Classroom Of The Future

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Slides for a presentation given at a NERCOMP SIG on October 9, 2009.

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  • Side designs © Sarah Horton sarah.horton@dartmouth.edu
  • Abel, R., What’s next in learning technology in higher education? Alliance for Higher Education Competitiveness, Oct 18, 2005, page 8. http://www.a-hec.org/research/in-depth_articles/whats_next1005/whats_next1005_toc.html
  • Source: WikipediaKazimierz Nowak in a jungle in Africa. The photo probably taken by Kazimierz Nowak (1897-1937, the author is on the photo; taken probably by a self-timer) during his trip through Africa - a Polish traveller, correspondent and photographer. Probably the first man in the world who crossed Africa alone from the North to the South and from the South to the North (from 1931 to 1936; on foot, by bicycle and canoe).
  • http://www.mayoclinic.org/feature-articles/levine-classroom-future.htmlwarm fuzzy utopia, all engaged, everything humming and *working*, alles cool
  • http://www.shirky.com/weblog/2009/03/newspapers-and-thinking-the-unthinkable/
  • http://www.shirky.com/weblog/2009/03/newspapers-and-thinking-the-unthinkable/
  • http://chronicle.com/blogPost/PBSNPR-Add-to-Trove-of/8353/?sid=wc&utm_source=wc&utm_medium=en
  • http://chronicle.com/blogPost/PBSNPR-Add-to-Trove-of/8353/?sid=wc&utm_source=wc&utm_medium=en
  • Life outside university IT
  • Kazimierz Nowak in a jungle in Africa. The photo probably taken by Kazimierz Nowak (1897-1937, the author is on the photo; taken probably by a self-timer) during his trip through Africa - a Polish traveller, correspondent and photographer. Probably the first man in the world who crossed Africa alone from the North to the South and from the South to the North (from 1931 to 1936; on foot, by bicycle and canoe).
  • Sony XEL-1http://en.wikipedia.org/wiki/Organic_LED
  • image: airliner cockpitwiz of oz
  • Visibility: by looking, the user can tell the state of the device and the alternatives for actionGood conceptual model: the designer provides a good conceptual model for the user, with consistency in the presentation of operations and results and a coherent, consistent system image.Good mappings: possible to determine the relationships between actions and results, between the controls and their effects, and between the system state and what is visible.Feedback: the user receives full and continuous feedback about the results of actions.
  • Visibility: by looking, the user can tell the state of the device and the alternatives for actionGood conceptual model: the designer provides a good conceptual model for the user, with consistency in the presentation of operations and results and a coherent, consistent system image.Good mappings: possible to determine the relationships between actions and results, between the controls and their effects, and between the system state and what is visible.Feedback: the user receives full and continuous feedback about the results of actions.
  • Visibility: by looking, the user can tell the state of the device and the alternatives for actionGood conceptual model: the designer provides a good conceptual model for the user, with consistency in the presentation of operations and results and a coherent, consistent system image.Good mappings: possible to determine the relationships between actions and results, between the controls and their effects, and between the system state and what is visible.Feedback: the user receives full and continuous feedback about the results of actions.
  • Visibility: by looking, the user can tell the state of the device and the alternatives for actionGood conceptual model: the designer provides a good conceptual model for the user, with consistency in the presentation of operations and results and a coherent, consistent system image.Good mappings: possible to determine the relationships between actions and results, between the controls and their effects, and between the system state and what is visible.Feedback: the user receives full and continuous feedback about the results of actions.
  • Abel, R., What’s next in learning technology in higher education? Alliance for Higher Education Competitiveness, Oct 18, 2005, page 8. http://www.a-hec.org/research/in-depth_articles/whats_next1005/whats_next1005_toc.html
  • Classroom Of The Future

