Session 2 -- technology driven educational disruption


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Session 2 -- technology driven educational disruption

  1. 1.  People expect to be able to work, learn, and study The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.whenever and wherever they want to. The world of work is increasingly collaborative, driving changes in the way student projects are structured. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. Education paradigms are shifting to include online learning, hybrid learning and collaborative models. There is a new emphasis in the classroom on more challenge-based and active learning.
  2. 2.  Economic pressures and new models of education are bringing unprecedented competition to the traditional models of higher education. Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching. Digital media literacy continues its rise in importance as a key skill in every discipline and profession. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies. New modes of scholarship are presenting significant challenges for libraries and university collections, how scholarship is documented, and the business models to support these activities
  3. 3. Near-term Horizon Mobile apps Tablet computingMid-term Horizon Game-based learning
  4. 4.  Berkley Mobile International Collaborative The Cleveland Historical App iPrinceton Stanford University’s iPhone and iPad Apps Course The University of Michigan’s Mobile Apps Center University of Virginia iPhone and Android Apps
  5. 5.  While many were disappointed with the lack of new features that came standard on Apples new iPhone 4S, there was one that many are hailing as a breakthrough in technology. That feature was Siri, the phones built-in personal assistant. While Siri might be employed more often to help users find a latte than do anything life-changing, the technology itself is pretty amazing. Siri can listen, interpret, and respond to user voices, making it a huge leap forward in voice recognition technology.
  6. 6.  Who needs an encyclopedia or a dictionary when you can simply ask a mobile device to provide you with an instant answer? Siri could make it a snap for students to get answers to simple reference questions, without ever having to lift a finger to type or look in a book. Of course, while it might save time, many wonder what effect such immediate access to information could have on our brains.
  7. 7.  With information only a few simple utterances away, tools like Siri may make it less necessary to memorize dates and other facts and figures in the classroom. Schools may move toward applying knowledge rather than memorization, though some worry that this makes students far too reliant on technology.
  8. 8.  For students who find it difficult to type, struggle with written language, have visual impairments, or just need a little more help, the voice recognition technology employed by Siri could be a godsend. It could allow these students (or adults) to more easily learn, find information, and interact with others. While there are currently other technologies that help students like these, Siri could make almost any task faster and easier.
  9. 9.  Even as basic as Siri is at present, she is still able to answer the majority of factual questions related to math, history, science, and other major school subjects. With knowledge like this only a question away, the way classrooms, teachers, students, and tutors interact and function may be due for a change. Students may get more of their basic information from technologies like Siri, with teachers shifting focus to helping students apply and understand that knowledge.
  10. 10.  Siri is not technically artificial intelligence. She is, however, one of the first commercially available technologies that interacts and learns from those interactions, giving her the appearance of having a certain kind of intelligence. As technology evolves, these kinds of interactive and responsive tools may play a large role in education, serving as our tutors, homework helpers, and even teachers inside and outside of the classroom.
  11. 11.  What better way to learn new vocabulary and test your knowledge of a language than with a mobile, voice responsive system like Siri? Language learners could use the technology to easily look up foreign words, find out if theyre phrasing things right, and practice their language skills. Eventually, Siri may even be able to translate on demand, making it easy to communicate with those in any language.
  12. 12.  Studies have shown that easy access to loads of information through search engines and the web has actually changed how our brains work. Making access to information even easier (users wouldnt even have to lift a finger) could further exacerbate these changes, facilitating a real shift in how education is structured and applied in the classroom to meet the needs of these digitally altered brains.
  13. 13.  Big Data (need for data scientists and information engineers) Cloud Computing Voice Technologies Superior Machine Intelligence Quantum Computing
  14. 14.  Continuously becoming affordable Transforming Prototyping May emerge as a method of customised manufacturing (on- demand) Very significant for artificial body parts
  15. 15.  De-forestation to find space for factories Industrially caused environmental Pollution Resource Depletion (Limits to Growth) Waste disposal (radio-active waste, e-waste, heat) De-humanisation, privacy concerns, information warfare
  16. 16.  Tablets and Mobiles Educational Apps Gamification of Education Gesture based computing Internet of Things Learner Analytics
  17. 17.  A Massive Open Online Course (MOOC) is an online course aiming at large-scale participation and open access via the web. MOOCs are a recent development in distance education using open educational resources. They are similar to college courses, but typically do not offer academic credit. Other forms of assessment or certification may be available including those based on Learning analytics for online environments. MOOCs originated within the open educational resources (OER) movement and connectivist roots.
  18. 18. The term MOOC was coined in2008 during a course called"Connectivism and ConnectiveKnowledge" that waspresented to 25 tuition-payingstudents in ExtendedEducation at the University ofManitoba in addition to 2,300other students from thegeneral public who took theonline class free of charge.
  19. 19.  All course content was available through RSS feeds, and learners could participate with their choice of tools: threaded discussions in Moodle, blog posts, Second Life, and synchronous online meetings. The course was designed by Dave Cormier of the University of Prince Edward Island, and Senior Research Fellow Bryan Alexander of the National Institute for Technology in Liberal Education in response to an open online course designed and led by George Siemens of Athabasca University and Stephen Downes of the National Research Council (Canada).
