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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:
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Brief summary/notes from DSC:
Per Kevin Kelly (Feb 2011), the future is about 6 verbs:
- immediacy
- personalization
- authentication
- findability
- embodiment
- interpretation
- accessibility
- attention
Originally from — and see:
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:
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Will higher education split? — from Stephen Downes
Excerpt:
Sir John Daniel and Stamenka Uvali-Trumbi asks provocative question: “Will higher education split over the next decade or two into a public sector focussed on research and a for-profit sector doing most of the teaching?” The evidence? The communique from UNESCO predicting “massification” of higher education, Wildavsky’s book on global universities, and Salmi’s commentary on world class universities, Tony Bates’s article on the future of higher education, and Archibald and Feldman’s book on the costs of higher education. He could have added many other sources (and especially digital sources), such as this week’s call for a $10,000 degree from Texas governor Rick Perry, or Paul Kiser wondering whether state-run higher education is doomed.
Also see:
WorldFuture 2011: Moving from Vision to Action
Also see:
The WFS Education Summit and Preconference Courses (below) are a terrific way to acquire futuring tools in a concentrated learning environment. Whether you are a seasoned futurist or just getting started in developing the art and skill of long-range vision, you will find a program to meet your needs.
The courses outlined below are extra-fee events that will be offered July 7-8, just prior to the WFS annual conference, WorldFuture 2011: Moving from Vision to Action, to be held July 8-10, in Vancouver.
Education Summit – Education and the New Norm
Presentations are now being solicited for “Education and the New Normal,” where educators and futurists will address the multiple challenges confronting the institutions dedicated to preparing tomorrow’s leaders for a dramatically changing world. The focus on the “new” embraces all the forces of change impacting learners and teachers, including new technologies, new demographic realities, new economic necessities, new environmental imperatives, and new political perspectives.
• Introduction to Futures Studies
• Six Thinking Hats: de Bono’s Tool for Creative and Critical Thinking
• Get a Life: Futures Simulation Tool for Career Planning
• Whole Systems Governance: The New Cognitive Work of Leadership
• Wiser Futures: Using Futures Tools to Better Understand and Create the Future
• Bridging the Great Divides: A Spiral Dynamics Workshop on Cultural Integration, Global Cohesion, and Our Multiple Futures
• Foresight Educators Boot Camp
• The Power of the Long-Term Perspective
Disrupting College: How disruptive innovation can deliver quality and affordability to postsecondary education— from americanprogress.org by Clayton M. Christensen, Michael B. Horn, Louis Soares, Louis Caldera
This emerging disruptive innovation—online education—also presents an opportunity to rethink many of the age-old assumptions about higher education.
Excerpt:
The theory of disruptive innovation has significant explanatory power in thinking through the challenges and changes confronting higher education. Disruptive innovation is the process by which a sector that has previously served only a limited few because its products and services were complicated, expensive, and inaccessible, is transformed into one whose products and services are simple, affordable, and convenient and serves many no matter their wealth or expertise. The new innovation does so by redefining quality in a simple and often disparaged application at first and then gradually improves such that it takes more and more market share over time as it becomes able to tackle more complicated problems.
Also see:
Disruption, Delivery and Degrees — from InsideHigherEd.com
WASHINGTON — Many college professors and administrators shudder at comparisons between what they do and what, say, computer or automobile makers do. (And just watch how they bristle if you dare call higher education an “industry.”) But in a new report, the man who examined how technology has “disrupted” and reshaped those and other manufacturing industries has turned his gaze to higher education, arguing that it faces peril if it does not change to meet the challenge. The report, “Disrupting College,” was also the subject of a panel discussion Tuesday at the Center for American Progress, which released the report along with the Innosight Institute. (A video recording of the event is available here.)
‘Social teaching’ company bets buy-in from Capella Education — from The Chronicle by Josh Fischman
The basic idea behind Sophia is to identify the best teachers for any concept, put their instruction for that concept online, and students all over the world can use these “learning packets” free of charge. For example, a professor who has a really great lesson on how to factor polynomials can package that lesson—complete with video and any other materials—on Sophia, and search engines like Google will let students find it and use it.
From DSC:
Will the Forthcoming Walmart of Education turn out to be that we teach each other, free of charge? Online marketplaces and exchanges continue to appear; the game-changing environment — filled with disruption and change — continues to develop.
But know this, teaching is tough. It’s not easy, and it’s not an exact science; it’s also an art.
Our minds — and the ways in which we learn — are unbelievably complex. After decades of trying, scholars still do not agree on how we learn. There are numerous learning theories out there (still) and though we’ve come a long way, there are no silver bullets of the teaching and learning world.
So if you decide to be a teacher, you better get ready to spend some serious time honing your craft…otherwise, your ratings on these types of sites will plummet and few will see your modules/contributions. conversely, if you are an effective teacher, your ratings will reflect that and your contributions will be seen/linked to quite frequently — from people all over the world.
Also see:
Top Education Trends for 2011 — from foxbusiness.com by Emily Driscoll
As the student population increases and technology continues to change how we live our lives, the country’s higher education system must adapt quickly to keep up with the times.
According to a study by the National Center for Education Statistics, a record 19.1 million students entered two and four-year colleges and universities in fall 2010, an increase of about 3.8 million since fall of 2000.
From how professors lecture to specialized programs, here’s a look at the top education trends experts are forecasting for 2011.
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Change is exponential…not linear.
Teetering between eras: higher education in a global, knowledge networked world — from emeraldinsight.com by Gail O. Mellow and Diana D. Woolis, (2010)
Findings – There are three fundamental and monumental changes that will profoundly alter the field of higher education in the next several decades: the globalization of higher education; the impact of technology on changing definitions of students, faculty and knowledge; and the impact of the marketplace on the basic “business model” of higher education. The paper describes how each of these three forces will reshape higher education, while identifying factors that may accelerate or inhibit the impact of these influences.
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Gail O. Mellow, Diana D. Woolis, (2010) “Teetering between eras: higher education in a global, knowledge networked world”, On the Horizon, Vol. 18 Iss: 4, pp.308 – 319
