Also, see this posting from Startl:
Pearson, Intel Capital and Ascend Venture Group Invest in Innovative Educational Game Designer, Tabula Digita
On 04/24/2010,
in change, elearning, game-changing environment, online learning,
by Daniel Christian
E-Learning 2010 — EdWeek.org [via Helge Scherlund]
Our new special report from the technology team at Education Week Digital Directions aims to highlight the progress made in the e-learning arena, as well as the administrative, funding, and policy barriers that some experts say are slowing the growth of this form of education.
E-Learning 2010: About This Report
Though progress has been made in the e-learning arena, some experts say administrative, funding, and policy barriers are slowing the growth of this form of education. April 23, 2010 – Education Week
Schools Factor E-Courses Into the Daily Learning Mix
Educators say ‘hybrid’ approach is taking off because it offers academic classes not otherwise available to many students. April 23, 2010 – Education Week
E-Learning Delivery Debated
Experts weigh “anytime, anywhere” learning approach versus fixed time frames for classes. April 23, 2010 – Education Week
District Innovates to Address Dropout Problem
A cyber high school is having success re-engaging dropouts and at-risk students, earning the school system state funds tied to enrollment. April 23, 2010 – Education Week
Virtual Ed. Enrollment Caps Face Greater Scrutiny
Wisconsin and Oregon, which imposed limitations, are now taking a closer look at the restrictions to see if changes are needed. April 23, 2010 – Education Week
E-Learning Hits Barriers to Expansion
A national e-learning framework would require lifting of state policy restrictions now in place. April 23, 2010 – Education Week
Sustaining Funding Seen as Challenge for Online Ed.
Experts in virtual education say new funding approaches should have the money follow the student. April 23, 2010 – Education Week
Accreditation Is Seen as High Priority
But experts say evaluating virtual programs requires an understanding of the unique characteristics of online schools. April 23, 2010 – Education Week
E-Learning in All Shapes and Sizes
Distinguishing between the wide variety of virtual schools and online-learning programs available involves understanding the type of operational control. April 23, 2010 – Education Week
E-Curriculum Builders Seek a Personalized Approach
Creating the flexibility to address students’ varying academic abilities is seen as a key feature of high-quality online curricula. April 23, 2010 – Education Week
On 04/22/2010,
in future of higher education, game-changing environment, higher education,
by Daniel Christian
On 04/22/2010,
in education technology, game-changing environment, pedagogy, teaching & learning,
by Daniel Christian
The changing role of instructors — moving from facilitation to constructive partnerships — from The Journal by Ruth Reynard
However, as we transition from Web 2.0 to Web 3.0 (and, more specifically, the modifications and new technology features and functions made possible by HTML5), it seems that we will be experiencing yet another change in our instructional role. The challenge is now to retain certain aspects of facilitation but move actively into the learning process itself and become partners in the process. As the “field” levels even further, we must understand and embrace the meaning and the implications of being constructive partners in the learning process.
…
Learning as a Process–not a Product
As I have written in several articles, we are already being stretched as educators to focus more on the process of learning rather than the product. This will increasingly become the focus as real-time networks and learning communities will be constantly engaged in process. The product or the result of those collaborations will be different each time, although still within the knowledge area of a course, but based on those who have participated in the process and how ideas have been used. Therefore, the true evaluation of learning will be how knowledge has been expanded and applied rather than preset information bites. This is a challenge to the mindset of the instructor and to the overall structures of courses and programs of study. The potential of the Internet for user customization will increase with emerging technology and will have a large impact on how education is both organized and delivered. Instructors will also become more aware of their own learning process and integrate that more intentionally in the collaborative learning process of a community of learners.
Once again, then, the role of instructors is being challenged and redefined. It is important to emphasize that this is not a passive experience for instructors in the sense that we should simply wait and see what happens and where we will be in terms of student expectations. It is, actually, a highly active experience and a call for educators to begin now to engage with changes in technology and explore the implications for teaching methods as we move forward.
