Deloitte’s annual Technology Trends report launched at SXSW14. The report studies the ever-evolving technology landscape, focusing on disruptive trends that are transforming business, government, and society.
This presentation focuses on 10 topics that have the opportunity to impact organizations across industries, geographies, and sizes over the next 18 to 24 months.
"In the last few posts we have discussed ways in which badge systems can be segmented, considered, or categorized within existing social structures. And I have hinted at the sociocultural infrastructure necessary for badges to become useful and effective, social, professional, and personal currencies. This concept of currency stems from the notion of badges as elements of trust networks. They may be trust networks that exist presently but in this post, I suggest that badges may help to engender the creation of dynamic new trust networks."
In this article I’ll present a framework that could help educators to make a shift from designing long, information based online courses to micro-learning, which is a result of content curation techniques and chunking information design strategy.
It is only through innovative and contextual methods, the self-selection of the most appropriate tools and work conditions, and willing cooperation, that more productive work can be assured in the network era.
Today’s managers face a difficult and unprecedented challenge: The world is changing much faster than their organizations. Every industry, without exception, has been overtaken by an accelerating pace of change that shows no signs of letting up any time soon. In a world where change is constant, it’s not surprising that many managers feel overwhelmed by what appears to be a completely unmanageable state of affairs.
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.