  20. 20.  Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York, adopted this course structure and hosted their own MOOCs through several universities. Early MOOCs departed from formats that relied on posted resources, learning management systems, and structures that mix the learning management system with more open web resources. MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded open offerings to existing subscribers (e.g., podcast listeners) into free and open online courses.
  21. 21.  In the Fall of 2011 Stanford University launched 3 courses, each of which had an enrollment of about 100,000.
  22. 22.  Coursera Udacity edX Academic Room Canvas Network CourseSites Academic Partnerships (a company that helps public universities move their courses online)
  23. 23. Because of the massive scale of learners, and the likelihoodof a high student-teacher ratio, MOOCs requireinstructional design that facilitates large-scale feedbackand interaction. There are two basic approaches:  Crowd-sourced interaction and feedback by leveraging the MOOC network, e.g. for peer-review, group collaboration  Automated feedback through objective, online assessments, e.g. quizzes and exams  Connectivist MOOCs rely on the former approach; broadcast MOOCs such as those offered by Coursera or Udacity rely more on the latter.
  24. 24.  It feels chaotic as participants create their own content It demands digital literacy It demands time and effort from the participants It is organic, which means the course will take on its own trajectory (you have got to let go). As a participant you need to be able to self- regulate your learning and possibly give yourself a learning goal to achieve.
  25. 25.  MOOCs are Large scale. Traditional classes have a small ratio of students to teacher, but MOOCs are designed to have a "massive" number of students. Other features are typically open licensing of content, open structure and learning goals, community-centeredness, etc. but may not be present in all MOOCs
  26. 26.  As MOOCs have evolved, there appear to be two distinct types: those that emphasize the Connectivist philosophy, and those that resemble more traditional and well-financed courses, such as those offered by Coursera and edX. To distinguish between the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC". The short lecture format used by many MOOCs developed from "Khan Academy’s free archive of snappy instructional videos."
  27. 27.  Aggregation: MOOCs provide a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis; in contrast to traditional courses, where the content is prepared ahead of time. The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere. Re-purposing of aggregated and remixed materials to suit the goals of each participant. Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.
  28. 28.  You can organize a MOOC in any setting that has connectivity (which can include the Web, but also local connections via Wi-Fi e.g.) You can organize it in any language you like (taking into account the main language of your target audience) You can use any online tools that are relevant to your target region or that are already being used by the participants You can move beyond time zones and physical boundaries It can be organized as quickly as you can inform the participants (which makes it a powerful format for priority learning in e.g. aid relief) Contextualized content can be shared by all
  29. 29.  Learning happens in a more informal setting Learning can also happen incidentally thanks to the unknown knowledge that pops up as the course participants start to exchange notes on the course’s study You can connect across disciplines and corporate/institutional walls You don’t need a degree to follow the course, only the willingness to learn (at high speed) You add to your own personal learning environment and/or network by participating in a MOOC You will improve your lifelong learning skills, for participating in a MOOC forces you to think about your own learning and knowledge absorption
  30. 30. 6 ReasonsTablets are ready for the Classroom
  31. 31. 1 Tablets are cable of offering enhanced e-books featuring images, video and audio. These elements are impossible to include in print or in a standard ebook.
  32. 32. 2 Though tablets are a recent phenomenon, many students in high school and college have been using smartphones for years, and are already well-acquainted with touchscreen technology.
  33. 33. 3 The appeal of tablets to a college student is obvious: They’re thin, lightweight, and spring to life without delay, making them much easier to take to (and use in) class than a laptop or Netbook.
  34. 34. 4 In addition to the thousands of exciting educational apps available, tablets are fully compatible with online teaching and learning platforms, such as Blackboard In fact, tablets’ current shortcoming — limited multitasking — could be their greatest asset in education, as it forces students to focus on one task at a time
  35. 35. 5 Cloud-based solutions have become ever more popular with colleges and universities, which are looking to deliver synchronized experiences that are device agnostic. Tablets align well with this trend, given their portability and options for constant connectivity. With tablets and cloud-based systems, students can work anywhere on campus and make sure that their work is saved in a central location and accessible from all of their devices. They also don’t have to pay for computing power that they no longer need.
  36. 36. 6 One of the primary reasons that tablets have been slow to penetrate the education market was their limited availability. As these issues are resolved over the coming year, expect to see more and more tablets popping up on campuses. Lower price points will make tablets even more appealing to schools, colleges and universities.
  37. 37.  The idea of "learning ecosystems" has been emerging over the past year in international conferences and forums and could be a useful way of thinking about e- learning and education. In biological terms, an ecosystem is the complex of a community and its environment functioning as an ecological unit. New learners, using new technologies, are creating new learning ecosystems on campus. The mobile and connected learner interacting with a blended learning environment is changing concepts of time, place, and space for education-in short, the entire ecology of learning
  38. 38.  An ecosystem is characterized by a dynamic web of relationships and interactions, and much of what we understand about any ecosystem comes from observation of the effects changes in the ecosystem have on relationships and interactions and on the roles organisms play in the ecosystem. Some of these changes are disturbances or perturbations; others are the consequence of the natural evolution of any given ecosystem over time.
