype.

 

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25 trends disrupting education right now [Heick]

On 09/20/2012, in disruption, education, trends, by Daniel Christian

25 trends disrupting education right now — from teachthought.com by Terry Heick

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The Siege of Academe [Carey]

On 08/30/2012, in corporate / business world, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, education technology, entrepreneurship, future of higher education, game-changing environment, higher education, innovation, new business models, reinvent, staying relevant, student-related, vendors, by Daniel Christian

The Washington Monthly - The Magazine - The Siege of Academe [Kevin Carey]

Excerpt:

The ongoing carnage in the newspaper industry provides an object lesson of what can happen when a long-established, information-focused industry’s business model is challenged by low-price competitors online. The disruptive power of information technology may be our best hope for curing the chronic college cost disease that is driving a growing number of students into ruinous debt or out of higher education altogether. It may also be an existential threat to institutions that have long played a crucial role in American life.

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From DSC:
If higher ed doesn’t respond more forcefully/significantly to the perfect storm it finds itself in, people will find other ways of getting employed and staying employed. The conversation continues to move away from institutions of traditional higher education (here’s but one example). Control is an illusion.

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Your future TV is not about Tele-Vision [Eaton]

On 08/17/2012, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, convergence, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, data related items, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, education technology, educational games / serious games, emerging technologies, engagement / engaging students, flipping -- inverted learning, future, future of higher education, game-changing environment, global / globalization, homeschooling/homeschoolers, innovation, intelligent systems, intelligent tutoring, interactivity, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, MOOCs -- Massive Open Online Courses, multimedia, Near Field Communication (NFC), online learning, online media, online tutoring, participation, passions, podcasting, reading, reinvent, second screen apps, smart classrooms, social learning / networks, strategy, streams of content, technologies for your home, telepresence, television, trends, TVs, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, by Daniel Christian

Your future TV is not about Tele-Vision — from FastCompany.com by Kit Eaton

Excerpt (emphasis below from DSC; also see the above categories to see how I see this as a highly-relevant component to our future learning ecosystems):

Then imagine what a hybrid of Apple’s tech and efforts like GetGlue, Shazam, and other interactive systems will be like when they’re more integrated into your 2017 smart TV. The big screen in your living room won’t be a one-way window into another world you can’t touch anymore. It’ll be a discovery engine, a way to learn facts, interact with the world, talk to people, find new and surprising content to absorb. Advertisers will love it, and companies like Nielsen–which largely has to guess all those stats about who watches which show at primetime nowadays–will be able to get accurate data…which may mean more appealing shows.

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

Also see:

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Explore the disruptions occurring today in education with AdvancED CEO Mark Elgart [VIDEO]

On 08/16/2012, in 21st century, 24x7x365 access, digital learning, disruption, education, education technology, future of higher education, game-changing environment, higher education, K-12 related, more voice more choice more control, by Daniel Christian

[video_lightbox_vimeo5 video_id=46294572 width=800 height=600 anchor=”http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/08/ExploringDisruptions-Mark-Elgart-August2012.jpg”]

(Click on above image to see the video)

Also see:
http://www.advanc-ed.org/

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Key quotes/lessons from “How Barnes & Noble destroyed itself” [Maxfield]

On 08/16/2012, in 21st century, business side of he, change, changing business models, corporate / business world, dangers of the status quo, Daniel S. Christian, disruption, hearts -- matters of the heart, publishing, technology (general), by Daniel Christian

Key quote/lesson from “How Barnes & Noble destroyed itself” — from fool.com by John Maxfield

An unnecessary tragedy
What makes B&N’s story tragic from a shareholder’s and book-lover’s perspective is that it wasn’t inevitable. The company would be in an entirely different position if its leadership hadn’t pooh-poohed online retail in the late 1990s, when the now-dominant Amazon was in its infancy. Consider this from its 1998 annual report: “Although it is clear the World Wide Web, with its profound possibilities, will become a major component of the future of bookselling and publishing, we believe retail bookstores will remain the foundation of our industry . . . shopping and browsing in a bookstore is an irreplaceable experience, and it is woven securely into the fabric of our American culture [emphasis added].”

From DSC:
I love going to B&N; sipping some coffee and reading a book. So don’t get me wrong, I really enjoy the physical experience of going to a bookstore. But the lesson for higher ed — as well as for the corporate world — is that technology cannot be pooh-poohed and shoved aside.  Those who do so will be very sorry that they chose that route. There can be danger in pursuing the status quo.

How about your organization…is there solid representation of technology on your board/executive suite/leadership team?

