The major media outlets are writing a great deal of misleading articles about online learning. The foolhardy would be unwise to follow the advice of NY Times writer Mark Edmunson. His article, “The Trouble With Online Education”is flawed on so many levels I can’t even compel myself to rebut it. I’ll let my friend and colleague Michael Horn do that, which he did here. I have also seen some highly toxic, overly hostile-toned op-eds from teachers union-funded efforts that portray themselves as “public policy institutes.” Countless times, they misinterpret the words of people like Bill Gates, claiming he would replace all teachers with avatars and first person shooters. They have also tried to bastardize the intentions of Sal Khan, inventor of the Khan Academy. Khan has never tried to make himself a martyr or some symbol of a flipped classroom. All he did was show what the power of digital technology can do to help students learn, if we let it. All of this behavior is not surprising, because institutions fear change, and they will do whatever it takes to protect the status quo.
To make a small analogy, we’re seeing the folly of trying to televise the London Olympics as if we’re still in an analog world. NBC has been besieged with criticism for holding back key programming to air on a tape delayed basis in prime time. The problem is, the blogosphere has already announced the winners to the entire world, so who wants to watch Ryan Lochte win the gold medal when the outcome is already known? For some amusing commentary on this, feel free to read this article about it. What I am trying to illustrate is that you can’t keep following the same model when the world has changed. Public education is no exception.
Full Text: ReinventED Solutions – My Blog – Public Education Must Embrace Online Learning To Remain Relevant.
“Who will lead the way for innovation in education?” This is one of the big questions concerning higher education as the 21st century moves into its second decade. In a general sense, it would seem that brick-and-mortar institutions would be at the forefront of such innovation given their resources, easy face-to-face collaboration and infrastructure. The question remains though, are such institutional structures really supportive of innovation or is there a better alternative?
In contrast to traditional higher education, online learning is well-positioned to address shifting paradigms in regards to what education, learning, and knowledge look like in the 21st century. Because it is delivered via the Internet, it is also naturally aligned to the use of innovative technology such as social media, blogs, Wikis and other collaborative tools. Where the real benefit lies however, is in how well-equipped e-learning is to adapt to the rapid pace of technological change in the world.
Full Text: Can E-Learning Lead Higher Ed into the Future? » Online Universities.
In 2020, students may be able to travel to faraway continents, and attend a school halfway around the world.
Experts predict technology will facilitate distance learning outside of traditional classrooms, according to a survey published by the Pew Internet & American Life Project. In the study, 1,021 education experts and stakeholders including technology researchers, university directors, venture capitalists and Ivy League university professors, relayed their predictions about the future of higher education.
About 60% of respondents believe higher education will look completely different from the way it is today. While, 39% of participants think the traditional college structure will not change drastically aside from a deeper integration of in-classroom technology.
Full Text: What Higher Education Will Look Like in 2020 [STUDY].
Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information. We enjoy unprecedented instant access to expertise, from informal cooking lessons on YouTube to online university courses. Every day people around the globe are absorbed in exciting new forms of learning, and yet traditional schools and university systems are still struggling to leverage the many opportunities for innovation in this area.
Recently frog has been researching how learning models are evolving–and how they can be improved–via the influence of mobile technologies. We’ve found that the education industry needs new models and fresh frameworks to avoid losing touch with the radically evolving needs of its many current and potential new constituencies. These range from a generation of toddlers just as comfortable with touchscreens as they are with books, to college-aged men and women questioning the value of physical campuses, to middle-aged and elderly professionals hoping to earn new skills in their spare time to secure a new job in turbulent economic times.
We have been focusing on the concept of mLearning–where “m” usually stands for “mobile” but also just as easily for “me.” The near-ubiquity of handheld devices and their constantly lowering costs will enable the idea of “education that you can hold in your hand,” so it becomes a widespread reality in so-called developed markets and resource-challenged parts of the globe alike. Thanks to findings from a frogMob–an open research tool that allows people to upload and contribute their own observations from around the globe–along with additional research and other insights contributed by our partners at the World Economic Forum, we have arrived at 10 key themes that are likely to drive the development of mLearning initiatives in innovative directions.
Full Text: mLearning: Revolutionizing Education | Blog | design mind.
One of the major changes in the education world is the rise of the Western Pacific in international studies of student achievement. The education systems that seem to perform well – Shanghai, Hong Kong, Korea, Singapore, and New Zealand all have shown a willingness to overcome difficulties to improve outcomes. Most of these countries have made significant economic gains as well. Is it the turn of New Zealand to transform the experience of their students for the better?
On the surface, that won’t be easy, especially in Technology. The terrain in New Zealand is beautiful, but it is hardly designed for rapid deployment of technology, particularly internet technology. Yet it looks like that is exactly what New Zealand is going to do- bring the whole country‘s education system into an Ultra Fast Broadband Network for Learning (or, in our acronym-ridden world, UFB N4L). It certainly makes sense – New Zealand is a low population country and such a system would offer a fantastic way to bring teachers, students and families together in learning.
Full Text: New Zealand- on the way to being a world leader? « Edutech Associates.
Universities are traditionally seen as exclusive institutions for the few, not the many. But that is changing as a new wave of online courses throws open the doors of academia to all.
Led by world renowned American institutions like MIT and Harvard, this push to democratise learning is being taken up in Australia too.
Full Text: Digital dawn: open online learning is just beginning.
“If our children are to excel in a fast-changing, global society, we must harness the technology resources they need to function in a digital age. We must remember our commitment to their future as we set priorities and establish policies on their behalf.” -NEA President Dennis Van Roekel
The world around us is changing on a day to day basis. The leisure language of today’s youth is digital. How we work, play, learn and interact is now guided by technology and the internet. Our students not only demand technology, but their interest level and consequent skills mean that they can and want to use it. Our nation’s classrooms, however, are woefully behind in the digital age and while our students utilize technology outside the classroom to inform their social interactions and to create their own informal learning experiences, their classroom experiences more often than not have more to do with the 20th century than their own.
Full Text: South Tahoe High School Brings Learning into the 21st Century « only crazy people live in California.
“That’s it, class – you’ll find the notes and the PowerPoint on the S-Drive and a version on Moodle, there is also some relevant info on my edublog.”
It was a Social Studies 10 class and the topic was “Exploring Twentieth Century Canada.” The teacher’s personal “edublog” included additional references, access to YouTube videos and archived material on lessons for that class to date.
It was at that point that I realized how much the delivery of learning has changed, and how fast. Student access to a teacher-guided world of information has revolutionized how, when and where kids are learning now.
Not in the future – now.
Full Text: Online lessons changing the face of learning.
How will the world look in the future. Like this I hope, with more connected devices and integrated technology. I’d certainly welcome a world like this.
Thanks to Jenny Prebble at Pukehou School for pointing these out to me 🙂
The iPad may only be two years old, but it’s already begun to change many things. Reading is one of them. Work is another. It is selling like crazy, but it will be some time before most of the people you know own a tablet.
The market for this type of device may only be in its infancy, but it’s already becoming clear how it will revolutionize certain aspects our lives. Education is a huge one, as recent developments have demonstrated.
In January, Apple made good on its late CEO’s vision to enter the digital textbook market with the launch of iBooks 2 and the iBooks Author production tool for e-books. That early effort was met with mixed reactions. While some were excited to see Apple move into a space that’s ripe for disruption, others pointed out the inherent limitations in Apple’s model, which for starters, will be cost-prohibitive for many school districts.
Full article How the iPad Is Changing Education.