As never before, educators must be front and center of the emergence of newer technology and already explore the capabilities to improve the learning experience for students and instructors alike. We must truly engage with the process at every level.
On 04/21/2010,
in education technology, future, game-changing environment, K-12 related, online learning,
by Daniel Christian
Learning TRENDS by Elliott Masie – April 20, 2010.
#619 – Updates on Learning, Business & Technology.
54,939 Readers – http://www.masie.com – The MASIE Center.
Host: Learning & Government Briefing – Washington, DC – May 3!
1. Netflix Founder Invests in Online Learning Venture.
2. Video Conferencing Surge after Volcano Impacts.
3. Instructor Agility with Synchronous Delivery Blends.
1. Netflix Founder Invests in Online Learning Venture:
I am intrigued by this clip from The New York Times: “Reed Hastings, the founder and chief executive of Netflix, used the Web to make it easier for us to rent movies. Now Mr. Hastings, who is also a former high school math teacher, is using the Web for a less entertaining, more educational cause — teaching math to kids. On Tuesday, Mr. Hastings will announce that he has financed the acquisition of DreamBox Learning, a start-up that uses online games to teach math, by Charter School Growth Fund, a non-profit investment fund for charter schools.
Mr. Hastings said that he thinks netbooks will be ubiquitous in schools in a few years, creating huge opportunities for online learning software. “I think we’re on the edge of a real inflection point where the hardware becomes so cheap that Web learning is really throughout the schools,” he said. “But what I noticed is there’s really not that many people working on the software.” DreamBox was started last year and creates personalized lesson plans, hidden in games, based on which concepts children understand or need to work on.”
The recognition of the role of online learning assets as viable investments by entrepreneurs like the Netflix founder are intriguing indicators of the growth and expansion of this part of the education marketplace. (emphasis DSC)
…
On 04/17/2010,
in digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, education technology, emerging technologies, entrepreneurship, faculty/staff, future of higher education, game-changing environment, generational differences, higher education, history, internet, learning ecosystem, multimedia, new media literacies, online media, pace of change, tools,
by Daniel Christian
From DSC:
In an assignment for a class last week, I ran across a time-saving tool offered via timetoast.com. If you want to put together interactive timelines — without having to know programming languages or scripting languages — you might be interested in kicking the tires on this web-based tool. As an example, I was able to put together the following timeline of instructional media* in an hour or so:
Further reflections on this from DSC:
- As I was putting this timeline together, I saw how Thomas Edison and others proclaimed that technology X would make _____ obsolete…or that invention Y would change education forever. (I made a note to myself that I didn’t want to make such bold proclamations…and appear so foolish…but I’m probably too late in this area!) 🙂
- But anyway, I reflected on how school museums were first used, on how radio and instructional television had an impact for a while but then died down in terms of educational use, how the training films of WWII impacted what we know and do today, and the post WWII research in audio-visual-based arenas , and then the advent/rise of the personal computer as well as other educational technologies and the Internet……….and I thought of how disappointed people probably were after the hype ended. But then I reflected upon these technologies as seeds that were planted over time and later produced a harvest. They changed our “wineskins” (see below):
- Radio didn’t really disappear or disappoint. We still use it today; however, not necessarily for education, but we appreciate the audio it delivers to us (whether that be in music or in talkshows). Some seeds were planted…and the wineskins were changed**.
- Motion picture films and TV didn’t disappear or disappoint either, really. We still use these technologies today…but again, not necessarily for education (though some programs are definitely educational in nature and intent). We are used to viewing films and consider it second nature to watch video. So, other seeds were planted…and the wineskins were changed again.**
- Neither did the computer disappear or disappoint. We are still using computers today and they present another piece of the communications juggernaut that’s been created. Again, more seeds were planted…and the wineskins were changed yet again.**
- The Internet is here and growing as well. A significant ROI is being enjoyed with each passing day — and from educational perspectives no doubt. Again, the fields are starting to grow, and are growing quickly now. The seeds are no longer seeds and the wineskins we have today are not like the wineskins from 100+ years ago. **
So what am I saying here?
