Charles Eames once said that "beyond the age of information is the age of choices." Peoples and societies can become empowered through the accumulation of information, often over those who have not, and it can be said that through this power of knowledge, freedom can be either allowed to flourish or suppressed. If education, the path to knowledge, can provide equal opportunities for lesser developed nations to be on the same playing field as the developed nations, how can today's technology support and empower this?
With the launch of its new strategic plan, Deakin University has introduced the term ‘cloud learning’ to Australian higher education parlance.
Ryoma Ohira's insight:
Deakin University in Melbourne, Australia, establishes a plan to push education more onto the cloud so that it can be accessed anywhere. The strategy was put in place to empower learning but to also address the issue of the decline in printed and traditional media.
GigaOM The dirty little secret of online learning: Students are bored and dropping out Quartz Because if online education is going to be useful for learners, then it's time for online learning to grow up.
Ryoma Ohira's insight:
Large number of people register but few enrol. Furthermore, up to 90% drop out mid course. With the amount of resources educational institutions are investing in these online courses, further research to improve these courses are being conducted by these institutions. The article looks at three key points: mobility, making learning personal and social.
Onstage at TED2013, Sugata Mitra makes his bold TED Prize wish: Help me design the School in the Cloud, a learning lab in India, where children can explore and learn from each other -- using resources and mentoring from the cloud. Hear his inspiring vision for Self Organized Learning Environments (SOLE), and learn more at tedprize.org.
Sugata Mitra explores how education can be brought to lesser developed countries and how it affected them.
Starting with India, Mitra looks at how information technologies empowered self learning for children with little to no previous institutional education. From there he explores the possibilities of a crowd sourced educational system where a global society can share its learning resources.
One of the major challenges for MOOCs—which so far mostly come from U.S. universities—is to tailor the content of courses to a diverse worldwide audience with any number of combinations of language, educational, motivational, and cultural backgrounds. Critics fear the rise of big box education from only a few elite institutions in Western nations, and worry these may not fit the different learning styles in different nations.
The technology provides an innovative alternative to bricks-and-mortar schooling, enabling personal learning, interactive learning and many-to-many learning.
Ryoma Ohira's insight:
How technology allows for people to become more mobile whilst learning, the vast resources that become available, the challenges that cloud education faces but, at the end of all that, lies the prospect of a textbook-less learning environment with the freedom to be where ever and when ever.
Gosh, all this hurts my brain! I’m captivated by the promise that Sugata Mitra seems to offer, but seriously alarmed (as always) by people who say we don’t need schools (because they have served humanity well when they have worked, it seems to me – though there is, of course, much that can be done better). I find the notion that all children will learn well with and from each other somewhat idealistic. And yet the idea that learning can come from a sense of wondrous enquiry is deeply attractive to me.
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