The IT conversation we should be having — from by Jim Stikeleather

Excerpt (emphasis DSC):

It is a conversation about the increasing importance of information technology and the role it must assume in every enterprise, regardless of size, industry or geography.

Our observations:

  • CEOs are demanding more visible value from their CIOs, in terms of generating revenue, gaining new customers, and increasing customer satisfaction.
  • Increasingly, the CIO and IT must be seen less as developing and deploying technology, and more as a source of innovation and transformation that delivers business value, leveraging technology instead of directly delivering it.
  • The CIO must be responsible and accountable if technology enables, facilitates or accelerates competition that the C-suite didn’t see coming, or allows the enterprise to miss opportunities because the C-suite did not understand the possibilities technology offered.
  • CIOs today must adapt or risk being marginalized.


From DSC:
This is critical in the higher ed space as well!

The majority of the higher education industry still isn’t getting it — we are operating in a brand new ball game where technology must be used strategically It’s not just about building and maintaining the infrastructure/plumbing anymore (though that is extremely important as well). It’s about the strategic, innovative use of IT that counts from here on out.



Infographic: Learning Analytics 101, how data could change everything — from and Open Colleges

Also see:

VIDEO | The Educational Landscape in 50 Years — from the by The Khan Academy


In this video, Salman Khan, founder of the Khan Academy, a not-for-profit online education provider, shares his thoughts on what the educational landscape will look like in 50 years. By 2060, Khan predicts three major shifts in education: a change to the classroom model, a change to the credential model and a change in the role of the instructor.



Three trends in higher education that defy the status quo — from by Debbie Morrison


Leading educators shared their insights and innovative programs – three dominant themes emerged, 1) competency based learning, 2) personalized student learning and 3) the changing role of the instructor. Each presenter shared extensive research in an area of his or her expertise and details of an innovative educational program; programs that provide a non-traditional education that defy the status quo. The summary of the trends follow, with a ‘takeaway’ for each designed to provide readers with practical ideas for application to their own area of study or work.

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From DSC:
Reflecting on Survival Factor [from Inside Higher Ed by Kaustuv Basu]:

Let researchers research, and teachers teach — but not both.  Teaching is an art as well as a science — and learning is messy.  It takes a long time and a great deal of effort to become an effective professor (and more “hats” are being required all the time).  On the flip side, there are skills required in research that may not be related to knowing how to be an effective professor.

The problem is — at least in many cases — that students are not served when researchers try to teach as well as do their research.  These researchers  were most likely recruited because of their ability to research — not due to their ability to teach.  I realize that there could be a subset that can do both teaching and researching.  But my experience at Northwestern was that the good researchers were not the effective teachers…and I’ll bet that’s still the case today.  Why?  Because there simply isn’t enough time and energy for most people to perform both roles well.

With the price of an education continuing to increase, is this a system we want to continue?  Are these researchers trying to improve their teaching?  Are they rewarded for their teaching efforts and growth?  If not, are the students being served here? In any other industry, would this type of situation continue to exist?

As we move towards a more team-based approach to creating and delivering education, we may want to seriously consider breaking up the roles of researcher and professor — and doing so for good. 

Action! The Digital Learning Farm — from the Langwitches blog by Silvia Rosenthal Tolisano


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The Control Shift: A Grassroots Education Revolution Takes Shape — from Mind/Shift by Tina Barseghian
Kids are taking charge of their own learning as educators grapple with their new roles.

From DSC:
Stephen’s presentation here reminds me of the need for teams — no one person can do it all anymore.

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Envisioning a World of Learning — from by Katherine Prince

The launch of KnowledgeWorks’ new website has provided us with an occasion to articulate more precisely what we mean when we say that we want to transform education in the US from a world of schooling to a world of learning.  Here’s an extract from it describing what we envision:

A world of learning
The vision emerging from our study of the future doesn’t much resemble the industrial-era world of schooling most of us know. Instead, we foresee a world of learning where:

  • Education centers on the needs of learners, not those of institutions. Teaching is tailored to an individual student’s needs and abilities.
  • Learners take charge of their education. Students and families seek out information and experiences from an array of sources rather than depending on schools to direct their learning.
  • Children gain 21st-century knowledge and skills – how to make decisions, solve problems and create solutions – through hands-on experiences that cross subject areas and are connected to the real world.
  • Success is judged through a wide array of measures that account for different learning styles and assess capabilities and progress, not simply acquisition of knowledge.
  • All learners have easy access to technology and other tools that open doors to information and knowledge.
  • Learners are supported in all parts of their lives, with physical, emotional and social health being nurtured alongside intellectual growth.
  • Teachers are more than content specialists. The teaching profession diversifies to include such roles as learning coaches, classroom coordinators, cognitive specialists, resource managers and community liaisons.
  • Learning isn’t limited to a physical place or time of day, but is mobile and constant, with wireless technologies allowing learning anywhere and anytime.
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