I’m saying that we are used to using/hearing/seeing audio, video, interactivity, multi-directional communications because of these technologies. They cultivated the ground for people using the technologies that we are:
- Comfortable with
- Using
- and innovating with today.
So when we employ highly-powerful, multimedia-based, educationally-beneficial items on the Net today — when we contribute podcasts, vodcasts, lectures, exercises, animations, etc. to the Net — we can thank these technologies for being the technological ancestors in the tech-family tree. They really didn’t disappoint after all. They were the seeds that were planted over time to create a wonderful harvest….a very powerful communications network…the most powerful one the world has ever known. Not bad for 100 years.
* Based upon article by Robert Reiser:
Reiser, R. (2001). A history of instructional design and technology: Part I: A history of instructional media. ETR&D. Vol. 49(1). pp. 53-64.
**As Jesus once responded when asked about why his disciples didn’t fast, he replied:
16“No one sews a patch of unshrunk cloth on an old garment, for the patch will pull away from the garment, making the tear worse. 17Neither do men pour new wine into old wineskins. If they do, the skins will burst, the wine will run out and the wineskins will be ruined. No, they pour new wine into new wineskins, and both are preserved.”
These technologies created the environment…the proper wineskins…to lay the foundation for the “new wine” to be poured into our worlds without this new wine “running out” and ruining the wineskins. Can you imagine if someone had been able to introduce these technologies within 10-20 years…would they have taken? Given human nature, I doubt it. The wineskins took time to change. The thing is, the pace of change is quickening and is increasingly more difficult to keep up with.
I wonder…will the current wineskins hold? Or are our wineskins now very used to this pace of change?
On 04/16/2010,
in digital textbooks, game-changing environment, mobile learning, mobile technologies, publishing, research,
by Daniel Christian
Mobile Learning Leaders to Transform Education Through Digital Publishing— from PRNewswire.com
PARIS, CAMBRIDGE, England and ABILENE, Texas, April 12, 2010 /PRNewswire-FirstCall/ — Abilene Christian University, Cambridge University Press and Alcatel-Lucent Bell Labs have embarked on a joint research project whose intent is to set out a new path towards the future of publishing – from creation through distribution – by putting tools that enhance education in the hands of individuals.
This resource is from:
Cooperation and Convergence— from Rethinking Higher Education by Barry Currier
On 04/14/2010,
in career development, community colleges, entrepreneurship, game-changing environment, innovation, workplace,
by Daniel Christian
SUNY seeks ‘cradle to career’ future — from University Business
The leader of the State University of New York on Tuesday released her long-awaited roadmap for the system’s future that aims to encourage entrepreneurs, revamp teacher education and make it easier for community college students to transfer to SUNY schools.
Chancellor Nancy Zimpher said the strategic plan, 10 months in the making, will enable SUNY to help drive New York’s economy and create jobs through innovation. She called for an “entrepreneur mindset” and “cradle to career” programs that would connect the 64 campuses to bring new ideas to market (emphasis DSC).
On 04/13/2010,
in game-changing environment,
by Daniel Christian
For-profit colleges boom — from InsideHigherEd.com
From DSC:
I wonder how many of these for-profit colleges are using a team-based approach to the creation and delivery of content/instruction…?
On 04/13/2010,
in Augmented Reality (AR), cloud-based computing / apps / other cloud-related, dangers of the status quo, education technology, educational games / serious games, emerging technologies, engagement / engaging students, future, game-changing environment, innovation, K-12 related, mobile learning, web-based collaboration,
by Daniel Christian
Executive Summary
- Key Trends
- Critical Challenges
- Technologies to Watch
- The Horizon Project
Time-to-Adoption: One Year or Less
- Cloud Computing
- Collaborative Environments
Time-to-Adoption: Two to Three Years
- Game-Based Learning
- Mobiles
Time-to-Adoption: Four to Five Years
- Augmented Reality
- Flexible Displays
On 04/08/2010,
in changing business models, disruption, future of higher education, game-changing environment, higher education, online learning,
by Daniel Christian
The Specialists — from InsideHigherEd.com
April 5, 2010
Is the “bundled” model of higher education outdated?