    1. 1. Malcolm Brown <br />Director, Educause Learning Initiative<br />mbrown@educause.edu<br />October 2009<br />
    2. 2. Original content © Malcolm Brown mbrown@educause.edu<br />Side designs © Sarah Horton sarah.horton@dartmouth.edu<br />
    3. 3. “The future of higher education lies outside the classroom.”<br />from Chronicle of Higher Education, 1999<br />“…the concept of the classroom as the center of learning interaction and engagement is not going away anytime soon.”<br />Alliance for Higher Education Competitiveness, October 2005<br />
    4. 4. Thesis<br />Our challenge lies much more in design and less in technology<br />
    5. 5. Thesis<br />Our challenge lies much more in design and less in technology<br />future<br />
    6. 6. Exploration<br />
    7. 7. &lt;Harry Potter illustration here&gt;<br />
    8. 8. Wait!!! What about all the predictions?<br />
    9. 9. Utopian<br />
    10. 10.
    11. 11.
    12. 12.
    13. 13.
    14. 14.
    15. 15. Digital facelifts<br />
    16. 16.
    17. 17. “Even the revolutionaries can’t predict what will happen.”<br />
    18. 18. Predictions<br />
    19. 19. Questions?Comments?<br />
    20. 20. Heading<br />Bearings<br />a sense of direction<br />where we are now<br />
    21. 21. Bearings: Students<br />Desktop down 71% to 44%<br />Laptops up from 65% to 88%<br />More than 90% use:<br />library web site<br />presentation software<br />social networking sites<br />text messaging<br />Within a year 63% will have a smart phone<br />
    22. 22. Bearings: pace<br />
    23. 23. What’s in a second?<br />1,157 videos<br />uploaded<br />7 computers<br />sold<br />2 new blogs<br />520K links<br />clicked<br />2.2M emails<br />sent<br />31K txt msgs<br />
    24. 24. Facebook 250,000,000<br />
    25. 25. 34,916,000,000<br />= 10% of all minutes spent online in January 2009<br />= minutes spent on social networking sites by U.S. users <br />= 66,430 years<br />
    26. 26. Bearings: the cloud<br />
    27. 27. Bearings: higher education paradigm under pressure<br />
    28. 28. Bearings: higher education paradigm under pressure<br />“Undergraduate education is on the verge of a radical reordering… The business model that sustained private US colleges cannot survive.”<br />“The typical 2030 faculty will likely be a collection of adjuncts alone in their apartments, using recycled syllabuses and administering multiple-choice tests from afar.”<br />
    29. 29.
    30. 30. “The whole setup would run like iTunes and sessions would be recorded for later review.”<br />“This could happen tomorrow, the pieces are all there ready to be put together.”<br />
    31. 31.
    32. 32. “PBS and NPR are now posting taped interviews and videos of lectures by academics, adding to the growing number of free lectures online.”<br />
    33. 33. Learning environments<br />
    34. 34. Classrooms<br />
    35. 35. Scroll ahead 70 years…<br />
    36. 36. Smart classrooms<br />
    37. 37. formal<br />Learning spaces<br />virtual<br />informal<br />
    38. 38. formal<br />Learning spaces<br />virtual<br />informal<br />
    39. 39. Drivers<br />Technology<br />Constructivism<br />Ubiquitous Internet<br />
    40. 40. New drivers<br />Mobile technology<br />Cloud technology<br />NetGens<br />read/write Web <br />(aka Web 2.0)<br />
    41. 41. formal<br />Learning spaces<br />virtual<br />informal<br />
    42. 42. formal<br />virtual<br />informal<br />Learning environments<br />
    43. 43. What is an environment?<br />
    44. 44. What is an environment?<br />Sense of place and purpose<br />Anywhere anytime any place<br />Mix of planned and unplanned<br />Range of participants, systems, forces<br />Dynamic flux of roles<br />
    45. 45.
    46. 46.
    47. 47. Personal goals<br />Campus culture<br />Personal learning styles<br />read/write culture<br />Personal context<br />Peer culture<br />Personal technology<br />Learning resources<br />Learning practices<br />Internet technology<br />Learning spaces<br />Campus technology<br />People<br />Campus orgs<br />Support<br />
    48. 48. The classroom is no longer a box<br />
    49. 49. Traditional classroom<br />Chalk boards<br />Overhead<br />
    50. 50. read/write<br />classroom<br />read/write<br />class<br />
    51. 51. The classroom today<br />Dynamic<br />Connected:<br />intra-connected<br />inter-connected<br />aka: read/write, import/export<br />Participatory<br />Unpredictable in part<br />
    52. 52. The classroom today<br />Dynamic<br />Connected:<br />intra-connected<br />inter-connected<br />aka: read/write, import/export<br />Participatory<br />Unpredictable in part<br />• Participatory<br />• Unpredictable<br />
    53. 53. Questions?Comments?<br />
    54. 54. Headings<br />
    55. 55. What’s ahead?<br />Trends <br />Human factors<br />Verbs, not nouns<br />Community infrastructure<br />Multipurpose rooms<br />Participation-enabling design<br />Tech outfitting<br />Challenges<br />Design<br />Perception<br />Cost<br />Support<br />Distraction<br />Assessment<br />
    56. 56. Human factors<br />source: Prof. Scott Pobiner, Parsons New School for Design<br />
    57. 57. Verbs, not nouns<br />Projector<br />Chairs<br />Wires<br />Podiums<br />Lights<br />Computers<br />etc.<br />Connect<br />Build<br />Discuss<br />Annotate<br />Analyze<br />Design<br />
    58. 58. Multipurpose rooms<br />Lecture<br />Critique<br />Studio<br />Meeting<br />Seminar<br />Workshop<br />
    59. 59. Technology trends<br />Presentation capture<br />Video conferencing<br />Display technology<br />
    60. 60. http://en.wikipedia.org/wiki/Organic_LED<br />
    61. 61. Challenges<br />#1 Good design<br />
    62. 62.
    63. 63. Whenever the number of possible actions exceeds the number of controls, there is apt to be difficulty.<br />–Don Norman<br />
    64. 64.
    65. 65.
    66. 66. Norman’s criteria 1<br />Visibility<br />“by looking, the user can tell the state of the device and the alternatives for action”<br />
    67. 67.
    68. 68. Norman’s criteria 2<br />Good conceptual model<br />“consistency in the presentation of operations and results and a coherent, consistent system image”<br />
    69. 69.
    70. 70. Norman’s criteria 3<br />Good mappings<br />“possible to determine the relationships between actions and results”<br />
    71. 71.
    72. 72. Norman’s criteria 4<br />Feedback<br />“full and continuous feedback about the results of actions”<br />
    73. 73.
    74. 74.
    75. 75. #2 Perceptions<br />“No kindergarten <br />classrooms!”<br />Stanford professor<br />
    76. 76. Support challenges<br />Gear<br />Operational<br />Real time support<br />Effective pedagogy<br />Community design, planning etc.<br />Community of practice<br />
    77. 77. #4 Cost challenge<br />
    78. 78. #5 Distraction challenge<br />
    79. 79. Distraction challenge<br />
    80. 80. #6 Assessment: is it working?<br />
    81. 81. “The future of higher education lies outside the classroom.”<br />from Chronicle of Higher Education, 1999<br />“…the concept of the classroom as the center of learning interaction and engagement is not going away anytime soon.”<br />Alliance for Higher Education Competitiveness, October 2005<br />
    82. 82. Thank you!<br />mbrown@educause.edu<br />

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