My last thought here relates to my posting  What happens in our hearts has very practical, relevant implications in our daily lives

In 2009, the company paid its chairman of the board, Len Riggio, nearly $600 million for B&N College, an amalgamation of campus-based bookstores that controlled the rights to the parent company’s trade name and was then owned by Riggio and his wife.

At the time, it looked like a classic covetous overreach by an executive to extract capital without selling shares. When all that’s left of B&N is a Harvard case study, however, my guess is that this blatant display of avarice and disregard for minority shareholders will be characterized more ominously as the proverbial straw that broke the camel’s back.

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Also relevant here:

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When the technologies behind Watson and Siri get perfected and integrated into the “Learning from the Living [Class] Room” environment [Christian]

On 07/16/2012, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, blended learning, business side of he, career development, change, changing business models, cloud-based computing / apps / other cloud-related, competency-based learning/education, cost of getting a degree, dangers of the status quo, Daniel S. Christian, data related items, digital learning, disruption, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, hybrid learning, intelligent systems, intelligent tutoring, interactivity, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, multimedia, new business models, online learning, online tutoring, personalized/customized learning, reinvent, social learning / networks, staying relevant, streams of content, teachers, teaching & learning, teaching online, technologies for your home, telepresence, trends, TVs, ubiquitous learning, videoconferencing, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:

When the technologies behind IBM’s Watson and Apple’s Siri get perfected and integrated into products and services that will make up the near future “Learning from the Living [Class] Room” environment— there will be:

 

  • A high degree of personalization and customization — available 24x7x365 on multiple kinds of devices
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  • The option to turn on tracking and analytics — reporting from which can be moved into the learner’s cloud-based profile upon completion of the unit/activity/badge
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  • Students of all ages will have access to their own virtual tutors so to speak
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  • When a virtual tutor is unable to resolve or address the student’s issue to the student’s satisfaction, the student will be able to instantly access a human tutor (with the option of keeping the existing work/issue/problems visible to the human tutor)

 

IBM's Watson -- incredible AI!

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

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Addendums:

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Investing in your own disruption [Winkler]

On 07/12/2012, in business, change, changing business models, disruption, publishing, by Daniel Christian

Investing in your own disruption — from edcetera.rafter.com by Kirsten Winkler

Excerpt:

What do you do when you realize that the business you have been building over the past decades, if not centuries, is toast? Well, you can entrench yourself and fight the last battle, trying to squeeze as much as possible out of what is left, or simply call it a wrap and move on.

Publisher Macmillan seems to have chosen the latter. PandoDaily published an interesting post about Macmillan New Ventures, a $100 million (or more) fund led by former Questia Media CEO Troy Williams. The task: invest in education technology startups that will eventually disrupt the publishing industry.

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Ringadoc.com — I wonder how far this will go and if there’s a Ringalawyer.com far behind it…?

On 07/12/2012, in disruption, entrepreneurship, health, nursing, web-based collaboration, by Daniel Christian

http://www.ringadoc.com

 

From DSC:
With webcams and web-based collaboration tools becoming more sophisticated all the time, I wonder how this relatively new concept/service will do…? Perhaps well, if the price and quality are right.  If it does succeed, I expect Ringalawyer.com won’t be far behind it.

 

 

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“Learning from the living room” — Part I [Christian]

On 06/29/2012, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, business side of he, changing business models, cloud-based computing / apps / other cloud-related, collaboration, communities of practice, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, data related items, digital audio, digital learning, digital video, disruption, distance education, e-publishing related items (EPUB and more), e-readers, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, interactivity, internet, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multi-touch, multimedia, Near Field Communication (NFC), new business models, online learning, online media, online tutoring, open courseware and systems, participation, personalized/customized learning, platforms, reinvent, second screen apps, social learning / networks, staying relevant, strategy, streams of content, teaching & learning, technologies for your home, telepresence, television, trends, TVs, user experience (UX), videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, web-based collaboration, by Daniel Christian

Learning from the living room -- a component of our future learning ecosystems -- by Daniel S. Christian, June 2012

 

 

Legal size PDF here

 

 

Addendum on 7/3/12 from an article I wrote for EvoLLLution.com (for LifeLong Learning):
Establishing better collaboration between the corporate world and higher education [Christian]

In the near future, perhaps we could have second screen-based activities whereby corporate leaders are giving TED-like presentations or expressing the current issues in their worlds via a program on Smart TVs, and the students are communicating and collaborating about these presentations via tablets or smart phones.  Perhaps there will be electronic means whereby students could submit their ideas and feedback to the presenting companies (and whereby selected ideas could be rewarded in terms of free products or services that the company produces).

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