Some higher-ed futurists think so. Choosing the academic program at a single university, they say, is a relic of a time before online education made it possible for a student in Oregon to take courses at a university in Florida if she wants.
Since the online-education boom, the notion that students could cobble together a curriculum that includes courses designed and delivered by a variety of different institutions — including for-profit ones — has gained traction in some circles. “As it has with industries from music to news, the logic of digital technology will compel institutions to specialize and collaborate, find economies of scale and avoid duplications,” journalist Anya Kamenetz wrote last week in an op-ed. “Excellent [course] content,” noted the author and higher-ed innovator Peter Smith in an interview earlier this month, “is increasingly commodified and available (emphasis DSC).” Leaders in the liberal arts community recently nodded at the idea that even small colleges could soon teach from open courseware “modules.”
From DSC:
Even at the predominantly face-to-face college where I work, I know that several students have supplemented their educations and/or fulfilled their educational degree programs with online-based courses from other schools. And many students attend several colleges or universities in their pursuit of a degree. So this idea of piece-mealing a degree via the combination of virtual and physical means is not far-fetched at all.
Also, did you notice the word commodity? Anyone who has followed my announcements through the years (as seen here, here, here, and here) will see that I have warned institutions to take steps to guard themselves from becoming a commodity.
Signing off for now with the reminder…do not underestimate the disruptive impact of technology.
On 04/08/2010,
in business side of he, game-changing environment, higher education, policy, strategy,
by Daniel Christian
Unnatural acts — InsideHigherEd.com by Burck Smith
That said, these deals and actions worry me. Not because they are asking students to pay more – students always have the option to pay more – but because they do not give the students options to pay less.
Pay less? In these budget times? Any student who passed Econ 101 can tell you that, in a perfect market, price restrictions cause capacity constraints. State-mandated tuition levels and political resistance to tuition increases certainly qualify as price restrictions for public colleges. Therefore, the way to increase capacity is to allow higher prices for those willing to pay for it through a provider that’s not subject to state oversight. While these deals will undoubtedly allow greater enrollments and expand access to higher education, they do nothing to address the core failures of higher education economics. Indeed, higher education, abetted by an outdated accrediting and financial aid model, dramatically overprices many courses.
…
Economist Paul Romer wryly noted that “a crisis is a terrible thing to waste.” Indeed, the higher education financial crisis presents an opportunity to examine basic pricing and financing assumptions in higher education (emphasis DSC). Agreements like the ones made by Bristol and in California should be welcomed as a way to expand capacity in high-demand fields. However, such agreements can only be embraced if similar agreements are made or policies enacted that allow students to more easily receive credit for taking much more affordable courses at other institutions and in other formats. If public colleges plan to allow students to pay variable tuition for more expensive courses, they should also allow variable pricing for less expensive courses. With many education providers – for-profit, nonprofit, accredited and unaccredited – available to provide additional educational capacity, colleges and their legislative overseers need to look at partnerships that will help students reduce tuition in addition to those that increase it. Given that this is in the student’s interest, not the institution’s, this might be the most unnatural act of all (emphasis DSC).
From DSC:
- The alluded to agreements tell me (again) that this is a game-changing environment. We aren’t going back to the way things were 5-10 years ago.
- Also, I agree with Burck’s thinking here in that we need models that will cost the students less — not just models that more expensive to offer/provide. Again, that’s not to say that the models that cost more are bad. In fact, if you are a student meeting in a face-to-face class that is being taught by an experienced faculty member and that only has 15-25 students in it, you are — and will be — paying a higher price for that type of excellent learning environment. This is reasonable.
- But institutions of higher education need to work even harder to offer a greater variety of delivery methods and at a variety of prices. I propose that we offer more blended and online-methods — as well as face-to-face methods — but that have online-based access to faculty members, tutors, guides. We need to think about what options might be out there for pricing our offerings…along those lines, here’s a graphic I created last July:
