What is “disruptive change”?
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The Ed Tech Journey and a Future Driven by Disruptive Change -- Campus Technology - 0 views
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On April 28, 2003, Apple launched the iTunes Music Store, and on April 3, 2008, less than five years later, it became the largest music retailer in the US, with 50 million customers and 4 billion songs sold. Then about two years down the road, this past February, Apple more than doubled that sales figure to 10 billion songs. This is what I consider to be disruptive change.
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As educators, we must ask: Could there be a parallel in our own industry, or the potential for other disruptive changes ahead? What might higher education look like in a future filled with disruptive change?
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a quick historical review of the digital revolution shows us: huge increases in data speeds and transfer rates, exponential growth in computer power, massive increase of storage capacity—again, all while the technology is getting cheaper and smaller.
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Then if you jump 30 years into the future, to the 1990s, you find that analog technology was replaced by digital technology: projection systems that were considered very, very sophisticated at that time.
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ask yourself: What did not change? The instructors still lectured, delivering in a broadcast/absorb model the very same way they did in the 1960s. In terms of learning, this was just a little bit of a shift. While the digital revolution disrupted so much of our society and our lives, it impacted education only in small, incremental ways. And generally, that is still true today in 2010.
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I often make the argument that over the past 50 years, we’ve been primarily focused on automating education
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At the core of the open content movement in higher education are illustrious efforts that have been going on now for almost a decade, to make high-quality university-level course materials free and openly available to the world, via the web.
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Connexions has focused on building an environment that allows experts to collaborate on developing textbook content.
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But what we’re starting to see now—and it is still relatively early in the unfolding story of open content—is a commercial ecosystem beginning to grow up around existing open content.
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We’re on the verge of seeing the cost of education content fall dramatically. The $150, $200 textbook model, I believe, is simply unsustainable, and we are going to see that model fall apart in the not-too-distant future.
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For example, I might put out a particular piece of educational material. Someone may take that material, modify or tweak it, and bring his own innovation to it. Over a relatively short period of time, we end up with high-quality, innovative, best-of-breed materials.
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We’re entering an age when it’s becoming more and more ridiculous that our faculty are, every year, re-creating Econ 101 over and over again at our institutions.
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largest population of users of MIT/OCW materials are not educators, and they’re not students. They are self-directed learners. They’re people who are coming to MIT because they have a passion to learn something.
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Let’s move on and look at learning technology trends, especially the emergence of the personal learning environment [PLE] and the open learning network [OLN], e-portfolios, and the semantic web.
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I have yet to find a standard definition of the PLE, but some of its characteristics include that it tends to be a highly customized environment, built by the learner himself.
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Learners use web 2.0 tools to aggregate content and connections—so you can gather information from many sources, while at the same time making connections with other people around that content.
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we see that while the LMS has been out there and in development for 10-20 years or so, it has really been built just to support status quo teaching—lecturing and very traditional forms of education—while personal learning environments like mine tend to be much more open and participatory, as well as learner-centric.
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The idea here is to leverage some of the open standards that are emerging—the IMS Common Cartridge and Learning Tools Interoperability standards, plus standards outside of education like the open social API standards from Google—and to use these standards to allow us to mash up the LMS and personal learning environment.
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Reflection is a critical component of any really good e-portfolio implementation; it’s a great way for students to engage in learning.
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A missing piece, I would argue, especially on the reflective side of e-porfolios, is a credentialing model. A new credentialing model will open the doors for better uses of e-portfolios, and possibly unlock the floodgates of disruption in fundamental education practices.
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Amazon.com: The Personalized High School: Making Learning Count for Adolescents (978078... - 0 views
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News: The Thinking LMS - Inside Higher Ed - 0 views
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Where Facebook has shown unique value is as a data-gathering tool. Never has a website been able to learn so much about its users. And that is where higher education should be taking notes, said Angie McQuaig, director of data innovation at the University of Phoenix, at the 2010 Educause conference on Friday.
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If Facebook can use analytics to revolutionize advertising in the Web era, McQuaig suggested, colleges can use the same principles to revolutionize online learning.
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The most successful commercial websites are already moving in this direction, and higher education — which itself is growing increasingly Web-based — needs to catch up, McQuaig said. “What we really need to do now is deeply understand our learners,” she said.
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This is where the University of Phoenix is headed with its online learning platform. In an effort ambitiously dubbed the "Learning Genome Project,” the for-profit powerhouse says it is building a new learning interface that gets to know each of its 400,000 students personally and adapts to accommodate the idiosyncrasies of their “learning DNA.”
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“[Each student] comes to us with a set of learning modality preferences,” McQuaig said. The online learning platform Phoenix wants to build, she said, “reject[s] the one-size-fits-all model of presenting content online.” In the age of online education and the personal Web, the standardized curriculum is marked for extinction, McQuaig said; data analytics are going to kill it.
