In my remarks, I clarified what disruptive innovation is, as the theory is all too often misunderstood and misapplied. I explained that disruptive innovations carry four rules worth noting. They typically start by serving nonconsumers outside of the mainstream—areas where the alternative is literally nothing at all. They tend to be simpler than existing services, so the elite and the sector’s leading organizations tend to dismiss them. Accordingly, they both redefine the notion of what is quality and performance, and they don’t fit neatly into existing regulatory structures. Third, incumbent organizations cannot successfully adopt them within their core operations. And finally, they predictably and reliably improve over time to tackle more complex problems to transform a sector into one that is more affordable and accessible.
The next step in improving students’ experience in higher ed may be in rebuilding campus spaces for collaboration and data sharing.
campus-design-collaborationInstitutions need to create layered, blended and personalized places that support a variety of interactions and digital platforms, rather than creating specialized spaces, such as computer labs.
These findings are part of a recent study, which also found that mobility has transformed the way students learn, and therefore requires careful attention to physical spaces now more than ever.
This revelation may just be one of the factors to shed light not only on how student homes or spaces affect learning in the classroom at college, but also how students interact in common university spaces.
Date: 13 July 2015 Time: 1:00 pm - 2:00 pm ET Gartner says that interoperability, is the future! Imagine if faculty and instructional designers had thousands of peer-curated learning tools right at their fingertips, sourced from a vast ecosystem of vendors, universities, and other developers, capable of being added into their course site without any development or system admin work. CASA, which stands for Community App Sharing Architecture, enables the learning eco-system to crowdsource the best learning apps. Today, via networks enabled by CASA and integration via Learning Tools InteroperabilityÂ® (LTIÂ®), this is possible. Provide course builders with awareness of the information cloud-based tools share regarding your users' data.
Results from the 2014 Speak Up survey, released Thursday by Project Tomorrow, give us a glimpse of how students view modern learning. The findings indicate that they understand their learning process very well. They have clear preferences for how they want to learn, which devices they want to use, how they want to communicate with teachers and which social media platforms they favor.
Kim Flintoff's insight:
While the context is USA 2014 k-12 - this has braod relevance to all contemporary educators. These students are already transitioning to higher education (sometimes concurrently with k-12) and to dismiss their insights and expectations is probably not only foolish, but somewhat unethical.
"Digital literacy isn’t about knowing computers inside and out; it’s about using technology to change the way you think. If critical thinking skills haven’t yet become a part of your students’ digital citizenship, it’s time to rethink your teaching strategy.
"These are vague descriptions, as are most of the descriptions you’ll find of digital literacy in blog posts and journal articles online. What teachers need, more than a fancy synopsis of how digital publication affects the meaning of a text, is a practical and applicable guide to helping students think productively about the digital world.
"Below are the top do’s and don’ts we’ve come across–in research and in our own experience–when it comes to making students digitally literate."
Three important developments stand to dramatically change the way we think about degree programs and pathways:
1- The rapid adoption of competency-based education (CBE) programs, often using industry and employer authority for guiding the creation of the competencies and thus programs
2- An eventual move to suborganizational accreditation, with Title IV funds available for credits, courses, and micro credentials offered by new providers in new delivery models, part of the accelerating trend toward "unbundling" higher education
3- Increasing recognition that postsecondary education will no longer be contained to the existing and traditional degree levels but will instead be consumed at various levels of granularity—less than full degree programs and continuing throughout lives and careers
To thrive in a rapidly evolving, technology-mediated world, students must not only possess strong skills in areas such as language arts, mathematics and science, but they must also be adept at skills such as critical thinking, problem-solving, persistence, collaboration and curiosity. All too often, however, students in many countries are not attaining these skills. In this context, the World Economic Forum has taken on a multi-year initiative, New Vision for Education, to examine the pressing issue of skills gaps and explore ways to address these gaps through technology.
In this report, we undertook a detailed analysis of the research literature to define what we consider to be the 16 most critical “21st-century skills”. Our study of nearly 100 countries reveals large gaps in selected indicators for many of these skills – between developed and developing countries, among countries in the same income group and within countries for different skill types. These gaps are clear signs that too many students are not getting the education they need to prosper in the 21st century and countries are not finding enough of the skilled workers they need to compete.
