Group items tagged

"Which of these (and other) influences will prove to be merely incremental, 'sustaining innovations' and which will be 'step changes'? Which will turn out to be 'game changing,' disruptive innovations and which merely local perturbations in the ecosystem? The impact of each will become apparent as the landscape begins to be formed as progressive layers of innovation interact with each other (together with the occasional volcanic eruption).

The most disruptive change is the shift from the ability to continue to control from the top-down.

Archive of a 2012 MOOC created by George Siemens in D2L about changes being faced in higher education. Use the "Content Browser" (lower left) to scan each week's topics.

No only is the rate of technological change increasing, so is the rate of sober second thought. :) A key sentence in this article is "The possibilities are myriad, but the success of MOOCs will depend on the degree to which faculty members are involved in the entire process, from development to testing and credentialing." This also applies to our own committee work in disruptive technologies, so that we don't fall into the typical trap of being support staff telling faculty members what to do, one of the reasons we are so unable to effect significant change in instructional practice at UNB (F at least).

My notes will be posted in the wiki in about a day.

(click to enlarge)

How will disruptive technology change education?

A balanced search for a sustainable MOOC business model: "The reality is that online solutions are still underused by higher education, but we are left to wait for genuine innovation that is capable to provide alternatives in line with academic rigour, quality assurance and student needs in higher education. Students cannot be engaged by simple conversions of boring lectures into online videos that are even more boring, affected by clunky and poorly designed technological solutions and rigid platforms for discussions and 'forums'."