3.  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.

4.  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

5. Near-term Horizon
 Mobile apps
 Tablet computing
Mid-term Horizon
 Game-based learning

6.  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

7.  While many were disappointed with the lack of new
features that came standard on Apple's new iPhone 4S,
there was one that many are hailing as a breakthrough
in technology.
 That feature was Siri, the phone's 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.

8.  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.

9.  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.

10.  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.

11.  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.

12.  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.

13.  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
they're 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.

14.  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
wouldn't 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.

15.  Big Data (need for data
scientists and information
engineers)
 Cloud Computing
 Voice Technologies
 Superior Machine
Intelligence
 Quantum Computing

16.  Continuously becoming
affordable
 Transforming Prototyping
 May emerge as a method
of customised
manufacturing (on-
demand)
 Very significant for
artificial body parts

17.  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

18.  Tablets and Mobiles
 Educational Apps
 Gamification of
Education
 Gesture based
computing
 Internet of Things
 Learner Analytics

20.  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.

21. The term MOOC was coined in
2008 during a course called
"Connectivism and Connective
Knowledge" that was
presented to 25 tuition-paying
students in Extended
Education at the University of
Manitoba in addition to 2,300
other students from the
general public who took the
online class free of charge.

22.  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).

23.  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.

24.  In the Fall of 2011 Stanford University
launched 3 courses, each of which had an
enrollment of about 100,000.

25.  Coursera
 Udacity
 edX
 Academic Room
 Canvas Network
 CourseSites
 Academic Partnerships (a company that
helps public universities move their courses
online)

26. Because of the massive scale of learners, and the likelihood
of a high student-teacher ratio, MOOCs require
instructional design that facilitates large-scale feedback
and 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.

27.  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.

28.  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

29.  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."

30.  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.

31.  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

32.  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

34. 6 Reasons
Tablets are ready for the
Classroom

35. 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.

36. 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.

37. 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.

38. 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

39. 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.

40. 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.

41.  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

42.  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.

43.  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 India's
classrooms?

44.  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

45.  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.

46.  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.

47.  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

48.  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.

49.  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

50.  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.

51.  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.

52.  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

53.  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

54.  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

55.  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

56.  Internet Radio App: Shoutcast.com
 Video-broadcasting App: Livestream.com
 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

57. Thank you !
Email: mmpant@gmail.com
Website: www.mmpant.net
http://mmpant.wordpress.com/