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. [Scroll down for list of contents] Book release date (final version): 1 April 2015
Recently, Stephen Kosslyn, the founding Dean of Minerva Schools, offered a great explanation of why active learning is superior to lectures. While I admire and appreciate radical innovations in educational models like Minerva, I’d like to share a point of view that presents the lecture and act
Professors, researchers, and students are using visualization technology at colleges and universities across the globe. Large displays and immersive environments allow users to get inside of their data sets, seeing problems from a new perspective and allowing them to see new, innovative solutions and to make discoveries.
"Data visualization is no longer a novelty. It's a tool that's critical to every industry now," says Joe Swaty of ISAAC Corporation. ISAAC Corporation, along with several other corporate and industrial companies, partners with the University of Arkansas at Little Rock's Emerging Analytics Center. This type of partnership between academic institutions and corporate clients is becoming more and more common as visualization technology is making its way into universities everywhere.
See how educational institutions such as the University of Illinois at Chicago, Boise State University, and Tennessee State University are using visualization environments in and out of the classroom.
If higher education is supposed to teach higher-order thinking, then why is the business industry frustrated?
career--critical-businessIn today’s fast-paced economy, employers need new hires who can fail fast, solve problems quickly, and learn continuously. At the core of these abilities are critical thinking and information literacy skills.
But, after completing four years of college, one-third of all college students do not improve their complex reasoning or critical thinking skills. This gap in skills undermines the careers of these young people, stunting their professional growth and preventing them from leading productive and satisfying careers.
Despite U.S. millennials' widespread use of technology, they still score "dead last" among adults from various countries in their ability to problem-solve with it, a report says.
Kim Flintoff's insight:
Just because we have the first generation of so-called “digital natives” doesn’t mean they are more in control of the technology. They may be less concerned about using the technology but far from all of them are capable of managing the technology. The “prosumer” or “produser” may be able to rip, mix and burn but we can’t assume they can grip, fix and turn. This notion of GRIP, FIX and TURN – the capacity for control (grip), the capacity to remedy, revise, repair (fix) , the capacity to reposition, reconsider, re-evaluate (turn) – needs to be fostered more effectively within all educational contexts.
Trying to figure out if your lessons are resonating? Time to consider the idea of becoming a ‘sticky teacher’ and seeing how it works in the classroom. Here are a few quick tips that will help you understand how to make your lessons actually stick to your students’ brains. These are the fundamental ideas and reasons behind sticky teaching – a fun term that will help teachers think twice about the most effective ways to truly connect with student
New EDUCAUSE report explored the gaps between current LMS functionality and what’s needed for the next-gen digital learning environment.
LMS-digital-EDUCAUSEAccording to over 70 higher-ed IT specialists, current LMS functionality is great for administrative tasks, but doesn’t provide support for the new learning approaches on today’s campuses.
The next generation digital learning environment (NGDLE), says a new EDUCAUSE report, will need a “Lego” approach, where components are built that allow individuals and institutions the opportunity to construct learning environments tailored to their requirement and goals.
Curtin AHEAD provides a range of skills-building, self-confidence and career development activities that help people discover their potential to pursue higher education. The program also exposes participants to university life and supplies targeted information about their options.
Curtin AHEAD initiatives are designed for people to access higher education regardless of their background, location or circumstance, including people from regional and remote areas and people of Aboriginal and Torres Strait Islander descent.
EdCircuit combines the news and information you want with the opinions you crave. We aren’t just going to provide stale education happenings in the same boring formats. EdCircuit will give you the power of video, voice and platform to experience the conversations powering the new narrative in education! We are a collection of thought leaders in education business, practice, policy and innovation. Donna Krache is no stranger to education news and the digital landscape. As our Executive Producer and Managing Editor Krache brings together the voices you’ve heard of and those you need to. Our mission to include all voices, and we encourage your direct participation!
A variety of commentators are suggesting we are witnessing a major transformation in higher education.
Thomas Friedman, of the New York Times, has written that he sees the end of the university as we know it and the beginning of an “unbundling” of college and university education enabling any student to build their qualifications from courses taken anywhere in the world. Others, such as Clayton Christensen, are also writing about the creative destruction of higher education. Indeed, he suggests that:
“A creative destruction is happening in higher education with technology as the trigger and the driver.”
The basic proposition of these writers and commentators is that technology, along with shifts in the demographics of those attending colleges and universities and both societal and individual financial circumstances, created a “perfect storm” for colleges and universities and their response is to reinvent themselves and change the fundamentals of how they function.
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