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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:
Computer ties human as they square off on ‘Jeopardy!’ — from CNN.com
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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:
Elementary, my dear Watson: Jeopardy computer offers insight into human cognition — from Sentient Developments by George Dvorsky
Also see:
- 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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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
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
Example slides/excerpts:
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One example — of several great slides — regarding the old vs. the new paradigm:
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From DSC:
Re: one of the bullet points on the last slide — i.e. “Faculty work as part of instructional team” — here’s my take on what that team increasingly needs to look like in order to engage our students and to compete:
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Online learning set for explosive growth as traditional classrooms decline — From CampusTechnology.com by David Nagel
Excerpt:
By 2015, 25 million post-secondary students in the United States will be taking classes online. And as that happens, the number of students who take classes exclusively on physical campuses will plummet, from 14.4 million in 2010 to just 4.1 million five years later, according to a new forecast released by market research firm Ambient Insight (emphasis DSC).
Blended and Online Learning Growth
The report, “The US Market for Self-paced eLearning Products and Services: 2010-2015 Forecast and Analysis,” predicted a five-year compound decline of 22.08 percent per year in students attending traditional classrooms exclusively. The number of post-secondary students taking some (but not all) classes online will grow at a compound annual rate of 11.08 percent over the same five-year period, from 12.36 million in 2010 to 21.13 million in 2015. But the real growth will be seen among students taking classes exclusively online. Ambient predicted a five-year compound annual growth rate (CAGR) of 23.06 percent in that area, from 1.37 million in 2010 to 3.86 million in 2015.
Survey points to radical makeover of traditional education — from free press release center
Online education is booming according to longtime online higher education pioneer, Dr. Fred DiUlus.
Excerpt:
January 23, 2011 (FPRC) — Online education is booming according to longtime online higher education pioneer, Dr. Fred DiUlus. As the founder and CEO of online university builder, Global Academy Online, he has witnessed first-hand the exponential growth of the online education industry. Traditional educators are just now beginning to seriously pull back the layers of opportunity that exist within the virtual world for today’s technologically savvy students.
Many traditionalists have complained over the years about what they perceive as the inadequacy of virtual education. They believe that somehow online education would destroy rigor and academic accomplishment if universities even dared to adopt online protocols in a major way. The father of modern management, the late Peter Drucker, predicted that schools as we know them will cease to exist in a generation replaced by their virtual counterparts.
Skeptics in higher education have long questioned Drucker’s ominous prediction. Global Academy Online’s own statistical research over the past eight years appears to bear out Drucker’s forecast contrary to what others in the field think and perhaps sooner than even Drucker expected. In 2002, the Academy began collecting statistical data from students attending traditional colleges and universities. The results of the eight-year survey are so startling that it now appears proof positive of the inevitability of Drucker’s prophecy.
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Who wants a self-paced, free, world class education? — from OpenSesame.com
From DSC:
I work within higher education…so why am I posting this? For several reasons:
From DSC:
The other day, I created/posted the top graphic below. Take the concepts below — hook them up to engines that use cloud-based learner profiles — and you have some serious potential for powerful, global, ubiquitous learning! A touch-sensitive panel might be interesting here as well.
Come to think of it, add social networking, videoconferencing, and web-based collaboration tools — the power to learn would be quite impressive. Multimedia to the nth degree.
Then add to that online marketplaces for teaching and learning — where you can be both a teacher and a learner at the same time — hmmm…
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From DSC:
Then today, I saw Cisco’s piece on their Videoscape product line! Check it out!
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