Edgex Disruption


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Presented to EDGEx in New Dehli

Published in: Education
  • George I think your use of Schumpeter's Disruptive Innovations is inappropriate. We need 'Enabling Innovations' to transform education. I've discussed this in Enabling Consequences;
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  • Not sure your transformative is transformative. It seems to have lot of next generation tech at the start of the hype cycle. It seems to be about crowd-sourcing businesses processes in HE and squeezing costs out of the system. Transformative to what? Participatory democracy? Emergence? Predictive isnt emergent. The Emergent Learning Model is transformative & hs enabled Ambient Learning City & WikiQuals which creates new, unanticipated, problems which can helps us think about learning anew, not as a set of predictions as here...
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  • http://net.educause.edu/ir/library/pdf/ffpiu013.pdf
  • http://www.forbes.com/forbes/1997/0310/5905122a_7.html
  • http://www.pimco.com/EN/Insights/Pages/School-Daze-School-Daze-Good-Old-Golden-Rule-Days.aspx
  • http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=21
  • http://chronicle.com/article/Why-Education-Is-Not-an/128790/
  • GLOBAL EDUCATION DIGEST 2009 Comparing Education Statistics Across the World
  • http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=416443&c=1
  • http://www.sciencemag.org/content/326/5951/354.summary
  • A New Paradigm for Economic Growth, March 2010
  • http://pewsocialtrends.org/files/2011/08/online-learning.pdf
  • Adapted from: http://en.wikipedia.org/wiki/Cloud_computing
  • http://www.citeulike.org/group/2546/article/1398512
  • Edgex Disruption

    1. 1. What would a disruptededucation system look like? George Siemens March 12, 2012 Presented to: New Dehli
    2. 2. Broad societal transitions:Shift to networksShift to complexity (at least recognition)
    3. 3. Not sure I like ‘disruption’…it’s not disruptive enough
    4. 4. Disruption:“a dynamic form of industry change that unlockstremendous gains in economic and socialwelfare” Christensen, Aaron, & Clark (2003)
    5. 5. i.e.Udacity, Khan Academy, Coursera disrupt thedelivery of education.(but don’t transform education as a system)
    6. 6. Transformative vs. disruptive
    7. 7. Most talk of disruption emphasizes the context of American higher educationWith tuition costs being a primary driver.
    8. 8. What parts of the system are open to disruption?ContentTeachingEvaluation/assessmentResearchUniversity model
    9. 9. The USA tuition system is not the norm globally(though UK has made great progress moving inthis direction).
    10. 10. Uncertainty around the prospect of disruption in education
    11. 11. “Rather, the change we expect over the nextforty years will be little short oftransformational. What is new, at least sincethe industrial revolution of the late eighteenthcentury, is the prominence of today’s emergingmarket economies (EMs) in world trade.” http://willembuiter.com/trade.pdf
    12. 12. “Thirty years from now the big universitycampuses will be relics. Universities wontsurvive. Its as large a change as when we firstgot the printed book.” Drucker, Forbes, 1997
    13. 13. Students, however, can no longer assume that afour year degree will be the golden ticket to agood job in a global economy that cares little fortheir social networking skills and more aboutwhat their labor is worth on the globalmarketplace. Bill Gross, 2011
    14. 14. 20 people under the age of 20.$100,000.Drop out of school.Change the world.
    15. 15. Higher education: the latest bubble?
    16. 16. …but what about…
    17. 17. Global EducationDigest, 2009,UNESCO, Institutefor Statistics
    18. 18. 150.6 million higher education students globally.53% increase from 2000. Altbach, Reisberg, Rumbley, 2009
    19. 19. India. Challenge: add 800 new universities by 2020 June 9, 2011& reskill 500 million people in the next 9 years?
    20. 20. $20 Billion. Opened September 2009
    21. 21. University as economic engines:In the economy of the future, the businessesthat will have staying power, and growthpotential, will be those most dependent onknowledge — on research, new ideas, newtechnologies, new processes, upgraded skills fortheir workers. Rockefeller Institute, 2010
    22. 22. So?
    23. 23. Universities won’t go away.But they won’t be like we know them today.
    24. 24. Distance education represents an area of enormouspotential for higher education systems around theworld struggling to meet the needs of growing andchanging student populations.The distance learning landscape has beentransformed by ICTs, allowing for real growth innumbers and types of providers, curriculumdevelopers, modes of delivery and pedagogicalinnovations. Altbach, Reisberg, Rumbley, 2009
    25. 25. http://www.scribd.com/doc/48586092/KPCB-Top-10-Mobile-Trends
    26. 26. What is transformative?
    27. 27. Robots
    28. 28. New school models
    29. 29. Telefonplan schools: No classrooms
    30. 30. Cloud computing
    31. 31. SaaS PaaS IaaSCloud Computing
    32. 32. Working different…
    33. 33. New assessment models
    34. 34. Big data and analytics
    35. 35. New pedagogical models
    36. 36. Online Self-Organizing Social Systems (OSOSS)“structure allows large numbers of individuals toself-organize in a highly decentralized mannerin order to solve problems and accomplish othergoals.” Wiley & Edwards 2003
    37. 37. This is an unusual course. It does not consist of a body of content you are supposedto remember. Rather, the learning in the course results from the activities youundertake, and will be different for each person.In addition, this course is not conducted in a single place or environment. It isdistributed across the web. We will provide some facilities. But we expect youractivities to take place all over the internet. We will ask you to visit other peoplesweb pages, and even to create some of your own.
    38. 38. MOOCsChanged relationship between teacher/learnerDistributed, chaotic, emergent.Learners expected to create, grow, expanddomain and share personal sensemakingthrough artifact-creation
    39. 39. Distributed research and discovery networks
    40. 40. Cloud, crowd, network, connectedmicroexpertise(more on that soon)
    41. 41. When systems are distributed, alternativemodes of integration are needed Stasser-Titus (1985)
    42. 42. Creating integrated ecosystems:Content,Delivery,Assessment(The integrator, rules)
    43. 43. A decade of opennessOpen education resourcesOpen teachingOpen coursesOpen accreditation (very early stages)Open research (coming soon)
    44. 44. A model for the future of university integration?
    45. 45. change.mooc.ca Twitter: gsiemens www.elearnspace.org/blog http://www.solaresearch.org/Learning Analytics & Knowledge 2012: Vancouver http://lak12.sites.olt.ubc.ca/