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Phoenix is certainly not the only institution focusing on how data logged by learning management systems can be used to improve learning.
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envoys from the South Orange Community College District had unveiled a project called Sherpa, which uses information about students to recommend courses and services. McQuaig said Phoenix has been in conversations with a number of universities that are working toward similar learner-centered online platforms.
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Education Leaders Identify Top 10 Components of Personalized Learning - 0 views
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Welcome to the Procial Network | Teambox Blog - 0 views
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Welcome to the Procial Network karlgoldfield December 3, 2010 I would like to take credit for coining the phrase Procial Network. I would like to but I cannot. Once I thought of it a quick google search took me to http://sweattnbullets.com/, but AJ Sweatt gives credit to the phrase to Holly J at http://yslibrarian.blogspot.com. It will have to suffice to be the third person to have an original thought, hey I can live with that.
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TeacherWeb® - About Us - 0 views
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"TeacherWeb® is the leading provider of template websites for teachers' use in the classroom and administrators' use in schools and districts. TeacherWeb® sites are completely customizable and easy-to-use! Educators can quickly create and continuously update personalized TeacherWeb® sites with the click of a mouse. Founded in 1996, TeacherWeb® was developed to meet the growing need of educators to create websites without having to know HTML. The patented program is currently used by over 100,000 educators all over the world. Popularity has also spread internationally, as TeacherWeb® is used by customers in over 90 countries world-wide. "
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The Innovative Educator: The PLN Matures. The Progression of the 21st Century Personal ... - 1 views
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Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 0 views
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In this post I wish to share with you some of the top sites I have found to be useful on the internet that promote true PBL.
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Edutopia PBL - Edutopia is a site containing outstanding educational content for teachers. It contains an area devoted to Project Based Learning.
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PBL-Online Is a one stop solution for Project Based Learning! You'll find all the resources you need to design and manage high quality projects for middle and high school students.
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BIE Institite For PBL - The main Buck Institute of On-line Resource Site is a must visit for anyone serious about PBL. There is some good information on the professional development .
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PBL: Exemplary Projects - A wonderful site for those wanting practical ideas to infuse PBL into the curriculum. This is the creation of a group of experienced teachers, educators, and researchers whom you may contact as resources.
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4Teachers.org PBL - This site has a contains some useful information on supplying sound reasoning for PBL in school. Especially interesting are articles on Building Motivation and Using Multiple Intellegences. One very useful resource in this site is the PBL Project Check List Section.
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Houghton Mifflin Project Based Learning Space - This site from publisher Houghton Mifflin Contains contains some good resources for investigating PBL and was developed by the Wisconson Center For Education Research. Included is a page on Background Knowledge an Theory.
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Intel® Teach Elements: Project-Based Approaches - If you are looking for free, just-in-time professional development that you can experience now, anytime, or anywhere, this may be your answer. Intel promises that this new series will provide high interest, visually compelling short courses that facilitate deep exploration of 21st century learning concepts using and PBL.
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New Tech Network - I have personally visited the New Tech Schools in both Napa and Sacramento California. I was impresssed with more then the technology.
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High Tech High School - These high schools also operate using a project based learning model centered around 21st century skills.
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GlobalSchoolhouse.net - Great site to begin PBL using the web while cooperating with other schools. Harness the ability to use the web as a tool for interaction, collaboration, distance education, cultural understanding and cooperative research -- with peers around the globe.
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From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views
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While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.
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This new media environment can be enormously disruptive to our current teaching methods and philosophies.
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Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
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Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room.
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The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
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Even something as simple as the hyperlink taught us that information can be in more than one place at one time
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Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
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Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
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Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class.
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We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether.
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All of this vexes traditional criteria for assessment and grades. This is the next frontier as we try to transform our learning environments.
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Content is no longer king, but many of our tools have been habitually used to measure content recall.
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Can Video Games Be Good For You?| The Committed Sardine - 0 views
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Can a videogame teach you to be a better person? Given that many centre around shooting people in the face, that might seem ridiculous. But games have been used for centuries to teach skills: it is theorised that chess was developed as a training tool for Persian army officers.
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Newsletter: Games-Based Learning #1 - Articles - Educational Technology - ICT... - 0 views
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The latest issue of Computers in Classrooms is now available, with the following games-related articles:
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It’s not about the game! Dawn Hallybone discusses activities surrounding games to maximise the benefits of games-based learning. Red Mist, the prison-based video game. Jude Ower tells us about a game which is won or lost by the state of your emotions! Creating a game – a positive impact on learning? David Luke reports on research he and colleagues undertook to determine, amongst other things, whether games-based learning disadvantages girls. Games-based learning: a personal view. Mother and computing graduate Amanda Wilson gives her opinion of games-based learning. Battling the barriers of games-based learning. John McLear explains how he set about developing a search engine for educational games.