  39. 39.  The Mobile Internet Tablets, Smartphones and feature phones New Age Curriculum Benchmarking against International Standards Constitutional Guarantee of right to education for all in the age group of 8 to 14 years Are transforming the Learning and Education sector and having a huge impact on the reach, scale and quality of Indias classrooms?
  40. 40.  Proposing new Educational App ideas (Teachers and Learners) Communicate these ideas to developers Together convince investors to fund development Development and UI testing Placing the App in the Educational App Marketplace Promoting usage of the Apps
  41. 41.  Encourage teachers and learners to propose new App ideas during the regular teaching hours. Like in cricket one screams ‘How’s That’ or we recall the ‘ Eureka’ cry of Archimedes, the Classrooms could be full of cries of ‘ There could be an App for that’. The teacher or learner whoever makes that appeal would then quickly put the idea in a template and would go into an apps ideas pool. Good ideas would be suitably rewarded.
  42. 42.  A text narrative providing high-level app context, A scope outline listing product features, Detailed screen design, A file inventory, and Putting it all together in a readable and understandable workflow document.
  43. 43.  India based Apps development projects have the backing of a large domestic market Government has a large requirement for its Aakash promotion and deployment Parents see the potential of learning through technology and would pay for learning Apps for their children Apps development would require smaller investments than large software projects
  44. 44.  We have a large pool of independent developers and designers to implement any educational Apps development projects Also there is a good opportunity in doing this for regional language and state related contexts. UI design would be a very critical component for the success of the endeavour. These specialists would form a very important element of the ecosystem.
  45. 45.  We already have the following market places: Apple Apps store The Android market The Amazon’s android market Maybe some other niche markets There is a potential for a dedicated education marketplace, supported by key players in education with search and analytics tools relevant for learning
  46. 46.  Just like school teachers and university professors have been supporting the book publishing industry by both authoring books for the good publishers, and recommending to their students books of other authors by reputed publishers, they could do the same for educational Apps . Academics and subject matter experts could then become either creators of their Apps or curator of Apps created by others.
  47. 47.  We have to seriously explore to find out what would be the killer educational App? Although we have hundreds of thousands of so-called educational Apps, none of them is seen as a clear category leader. Meanwhile here are some examples of classes of educational Apps.
  48. 48.  Grade Book – iPad: Gradekeeper, Android: Grade Book for Professors Annotation – mark up student-submitted PDF files with highlights, text and drawings – iPad: GoodReader or iAnnotate PDF ($$), Android: RepliGo Reader Attendance – some apps even make a seating chart with photos – iPad: Attendance, or Smart Seat, Android: Attendance Course Management System – if your campus has turned on this functionality you can access course content and more - Blackboard Mobile | Learn (both platforms) Polling – use tablets and smartphones like clickers in the classroom – iPad: eClicker ($$), Android: Student Clicker
  49. 49.  e-Reader – on either platform use CourseSmart for textbooks or Kindle for books of all kinds – the apps are free, not the books … Social bookmarking – save links to course-related websites and share them with students - iPad: Diigo Offline Reader, Android: Power Note Recording – use your tablet to capture photos, video, & sound (apps are on the device) Productivity – use Documents to Go ($$) on either platform to create, view, edit, and sync Word, Excel, or PowerPoint documents Content creation – I’ll use music composition as an example – iPad: Symphony Pro ($$), Android: Maestro
  50. 50.  Viewer – a number of apps will display PowerPoint files – also check out the Prezi Viewer for iPad (I suspect they’ll soon have one for Android) Air mouse / remote – use your tablet to control the mouse on a podium computer – iPad: Mobile Mouse, Android: Unified Remote Timer – let yourself or students know when their allotted time is up – iPad: LabTimer, Android: StopWatch & Timer Show media – you will have viewers for photos, video, & sound – also apps for sites that share videos -YouTube (both platforms) and images – iPad: FlickStackr, Android: FlickFolio Chalkboard/whiteboard – paint, draw, graph
  51. 51.  Calendar – track your course calendar or (apps are on the device) Notes – simple, quick text entry and note management – you probably already have an app like this, but on the iPad I like the way PlainText integrates with DropBox To do list – there are MANY apps in this category – my favorite is Things (iPad, $$), but lots of people swear by Evernote (both platforms) Document manager – save and organize files – iPad: GoodReader (also displays most files), Android: File Expert - and don’t forget Dropbox for iPad or Android News – receive up-to-the-second info, images, and video – for both platforms: USA Today, Wall Street Journal, Fox News, NPR, and so on
  52. 52.  Internet Radio App: Video-broadcasting App: Search engine for Educational Apps Course creator App ( from OER) Measuring and monitoring progress in learning Social and Collaborative Learning App Overcoming Maths Phobia App Assessment Apps: Gradebook, Rubrics, e-portfolio… Learner face response analysis App An App to facilitate curating Educational Apps
  53. 53. Thank you !Email: mmpant@gmail.comWebsite: